essay on school property

The Classroom | Empowering Students in Their College Journey

Why Is it Important to Respect School Property?

Positive Effects of the Zero Tolerance Policy Used in Schools

Some children don’t make the connection between respect for school property and personal consequences, but the two have a strong link. The school belongs to the student as much as it belongs to the faculty. When a child disrespects her school, she is hurting herself and those around her.

Self Respect

The state of the educational tools and school grounds reflect the quality of students and faculty in a school. If your school has graffiti tags and damaged books, it will show that the students of that school don’t care about their education. They are more interested in pointless acts of destruction than using the tools provided by the school to better themselves and pursue a well-rounded education.

Conserving Resources

Students may have a hard time understanding that school property doesn’t magically replenish itself. The damage a student causes may require money for repairs, something many schools have a severe lack of already. This puts the school in a tight spot and may force administrators to recycle damaged educational tools until they receive a new influx of funding. For example, if a student pulls the pages out of an education text, the next student to receive that book may have to work around the damage because the school doesn’t have an extra book for him.

When you damage school property, you run the risk of punishment. The school may report the incident to your parents, which can result in a hefty bill for damages. The instance can also go in your record, leaving a stain on your school career and credibility. While the fear of punishment may seem like a selfish reason to respect school property, it is often enough of a deterrent to help children learn respect and encourage parents to teach it.

Schools should be a comfortable safe haven for children to accrue knowledge. When a student lacks respect for school property, it can bring the quality of life in the school down. For example, leaving litter around the school grounds can make the place seem uncomfortable and cluttered. It also poses a safety threat. Other students can slip on the litter and injure themselves. Carving derogatory words and symbols into school property can also make a student who inherits use of the property uncomfortable when they discover the defacement.

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Shae Hazelton is a professional writer whose articles are published on various websites. Her topics of expertise include art history, auto repair, computer science, journalism, home economics, woodworking, financial management, medical pathology and creative crafts. Hazelton is working on her own novel and comic strip while she works as a part-time writer and full time Medical Coding student.

Good School, Rich School; Bad School, Poor School

The inequality at the heart of America’s education system

HARTFORD, Conn.—This is one of the wealthiest states in the union. But thousands of children here attend schools that are among the worst in the country. While students in higher-income towns such as Greenwich and Darien have easy access to guidance counselors, school psychologists, personal laptops, and up-to-date textbooks, those in high-poverty areas like Bridgeport and New Britain don’t. Such districts tend to have more students in need of extra help, and yet they have fewer guidance counselors, tutors, and psychologists; lower-paid teachers; more dilapidated facilities; and bigger class sizes than wealthier districts, according to an ongoing lawsuit. Greenwich spends $6,000 more per pupil per year than Bridgeport does, according to the State Department of Education .

The discrepancies occur largely because public school districts in Connecticut, and in much of America, are run by local cities and towns and are funded by local property taxes. High-poverty areas such as Bridgeport and New Britain have lower home values and collect less taxes, and so can’t raise as much money as a place like Darien or Greenwich, where homes are worth millions of dollars. Plaintiffs in a decade-old lawsuit in Connecticut, which heard closing arguments earlier this month, argue that the state should be required to ameliorate these discrepancies. Filed by a coalition of parents, students, teachers, unions, and other residents in 2005, the lawsuit, Connecticut Coalition for Justice in Education Funding (CCJEF) v. Rell , will decide whether inequality in school funding violates the state’s constitution.

“The system is unconstitutional,” the attorney for the plaintiffs Joseph P. Moodhe argued in Hartford Superior Court earlier this month, “because it is inadequately funded and because it is inequitably distributed.”

Connecticut is not the first state to wrestle with the conundrum caused by relying heavily on local property taxes to fund schools; since the 1970s, nearly every state has had litigation over equitable education, according to Michael Rebell, the executive director of the Campaign for Educational Equity at Teachers College at Columbia University. Indeed, the CCJEF lawsuit, first filed in 2005, is the state’s second major lawsuit on equity. The first, in 1977, resulted in the state being required to redistribute some funds among districts, though the plaintiffs in the CCJEF case argue the state has abandoned that system, called Educational Cost Sharing.

In every state, though, inequity between wealthier and poorer districts continues to exist. That’s often because education is paid for with the amount of money available in a district, which doesn’t necessarily equal the amount of money required to adequately teach students.

“Our system does not distribute opportunity equitably,” a landmark 2013 report from a group convened by the former Education Secretary Arne Duncan, the Equity and Excellence Commission, reported.

This is mainly because school funding is so local. The federal government chips in about 8 to 9 percent of school budgets nationally, but much of this is through programs such as Head Start and free and reduced-price lunch programs. States and local governments split the rest , though the method varies depending on the state.

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Nationally, high-poverty districts spend 15.6 percent less per student than low-poverty districts do, according to U.S. Department of Education. Lower spending can irreparably damage a child’s future, especially for kids from poor families. A 20 percent increase in per-pupil spending a year for poor children can lead to an additional year of completed education, 25 percent higher earnings, and a 20-percentage-point reduction in the incidence of poverty in adulthood, according to a paper from the National Bureau of Economic Research.

Violet Jimenez Sims, a Connecticut teacher, saw the differences between rich and poor school districts firsthand. Sims, who was raised in New Britain, one of the poorer areas of the state, taught there until the district shut down its bilingual education programs, at which point she got a job in Manchester, a more affluent suburb. In Manchester, students had individual Chromebook laptops, and Sims had up-to-date equipment, like projectors and digital whiteboards. In New Britain, students didn’t get individual computers, and there weren’t the guidance counselors or teacher’s helpers that there were in Manchester.

“I noticed huge differences, and I ended up leaving because of the impact of those things,” she told me. “Without money, there’s just a domino effect.” Students frequently had substitutes because so many teachers got frustrated and left; they didn’t have as much time to spend on computer projects because they had to share computers; and they were suspended more frequently in the poor district, she said. In the wealthier area, teachers and guidance counselors would have time to work with misbehaving students rather than expelling them right away.

Testimony during the CCJEF trial bears out the differences between poor areas like New Britain, Danbury, Bridgeport, and East Hartford, and wealthier areas like New Canaan, Greenwich, and Darien. Electives, field trips, arts classes, and gifted-and-talented programs available in wealthier districts have been cut in poorer ones. New Britain, where 80 percent of students qualify for free or reduced-price lunch, receives half as much funding per special-education student as Darien. In Bridgeport, where class sizes hover near the contractual maximum of 29, students use 15-to 20-year-old textbooks; in New London, high-school teachers must duct tape windows shut to keep out the wind and snow and station trash cans in the hallways to collect rain. Where Greenwich’s elementary school library budget is $12,500 per year (not including staffing), East Hartford’s is zero.

All of this contributes to lower rates of success for poorer students. Connecticut recently implemented a system called NextGen to measure English and math skills and college and career readiness. Bridgeport’s average was 59.3 percent and New Britain 59.7 percent; Greenwich, by contrast, scored 89.3 percent and Darien scored 93.1. Graduation rates are lower in the poorer districts; there’s more chronic absenteeism.

The crux of the state’s case is that it spends enough on education, and that Connecticut has one of the country’s best public-school systems. The Educational Cost Sharing formula gets tinkered with by the legislature, the state says, and Connecticut still spends more on poor districts than many regions of the country. It says that what CCJEF is asking is essentially $2 billion more in taxpayer funding to make schools equitable—a sum that would be difficult to raise in a cash-strapped state.

“While we wholeheartedly share the goal of improving educational opportunities and outcomes for all Connecticut children, it is the state’s position both that we are fulfilling our constitutional responsibilities and that the decisions on how to advance those goals are best left to the appropriate policymakers: local communities and members of the General Assembly,” Jaclyn M. Falkowski, a spokeswoman for Connecticut Attorney General George Jepsen, told me in an email.

Yet the fact remains that delegating education funding to local communities increases inequality. That’s especially true in Connecticut, which has some of the biggest wealth disparities in the country. Indeed, in Connecticut, rich and poor districts often abut each other. Bridgeport is in the same county as Greenwich and Darien; East Hartford is poor, but nearby West Hartford is affluent. How did a state like Connecticut, which had one of the first laws making public education mandatory, become so divided? And why does such an unequal system exist in a country that puts such a high priority on equality?

Many of the problems that have arisen in Connecticut’s school system can be traced back to how public education was founded in this country, and how it was structured. It was a system that, at its outset, was very innovative and forward-thinking. But that doesn’t mean it is working for students today.

“The origins were very progressive, but what might have been progressive in one era can become inequitable in another,” Rebell told me.

In the early days of the American colonies, the type of education a child received depended on whether the child was a he or a she (boys were much more likely to get educated at all), what color his or her skin was, where he or she lived, how much money his or her family had, and what church he or she belonged to. States like New Jersey, Pennsylvania, and New York depended on religious groups to educate children, while southern states depended on plantation owners, according to Charles Glenn, a professor of educational leadership at Boston University.

It was the Puritans of Massachusetts who first pioneered public schools, and who decided to use property-tax receipts to pay for them. The Massachusetts Act of 1642 required that parents see to it that their children knew how to read and write; when that law was roundly ignored, the colony passed the Massachusetts School Law of 1647 , which required every town with 50 households or more hire someone to teach the children to read and write. This public education was made possible by a property-tax law passed the previous year, according to a paper, “ The Local Property Tax for Public Schools: Some Historical Perspectives ,” by Billy D. Walker, a Texas educator and historian. Determined to carry out their vision for common school, the Puritans instituted a property tax on an annual basis—previously, it had been used to raise money only when needed. The tax charged specific people based on “visible” property including their homes as well as their sheep, cows, and pigs. Connecticut followed in 1650 with a law requiring towns to teach local children, and used the same type of financing.

Property tax was not a new idea; it came from a feudal system set up by William the Conquerer in the 11th century when he divided up England among his lieutenants, who required the people on the land to pay a fee in order to live there. What was new about the colonial property-tax system was how local it was. Every year, town councils would meet and discuss property taxes, how much various people should pay, and how that money was to be spent. The tax was relatively easy to assess because it was much simpler to see how much property a person owned that it was to see how much money he made. Unsurprisingly, the amounts various residents had to pay were controversial. (A John Adams – instituted national property tax in 1797 was widely hated and then repealed.)

Initially, this system of using property taxes to pay for local schools did not lead to much inequality. That’s in part because the colonies were one of the most egalitarian places on the planet—for white people, at least. Public education began to become more common in the mid-19th century. As immigrants poured into the country’s cities, advocates puzzled over how to assimilate them. Their answer: public schools. The education reformer Horace Mann, for example, who became the secretary of the newly formed Massachusetts Board of Education in 1837, believed that public schooling was necessary for the creation of a national identity. He called education “the great equalizer of the conditions of men.”

Though schooling had, until then, been left up to local municipalities, states began to step in. After Mann created the Board of Education in 1837, he lobbied for and won a doubling of state expenditures on education. In 1852, Massachusetts passed the first law requiring parents to send their children to a public school for at least 12 weeks.

The idea of making free education a right was controversial—the “most explosive political issue in the 19th century, except for abolition,” Rebell said. Eventually, though, when reformers won, they pushed to get a right for all children to public schooling into states’ constitutions. The language of these education clauses varies; Connecticut’s constitution, for example, says merely that “there shall always be free public elementary and secondary schools in the state,” while Illinois’ constitution requires an “efficient system of high-quality public educational institutions and services.”

Despite widespread acceptance of mandatory public education by the end of the 19th century, the task of educating students remained a matter for individual states, not the nation as a whole. And states still left much of the funding of schools up to cities and towns, which relied on property tax. In 1890, property taxes accounted for 67.9 percent of public-education revenues in the U.S. This means that as America urbanized and industrialized and experienced more regional inequality, so, too, did the schools. Areas that had poorer families or less valuable land had less money for schools.

In the early part of the 20th century, states tried to step in and provide grants to districts so that school funding was equitable, according to Allan Odden, an expert in school finance who is a professor emeritus at the University of Wisconsin-Madison. But then wealthier districts would spend even more, buoyed by increasing property values, and the state subsidies wouldn’t go as far as they once had to make education equitable.

The disparities became more and more stark in the decades after World War II, when white families moved out of the cities into the suburbs and entered school systems there, and black families were stuck in the cities, where property values plummeted and schools lacked basic resources. In some states, where school districts were run on the county level, costs could be shared between rich and poor districts by combining and integrating them, especially after Brown v. Board of Education . But in states like Connecticut, with deeper histories of public schooling, there were hundreds of separate districts, and it was much more difficult to combine them or to equalize funding across them.

The most aggressive attempt to ameliorate these disparities came in 1973, in a Supreme Court case, San Antonio Independent School District v. Rodriguez . It began when a father named Demetrio Rodriguez, whose sons attended a dilapidated elementary school in a poor area of San Antonio, sued the state of Texas, claiming that the way that schools were funded fundamentally violated the U.S. Constitution’s equal-protection clause. Rodriguez wanted the justices to apply the same logic they had applied in Brown v. Board of Education —that every student is guaranteed an equal opportunity to education. The justices disagreed. In a 5 – 4 decision, they ruled that there is no right to equal funding in education under the Constitution.

With Rodriguez , the justices essentially left the funding of education a state issue, forgoing a chance for the federal government to step in to adjust things Since then, school-funding lawsuits have been filed in 45 out of 50 states, according to Rebell.

Though it might seem odd that the Supreme Court has ruled that Americans have a right to live in a better zip code and a right to work at a company no matter their race, but not that every American child has the right to an equal education, there is legal justification for this. The Founders didn’t include a right to an education in the country’s founding documents. Though the federal government is involved in many parts of daily life in America, schooling is, and has always been, the responsibility of the states.

The plaintiffs in the Connecticut lawsuit want the state to undertake an intense study of local schools and see what is needed to give each child a good education. They want the state to look at how much a district can reasonably raise from its property taxes, and then come up with a formula for how different districts can share revenues so that schooling is more equitable. They don’t just want poor districts to get more money; they want poor districts to get enough money so that disadvantaged children can do just as well as children from wealthier areas.

“We think the state’s responsibility is to ensure that every child, in every school, in every school district, regardless of whether they’re impoverished, is given the opportunity to graduate from high school, and be able to be a full citizen and active in the civic life of their town, state and nation,” Jim Finley, the principal consultant for CCJEF, told me.

If CCJEF wins, it might take a page from other states that have tried to radically overhaul how schools are funded from district to district. After the Vermont Supreme Court ruled that the state’s education funding system was unconstitutional, the state in 1997 passed Act 60, which ensured that towns spent the same amount of revenue per pupil. Districts paid into a common pool, which was then redistributed to poorer areas. And since the New Jersey Supreme Court ruled in 1990 that the state’s funding system was unconstitutional in the Abbott v. Burke case, New Jersey has been required to spend extra money in 31 of the state’s poorest school districts.

Asking the state to step in can also have its downsides. A court decision in California in 1971, Serrano v. Priest , found that the state system, which relied heavily on property tax, violated the state’s constitution because there was such great inequality. The state decided then to make sure spending in every district was the same, not allowing for any disparity. But then, when voters in the state passed Proposition 13 in 1978, limiting the amount of property tax homeowners pay in a given year, the state was left trying to equalize schools with a shrinking pot of money. The result has been extremely low levels of state funding available, and shrinking expenditures on public schools throughout the state.

The federal government has provided additional funding for poor districts since 1965, when Lyndon B. Johnson signed the Elementary and Secondary Education Act (ESEA), but federal intervention in schools has always been controversial, with many parents and school-district leaders resisting federal dictates about curriculum and standards. The 2001 No Child Left Behind Act, which reauthorized ESEA, received pushback after schools struggled to keep up with testing requirements and progress reports. That law was replaced in 2015 with the Every Student Succeeds Act, which rolled back the federal government’s role in local education.

In general, keeping schools equitable across a state is a tough task, says Odden, the school-finance expert. Immediately after a court case, there’s a lot of momentum for redistributing revenues. But then, as time goes on, the impetus for giving more to poor districts wanes.

There have been suggestions that it is time to change the school-finance system to one that more successfully directs resources to where they’re needed. Indeed, the United States is one of the only countries that allows the economies of local areas to determine the quality of local schools.

In 1972, a commission appointed by Richard Nixon came up with a far-reaching report, Schools, People, & Money. The Need for Educational Reform, about how over-reliance on property tax led to inequitable schools. It found that money was not being “collected equitably or spent according to the needs of children,” the commission reported. “We conclude it will be better spent when the bulk of it is raised and distributed by the States to their districts and schools,” it said.

It would have been a big change. But of course, states did not, by and large, change how they collected revenues or how their schools were paid for. It may seem logical that a state would step in and try to fund poorer districts; states don’t want to be known for low test scores and graduation rates, and will pay the price if their residents don’t get a good education. But giving money from rich districts to poor ones is politically difficult, as Connecticut has learned. And money is increasingly tight as states struggle with budget issues and have to spend more money on corrections, infrastructure, and Medicaid than they once did.

More than 40 years after the Nixon report, another big group, the Equity and Excellence Commission, again recommended that the nation change its school-finance system. New federal funding could be directed toward high-poverty areas, it said, and the country could decide what resources are needed to make sure every student gets a good education, regardless of what money is available.

“This is a declaration of an urgent national mission: to provide equity and excellence in education in American public schools once and for all,” Congressman Mike Honda wrote in the report’s foreword.

Rebell, who served on the committee, says the group came up with a remarkable consensus, but that the report was ignored by Congress. Any bills related to the report have gone nowhere. Instead, advocates of school equity are left to fight on the state level.

Opponents of school-finance reform often argue that money isn’t problem, and that increased spending won’t lead to better outcomes at schools in poor districts. But studies show that after courts order public schools to spend more on low-income students, students begin to do better and better in school. There may be challenges that go beyond what more equitable funding alone can solve, but it’s the best place to start.

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Is Vandalism a Problem in Your School?

Damaging or stealing school property is a trend in some schools thanks to a recent TikTok craze. What about yours?

By Shannon Doyne

Do students at your school damage the bathrooms or other spaces on campus? Do they steal school property? If so, what does your school do about it?

Are you aware of the recent TikTok trend that encourages school vandalism and theft? In “ TikTok’s Latest Craze: Stealing Stuff From School ,” Giulia Heyward writes about how schools are trying to deal with it. The article begins:

Teenagers are acting out — and their high schools are the victims. It’s all on TikTok. Missing are soap dispensers, bathroom mirrors, paper towel holders, fire alarms and even a teacher’s desk — anything that can be swiped from school and then revealed in a TikTok video, with the hashtag #deviouslicks. In the last month or so, TikTok has hosted close to 94,200 similar videos under #deviouslicks, or #diabolicallicks, according to the website Know Your Meme. The hashtag also seems to have encouraged more serious vandalism, with students taking ceiling tiles, hand-railings, toilets and bathroom stalls. “Zoinks dude. Sometimes licks are a little too devious,” one commenter wrote about a video in which the poster walked toward school, with a key, hashtag “diabolical.”

The article also includes the perspective of some school leaders, as well as TikTok’s response:

To school administrators, the thefts are not what they want to deal with now, just weeks into the new school year, with the virus and learning loss and other pressures bearing down. And to some social watchers, the trend is a sign, perhaps, of what teenagers are feeling, about the disruptions and powerlessness in their lives. Schools from California to Michigan to Georgia are cracking down. There have been suspensions, criminal charges and restitution orders. There are bans on bathroom breaks. And there have been warnings. TikTok is also trying to stop the trend by deleting the content and redirecting hashtags and search results to its Community Guidelines page, according to a spokesperson. But as of Thursday, tens of thousands of videos can still be found under adaptations of the original hashtag.

It also attempts to explain why students might gravitate to such pranks, especially now:

For Amanda Brennan, the senior director of trends for the digital marketing agency XX Artists, the answer might be the pandemic. After more than a year of shutdowns and virtual schooling, students, who are now returning to schools for the first time, may just be looking for a way to rebel. “It makes sense to see kids stealing things because it feels like a power play,” Ms. Brennan said. “You feel powerful over these systems that you may not have felt as if you had a lot of control over.”

Students, read the entire article, then tell us:

Have you heard of this trend? Is it happening in your school? Have you watched #deviouslicks and #diabolicallicks videos? If so, what is your opinion of them?

Have vandalism and theft been a problem in your school even before this trend? If so, what has been done about it?

Why do you think people who share videos of themselves doing things that could get them in trouble are willing to take that risk?

The article suggests factors besides the prospect of becoming TikTok famous that explain why students would commit vandalism at school. What do you think about them? Are they valid, in your opinion?

What is TikTok’s responsibility here? What about other social media platforms? If they crack down on user-generated content that shows acts of vandalism or stealing, should they also ban other things? If so, what? And who gets to decide?

Another meme, #angelicyields, shows students attempting to undo the destruction of others or otherwise doing something nice, like putting hand soap back in a dispenser in a school bathroom or installing a coffee maker in what looks to be a teachers’ bathroom . What is your opinion of these videos? Are they entertaining? Do you think this meme could take off as well? Why or why not?

If you were a school principal at a school that had increasing incidents of student vandalism, how would you handle it? Would you use any of the tactics mentioned in the article? Why or why not?

Learn more about Student Opinion here and find all of our questions in this column . Teachers, see how you can incorporate this feature into your classroom routine here .

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Rights People Lose on Public School Property Research Paper

Public schools are institutions funded by government through taxpayers’ money, and that is why is owns most of the schools. The heads of schools are accountable to the government because they bear responsibility for running public schools. Government supervises many institutions, from elementary level school to Universities. Even though there is an opinion that there is little supervision on the heads of schools, the government has created a special department which follows schools heads’ performance.

Schools have become the place for embezzlement of funds. Corruption can interfere learning in many ways. The heads of school siphon millions of dollars annually through crooked reason leaving children with outdated and discarded books, which eventually lead to their unintentional failure (Segal 102).

Frauds by the heads of schools always hinder development in such schools. This forces some children to learn in unfinished classrooms, without chairs, etc. This deprives the innocent children of their right for healthy and supportive environment.

Joel Turtel writes that our public schools have become an educational menace to our children. He shows statistics for 2002 in the New York State Department of Education on public schools where 65% of elementary students, 90% of intermediate student and 84% of high school students failed to meet the New York Standards (86). This failure should be partially attributed to the administration fraud and partially to the students’ irresponsible attitude to studying.

Teachers are often overworked due to their little number in comparison with many children. Teachers do not give children attention they need and children may go home with some lessons missed which may lead to class failure at the end of the term. A public school can also turn to be a dangerous place because of violence (Segal 46). Teenagers often lack judgment and cannot control their emotion.

With the class, having teenagers of different ages, bullying of younger children by their elders is something inevitable. With no teachers around, children have more time to interact with each other eventually budding peer pressure. Peer pressure makes the class a natural breeding place for drug abuse. Children’s right of protection from substance abuse is therefore suspended. With substance abuse, parents do not expect their children to deliver something substantial from school.

Adolescents always have raging hormones and arousing sexuality. Therefore with the critical issue of socialization in public schools, younger girls will end up dropping out of school because of unwanted pregnancies. I believe that bullying, peer pressure, and sexual tension create an environment which is non-blissful and violent.

Mandatory attendance law also contributes to violation of children rights. The law forces children to sit in boring classes from six up to eight hours consequently. This kills desire for learning. Those teenagers who are forced to be at school will take their aggression on other students.

The compulsory attendance law helps government own children for 12 years and at the same time assuming the parental responsibility. With all the 12 years, parents have little to say on matters regarding their children. The school authorities nowadays threaten parent with arrest if they choose not to comply with the compulsory attendance law, but many scholars believe this is wrong (Alexander and Alexander 257).

Disabled children also face discrimination in public schools. It becomes hectic for the socially impaired children to interact with other kids. They always have motives that other children will subject them to insults. This adds another potential layer of violence. Violence can often kill a child morally.

One of the parental responsibilities is protecting their children from adverse sex behaviors. Yet many public schools still force potentially harmful sex education into the brains of the innocent students. Most of the time parents have no control over the content of the classes and hence their children may end up spoiled by the bad values taught.

I mean that the failure to incorporate appropriate sexual education, failure of a teacher to create a contact between him/herself and students may lead to controversial effect. Therefore, the lack of attention of a teacher to his/her students and the inability to implement appropriate sexual education may lead to increase of the violence, but not the understanding of the protected healthy sexual relations.

Some public schools tend to turn their students against their parents. They tell them stories about child abuse, which make children become suspicious. Some school authorities inquire teachers to ask children how their parents behave at home.

Many public schools now teach children anti-Christianity and try to mold children’s mind in a way that they embrace different religions (Turtel 52). Showing children that all religions are good and should be respected, teachers fail to stress on Christianity as native religion and many children are confused. Believing that children are at good hands, parents do not pay much attention to their children and harm them greatly.

People lose their rights mainly because of mismanagement characterizing public schools which is the part of public school property. This gives the implication that the federal government should put more effort in ensuring that these rights are maintained. This can only be achieved by ensuring that the publics are enlightened on the statutes that govern the country. Therefore, public school property depends on many factors and the failure to meet some specific laws, norms of behavior and teaching may result in loss of rights.

Alexander, Kern and M. David Alexander. American public school law . Cengage Learning, 2005. Print.

Segal, Lydia G, et al. Battling Corruption in America’s Public Schools . Cambridge: Harvard University Press, 2005. Print.

Turtel, J. Public Schools, Public Menace: How Public Schools Lie to Parents and Betray Our Children . New York: Liberty Books, 2005. Print.

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IvyPanda. (2018, June 10). Rights People Lose on Public School Property. https://ivypanda.com/essays/rights-people-lose-on-public-school-property/

"Rights People Lose on Public School Property." IvyPanda , 10 June 2018, ivypanda.com/essays/rights-people-lose-on-public-school-property/.

IvyPanda . (2018) 'Rights People Lose on Public School Property'. 10 June.

IvyPanda . 2018. "Rights People Lose on Public School Property." June 10, 2018. https://ivypanda.com/essays/rights-people-lose-on-public-school-property/.

1. IvyPanda . "Rights People Lose on Public School Property." June 10, 2018. https://ivypanda.com/essays/rights-people-lose-on-public-school-property/.

Bibliography

IvyPanda . "Rights People Lose on Public School Property." June 10, 2018. https://ivypanda.com/essays/rights-people-lose-on-public-school-property/.

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Is Mandatory Attendance of Class Goo or Bad?
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School Vandalism and Break-Ins

Guide no.35 (2005).

by Kelly Dedel

PDF Guide Order Bound Copy

The Problem of School Vandalism and Break-Ins

This guide addresses school vandalism and break-ins, describing the problem and reviewing the risk factors. It also discusses the associated problems of school burglaries and arson. The guide then identifies a series of questions to help you analyze your local problem. Finally, it reviews responses to the problem, and what is known about them from evaluative research and police practice.

Factors Contributing to School Vandalism and Break-Ins

Understanding the factors that contribute to your problem will help you frame your own local analysis questions, determine good effectiveness measures, recognize key intervention points, and select appropriate responses.

Offender Characteristics

Those who vandalize or break into schools are typically young and male, acting in small groups. Vandalism and break-ins are most common among junior high school students, and become less frequent as students reach high school. 12 Those involved in school-related arson are more likely to be in high school. 13 Many vandals have done poorly academically, and may have been truant, suspended, or expelled. 14 As is typical of many adolescents, students who vandalize and break into schools have a poor understanding of their behavior's impact on others, and are more concerned with the consequences to themselves. 15 Offenders are no more likely to be emotionally disturbed than their peers who do not engage in the behavior, nor are they any more critical of their classes, teachers, or school in general. 16

While the majority of students do not engage in vandalism, they do not generally harbor negative feelings toward those who do. In other words, "vandalism is a behavior that students can perform without the risk of condemnation by other students." 17 Youth who lack full-time parental supervision during after-school hours have been found to be more involved in all types of delinquency than students whose parents are home when they return from school. 18 In 2002-2003, 25 percent of all school-aged children were left to care for themselves after school, including half of children in grades 9 through 12 and one third of children in grades 6 though 8. 19

Though far less frequently, adults sometimes commit school vandalism and break-ins. Most often, they do so to steal high-value items (e.g., computers, televisions, cameras) and sell them on the street. 20 Adults are far less likely to maliciously deface or destroy school property.

Motivations

The typical observer may think school vandalism and break-ins are pointless, particularly when the offenders have focused on property destruction and have taken nothing of value. One can better understand the behavior when considering it in the context of adolescence, when peer influence is a particularly powerful motivator. Most delinquent acts are carried out by groups of youths, and vandalism is no exception. Participating in vandalism often helps a youth to maintain or enhance his or her status among peers. 21 This status comes with little risk since, in contrast to playing a game or fighting, there are no winners or losers.

Beyond peer influence, there are several other motivations for school vandalism:

Acquisitive vandalism is committed to obtain property or money.
Tactical vandalism is used to accomplish goals such as getting school cancelled.
Ideological vandalism is oriented toward a social or political cause or message, such as a protest against school rules.
Vindictive vandalism (such as setting fire to the principal's office after being punished) is done to get revenge.
Play vandalism occurs when youth intentionally damage property during the course of play.
Malicious vandalism is used to express rage or frustration. Because of its viciousness and apparent senselessness, people find this type particularly difficult to understand. 22

As schools have become increasingly technologically equipped, thefts of electronic and high-tech goods have become more common. 23 Computers, VCRs, and DVD players are popular targets because they are relatively easy to resell. Students also steal more-mundane items such as food and school supplies, for their own use.

In addition, youth may participate in school vandalism or break-ins in a quest for excitement. 24 Some communities do not have constructive activities for youth during after-school hours and in the summer. Without structured alternatives, youth create their own fun, which may result in relatively minor vandalism or major property damage to schools and school grounds.

A high proportion of vandalism occurs, quite naturally, when schools are unoccupiedbefore and after school hours, on weekends, and during vacationsas well as later in the school week and later in the school year. 25 Local factors, such as the community's use of school facilities after hours, may also determine when vandalism is most likely to occur in any one school.

Schools are prime targets for vandalism and break-ins for a number of reasons:

They have high concentrations of potential offenders in high-risk age groups.
They are easily accessible.
They are symbols of social order and middle-class values.
Some youth believe that public property belongs to no one, rather than to everyone.

Partially hidden entryways can provide opportunity for would-be vandals. Credit: David Corbett

Some schools are much more crime-prone than others, and repeat victimization is common. 26 A school's attractiveness as a vandalism target may also be related to its failure to meet some students' social, educational, and emotional needs; students may act out to express their displeasure or frustration. 27 Schools with either an oppressive or a hands-off administrative style, or those characterized as impersonal, unresponsive, and nonparticipatory, suffer from higher levels of vandalism and break-ins. 28 Conversely, in schools with lower vandalism rates,

Parents support disciplinary policies
Students value teachers' opinions
Teachers do not express hostile or authoritarian attitudes toward students
Teachers do not use grades as a disciplinary tool
Teachers have informal, cooperative, and fair dealings with the principal
Staff consistently and fairly enforce school rules. 29

Certain physical attributes of school buildings and grounds also affect their vulnerability to vandalism and break-ins. In general, large, modern, sprawling schools have higher rates of vandalism and break-ins than smaller, compact schools. 30 The modern, sprawling schools have large buildings scattered across campus, rather than clustered together. A school's architectural characteristics may also influence the quality of administrative and teacher-student relationships that are developed, which can affect the school's vulnerability. Common vandalism locations and typical entry points include 31

Rooftops that are accessible only from within the building provide a greater degree of security. Credit: David Corbett

Partially hidden areas around buildings that are large enough for small groups of students to hang out in (which can give rise to graffiti, damaged trees and plants, and broken windows)
Alcoves created by stairways adjacent to walls, depressed entrances, and delivery docks (which offer coverage for prying at windows, picking locks, and removing door hinges)
Main entrances not secured by grills or gates when school is closed, and secondary entrances with removable exterior door hardware
Unsecured windows and skylights
Large, smooth, light-colored walls (which are prime graffiti targets)
Rooftops accessible from the ground, from nearby trees, or from other rooftops (which can allow access to damageable equipment and hardware).

Vandals damage schools that neglect grounds and building maintenance, those whose grounds have little aesthetic appeal, and those that do not appear to be occupied or looked after more often than they damage carefully tended and preserved schools. 32

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How to Identify and Prevent School Violence

Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Ann-Louise T. Lockhart, PsyD, ABPP, is a board-certified pediatric psychologist, parent coach, author, speaker, and owner of A New Day Pediatric Psychology, PLLC.

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Recognizing the Signs of School Violence

School violence refers to violence that takes place in a school setting. This includes violence on school property, on the way to or from school, and at school trips and events. It may be committed by students, teachers, or other members of the school staff; however, violence by fellow students is the most common.

An estimated 246 million children experience school violence every year; however, girls and gender non-conforming people are disproportionately affected.

"School violence can be anything that involves a real or implied threat—it can be verbal, sexual, or physical, and perpetrated with or without weapons. If someone is deliberately harming someone or acting in a way that leaves someone feeling threatened, that‘s school violence,” says Aimee Daramus , PsyD, a licensed clinical psychologist.

This article explores the types, causes, and impact of school violence and suggests some steps that can help prevent it.

Types of School Violence

School violence can take many forms. These are some of the types of school violence:

Physical violence , which includes any kind of physical aggression, the use of weapons, as well as criminal acts like theft or arson.
Psychological violence , which includes emotional and verbal abuse . This may involve insulting, threatening, ignoring, isolating, rejecting, name-calling, humiliating, ridiculing, rumor-mongering, lying, or punishing another person.
Sexual violence , which includes sexual harrassment, sexual intimidation, unwanted touching, sexual coercion, and rape .
Bullying , which can take physical, psychological, or sexual forms and is characterized by repeated and intentional aggression toward another person.
Cyberbullying , which includes sexual or psychological abuse by people connected through school on social media or other online platforms. This may involve posting false information, hurtful comments, malicious rumors, or embarrassing photos or videos online. Cyberbullying can also take the form of excluding someone from online groups or networks.

Causes of School Violence

There often isn’t a simple, straightforward reason why someone engages in school violence. A child may have been bullied or rejected by a peer, may be under a lot of academic pressure, or may be enacting something they’ve seen at home, in their neighborhood, on television, or in a video game.

These are some of the risk factors that can make a child more likely to commit school violence:

Poor academic performance
Prior history of violence
Hyperactive or impulsive personality
Mental health conditions
Witnessing or being a victim of violence
Alcohol, drug, or tobacco use
Dysfunctional family dynamic
Domestic violence or abuse
Access to weapons
Delinquent peers
Poverty or high crime rates in the community

It’s important to note that the presence of these factors doesn’t necessarily mean that the child will engage in violent behavior.

Impact of School Violence

Below, Dr. Daramus explains how school violence can affect children who commit, experience, and witness it, as well as their parents.

Impact on Children Committing Violence

Children who have been victims of violence or exposed to it in some capacity sometimes believe that becoming violent is the only way they‘ll ever be safe.

When they commit violence, they may experience a sense of satisfaction when their emotional need for strength or safety is satisfied. That‘s short-lived however, because they start to fear punishment or retribution, which triggers anger that can sometimes lead to more violence if they’re scared of what might happen to them if they don’t protect themselves.

Children need help to try and break the cycle; they need to understand that violence can be temporarily satisfying but that it leads to more problems.

Impact on Children Victimized by School Violence

Victims of school violence may get physically injured and experience cuts, scrapes, bruises, broken bones, gunshot wounds, concussions, physical disability, or death.

Emotionally speaking, the child might experience depression , anxiety, or rage. Their academic performance may suffer because it can be hard to focus in school when all you can think about is how to avoid being hurt again.

School violence is traumatic and can cause considerable psychological distress. Traumatic experiences can be difficult for adults too; however, when someone whose brain is not fully developed yet experiences trauma, especially if it’s over a long time, their brain can switch to survival mode, which can affect their attention, concentration, emotional control, and long-term health.

According to a 2019 study, children who have experienced school violence are at risk for long-term mental and physical health conditions, including attachment disorders, substance abuse, obesity, diabetes, cancer, heart disease, and respiratory conditions.

The more adverse childhood experiences someone has, the greater the risk to their physical and mental health as an adult.

Impact on Children Who Witness School Violence

Children who witness school violence may feel guilty about seeing it and being too afraid to stop it. They may also feel threatened, and their brain may react in a similar way to a child who has faced school violence.

Additionally, when children experience or witness trauma , their basic beliefs about life and other people are often changed. They no longer believe that the world is safe, which can be damaging to their mental health.

For a child to be able to take care of themselves as they get older, they need to first feel safe and cared for. Learning to cope with threats is an advanced lesson that has to be built on a foundation of feeling safe and self-confident.

Children who have experienced or witnessed school violence can benefit from therapy, which can help them process the trauma, regulate their emotions, and learn coping skills to help them heal.

Impact on Parents

Parents react to school violence in all kinds of ways. Some parents encourage their children to bully others, believing that violence is strength. Some try to teach their children how to act in a way that won’t attract bullying or other violence, but that never works and it may teach the child to blame themselves for being bullied.

Others are proactive and try to work with the school or challenge the school if necessary, to try and keep their child safe.

It can be helpful to look out for warning signs of violence, which can include:

Talking about or playing with weapons of any kind
Harming pets or other animals
Threatening or bullying others
Talking about violence, violent movies, or violent games
Speaking or acting aggressively

It’s important to report these signs to parents, teachers, or school authorities. The child may need help and support, and benefit from intervention .

Preventing School Violence

Dr. Daramus shares some steps that can help prevent school violence:

Report it to the school: Report any hint of violent behavior to school authorities. Tips can be a huge help in fighting school violence. Many schools allow students to report tips anonymously.
Inform adults: Children who witness or experience violence should keep telling adults (parents, teachers, and counselors) until someone does something. If an adult hears complaints about a specific child from multiple people, they may be able to protect other students and possibly help the child engaging in violence to learn different ways.
Reach out to people: Reach out to children or other people at the school who seem to be angry or upset, or appear fascinated with violence. Reach out to any child, whether bullied, bullying, or neither, who seems to have anxiety, depression, or trouble managing emotions. Most of the time the child won’t be violent, but you’ll have helped them anyway by being supportive.

A Word From Verywell

School violence can be traumatic for everyone involved, particularly children. It’s important to take steps to prevent it because children who witness or experience school violence may suffer physical and mental health consequences that can persist well into adulthood.

Centers for Disease Control and Prevention. Preventing school violence .

UNESCO. What you need to know about school violence and bullying .

UNESCO. School violence and bullying .

Nemours Foundation. School violence: what students can do .

Ehiri JE, Hitchcock LI, Ejere HO, Mytton JA. Primary prevention interventions for reducing school violence . Cochrane Database Syst Rev . 2017;2017(3):CD006347. doi:10.1002/14651858.CD006347.pub2

Centers for Disease Control and Prevention. Understanding school violence .

Ferrara P, Franceschini G, Villani A, Corsello G. Physical, psychological and social impact of school violence on children . Italian Journal of Pediatrics . 2019;45(1):76. doi:10.1186/s13052-019-0669-z

By Sanjana Gupta Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

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Exams & Study Aids
Students' Reviews

Property: Examples and Explanations (6th ed.)

Barlow Burke, and Joseph Snoe KF560 .B87 2019 Examples & Explanations Series Good for: Understanding Concepts, Outlining This series is always dependable. It is a great companion to read along with your class assignments, or to clarify issues that you need more exposure to. Each chapter starts off with an overview of the topic and then delves into the relevant topics under that heading. Mentioned are all of the landmark cases, and it gives you helpful hypotheticals with lengthy explanations at the end of each chapter.

Acing Property: A Checklist Approach to Solving Property Problems (2nd ed.)

Colleen E. Medill KF560 .M43 2012 (and online ) Acing Law School Series Good for: Understanding Concepts, Outlining The Acing series is always dependable. It's a great companion to read along with, or to clarify issues that you need more exposure to. It has overviews of the topics, and delves into the relevant topics under each heading. It mentions all of the landmark cases, and gives you helpful hypotheticals with lengthy explanations at the end of each chapter.

Questions and Answers: Property (2nd ed.)

John Copeland Nagle KF560 .Z9 N34 2014 Questions & Answers Series Good for: Exam Preparation Containing only practice questions, this book is very simple and straightforward. It is divided into ten broad topics of property law containing both short answer and objective questions, ranging from 10 to 20 questions each topic. Lastly, there are 50 final exam questions in short answer and objective form. The Q&A is a great way to test your knowledge and sharpen your understanding of the law leading up to an exam.

Property (18th ed.)

James Krier KF561 .D84 2013 (and online ) Gilbert Law Summaries Good for: Outlining Gilbert’s is a well-known provider of study aides and is best used for outlining and preparing exam answers. It provides a comprehensive outline of property with sufficient explanations of the subjects and rules. At the beginning of each chapter there is a "Chapter Approach" which lets you know the key subjects addressed in that chapter and gives a succinct version of the key rules. Gilbert's lays out the relevant rule right away and then gives helpful examples to contextualize the rule. Throughout the chapters there are helpful figures and charts for those who appreciate a visual representation of the rules. There are also many "exam tips" throughout the chapters to keep you focused on how to respond to potential exam questions. The 100 objective questions and 7 short issue spotter exam questions at the end will test your comprehensive knowledge and prepare you for your upcoming exam.

Property (8th ed.)

Steven L. Emanuel KF561 .E47 2012 Emanuel Law Outlines Good for: Outlining, Exam Preparation The Emanuel outline is comprehensive in its review of property law. There is a capsule summary at the beginning, with just the essentials you may want on an outline. It describes the rules and concepts in outline form, and includes important cases. There are short-answer quizzes, and exam tips at the end of each chapter. The tables and charts throughout the book are really helpful for complicated rules. And, at the end, there are 25 multi-state style exam questions and three essay style questions to help you prepare for the exam.

The Glannon Guide to Property: Learning Property through Multiple-Choice Questions and Analysis (3rd ed.)

James Charles Smith KF561 .S627 2015 Glannon Guides Good for: Understanding Concepts, Exam Preparation The Glannon Guide is similar to the Examples & Explanations, but with less depth or discussion of cases. It gives you a broader summary of the rules and concepts of property. Each chapter has specific sections that will spell out the rules and relevant cases. There is an objective style question following each section, and the book gives a detailed analytical answer, using the rules and cases described (there are also 15 broader practice questions at the end). I recommend this guide if you are looking for a broad overview, and a few practice questions to test yourself on specific subjects.

The Law of Property (2nd ed.)

Christopher Serkin KF570 .S47 2016 (and online ) Concepts and Insights Series Good for: Understanding Concepts This would make a great companion to read alongside your casebook, and to supplement your reading for class. The information flows nicely, and the author makes the overall concepts easy to understand. Each chapter starts with a roadmap, and then delves into the relevant cases that shape the various doctrines. Then, the chapter discusses overall justifications (policy, economic, labor theory, etc.) driving those doctrines, and the different ways to analyze issues based on those justifications. The most helpful aspect of the Concepts and Insights series is that it summarizes the relevant cases and goes into an in-depth discussion of their rules, to help the reader understand the importance of the case. If you are struggling with understanding the rules or overall importance of cases, this book is a great help.

Principles of Property Law (7th ed.)

Herbert Hovenkamp, and Sheldon F. Kurtz KF570 .S532 2016 (and online ) Concise Hornbooks Series Good for: Understanding Concepts The Concise Hornbook addresses the main subjects of property law, with sections describing the rules. The rules are very clear and given to the reader in a short and concise paragraph or two. Then, the rest of the chapter is dedicated to 10 or so problems based on actual cases. The book goes into detail in the analysis part of the problems to explain courts’ reasoning and how the rules were applied. This guide is best used for understanding the concepts of property law and how those have been applied to the common law cases.

Property (6th ed.)

Roger Bernhardt, and Ann M. Burkhart KF570 .Z9 B46 2012 (and online ) Black Letter Outlines Good for: Outlining, Exam Preparation The Black Letter outlines provide a comprehensive overview of property law in an outline format. There is a capsule summary at the beginning which would be helpful to review in the week before your exam. The rest of the study aid is a more extensive outline with helpful examples throughout and review questions at the end of each subject. There are 23 objective exam-style questions and three issue-spotter essay questions at the end. This book might be helpful for exam preparation, but is most helpful for making your outline.

Property (5th ed.)

Stephen L. Emanuel KF570 .Z9 E43 2017 CrunchTime Series Good for: Outlining, Exam Preparation The CrunchTime is similar to the Emanuel outline, however, it's tailored for studying in the week or days before your exam. There's a capsule summary outline with exam tips throughout. The 108 short answer questions are divided by chapter, so you can practice questions relating to specific topics that you would like to work on. Then, there's 25 multiple choice questions that test you on your general knowledge. Perhaps the most valuable part of this guide are the many flowcharts that help you visualize topics, from adverse possession to future interests. The charts are extremely helpful for visual learners, or those who would like to see the material in a different format.

A Short and Happy Guide to Property (2nd ed.)

Paula Franzese KF570 .Z9 F728 2012 (and online ) Short & Happy Law Series Good for: Understanding Concepts In fewer than 150 pages, this book condenses property law into its most basic form. It presents the material in a simple and clear fashion, and provides helpful examples throughout. There are also some charts and useful memory devices to make things easier to comprehend: such as adverse possession, and estates in land. The Short & Happy books don't go in-depth, or discuss important cases, so it's best used to help your knowledge of property, and for reviewing leading up to your exam.

Joseph William Singer KF570 .Z9 S56 2017 Aspen Student Treatise Series Good for: Understanding Concepts This treatise is extensive when it comes to property concepts and theories. Where most guides gloss over underlying theories and go straight to possession, this guide takes a different approach. It first addresses the main theories that influence property decisions, and then is divided into main subject areas. Each area is described in depth, with many cases and examples. There are also "Hard Cases" included at the end of each section to show how the courts have been treating tough borderline cases. Overall, this treatise is best used for understanding the basic property concepts, to grind the lenses through which you may view certain issues.

On Property by James Madison

“Conscience is the Most Sacred of Property”: James Madison’s Essay on Property by Tony Williams

On January 24, 1774, James Madison wrote to a college friend praising the Boston Tea Party, which had occurred only weeks before. He praised the Boston patriots for their boldness in “defending liberty and property.” Equating political and civil liberty, he warned that if the Church of England had established itself as the official religion of all the colonies, then “slavery and subjection might and would have been gradually insinuated among us.”

Madison had in mind the religious tyranny that he was then witnessing in Virginia. In an adjacent county to his home, a half dozen itinerant Baptist ministers were in jail for preaching the Gospel to all who would listen, even from their jail cells. Baptists and other dissenting Christians had suffered horrific violations of their religious liberty when they were horsewhipped on stage or violently driven out of towns for preaching without a license. Madison lamented that a “diabolical Hell-conceived principle of persecution rages,” and asked his friend to “pray for liberty of conscience to revive among us.”

The young Madison believed that religious liberty was an essential right of mankind. Educated at Princeton under the tutelage of Rev. John Witherspoon, he was imbued with the ideas of religious and political liberty from the Scottish Enlightenment. Madison told his friend, “That liberal catholic and equitable way of thinking as to the rights of conscience, which is one of the characteristics of a free people.”

In April, 1776, with the war raging, a twenty-five-year-old Madison was elected to the Virginia Convention, the popular government created after the flight of the royal governor. On May 15, the Convention instructed its delegates to the Continental Congress to “propose to that respectable body to declare the United Colonies free and independent states, absolved from all allegiance to, or dependence upon, the crown or parliament of Great Britain.” On June 7, 1776, Virginian Richard Henry Lee would offer such a resolution leading to Thomas Jefferson writing the Declaration of Independence and the fateful debate and decision for independence.

On the very same day in May, the Congress adopted a resolution calling on the colonies to “adopt such government as shall, in the opinion of the representatives of the people, best conduce to the happiness and safety of their constituents.” The resolution, which John Adams believed was “independence itself,” was introduced by his preamble which stated that the “exercise of every kind of authority under the said Crown should be totally suppressed.” The Congress thus was stating the Lockean principle that the sovereign people were creating republican self-government with the purpose of protecting their rights.

The Virginia Convention immediately followed Congress’ exhortation and appointed a committee to draft a constitution and a Declaration of Rights. George Mason penned the Declaration of Rights, which was, in the words of Edmund Randolph, “a perpetual standard” in the principles of government. It stated that the government was rooted upon a social compact in which the sovereign people were by nature free and equal, and had certain inalienable rights. When the government became destructive of the people’s liberties, they could overthrow tyrannical government. The Declaration of Rights then included the principles of separation of powers, free elections, rights of the accused, and freedom of the press.

Mason then expressed what was considered an enlightened view of religious toleration. His draft of the declaration stated, “All men should enjoy the fullest toleration in the exercise of religion, according to the dictates of conscience.” Madison rejected the idea of mere tolerance for another’s rights and proposed different amendments that would fundamentally secure the right of religious conscience. The final version read, “That religion, or the duty which we owe to our Creator, and the manner of discharging it, can be directed only by reason and conviction, not by force or violence; and, therefore, all men are equally entitled to the free exercise of religion, according to the dictates of conscience.” Although the declaration did not immediately disestablish the official Anglican Church, Madison’s statement that religious conscience was an inalienable right of man meant that it could not long endure.

In fact, Madison would be at the center of the struggle over establishment a decade later when Virginian legislators took up the issue of Patrick Henry’s bill for a general assessment for religion. After some brilliant politics that delayed the consideration of the bill and pushed Henry into the governorship, Madison led the forces of disestablishment with his 1785 “Memorial and Remonstrance” against religious taxes. He wrote, “The religion then of every man must be left to the conviction and conscience of every man; and it is the right of every man to exercise it as these may dictate. This right is in its nature an unalienable right.” Madison continued, stating that, “It is unalienable also, because what is here a right towards men, is a duty towards the Creator.” That duty is built into the fabric of human nature and precedes the claims of civil society. “We maintain therefore that in matters of religion, no man’s right is abridged by the institution of civil society and that religion is wholly exempt from its cognizance.” If there is a sense here of separation of church and state, Madison’s understanding is that the government must not interfere with the inalienable rights of liberty of conscience.

In the First Congress, Madison fulfilled the promise of the Federalists to ratify amendments to the Constitution protecting essential liberties though not altering the structure of the government. The First Amendment reflected decades of Madison’s serious thought and work protecting religious liberty. Although Madison wanted the Bill of Rights applied to the states, he lost the debate, and the First Amendment specifically limited the power of Congress to establish an official national church or to interfere with freedom of conscience. “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.” He had been at the forefront of the twin goals of disestablishment and religious liberty as a natural right in Virginia during the American Revolution and now at the national level during the founding of the American republic.

In 1791 and 1792, Madison wrote a series of essays on the principles of republican government for Philip Freneau’s highly partisan National Gazette . On March 29, 1792, Madison published his “On Property” essay, which posited a new understanding of a property in natural rights. Madison writes that property is much more than merely land or wealth, and “embraces every thing to which a man may attach a value and have a right.” In this sense, every person “has a property in his opinions and the free communication of them.” The most essential right in human nature is religious liberty, in Madison’s estimation. “He has a peculiar value in his religious opinions, and in the profession and practice dictated by them.” He sums up his thinking about property by stating, “In a word, as a man is said to have a right to his property, he may be equally said to have a property in his rights.”

Madison then brilliantly explored the very purpose of republican self-government to protect the inalienable rights of mankind, striking another Lockean chord. “Government is instituted to protect property of every sort,” he writes, “This being the end of government, that alone is a just government, which impartially secures to every man, whatever is his own .” For Madison, it was a moral principle that the government must act justly and fulfill its purposes. His social compact thinking mirrored that of the Declaration of Independence. He wrote:

More sparingly should this praise be allowed to a government, where a man’s religious rights are violated by penalties, or fettered by tests, or taxed by a hierarchy. Conscience is the most sacred of all property; other property depending in part of positive law, the exercise of that, being a natural and unalienable right . . . [There is] no title to invade a man’s conscience which is more sacred than his castle, or to withhold from it that debt of protection, for which the public faith is pledged, by the very nature and original conditions of the social pact.

Madison averred that the United States government was not a government that violated the sacred rights of mankind. Indeed, it was instituted to protect those rights. “If there be a government then which prides itself in maintaining the inviolability of property . . . and yet directly violates the property which individuals have in their opinions, their religion, their persons, and their faculties . . . that such a government is not a pattern for the United States.” Madison finished his essay with more conditional logic, stating that if the new republic wished to be known for wise and just government, it would “respect the rights of property, and the property in rights.”

James Madison spent a lifetime thinking about the natural right of religious liberty and in public service doggedly working to protect it at the state and national level from government intrusion. The current administration shows either a willful ignorance or a remarkable disregard for Madison’s career-long defense of freedom of conscience to so openly and blatantly violate the property rights that Roman Catholics and other religious people have in their conscience. Thus, we are reminded of the importance of studying history and the Constitution that we may understand American founding principles and firmly stand united against any violations of religious and civil liberty by the government.

Read On Property by James Madison here: https://constitutingamerica.org/?p=3759

Tony Williams is the Program Director for the Washington-Jefferson-Madison Institute in Charlottesville, VA, and the author of four books including, America’s Beginnings: The Dramatic Events that Shaped a Nation’s Character .

Monday, March 25, 2013 – Essay #26

Indeed, Mr. Williams, if we don’t study our Nation’s history and the centuries of groundwork that were laid, we will lose all of our rights and our Nation will become a failed Socialist utopia. We must understand what we are fighting for and why we are fighting for it. The United STates really is the greatest, most exceptional Nation on the face of the Earth. If citizens don’t understand or appreciate that, such as our President, we are doomed. Excellent essay and amazing history lesson.

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Property Study Guide: Sample Exam Questions

Study Aids and Tutorials
Sample Exam Questions

Introduction

The Law Library carries a number of resources that test your knowledge of property law. This guide provides a listing of resources of practice essay exams as well as multiple choice questions. There are also links to online multiple choice questions as well as resources to help with law school exams. The multiple choice questions in property law can be a great way to track your progress. Review the description of each resource for more details.

Essay Samples

Resources for Excelling in Law Exams

Multiple Choice Practice Questions

Real Property Online Multiple Choice Questions

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Real Property on the Multistate Essay Exam: Highly Tested Topics and Tips

Real Property is regularly tested on the MEE. Here, we give you tips for approaching Real Property on the MEE and we reveal some of the highly tested issues in Real Property MEE questions.

Real Property on the Multistate Essay Exam

1. first, be aware of how real property is tested.

Real Property is tested, on average, about once a year. Real Property is generally tested on its own and not combined with another subject.

Real Property can be a challenging subject for many students. To prepare for Real Property on the MEE, it is best to begin by focusing on the highly tested issues. Also make sure to understand key Real Property vocabulary, as we discuss below.

2. Be aware of the highly tested Real Property issues

The examiners tend to test several of the same issues in Real Property MEE questions. You can maximize your score by being aware of these highly tested issues. (We have a nice summary of these in our MEE One-Sheets if you want to see all of them and have them all in one place.)

Some of the highly tested Real Property Multistate Essay Exam issues include:

Deeds are frequently tested when Real Property is tested on the MEE. Remember that there are two different types of deeds: general warranty deeds and quitclaim deeds.

With a quitclaim deed , the grantee receives whatever interest the grantor has in the property. There are no warranties.
A general warranty deed has six covenants: right to convey , seisen , no encumbrances , further assurances , quiet enjoyment , and warranty .

Recording acts

If you see a recording act issue tested, you should start your answer by discussing the common law default rule of first-in-time first-in-right .

Remember that a grantor can only convey the rights the grantor has at the time of conveyance. Many states have implemented recording acts that change the common law result. There are three different types of recording acts :

Notice acts: The language of a notice recording act will be something like, “A conveyance of interest in land is not valid against any subsequent purchaser for value without notice unless it is recorded .” This act has the word “recorded” but says nothing about recording first .
Race-notice acts: The language of a race-notice act will be something like, “No conveyance of an interest in land is valid against any subsequent purchaser for value without notice unless it is recorded first . ” This act mentions both notice and “recording first, which is your cue it is a race-notice act!
Pure race acts: Pure race acts protect a subsequent purchaser who records first. These are rare and are virtually never tested!

Landlord-tenant law

Landlord-tenant law turns up frequently in Real Property on the MEE. Be aware of the following points:

Assignment of a lease or subleasing is permitted as long as there is no language in the original lease prohibiting it.

The Landlord Can Sue the Assignor and Assignee if Assignee does not pay rent

The tenant has specific duties , including the duty to pay rent . If the tenant does not pay rent but has abandoned the property, the landlord can sue the tenant for damages or treat it as a surrender . Under the common law, the landlord has no duty to mitigate damages. However, many states have instituted their own laws requiring landlords to make a reasonable attempt to mitigate damages.
The landlord also has specific duties , including the implied warranty of habitability —which requires the landlord to deliver residential premises in habitable condition —and the covenant of quiet enjoyment —which prohibits the landlord from interrupting the tenant’s enjoyment of the premises or making the premises unsuitable .

3. Learn Real Property vocabulary

Not only is it important to understand and be able to define key terms, but it is also a good idea to bold and underline Real Property buzzwords on your MEE answers. By doing so, you will draw the grader’s attention to them and maximize your potential points.

Here are a few Real Property terms you should be aware of:

Warranty deed: contains six warranties (or covenants).
Quitclaim deed: contains no covenants.
Merger: once the closing occurs, the contract “merges” with the deed and the buyer can only sue on the deed at that point.

Wild deed: a deed that is not properly recorded in the chain of title and is outside the chain of title.
Mortgagor: the party responsible for the mortgage.
Mortgagee: The bank (or whoever lends money in exchange for a security interest). If you mix up the terms “mortgagor” and “mortgagee” remember that “it is better to be the mortgagee!”
Term-of-years lease: This term is deceiving because it does not have to be for years. This type of lease just has a specific start and end date . You can also think of this as a “fixed term” lease.
Assignment: the tenant grants all the time remaining on the lease to the assignee.
Sublease: the tenant grants only part of the time on the lease and still has an interest in the property.
Easement: The non-possessory right to use the property of another . In other words, an easement holder does not own the property that is subject to the easement; it merely has a right to use the property.
Joint tenancy: When parties own an equal interest in land with the right of survivorship (as opposed to tenants in common , where there is no right of survivorship).

Requirements to Create a Joint Tenancy (TTIP)

Adverse possession: when a party possesses land adversely (e.g., without permission), that party can become the true owner of the land after the statutory period has passed .

Adverse Possession Requirements (Change)

4. Practice!

Practice is critical if you want to master Real Property on the MEE. As an added bonus, you may also see your MBE score improve if you practice writing answers to Real Property MEE essays.

Note that since many Real Property issues are tested repeatedly, practice can make a big difference. For example, many of the same concepts in February 2018 were tested in February 2010 ! Any student who completed the February 2010 question would have been well prepared for the Real Property MEE on the February 2018 exam.

Here, we have provided you with some links to free Real Property MEE questions and NCBE point sheets. (If you would like to purchase a book of Real Property MEE questions and NCBE point sheets, check out our MEE books here. You can also see some additional exams on the NCBE website for free here .)

February 2023 Real Property MEE: this MEE covers adverse possession; color of title and constructive adverse possession; tacking for cause of action; and tolling of statute of limitations for disability (minor).
July 2022 Real Property MEE: this MEE covers life estate, vested remainder, and duties of a life tenant; fee simple determinable and possibility of reverter; devisability, and RAP.
February 2015 Real Property MEE: this MEE covers adverse possession and deeds.
July 2013 Real Property MEE: this MEE covers deeds, merger, and warranties.
February 2013 Real Property MEE: this MEE covers several landlord-tenant issues.

Go to the next topic, Secured Transactions .

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Essay on My School for Students and Children

500+ words essay on my school.

Education is an essential part of our lives. We are nothing without knowledge, and education is what separates us from others. The main step to acquiring education is enrolling oneself in a school. School serves as the first learning place for most of the people. Similarly, it is the first spark in receiving an education. In this essay on my school, I will tell you why I love my school and what my school has taught me.

We have all been to school and we have loved each and every moment we have spent over there as those were the building blocks of our lives. A school is a place where students are taught the fundamentals of life, as well as how to grow and survive in life. It instils in us values and principles that serve as the foundation for a child’s development.

My school is my second home where I spend most of my time. Above all, it gives me a platform to do better in life and also builds my personality. I feel blessed to study in one of the most prestigious and esteemed schools in the city. In addition, my school has a lot of assets which makes me feel fortunate to be a part of it. Let us look at the essay on my school written below.

Why I Love My School?

From kindergarten through primary and secondary school, and subsequently, to faculty, school is a place where we always study, grow, and establish ourselves, socialize, be a friend, help others, and love and be loved. School is a buddy that will accompany us from the beginning of our youth till the conclusion of our lives. At school, we share all of our pleasures and sorrows, and we constantly rely on one another. This is made possible through the friendships we share. They assist us in effortlessly overcoming difficulties, sharing moments of enjoyment together, and looking forward to new paths.

My school strikes the perfect balance between modern education and vintage architecture. The vintage buildings of my school never fail to mesmerize me with their glorious beauty. However, their vintage architecture does not mean it is outdated, as it is well-equipped with all the contemporary gadgets. I see my school as a lighthouse of education bestowing knowledge as well as ethical conduct upon us.

Teachers have the power to make or break a school. The teaching staff is regarded as the foundation of any educational society. It is their efforts to help kids learn and understand things that instil good habits and values in their students. While some concepts are simple to grasp, others necessitate the use of a skilled teacher to drive the home the idea with each pupil.

In contrast to other schools, my school does not solely focus on academic performance. In other words, it emphasizes on the overall development of their students. Along with our academics, extra-curricular activities are also organized at our school. This is one of the main reasons why I love my school as it does not measure everyone on the same scale. Our hardworking staff gives time to each child to grow at their own pace which instils confidence in them. My school has all the facilities of a library , computer room, playground, basketball court and more, to ensure we have it all at our disposal.

For me, my school is more than simply an educational institution; it is also my second family, which I established during my childhood. A family of wonderful friends, outstanding teachers, and fond school memories. I adore my school because it is where I learn how to be a good citizen and how to reach my goals. School is the only place where we make friends without judging them. We feel comfortable spending time with those close friends no matter what the situation.

Get the huge list of more than 500 Essay Topics and Ideas

What has My School Taught Me?

If someone asked me what I have learned from my school, I won’t be able to answer it in one sentence. For the lessons are irreplaceable and I can never be thankful enough for them. I learned to share because of my school. The power of sharing and sympathy was taught to me by my school. I learned how to be considerate towards animals and it is also one of the main reasons why I adopted a pet.

School is an excellent place to learn how to be an adult before entering the real world. Those abilities pay dividends whether you choose to be the bigger person in an argument or simply complete your domestic tasks. When you open your mind to new ideas, you gain a lot of influence in society. Picking up unexpected hobbies on your own will teach you more about what you like to do than simply completing things for a grade.

A school is a place where I developed my artistic skills which were further enhanced by my teachers. Subsequently, it led me to participate in inter-school completions through which I earned various awards. Most importantly, my school taught me how to face failures with grace and never give up on my ambitions, no matter what happens.

Schools also offer a variety of extracurricular activities such as Scouts and Guides, sports, N.C.C., skating, school band, acting, dancing, singing, and so on. Our principal also used to give us a short lecture every day for about 10 minutes about etiquette, character development, moral education, respecting others, and gaining excellent values. As a result, I can claim that what I am today is solely due to my school, which is the best institution in my opinion.

Teamwork is an important ability that schools teach. Schools are frequently the first places where youngsters have the opportunity to collaborate with children who are different from them. Collaboration is essential for the team and individual success. Students are taught that the success of a team depends on each individual component functioning together.

To sum it up, studying in one of the respected schools has helped me a lot personally. I will always be indebted to my school for shaping my personality and teaching me invaluable lessons. It has given me friends for life and teachers that I will always look up to. I aspire to carry on the values imbibed by my school to do well in life and make it proud.

Here is the list of Top Schools in India! Does Your School Tops the List?

FAQs on School

Q.1 Why must every child go to school?

A.1 It is essential for every child to go to school as the school teaches us lessons that cannot be acquired anywhere else. The experience is one a kind and along with education, we learn many other things like socializing, extra-curricular activities and more.

Q.2 What does school teach us?

A.2 School teaches us some of the great things like first of all, it gives us basic education. It teaches us to develop our skills like art, dance, public speaking and more. Most importantly, it teaches us discipline.

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Moscow: City, Spectacle, Capital of Photography

April 30–june 21, 2003.

Moscow: City, Spectacle, Capital of Photography , an exhibition of 20th-century photographs of Moscow, opens at Columbia University's Miriam and Ira D. Wallach Art Gallery on Wednesday, April 30, 2003 and remains on display through Saturday, June 21, 2003.

Moscow has been a powerful magnet for many Russian photographers of the 20th century. Moscow: City, Spectacle, Capital of Photography presents the work of 31 photographers, whose images have defined the visual experience of Moscow from the 1920s to the present. Diverse in form and strategy, the 90 photographs chosen for the exhibition trace the history of Russian documentary photography and offer insight into individual practices. From Aleksandr Rodchenko's constructivist visions and Evgenii Khaldei's humanist landscapes to Igor Moukhin's scenes of urban spectacle and alienation in the works of Russia's key 20th-century photographers, Moscow ventures beyond the expected image as a site of famous landmarks, architectural treasures and dramatic lifestyles.

Early 20th-century photographers Boris Ignatovich and Arkadii Shaikhet saw themselves in the vanguard of an emerging mass-media culture, defining with their cameras the visual experience of Soviet modernity. For nearly 70 years, Soviet photography was assigned the duty of maintaining the ideological rigidity of the Soviet State. Yet, as examples of the work of Iakov Khalip, Anatolii Egorov, Mikhail Savin, and Mark Markov-Grinberg show, Soviet photographic practices were much more complex than has been previously acknowledged. The works of these photographers remain intensely compelling to a modernist eye.

Contemporary Russian photographers, such as Lev Melikhov, Valerii Stigneev and Sergei Leontiev, engage with the legacy of the Soviet documentary photography. But for them the documentary is a complex and multivalent genre, which incorporates subjectivity, ambiguity and reflexivity and comments on social and cultural issues without losing sight of the position from which that commentary is made. In the recent photographs by Vladimir Kupriyanov, Igor Moukhin, Anna Gorunova and Pakito Infante, the "real" space of Moscow is replaced by an imaginary and optical spaces of virtuality.

The works in the exhibition are on loan from Moscow's Cultural Center Dom, and many are being shown outside Russia for the first time. In conjunction with the exhibition, the Wallach Art Gallery is publishing an illustrated catalogue with a scholarly essay by the exhibition curator, Nadia Michoustina, a Ph.D. candidate in Columbia University's Department of Slavic Languages. The essay presents a nuanced history of Russian photography of the 20th century, and contributes to an interpretation of extraordinary images.

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Good Essay Example 1 (February 2020 Real Property)

This lesson presents a real, good response to the February 2020 MEE Real Property question . First, read the essay, then listen to the analysis below.

Download the essay as a PDF.

Good Essay 1

The initial issue is whether the husband and wife originally had a valid joint tenancy with right of survivorship. A joint tenancy with right of survivorship requires the four unities of time (joint interested created at same time), title (created under the same instrument), interest (each JT has equal interest in the property), and possession (each JT has a right to undivided possession of the property). The right of survivorship just be unambiguous. Here there is a joint tenancy since they purchased the property at the same time, with the same instrument, with clear survivorship language, and each had an undivided interest of the property and were entitled to possession. Thus, there was a joint tenancy.

Another issue is which state's law should be applied in this case. The rule is that the law of the situs (where real property is located) is the law that should be used for property disputes. Here, the law of state A should be applied.

1. The issue is whether the Husband's execution of a mortgage severed the joint tenancy when he granted the mortgage to his friend.

The rule is that in a lien theory state, a mortgage does not sever a joint tenancy (JT); however, in a title approach theory jurisdiction, a mortgage does sever a JT. If severed the two joint tenants now each possess a tenancy in common.

Here, because they're in a title theory state, the mortgage did sever the joint tenancy because the unity of interest no longer existed upon mortgaging the property. At that point, the husband and wife now each possessed their interest as tenants in common.

2(a). Assuming the mortgage did not sever the JT, did the husband's execution of a lease sever the JT?

The rule is that it depends on the jurisdiction. The common law approach is that creating a lease would sever the joint tenancy, whereas the modern approach is that it would not.

Here, if the jurisdiction of state A applies the common law, then the lease did sever the JT, but if it follows the modern approach, it did not. Since the facts state that the courts "strictly apply the common law four-unities test", it's likely that the lease would sever the joint tenancy, giving the husband and wife a tenancy in common for their respective interests.

2(b). The issue is that assuming that the lease severed the JT, then what rights did the tenant have in the building.

The rule is that lease grants a tenant a present possessory interest in the property. Because it's a contractual obligation, it can survive the death of lease grantor. Here, the tenant still has a present possessory interest in the building until the termination of the lease.

3(a). The issue is that assuming that neither the mortgage nor lease sever the JT, during the spouse's lifetimes, was the woman entitled to half of the rental income payable to her husband under the lease as a joint tenant owner of the property.

The rule is that when a joint tenancy exists and the property is rented to a third party, the rent received should be split evenly among joint tenants after repairs/operating expenses of the property are paid. Here, the wife was entitled to half of the annual $9K in rent, less her 1/2 share of the expenses associated with managing the property.

3(b) Assuming that the JT was not severed, the issue is at the husband's death, what rights, if any, do the woman and the tenant have in the building.

The rule is that when one Joint tenant dies, its share goes to the other joint tenant. When the husband dies, the wife will acquire her husband's interest in the property through her right of survivorship and she will own the property clear of any mortgages or other obligations she did not join. She will properly be allowed to eject the tenant as the tenant will no longer have any possessory rights in the building.

Analysis of the Sample Essay

Now we're going to look at two representative good answers. One's from New York and one's from Minnesota, and like we did with the analysis above, we're going to go prompt by prompt, noting what these answers do well and what they could have done better. Now, again, these are both good answers, really good answers, but they take very different approaches to answering the essays, which is a good illustration of the fact that there are multiple ways to write a high-scoring MEE essay.

Let's start with representative answer number 1, which comes to us from Minnesota. Now, two overall things jump out just by glancing at the page before we start looking at it prompt by prompt. First, this is not an essay that's leading off its answers with strong, bolded conclusions. Remember, we want the first part of our written answer to be a conclusion. That's the first C in our CRAC.

And, ideally, we want it to include a reason as well. Something with a "because" in it. Now, for all five of the prompts, this test taker has instead put a number and either restated the prompt or stated it as an issue. And that's not going to score any points because it doesn't convey anything useful to the grader.

In a perfect world, we want that first bolded sentence to have a lot packed into it, our answer, and a reason. If we can do that, then we've really hit the ground running in terms of picking up points, and we've probably put our grader into a good frame of mind as well. That grader knows we're going to be clear and decisive.

Now, having said that, it's not always easy to write out a conclusion like that, especially on an essay like this one with so many prompts, and it's entirely possible that this test taker just used these headers as a way to stay focused and organized while writing. If so, that's good. There's certainly nothing wrong with it, and you won't lose points for this kind of thing. It just won't directly score points either.

The second thing that stands out is that this essay starts off with a kind of introductory set of paragraphs, addressing what it calls "two initial issues," whether the husband and the woman had a valid joint tendency to begin with, and which state's law should be applied in this case.

And I don't mean to be harsh on the test taker here, again, this is a really good answer, but this is wasted effort. We already have five prompts to cover in this essay, and essentially this poor test taker's just added two more. And the analysis is just fine. Yes, there is a joint tenancy, and yes, State A's law applies, but we weren't asked about either of those things.

In fact, the prompts specifically refer to the joint tenancies, so it's a pretty safe bet that it was valid. Now, if you're ever wondering about whether you need to include brush clearing analysis like this, the answer is almost always no. I can't think of a good representative answer I've seen where this kind of thing was important.

You're going to be really pressed for time already, and you want to start with the first prompt right away. That's where you can pick up points. In fact, if you look at the analysis provided by the bar examiners for MEE questions, you'll sometimes see a summary or an introductory paragraph at the beginning before the answers to the prompts.

But, and this is the really crucial thing, note that there are no points associated with that paragraph. The percentages start with the answers to the prompts, so that's where we want to focus our energy. That's where we can pick up points. Okay. So those are two broad things that this essay could have done better, and by done better, I mean, really just made easier on itself.

When it comes to the individual prompts, the essay actually really settles into a nice rhythm. It's the same basic elements over and over. After that issue statement, which, again, I'd prefer to be a conclusion, a C instead of an I, we get a nice rule application, RA, for all five prompts. Each of them has a sentence starting, "This rule is," which is a nice way to draw the grader's attention to the fact that you're stating a rule. And all but one of the prompts follow that up with an application sentence or two, starting with the word "Here." So that's some really nice work on the RA part of CRAC.

Not many of the prompts include a final C, that's the "therefore" sentence, but in this particular case, for this essay, I think that's not so bad because there are so many prompts and each of them is so straightforward. And, in fact, if this essay had led off each prompt with a good C, then I'd be totally fine with a CRA approach throughout.

As for specifics, I think that the answer on prompt 1 is really nicely done. It's probably not even necessary to explain the lien theory, actually, since we know we're in a title theory state, but that's great work.

Prompt 2(a) is really nicely done. In fact, note that the test taker here acknowledges both the common law rule, which is that a lease does sever the joint tenancy, and an alternative, which is that the lease does not sever the joint tenancy. Now, we know from the bar examiners' own notes, their own analysis, that either one of those would have been perfectly acceptable, and so noting them both is really especially good.

Prompt 2(b) is also well done. Might've been good here just to mention that the woman and her husband, who is the lease grantor, as the test taker puts it here, became tenants in common after severance, which is why the commercial tenant can maintain its possessory interest even after he dies. If they were still joint tenants, that is, if the woman and her husband were still joint tenants, then the commercial tenant's lease would just disappear, as we'll see in a minute.

Prompt 3(a) is perfectly done for rule and application. I have no notes there. And likewise, prompt 3(b) is superb as well.

So what we've got with this representative model answer is some really excellent, clear formulaic answers to the prompts, which more than makes up for those two broad things that could have been done better, which is the wasted effort at the beginning and the failure to clearly state conclusions. Still, this is clearly an excellent answer. I'm just pointing out how it could have been even better.

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The History of Moscow City

Categories: Russia Travel and Tourism Industry

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Published: Feb 12, 2019

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What caused Dubai floods? Experts cite climate change, not cloud seeding

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DID CLOUD SEEDING CAUSE THE STORM?

Aftermath following floods caused by heavy rains in Dubai

CAN'T CREATE CLOUDS FROM NOTHING

Reporting by Alexander Cornwell; editing by Maha El Dahan and Alexandra Hudson

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South America weather experts see La Nina, El Nino frequency rising

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Second phase of India's general election

India begins voting in second phase of giant election as Modi vs Gandhi campaign heats up

India began voting on Friday in the second phase of the world's biggest election, as Prime Minister Narendra Modi and his rivals raise the pitch of the campaign by focusing on hot-button issues such as religious discrimination, affirmative action and taxes.

Former U.S. President Trump's criminal trial on charges of falsifying business records continues in New York

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Why Is it Important to Respect School Property?
When a student lacks respect for school property, it can bring the quality of life in the school down. For example, leaving litter around the school grounds can make the place seem uncomfortable and cluttered. It also poses a safety threat. Other students can slip on the litter and injure themselves. Carving derogatory words and symbols into ...
Why America's Public Schools Are So Unequal
Their answer: public schools. The education reformer Horace Mann, for example, who became the secretary of the newly formed Massachusetts Board of Education in 1837, believed that public schooling ...
Is Vandalism a Problem in Your School?
The hashtag also seems to have encouraged more serious vandalism, with students taking ceiling tiles, hand-railings, toilets and bathroom stalls. "Zoinks dude. Sometimes licks are a little too ...
Rights People Lose on Public School Property Research Paper
People lose their rights mainly because of mismanagement characterizing public schools which is the part of public school property. This gives the implication that the federal government should put more effort in ensuring that these rights are maintained. This can only be achieved by ensuring that the publics are enlightened on the statutes ...
Essay On School Vandalism
Essay On School Vandalism. 891 Words4 Pages. Vandalism free campus. Vandalism is a problem but can be prevented in many ways : developing motives, tackling the problem, and controlling the system. The causes of vandalism are peer pressure and family problems within the society. At first, we have two easy target, school and home.
School Vandalism and Break-Ins
The Problem of School Vandalism and Break-Ins. This guide addresses school vandalism and break-ins, describing the problem and reviewing the risk factors. It also discusses the associated problems of school burglaries and arson. The guide then identifies a series of questions to help you analyze your local problem.
School Violence: Types, Causes, Impact, and Prevention
School violence refers to violence that takes place in a school setting. This includes violence on school property, on the way to or from school, and at school trips and events. It may be committed by students, teachers, or other members of the school staff; however, violence by fellow students is the most common.
Vandalism in Our Schools: A Study Concerning Children Who Destroy
A survey of 16,000 school administrators in 50 States, to which 48 percent responded, showed that glass breakage was the most frequent form of vandalism. Other types mentioned included painting on walls and property, theft, lavatory damage, driving cars across lawns, and defacing school furniture.
I Can Respect School Property
Target Ages: Intermediate, Secondary. Tags: I Can Respect School Property When I am at school it is important to respect school property. Respecting property means to take care of things I use in and around the school building and classroom. When I take care of school property it makes me feel good inside. That feeling is called pride!
Property
Property (18th ed.) James Krier KF561 .D84 2013 (and online) Gilbert Law Summaries Good for: Outlining Gilbert's is a well-known provider of study aides and is best used for outlining and preparing exam answers. It provides a comprehensive outline of property with sufficient explanations of the subjects and rules.
On Property by James Madison
"Conscience is the Most Sacred of Property": James Madison's Essay on Property by Tony Williams On January 24, 1774, James Madison wrote to a college friend praising the Boston Tea Party, which had occurred only weeks before. He praised the Boston patriots for their boldness in "defending liberty and property." Equating political and civil liberty,
Property Study Guide: Sample Exam Questions
This guide provides a listing of resources of practice essay exams as well as multiple choice questions. There are also links to online multiple choice questions as well as resources to help with law school exams. The multiple choice questions in property law can be a great way to track your progress. Review the description of each resource for ...
Real Property on the Multistate Essay Exam: Highly Tested Topics and
1. First, be aware of how Real Property is tested. Real Property is tested, on average, about once a year. Real Property is generally tested on its own and not combined with another subject. Real Property can be a challenging subject for many students. To prepare for Real Property on the MEE, it is best to begin by focusing on the highly tested ...
Property
Property: is a study aid that offers clear textual introductions to legal terms and concepts in property law, followed by examples and explanations that test and apply the reader's understanding of the material covered. Emanuel CrunchTime for Property by Steven L. Emanuel. ISBN: 9781454881650. Publication Date: 2017.
School Finance Property Tax Caps
View Full Essay. Tax Caps/Schools Tax revolts seem to be an American tradition. Since the American Revolution, American citizens have fought the payment of what they felt were unjust taxes. School taxes have not been any exception to this. Proposition 13 (California), Proposition 2 1/2 (Massachusetts) and the New York State 2% property tax cap ...
Essay on My School for Students and Children
A school is a place where students are taught the fundamentals of life, as well as how to grow and survive in life. It instils in us values and principles that serve as the foundation for a child's development. My school is my second home where I spend most of my time. Above all, it gives me a platform to do better in life and also builds my ...
City, Spectacle, Capital of Photography
Moscow City, Spectacle, Capital of Photography. Nadia Michoustina Wallach Art Gallery, 2003 8 x 10", 88 pp., 46 b&w illus. ISBN 1-884919-13-8, Paper, $25
Property Law Essay
University of Essex School of Law. Assignment Feedback and Cover Sheet (Do not write your name on this sheet or your essay) Module Name: Property Law Module Code: LW. Registration Number: 1 8 0 4 1 7 5. Number of Words:1918 Date Submitted: 23/04/
Moscow: City, Spectacle, Capital of Photography
Moscow: City, Spectacle, Capital of Photography, an exhibition of 20th-century photographs of Moscow, opens at Columbia University's Miriam and Ira D. Wallach Art Gallery on Wednesday, April 30, 2003 and remains on display through Saturday, June 21, 2003.. Moscow has been a powerful magnet for many Russian photographers of the 20th century. Moscow: City, Spectacle, Capital of Photography ...
Good Essay Example 1 (February 2020 Real Property)
The rule is that the law of the situs (where real property is located) is the law that should be used for property disputes. Here, the law of state A should be applied. 1. The issue is whether the Husband's execution of a mortgage severed the joint tenancy when he granted the mortgage to his friend. The rule is that in a lien theory state, a ...
Moscow: City, Spectacle, Capital of Photography
ISBN: 1884919138 88 pages; 46 b&w illustrations Size: 8 x 10 inches In print | $25.00 Publisher: The Wallach Art Gallery, Columbia University Publication Date: 2003
The History of Moscow City: [Essay Example], 614 words
The History of Moscow City. Moscow is the capital and largest city of Russia as well as the. It is also the 4th largest city in the world, and is the first in size among all European cities. Moscow was founded in 1147 by Yuri Dolgoruki, a prince of the region. The town lay on important land and water trade routes, and it grew and prospered.
What caused Dubai floods? Experts cite climate change, not cloud
A storm hit the United Arab Emirates and Oman this week bringing record rainfall that flooded highways, inundated houses, grid-locked traffic and trapped people in their homes.