Nation under God Essay

The argument regarding the use of the word God in the Pledge of Allegiance is not a new one. In fact, this argument stems from the long standing principle of separation between the church and the state which is embodied in the First Amendment of the United States constitution. Under this principle, the government and the church are to be kept separate from each other. The government is prohibited from encouraging or advancing any of the interests of a single religion. This means that the government cannot promote a single religion or impose upon its people which religion to follow (Clark 1965). It is a blanket prohibition that prevents the government from intervening in the religious beliefs of people. The second aspect of this principle recognizes that the government will invariably have to deal with religious institutions one way or the other (Clark 1965). The doctrine on the separation of church and state therefore also regulates the dealings between the church and state such that there should only be a minimal and incidental interference from the government. This is also known as the rule on excessive entanglement between the church and the state. The problem with the use of the word God in the Pledge of Allegiance is considered as a violation of the doctrine on the separation of the church and state because many religious groups claim that the use of the term God favors the Christian religion which prominently uses the term God for the Supreme Being. Other groups on the other hand argue that the word God as used in the Pledge of Allegiance is not an advancement of the Christian religion but rather an acknowledgment of some higher being that is common to all religions. This short discourse will seek to shed more light on the issue of the use of the word God in the Pledge of Allegiance. The first part will cover the historical background of the insertion of the word God in an attempt to understand the original meaning of the word God as used in the Pledge of Allegiance. The next segments will cover the points of view from the perspective of the state as contrasted to the perspective of the church on the issue. Historical Background of the Insertion of the Word God: There has been a lot of controversy surrounding the use of the word God in the Pledge of Allegiance particularly with its mandatory recitation in the public school classrooms. Most of controversy revolves around the use of the phrase â€Å"under God. † It was not until June 14, 1954 however that this highly contested phrase was inserted (Whitsitt 1896). The original tenor of the pledge of allegiance which was created by Francis Bellamy on September 7, 1892 read as follows: I pledge allegiance to my Flag and the Republic for which it stands, one nation indivisible, with liberty and justice for all. Historical Changes of the Pledge of Allegiance 1892: â€Å"I pledge allegiance to my Flag and the Republic for which it stands: one Nation indivisible, with Liberty and Justice for all. † 1892 to 1923: â€Å"I pledge allegiance to my Flag and to the Republic for which it stands: one Nation indivisible, with Liberty and Justice for all. † 1923 to 1954: â€Å"I pledge allegiance to the Flag of the United States of America, and to the Republic for which it stands: one Nation indivisible, with Liberty and Justice for all. † 1954 to Present: â€Å"I pledge allegiance to the Flag of the United States of America, and to the Republic for which it stands: one Nation under God, indivisible, with Liberty and Justice for all. † The original tenor of the Pledge of Allegiance did not contain any reference to any deity whatsoever. In response to this, the Knights of Columbus of New York City urged the assemblies to insert a reference to a deity since they felt that it was incomplete without one. The deity to which the Knights of Columbus referred to was the same one that was referred to in Lincoln’s Gettysburg Address (Whitsitt 1896). The words â€Å"under God† as used in Lincoln’s address, according to the Knights of Columbus, was the most appropriate one to add to the Pledge of Allegiance. It is important to note however that the phrase â€Å"under God† was never contained in the original text of the Gettysburg Address. By April 22 of the year 1951, the Board of Directors of the Knights of Columbus formally adopted a resolution to amend the recitation of Pledge of Allegiance by the members of the Knights of Columbus at the opening of each of the meetings of the 800 Fourth Degree Assemblies of the Knights of Columbus by addition of the words â€Å"under God† after the words â€Å"one nation† (Whitsitt 1896). It was not long before the whole organization had adopted the same resolution as the idea spread throughout the other Knights of Columbus organizations nationwide. On August 21, 1952, the Supreme Council of the Knights of Columbus adopted a resolution at its annual meeting recommending the that the change in the Pledge of Allegiance be made universal and soon petitions and copies of the resolution were sent to the Office of the President, the Vice President, who was the Presiding Officer of the Senate and the Speaker of the House of Representatives. While the attempts of the Knights of Columbus were unsuccessful, they were able to convince a majority of the relevance of inserting such a phrase and soon the movement began to gain momentum (Whitsitt 1896). It was not until Senator Homer Ferguson who in his report to the United States Congress on March 10, 1954 that the movement had begun to make significant progress. In this privileged speech, Senator Ferguson said, â€Å"The introduction of this joint resolution was suggested to me by a sermon given recently by the Rev. George M. Docherty, of Washington, D. C. , who is pastor of the church at which Lincoln worshipped. † By this time Congress concurred with the Oakman-Ferguson resolution, and Eisenhower opted to sign the bill into law on Flag Day, June 14, 1954. The rationale for the approval and adoption of the phrase â€Å"under God† was clarified by President Eisenhower in a letter which he wrote in August of 1954 (Bradley 1996). These words [â€Å"under God†] will remind Americans that despite our great physical strength we must remain humble. They will help us to keep constantly in our minds and hearts the spiritual and moral principles which alone give dignity to man, and upon which our way of life is founded. This was actually taken from the sermon of Docherty to which President Eisenhower had taken a great interest in (Whitsitt 1896). It was eventually published by Harper & Bros. in New York in 1958 and President Eisenhower took the opportunity to write to Dr. Docherty with gratitude for the opportunity to once again read the fateful sermon. Finally, on Flag Day, June 14, 1954, Congress passed the legislation that add the phrase â€Å"under God† to the Pledge of Allegiance. At this point, it can be argued that the insertion of the word God into the Pledge of Allegiance was actually motivated by some religious influence, particularly the Christian religion. In order to have a better understanding of the issue at hand however it is important to briefly examine the import of the doctrine of the Separation of the Church and the State. Doctrine of the Separation of Church and State: The phrase, â€Å"separation of Church and State†, is actually from a letter that was written by one of the founding fathers, Thomas Jefferson, to a group that called themselves the Danbury Baptists. In the letter, Thomas Jefferson wrote that, â€Å"I contemplate with sovereign reverence that act of the whole American people which declared that their legislature should make no law respecting an establishment of religion, or prohibiting the free exercise thereof, thus building a wall of separation between Church and State. † This was of course in reference to the First Amendment of the United States Constitution (Whitsitt 1896). The basic precept of this doctrine is founded on a firm belief that religion and state should be separate. It covers a very wide spectrum, as mentioned in the previous sections of this discussion, ranging from the secularization or elimination of the church to theocracy wherein the state works in tandem with a religion in order to govern over the acts of people (Bradley 1996). The Secularist Perspective: The secularist perspective is that the state should be kept distant from religion and that, in the same vein, the religious institutions should also be free from any governmental interferences. This follows the second aspect of the Doctrine of the Separation of Church and State that dictates that there should be no entanglement between the Church and the State (Bradley 1996). In this perspective, the government is prohibited from citing the authority or influence of a specific religious institution for the justification of its authority (Bradley 1996). While there are some governments that claim religious justifications for their powers such as the Muslim states, the justification for such is based on the emphasis of the relationship for ceremonial and rhetorical purposes only. The acts done by the government are not meant to further the cause of any single religion but are actually for the general welfare and the benefit of the state. The state therefore does not conform to any particular religious doctrine but in fact caters to its own doctrine as mandated by the will of the people and of the Constitution (Clark 1965). Acts such as exemptions from taxation or providing funds for education and charities, though viewed as supporting religion, are in fact welfare based or â€Å"faith based† according to secularists. This reflects the view that temporal authority and spiritual authority should properly operate in complimentary spheres. The spheres where they overlap such as in moral values or property rights are areas where neither should take authority over the other but should instead offer a framework in which society can work these issues out without subjugating a religion to the state or vice versa (Bradley 1996).

allignment of academic standards with ELL proficiency standards essay Essay Example

allignment of academic standards with ELL proficiency standards essay Essay Example allignment of academic standards with ELL proficiency standards essay Essay allignment of academic standards with ELL proficiency standards essay Essay Essay Topic: Academic Academic Standards with ELL Proficiency Standards Assignment The Arizona or TESOL English learner standards use a guide for differentiating instruction for various levels of ELLS by the teachers making the lessons have a content objective meaning on what the teacher wants all their students to learn in the classrooms. Also, each lesson needs to have a language objective as well which means that are specifically for each individual ELL student and base it in their TESOL standards in the classroom. An example, is for the teacher to try to use both the content objective ike making the ELL students write down important facts about learning the English language and the language objective that need to be used by the ELL students will correctly use words or verbs to describe their feelings on the reason why these facts are so important to them. When teachers are making their lessons whether it be for the ELL students on level one which are known as beginners or on level five which are known as advanced students in the English language skills it should always provide precise visual support and guided reading until students master the grade-level aterials or instructions (Zehr, M. 2010). Teachers should do a little bit of research while preparing their lessons of the ELLS for the language levels that pertain to the content of the students language being taught, give the ELL students the opportunity to interact with the English speakers in the classroom, teachers should target corrections where the students have specific errors, and teachers should be using appropriate level language aspects of the ELL students when assigning assessments, classwork, tests, homework, etc. Teachers in the field of educating ELLS of different English proficiency levels because all students do not learn at the same pace or same time (Zehr, 2010). By the teachers having some type of assistance when planning the lessons or activities that will positively support appropriate content for the ELL students benefits their levels will increase to a successful education with the English language. The data from a various different sources relating to each of the learners progress in the classroom should be used as a tool that will drive the standards-based instruction by using the information to aim for the different learners and use the ifferent styles that the ELL students need to make sure they learn as much knowledge as they can in a high level classroom environment. Teachers have to have differentiated standards when it comes to their students and their teaching abilities like to ensure that it is going to be successful as long as they have reliable and understanding different sources in the classroom, having ideas that make sure the ELL students understand what they are being taught by the teacher, and the teacher making sure their ELL students are not going to be confused on the different teaching ethods of the assignments that need to be learned and gone over for the students benefit needs in the classroom (Sephton, C. 013). Teachers need to use different learning skills or teaching styles for their ELL students to meet and become successful in learning the English language correctly. Standards are made to make student. Also, so that complications do not happen and it makes room for more clear understanding for teaching the ELL students in the classrooms on a daily basis. The varieties of all differentiated standards available to the teachers in a lassroom provide the focus on all high expectations and the motivation that are needed to tailor instruction so that it meets all the needs of all the individual learners by help with differentiated instruction and a dedicated teacher, so that the standards and proficiency standards all will eventually line up more clearly for the ELL students benefits with their education process in the classrooms. ELLs have the more pressure of adding difficulty of trying to master a whole new language in the classroom but with from a dedicated teacher and team the individual student will ain the knowledge from the instruction or materials being used correctly to get the ELL students to have high expectations to want to learn more and motivate them to come to schools classroom to learn the English language daily. The varieties of standards provided to educators are extremely diverse to maximize the potential of students as well as educators and the standards do exemplify high expectations of ELL students and on teachers, specifically as it relates to how to ensure students master the objection (Sunderman, G. 2008). These standards will become to help rain the teachers to stay focus on the goal at hand and it will also motivate the ELL students to head for success as well. All students learn differently so when teachers plan a differentiated lesson plan they need to keep in mind to allow the ELL students an positive ideal learning structure, the more flexible ease of learning centered on the students level, as well as assignments that provide scaffolding from the teacher for comprehensive learning for the ELL student (Sunderman, 2008). Teachers can have the standards as a challenging task for the ELL students to accomplish their ell-rounded education that has a high goal level for differentiated instruction and motivation for the ELL students needs throughout the school year. Reference Arizona Department of Education. (2003). Reading standards articulated by grade level Kindergarten. Retrieved December 7, 2013 from ade. state. az. us/standards/language-arts/bygradelevel/RdgGrK. pdf Sephton, C. (2013). ELL standards of learning instruction, ELL Education Learners. 3(4), 7-15. Zehr, M. A. (2010). Guide tells how to differentiate instruction for ELLS, Learning the Language. Editorial Projects in Education. 6(9), 3-5.

It Is A Life Not A Coice essays

It Is A Life Not A Coice essays Abortion has been one of the United States most controversial subjects.Abortion is the intentional killing of a human being before birth. About 1.6 million pregnancies end in abortion each year in the United States. Although abortion is regarded as a womans right, it should be banned without exceptions because it is murder, has psychological side effects, and there is an alternative. One of the controversial arguments is whether abortion is murder. Is an unborn child in the fetus a living being? The answer is yes. Life begins at conception. When the sperm enters the egg, the egg is fertilized and known as zygote. The zygote contains a full set of forty-six chromosomes, which is required to create a human life. Humans develop in stages. The first stage is conception. The level of development of the fetus does not determine life. Humans are not considered alive only if they are fully developed. If they were then only adults are alive. One is not fully developed until adulthood. There is not a magical transformation that occurs when the child is born. The unborn child feels the same pain, responds to noise, has feelings, and fears the same as an adult. It is an eating, breathing, and moving human being. Abortion is murder. Murder is not a choice or right. The only choice or right belongs to the unborn child. Every day these aborted children lose there choice and right to life. The child has a heart and brain therefore it also has the right to life that is equal to the mothers right to murder. Murder is killing another human being, no matter how old or in what stage of life. And yes to all those wandering the baby in the womb is a living human being (Shaw 1). If a mother killed her son or daughter at the age of one day it would be considered murder in the first degree. How can killing the child before it leaves the womb be anything but the ...

Make Chemical Fire Without Matches or a Lighter

Make Chemical Fire Without Matches or a Lighter No matches or lighter are needed to start a fire. Here are four ways to  make one using chemical reactions.  Each of these techniques is simple and requires only three chemicals each. Chemical Fire #1 Potassium permanganateGlycerinWater Add a few drops of glycerin to a few crystals of potassium permanganate. Accelerate the reaction by adding a couple of drops of water. Chemical Fire #2 AcetoneSulfuric acidPotassium permanganate Soak a tissue with acetone to make it more flammable. Next, draw sulfuric acid into a glass pipette. Dip the pipette into potassium permanganate so that the tip of the pipette is coated with a few crystals. Dispense the sulfuric acid onto the tissue. The potassium permanganate and sulfuric acid will mix to produce manganese heptoxide and fire. Chemical Fire #3 Sodium chlorateSugarSulfuric acid Mix a small amount of sodium chlorate and sugar. Initiate the reaction by adding a few drops of sulfuric acid. Chemical Fire #4 Ammonium nitrate powderFinely ground zinc powderHydrochloric acid Mix together a small amount of ammonium nitrate and zinc powder. Initiate the reaction by adding a few drops of hydrochloric acid. Chemical Fire Safety If you are performing a demonstration of chemical fire using any of these reactions, use very small amounts of the chemicals listed for each project. Wear proper safety gear and work on a fire-safe surface. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Trends and hazards in firefigter training Essay Example | Topics and Well Written Essays - 500 words

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Fashion Retailer Zara Assignment Example | Topics and Well Written Essays - 3000 words

Fashion Retailer Zara - Assignment Example The essay "Fashion Retailer Zara" discovers the marketing strategy of Zara. Zara designs all its clothes and majority of it is in Spain (about 80 percent). It focuses on shorter response time, which enables it to meet the constantly shifting fashion trends. However such moves do not take months, but this swift process is complete within in 30 days. And with this short time, Zara identifies the trends, design it clothes, supply it to all its stores. In short it means catching up a trend when it is in vogue in the fashion circles, rather than discusses it for months and then ask the overseas producers to work on it. On the contrary, even the smallest retailer takes up. Three to four months research, thinking, discussion for any such project, while bigger retailer take up to 9 months to produce to similar result. When the analysts start to forecast the fashion trends, Zara moves ahead for next trend. The trend identification is done through extensive research process in which every one in the organisation is involved. In the manufacturing environment, Zara’s product development teams fashion shows and catwalks and exhibition and then translate the latest fashionable ideas into products. Zara development teams visits universities and clubs to track the customer’s preferences and choices and understand the changing consumer’s needs. There are also teams in the international arena who also observe the latest fashion trends and report to the head office. Zara mangers also help in tracking customer.... t the Zara mangers also help in tracking customer demands through sales analysis, all of this process enables Zara to meet customer's needs and be ahead of its rivals. The research is not traditional research, but it includes email and phone calls from various stores to head office, to which Zara manufacturing machinery responds by designing the proposed item within 2 weeks time. Thus we can see, that it is the lead time and keeping up with the fashion trends which makes Zara the leader of the fashion industry. Low Risk Low Production Normally any proposed item (apparel) among other retailers is made in bulk, which always has the risk being a failure. Zara reduces this risk by producing in lesser quantity, thus instead of going for bulk production, it prefers fewer items. This approach gives Zara's double benefit, such as lesser risk and creating more demand by making artificial scarcity, which means it can charge more and earn extra profit. It is natural with all objects especially fashion products; they become more desirable making them more profitable for the company. Normally it is very rare to find a product in its early launch days, a customer has to request the item, which is taken into notice by the store manager and produced within a shortest period of time. Another benefit of this approach is that if the product does sell well, it can be easily scarped back due to lesser quantity, which is not possible for other retailers or in some cases it is moved to another location, where it is selling well. Leading in Innovation As for other retailers their profits comes through mass sale and bulk production. Zara instead produce more styles (new items) than any other retail store and generates profit through greater number rather than bulk production. For