The Paper Dreams of Harry Chin
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Was Trump's Deployment of Federal Officers to Portland, Oregon And
University of San Diego Digital USD Undergraduate Honors Theses Theses and Dissertations Spring 5-18-2021 Was Trump’s deployment of federal officerso t Portland, Oregon and other cities during the summer of 2020 legal and constitutional? Celina Tebor University of San Diego Follow this and additional works at: https://digital.sandiego.edu/honors_theses Part of the American Politics Commons Digital USD Citation Tebor, Celina, "Was Trump’s deployment of federal officerso t Portland, Oregon and other cities during the summer of 2020 legal and constitutional?" (2021). Undergraduate Honors Theses. 83. https://digital.sandiego.edu/honors_theses/83 This Undergraduate Honors Thesis is brought to you for free and open access by the Theses and Dissertations at Digital USD. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Digital USD. For more information, please contact [email protected]. Honors Thesis Approval Page Student Name: Celina Tebor Title of Thesis: Was Trump’s deployment of federal officers to Portland, Oregon and other cities during the summer of 2020 legal and constitutional? Accepted by the Honors Program and faculty of the Department of Political Science, University of San Diego, in partial fulfillment of the requirements for the Degree of Bachelor of Arts. FACULTY APPROVAL _Del Dickson_______ ___Del Dickson______________ 5/14/21_ Faculty Project Advisor (Print) Signature Date Dr. Susannah Stern _______________________ __________________ Honors Program Director Signature Date Was Trump’s deployment of federal officers to Portland, Oregon and other cities during the summer of 2020 legal and constitutional? ___________________ A Thesis Presented to The Faculty and the Honors Program Of the University of San Diego ____________________ By Celina Buenafe Tebor Political Science & Communication Studies 2021 Tebor 1 I. -
IMMIGRATION LAW BASICS How Does the United States Immigration System Work?
IMMIGRATION LAW BASICS How does the United States immigration system work? Multiple agencies are responsible for the execution of immigration laws. o The Immigration and Naturalization Service (“INS”) was abolished in 2003. o Department of Homeland Security . USCIS . CBP . ICE . Attorney General’s role o Department of Justice . EOIR . Attorney General’s role o Department of State . Consulates . Secretary of State’s role o Department of Labor . Employment‐related immigration Our laws, while historically pro‐immigration, have become increasingly restrictive and punitive with respect to noncitizens – even those with lawful status. ‐ Pro‐immigration history of our country o First 100 Years: 1776‐1875 ‐ Open door policy. o Act to Encourage Immigration of 1864 ‐ Made employment contracts binding in an effort to recruit foreign labor to work in factories during the Civil War. As some states sought to restrict immigration, the Supreme Court declared state laws regulating immigration unconstitutional. ‐ Some early immigration restrictions included: o Act of March 3, 1875: excluded convicts and prostitutes o Chinese Exclusion Act of 1882: excluded persons from China (repealed in 1943) o Immigration Act of 1891: Established the Bureau of Immigration. Provided for medical and general inspection, and excluded people based on contagious diseases, crimes involving moral turpitude and status as a pauper or polygamist ‐ More big changes to the laws in the early to mid 20th century: o 1903 Amendments: excluded epileptics, insane persons, professional beggars, and anarchists. o Immigration Act of 1907: excluded feeble minded persons, unaccompanied children, people with TB, mental or physical defect that might affect their ability to earn a living. -
Excluded! Chinese Immigration to the United States Inquiry and Investigation NAGC Curriculum Award-Winner
PROBLEM-BASED LEARNING Engagement IN THE SOCIAL SCIENCES Excluded! Chinese Immigration to the United States Inquiry and Investigation NAGC Curriculum Award-Winner Definition Teacher Manual Shelagh A. Gallagher Dana L. Plowden Resolution Debriefing Royal Fireworks Press Unionville, New York Problem Narrative: The Storyline of Excluded! Ideally, the direction of a Problem-Based Learning unit is decided through the questions students ask. To some extent, this is made manageable by the structure of the opening scenario presented during Problem Engagement. The opening scenario is carefully designed to point students in the direction of some predictable questions. For example, it would be hard to avoid asking questions about why so many Chinese immigrated to America in the late 1800s or why American citizens grew so prejudicial against them. The narrative below and the lesson plans in this unit respond to these more predictable questions and address other desirable learning outcomes. They also provide a helpful guide for teachers new to PBL. Experienced PBL teachers are encouraged to use this unit as a framework, selecting lessons that fit the students’ questions (and, as above, many should fit) and adding other lessons to address other questions. It would be easy, for instance, to integrate discussion of how countries should approach establishing immigration laws and requirements for citizenship, or to increase emphasis on racism or poor working conditions. Problem Engagement During Problem Engagement, students are introduced to the situation they will be exploring during the unit. As the problem opens, students take on the role of Congressmen and -women from California in 1892. A memo crosses their desk, asking for their final comment on a bill that is about to be submitted for debate. -
Congressional Record—Senate S3451
May 26, 2011 CONGRESSIONAL RECORD — SENATE S3451 SUBMITTED RESOLUTIONS Mink, the first Asian-American Congress- (2) encourages the celebration during woman, and Norman Y. Mineta, the first Asian/Pacific American Heritage Month of Asian-American member of a presidential the significant contributions Asian-Ameri- SENATE RESOLUTION 200—RECOG- cabinet, have made significant strides in the cans and Pacific Islanders have made to the NIZING THE SIGNIFICANCE OF political and military realms; United States; and THE DESIGNATION OF THE Whereas the Presidential Cabinet of the (3) recognizes that the Asian-American and Obama Administration includes a record 3 Pacific Islander community strengthens and MONTH OF MAY AS ASIAN/PA- Asian-Americans, including Secretary of En- enhances the rich diversity of the United CIFIC AMERICAN HERITAGE ergy Steven Chu, Secretary of Commerce States. MONTH Gary Locke, and Secretary of Veterans Af- f Mr. AKAKA (for himself, Mr. INOUYE, fairs Eric Shinseki; Whereas in 2011, the Congressional Asian SENATE RESOLUTION 201—EX- Mrs. MURRAY, Mrs. FEINSTEIN, and Mr. Pacific American Caucus, a bicameral cau- PRESSING THE REGRET OF THE REID of Nevada) submitted the fol- cus of Members of Congress advocating on SENATE FOR THE PASSAGE OF lowing resolution; which was referred behalf of Asian-Americans and Pacific Is- DISCRIMINATORY LAWS to the Committee on the Judiciary: landers, includes 30 Members of Congress; AGAINST THE CHINESE IN AMER- S. RES. 200 Whereas Asian-Americans and Pacific Is- ICA, INCLUDING THE CHINESE Whereas each May, the people of the landers have made history by assuming of- EXCLUSION ACT fice in a number of new and historically sig- United States join together to pay tribute to Mr. -
New York State DREAM Act Application
Step-by-Step User Guide to completing the New York State DREAM Act Application This user guide breaks down the New York State DREAM Act eligibility application and clarifies why certain questions are asked, how to answer each question accurately, and what documentation must be provided to verify your eligibility. Table of Contents Overview of Applications ........................................................................................................................... 3 The New York State DREAM Act Eligibility Requirements .............................................................. 3 NYS DREAM Act Application ................................................................................................................... 5 Student High School Education Details .............................................................................................. 5 High School Status ............................................................................................................................. 5 High School Completion .................................................................................................................... 7 Student Citizenship and Immigration Status ...................................................................................... 8 Social Security Number (SSN) or Taxpayer Identification Number (TIN): .............................. 10 Student Information .............................................................................................................................. 10 Student -
In the Supreme Court of the United States
No. 17-965 In the S upreme Court of the United States DONALD J. TRUMP , PRESIDENT OF THE UNITED STATES , ET AL ., petitioners v. STATE OF HAWAII , ET AL ., respondents On Writ of Certiorari to the United States Court of Appeals for the Ninth Circuit BRIEF OF AMICI CURIAE EVAN MCMULLIN, ANNE APPLEBAUM, MAX BOOT, LINDA CHAVEZ, ELIOT COHEN, MINDY FINN, JULEANNA GLOVER, NORMAN ORNSTEIN, MICHAEL STEELE, CHARLIE SYKES, AND JERRY TAYLOR IN SUPPORT OF RESPONDENTS R. REEVES ANDERSON JOHN B. BELLINGER , III ARNOLD & PORTER Counsel of Record KAYE SCHOLER LLP ELLIOTT C. MOGUL 370 Seventeenth St. KAITLIN KONKEL Suite 4400 ARNOLD & PORTER Denver, CO 80202 KAYE SCHOLER LLP (303) 863-1000 601 Mass. Ave., NW Washington, DC 20001 (202) 942-5000 [email protected] Counsel for Amici Curiae TABLE OF CONTENTS Page Interest of Amici Curiae .............................................. 1 Introduction and Summary of Argument ................... 2 Argument ..................................................................... 4 I. EO-3 contravenes the prohibition on nationality-based discrimination that Congress, with support from almost all Republicans, adopted in 1965 ................................ 5 A. Congress intended to eliminate “all vestiges of discrimination against any national group” from our immigration system ............................................................... 6 1. Members of both parties, and Republicans in particular, strenuously repudiated the discriminatory policies that predated the 1965 Act ......................... 7 2. The 1965 Act rectified missteps in U.S. immigration policy ............................ 12 3. The principles underlying the 1965 Act are now fundamental to our national identity ........................................ 16 B. EO-3 runs afoul of Congress’s nondiscrimination guarantee ......................... 18 II. The President may not substitute his alternative policy judgments for Congress’s comprehensive statutory immigration scheme .. -
The Hidden Realities of Our Immigration System 1
University of Rhode Island DigitalCommons@URI Senior Honors Projects Honors Program at the University of Rhode Island 2017 The iddeH n Realities of Our Immigration System Ewelina Dembinska University of Rhode Island, [email protected] Follow this and additional works at: http://digitalcommons.uri.edu/srhonorsprog Recommended Citation Dembinska, Ewelina, "The iddeH n Realities of Our Immigration System" (2017). Senior Honors Projects. Paper 603. http://digitalcommons.uri.edu/srhonorsprog/603http://digitalcommons.uri.edu/srhonorsprog/603 This Article is brought to you for free and open access by the Honors Program at the University of Rhode Island at DigitalCommons@URI. It has been accepted for inclusion in Senior Honors Projects by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. Running head: THE HIDDEN REALITIES OF OUR IMMIGRATION SYSTEM 1 The Hidden Realities of Our Immigration System Ewelina Dembinska University of Rhode Island THE HIDDEN REALITIES OF OUR IMMIGRATION SYSTEM 2 TABLE OF CONTENTS Overview…………………………………………………………………………………………….. 3 Notes on Peg Bowden’s book: A Land of Hard Edges…………………………………………. 4-19 My Trip to Arizona and Mexico………………………………………………………………... 20-35 Obtaining a U.S. Visa…………………………………………………………………………... 36-49 Obtaining Permanent Residency……………………………………………………………….. 50-62 Obtaining Citizenship…………………………………………………………………………... 63-69 History of Immigration Law……………………………………………………………………. 70-78 Immigration Politics of Hillary Clinton versus Donald Trump…………………………........... 79-81 Personal Immigration Stories…………………………………………………………………... 82-99 References………………………………………………………………………………………... 100 THE HIDDEN REALITIES OF OUR IMMIGRATION SYSTEM 3 OVERVIEW When considering different topics for my Honor’s Project, I decided it had to be something that was important to me, something that I wanted to learn more about, and something that would be interesting enough to spend a whole semester studying. -
Background Essay—The History of Immigration Law in the United States
HANDOUT A Background Essay—The History of Immigration Law in the United States Read the background essay and answer the critical thinking questions at the Directions: end. In addition, formulate your own questions about the content discussed. In the modern era, nation-states are defined as Article 1, Section 8 of the U.S. Constitution much by their borders as by their unique laws, empowers the Congress to “Establish a forms of government, and distinct national Uniform Rule of Naturalization.” The first cultures. Since the early years of the United national law concerning immigration was the States’ history, the federal government has Naturalization Act of 1790, which stated that sought, with varying degrees of success, to limit any free white person who had resided in the and define the nature and scale of immigration U.S. for at least two years could apply for full into the country. In the first seventy years of the citizenship. Congress also required applicants nation’s history, immigration was left largely to demonstrate “good character” and swear an unchecked; Congress focused its attention oath to uphold the Constitution. Blacks were on defining the terms by which immigrants ineligible for citizenship. could gain the full legal rights of citizenship. In 1795, naturalization standards were Beginning in the 1880s, however, Congress began changed to require five years’ prior residence in to legislate on the national and ethnic makeup of the U.S., and again in 1798 to require 14 years’ immigrants. Lawmakers passed laws forbidding residence. The 1798 revision was passed amidst certain groups from entering the country, and the anti-French fervor of the Quasi-War and restricted the number of people who could enter sought to limit the influence of foreign-born from particular nations. -
Immigration Act of 1924 from Wikipedia, the Free Encyclopedia
Immigration Act of 1924 From Wikipedia, the free encyclopedia The Immigration Act of 1924, or Johnson–Reed Act, including the National Origins Act, and Asian Exclusion Act (Pub.L. 68-139, 43 Stat. 153, enacted May 26, 1924), was a United States federal law that limited the annual number of immigrants who could be admitted from any country to 2% of the number of people from that country who were already living in the United States in 1890, down from the 3% cap set by the Immigration Restriction Act of 1921, according to the Census of 1890. It superseded the 1921 Emergency Quota Act. The law was aimed at further restricting the Southern and Eastern Europeans, mainly Jews fleeing persecution in Poland and Russia, who were immigrating in large numbers starting in the 1890s, as well as prohibiting the immigration President Coolidge signs the of Middle Easterners, East Asians and Indians. According to the U.S. immigration act on the White House Department of State Office of the Historian, "In all its parts, the most basic South Lawn along with appropriation purpose of the 1924 Immigration Act was to preserve the ideal of American bills for the Veterans Bureau. John J. homogeneity."[1] Congressional opposition was minimal. Pershing is on the President's right. Contents 1 Provisions 2 History 3 Results 4 See also 5 References 6 Sources 7 External links Provisions The Immigration Act made permanent the basic limitations on immigration into the United States established in 1921 and modified the National Origins Formula established then. In conjunction with the Immigration Act of 1917, it governed American immigration policy until the passage of the Immigration and Nationality Act of 1952, which revised it completely. -
Due Process Under the Port Security Program* Ralph S
THE YALE LAW JOURNAL VOLUME 62 JULY, 1953 NUmER 8 SECURITY TESTS FOR MARITIME WORKERS: DUE PROCESS UNDER THE PORT SECURITY PROGRAM* RALPH S. BROII, JR.i" and JOHNI B.FASSETPI-" TnE search for security against spies, saboteurs, and other disaffected persons has led to the creation of elaborate programs for the surveillance of federal employees.' The same considerations require protective measures among those who, nominally in private employment, produce or develop secret weapons for the military establishment. Thus the Department of Defense requires clearance of defense contractors and their employees before they may have access to classified materials .2 and the Atomic Energy Commission has a statutory mandate to investigate the "character, associations, and loyalty," of those to whom it entrusts "restricted data."3 But neither of these martial agencies exercises as much sway over the livelihood of private citizens as does the United States Coast Guard. Better known for its unceasing attention to wrecks, buoys, and icebergs,4 since the Korean War the Coast Guard has *The research for this article was made possible by a grant to Yale University, in memory of Louis S. Weiss, '15, by the Louis S. Weiss Fund, Inc. It is part of a larger study, similarly supported, by the senior author, on loyalty and security programs affect- ing employment. See also Horowitz, Report on the Los Angeles City and Cotmly Loyalty Programs,5 STAN. L. REv. 233 (1953); Brown & Fassett, Loyalty Tests for Adn:issiou to the Bar, 20 U. or CHL L. REv. 480 (1953); Comment, Loyalty and Prk'ate Employ- ment: The Right of Employers to Discharge Suspected Suk-ersives, 62 YALE L.J. -
18 Lc 112 0076 Hr 1692
18 LC 112 0076 House Resolution 1692 By: Representatives Park of the 101st, Nguyen of the 89th, Marin of the 96th, Holcomb of the 81st, Glanton of the 75th, and others A RESOLUTION 1 Recognizing the 75th anniversary of the repeal of the Chinese Exclusion Act; and for other 2 purposes. 3 WHEREAS, many Chinese came to the United States in the 19th and 20th centuries, as did 4 people from other countries, in search of the opportunity to create a better life; and 5 WHEREAS, the United States ratified the Burlingame Treaty on October 19, 1868, which 6 permitted the free movement of the Chinese people to, from, and within the United States 7 and made China a "most favored nation"; and 8 WHEREAS, in 1878, the House of Representatives passed a resolution requesting that 9 President Rutherford B. Hayes renegotiate the Burlingame Treaty so that Congress could 10 limit Chinese immigration to the United States; and 11 WHEREAS, on February 22, 1879, the House of Representatives passed the Fifteen 12 Passenger Bill, which permitted only 15 Chinese passengers on any ship coming to the 13 United States; and 14 WHEREAS, on March 1, 1879, President Hayes vetoed the Fifteen Passenger Bill as being 15 incompatible with the Burlingame Treaty; and 16 WHEREAS, on May 9, 1881, the United States ratified the Angell Treaty, which allowed the 17 United States to suspend, but not prohibit, immigration of Chinese laborers, declaring that 18 "Chinese laborers who are now in the United States shall be allowed to go and come of their 19 own free will," and reaffirming that Chinese persons possessed "all the rights, privileges, 20 immunities, and exemptions which are accorded to the citizens and subjects of the most 21 favored nation"; and H. -
US Immigration
BUSHELL (DO NOT DELETE) 5/29/2013 2:45 PM “Give Me Your Tired, Your Poor, Your Huddled Masses”—Just as Long as They Fit the Heteronormative Ideal: U.S. Immigration Law’s Exclusionary & Inequitable Treatment of Lesbian, Gay, Bisexual, Transgendered, and Queer Migrants Logan Bushell* TABLE OF CONTENTS I. INTRODUCTION .................................................................................... 674 II. IMMIGRATION & SEXUALITY: AN HISTORICAL ANALYSIS OF REGULATING SEXUALITY AT THE BORDER .......................................... 677 A. 1875-1917: Establishing a Foundational Blueprint for Exclusion of LGBTQ Migrants .................................................... 678 B. 1917-1990: Adherence to the Blueprint for Exclusion of LGBTQ Migrants ......................................................................... 680 III. REFUGE IN THE COURTHOUSE? THE JUDICIARY’S APPROACH TO EXCLUSIONARY IMMIGRATION LAWS & POLICIES .............................. 683 A. Boutilier v. INS: Not Welcome—The Judiciary’s Sanctioning of Exclusionary Immigration Laws & Policies ............................ 683 B. Hill v. INS: An Inclusionary Olive Branch from the Judiciary ... 685 IV. TWO STEPS FORWARD, TWO STEPS BACK: PROGRESSIVE MEASURES PROVE MERELY PRETEXTUAL ........................................... 687 A. No Longer Categorically Excluded, but Certainly Not Included: Dismissing LGBTQ Persons from Family Unification ................................................................................... 687 B. Defense of Marriage Act: Deciding Exactly Who