Free Essays on Religion In Public Schools

Religion In Public Schools In the past Religion was confined to the state now with religious freedom everything has changed or at least started to change. In order for religion to be in a private school now it is again trying to be in Public schools. People ask "why can't freedom to acknowledge god be enjoyed again by children in every schoolroom across this land?" In the past, a long time ago children always prayed before class started and before lunch. But things h ave changed, "in 1791 the separation of church and state" started. Although it was made clear about the separation of the two "as late as 1951 some twenty states permitted schools to begin the day by reading aloud a passage of the bible." Bu t that had to stop. People didn't have the same beliefs when it comes to religion, if a family absent even believe in god why should their child be forced to pray? On many different occasions questions similar to this one were brought up and complained about. That is what started it all real big. When complaining, arguing and fighting all started over the silent moment. In 1978 a few lawyers got together and considered a constitutional law. The original law said that public school teachers in gr ades 1-6 "shall announce that a period of silence, not to exceed one minute, shall be observed for meditation." This law did not work for long, because it still allowed oral prayer in public high schools. Later in 1981, the Alabama State Senator Donald G. Holmes successfully passed a bill that included all grades calling it "the moment of silence" this law said that "the teacher (was) to announce that the silent moment may be used for voluntary prayer." Although it would have to be si lent prayer. Even after this new law started the lawyers that were opposed to this were trying to say that students "do not have a right to pray in school" silently or otherwise because of growing impressions that affect their life. The si... Free Essays on Religion In Public Schools Free Essays on Religion In Public Schools Religion In Public Schools In the past Religion was confined to the state now with religious freedom everything has changed or at least started to change. In order for religion to be in a private school now it is again trying to be in Public schools. People ask "why can't freedom to acknowledge god be enjoyed again by children in every schoolroom across this land?" In the past, a long time ago children always prayed before class started and before lunch. But things h ave changed, "in 1791 the separation of church and state" started. Although it was made clear about the separation of the two "as late as 1951 some twenty states permitted schools to begin the day by reading aloud a passage of the bible." Bu t that had to stop. People didn't have the same beliefs when it comes to religion, if a family absent even believe in god why should their child be forced to pray? On many different occasions questions similar to this one were brought up and complained about. That is what started it all real big. When complaining, arguing and fighting all started over the silent moment. In 1978 a few lawyers got together and considered a constitutional law. The original law said that public school teachers in gr ades 1-6 "shall announce that a period of silence, not to exceed one minute, shall be observed for meditation." This law did not work for long, because it still allowed oral prayer in public high schools. Later in 1981, the Alabama State Senator Donald G. Holmes successfully passed a bill that included all grades calling it "the moment of silence" this law said that "the teacher (was) to announce that the silent moment may be used for voluntary prayer." Although it would have to be si lent prayer. Even after this new law started the lawyers that were opposed to this were trying to say that students "do not have a right to pray in school" silently or otherwise because of growing impressions that affect their life. The si...

Many and Much

Many and Much Many and Much Many and Much By Maeve Maddox This post is in response to a reader’s email: Please I want to know the usage of many and much. Both words have more than one function in English, but a common challenge for ESL learners is how to use many and much with countable and uncountable nouns. Countable nouns have singular and plural forms. Countable nouns are so called because they can be counted as individual items. Many, in the sense of â€Å"a large and indefinite number,† is used with countable nouns: many cats many apples many books many countries many people Uncountable nouns are construed as singular. They are not used with a number. Much, in the sense of â€Å"a great amount of,† is used to qualify uncountable nouns: much coffee much rice much disagreement much wrangling much love The word much can also function as an adverb and as a pronoun: adverb Thank you very much. I am much indebted to you. Julie scored much higher on the exam than I did. pronoun Much of our success derives from teamwork. Though much is taken, much abides. He’s not much to look at. In the plural, many can be used as a pronoun in the sense of â€Å"many individuals†: He is only one candidate among many. Among their captives are many of our nation. Many are called, but few are chosen. Governed by the article the, many can be used as a noun to designate â€Å"the masses,† â€Å"the multitude,† â€Å"the general public,† or â€Å"the hoi polloi†: Until that happens, the  few  practice lawful plunder upon  the many. The needs of  the many  outweigh the needs of the few. Making the Economy Work for the Many, Not the Few Note: â€Å"The few,† in the sense of â€Å"a small, privileged elite† is often used as the opposite of â€Å"the many.† Related post: Hoi Polloi Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Definitely use "the" or "a"Broadcast vs Broadcasted as Past FormRunning Errands and Doing Chores

The Phenomenon Of Globality Essay Example | Topics and Well Written Essays - 1000 words

The Phenomenon Of Globality - Essay Example This essay discusses that such as a scenario, should it ever occur would be reflected in a universal consciousness and sense of value as a human beings. This nevertheless requires that people expand their loyalties and concerns past people of their immediate geographical or ethical circles. While admitting that humanity is quite far from achieving a global â€Å"intellect†, the writers concede that in the  last  few years major steps have been made in this direction in a clear break from the recent past. For example in the late 80’s and early 90’s, people from all over the world united albeit in different forums to express their outrage over the imprisonment of Nelson Mandela. The world felt that his incarceration represented the abuse of basic human rights to freedom as well as amounting to racial discrimination. Cohen, Paul, and Maud argue that although imperialism had retrospectively being used to bring about â€Å"civilization† by western cultures through oppressive policies this era was at an  end. The union with which apartheid was collectively decried proves this. The argument for globality is further supported by the fact that the fact that the world is becoming more tolerant of different cultural identities and practices. The reasons systems like South Africa’s apartheid were opposed are because, in the contemporary globalized world, it is possible for governance to be shared rather than imposed. The concept of superior and inferior culture was only a tool used by imperial powers to subjugated subjects and acquired new territory by forcing their way of life and governance on people. Cohen, Paul, and Maud propose that there is a rise in the number of individuals who practice reflective thinking. This is the sort of thinking that promotes the appreciation of diverse culture, â€Å"reflexive people tend to be self-conscious and knowledgeable and they plan to shape their own lives while redefining the world around them†.

History and Political Science Essay Example | Topics and Well Written Essays - 1000 words - 3

History and Political Science - Essay Example The reason generally refers to a human being’s capacity to utilize the strengths of logic and deduction to make judgments in relation to information and knowledge on a subject or matter of significance. Etymologically, the Greek word â€Å"logos† means reason. It is also one of the guiding principles of philosophy. A fundamental attribute of the reason is clarity and it is so because vague judgments or instincts are not considered reason, reason has to sound, precise and logical. The ideas of democracy and reason are relatively intertwined such that neither one can possibly function properly without the other. Both democracy and reason are based on the foundations of freedom of thought and speech which allows every individual to exercise their right to thinking freely without restriction and then presenting these thoughts in the form of reasonable discussion formed by logic and objective understanding of any matter of importance. â€Å"..no system of government can or should be imposed upon one nation by any other.† (Obama, Barack, 2009). If a nation or a country is not liberated in the sense that there is alien oppression or control, it goes without saying that even the minds and perception consisting of reason are clogged as well. In a true democracy, the mob which comprises of the majority formulates all the rules, ethics, morals and regulations on the basis of reason and logical rationale. The reason is a human’s tool of understanding and ju dgment. It is the method of identifying entities through one's senses. We use our minds to identify what we have observed by gathering more perceptual information until we can understand what we see. Reason is the element of a human that allows it to understand how exactly to gather information, and which information to gather. This gathering of information leads to a process whereby we utilize the power of reason to mix up and combine the information in a more organized and efficient way; this organized form of information is converted into knowledge. The new found knowledge is processed with body of knowledge that a human already has, in order to gain a better understanding of it. This cycle results in the form of well reasoned judgments and opinions. The idea of democracy suggests that if the common man that makes up the majority of a nation is empowered and allowed to make up the government that controls the nation, usually through a representative party or group, then that comm on man must also have the powers of reason and logic to form the wisest of judgments and opinions so as to allow for the best and most practical set of rules, regulation, laws, morals and ethics to form. The inclusion of reason in laying the foundations of democratic ideas is essential so that there is minimal conflict. It is impossible for democracy and reason to survive on their own; they are like lungs and a human, neither one is useful without the presence of the other. In the same way, if democracy chose to survive alone it would not be able be able to do so because the principles and the ideas of democracy lay their emphasis on the objectivity of reason. Reason can also not in itself survive, in

Homer His Life And His Works :: essays research papers

Homer: His Life and His Works Greeks had used writing since c. 1400 BC, but it was not until the late 8th century BC that their literature was first written down. Greek literature began in Ionia with the brilliant epics of Homer, the Iliad and the Odyssey. These mature products of a long tradition of oral poetry brought together a vast body of divine and heroic myths and sagas that served as a foundation for much subsequent Greek literature. The epic view of humankind had a lasting influence on Greek thought; indeed, it has been said that later Greek literature is but a series of footnotes to Homer. Homer is said to have been blind and told his stories orally. Because the facts of Homer’s life when he was born or died, where he lived, who he was- remain unknown and shall most likely never be known. Many scholars have doubted the existence of a â€Å"Homer† and point to his texts as the work of a collection of authors over a long period of time. This criticism stems from a disbelief that epics such as The Iliad and The Odyssey could have been formulated, maintained, and transmitted within an oral culture. However, new research on human memory and careful analysis of text reveals evidence that the textual style of each poem does emanate from one author. We know that he wrote two poems about the Greeks and their gods. The Iliad was Homer’s first epic poem, which tells the story of the Trojan War. His second epic is the Odyssey, which tells the story of a great hero Odysseus, and the adventures he embarks on. Tradition has it that he lived in the 12th century BC, around the time of the Trojan War, in an Ionic settlement, either Chios or Smyrna, where he made his living as a court singer and storyteller. Modern archaeological research has uncovered artifacts similar to those described in the poems, providing evidence that Homer wrote at a later date. Because the poems display a considerable knowledge of Eastern, or Ionian, Greece and are written in the dialect of that region, most scholars now suppose that Homer was Ionian of the 8th or 9th century BC. Homer writes nothing of himself in his poems, but similes in the Iliad and the Odyssey frequently make reference to the humble lives of farmers and artisans, so it is sometimes conjectured that Homer was of this class.

Nursing Accountability in Relationship Essay

In this paper, I will review and implement recommendations based on the findings of the Agency for Health Care Research and Quality (AHRQ) regarding the training of hospital staff to respond to a mass casualty incident (MCI). I will give examples and situations that can affect the effectiveness of proper training and responses to a traumatic event in our city, county, state, or country. For years, hospitals have contemplated the possibility of a mass casualty incident (MCI). Federal agencies planning and responding to these events have determined that it would be overwhelming and catastrophic to any community. The resources would not be sufficient to absorb the needs and requirements for help. These events can be naturally occurring or manmade, for example, hurricane season and tornado season in Texas can be predicted with accuracy. In the West coast, we have constant planning and preparation for the next big earthquake even though we do not know with accuracy when it would be. During hurricane Katrina, we had an excellent opportunity to witness how prepared a city is, and how hospitals can easily be overwhelmed by a massive influx of patients. Examples can be given worldwide, but for the purpose of simplicity we will not elaborate further. Never before have we experienced more threats than in the past few years starting from the Oklahoma City bombing and the 911 attacks as the most horrific examples to site. More and more we have seen our fears become our realities and our vulnerabilities, and this is what has made us rethink our strategies and training for proper response to chemical, radiological, or biological threats. Findings The Joint Commission on Accreditation of Healthcare Organizations (JCAHO) requires that hospitals implement and test proper hospital response training twice a year. My hospital, BAMC, a military hospital, has complied with the training and has made significant contributions to the evolution and preparedness in response to a potential or actual event. The military has always been an integral part in training and preparation in regards to logistics and coordination of available resources, but even the best trained or better equipped hospitals cannot compensate for the impact it has on its employees, particularly nurses. Nurses take part and are an important aspect of training and preparation, and they are essential in the response to a crisis or trauma. Working in the emergency department, I often question myself as to how is it that we can train and prepare every year for a mass casualty incident (MCI) when I can see how easily we get overrun and in total disarray. Our hospital is currently capable of taking up to four major traumas all at the same time, but the reality is that even under the best staffed days we get overwhelmed, resourcing quickly to diversion of Emergency Medical Service (EMS) to other hospitals when we have reached maximum capacity. If training then is to prepare us and allow us to be well equipped with the necessary knowledge to perform, why is it that we struggle under small real life case scenarios? The response has to be once again in the level of preparation that each individual nurse takes to be ready to be able to function under very stressful environment. The nurse can be well prepared for future events by performing after action reviews (AAR), which is primordial in determining the stressors and the potential solutions to the problems encountered after each event. Disaster drills are beneficial in the effectiveness of command and control, communication, triage, patient flow, security response, and the roles each practitioner must perform. Recommendations Hospital drills and disaster planning are key and instrumental to make the nurse familiar with his/ her role, as well as the role of all the providers of care and first responders. Proper coordination and adequate allocation of resources are essential. The nurse can be instrumental in his/her flexibility and ability to adapt to different roles under extremely chaotic circumstances. Also, nurses are important for the delegation of tasks and coordination of duties to be taken to stabilize the emergency department for the proper movement of patients arriving and departing. The nurse plays an integral role in the transporting of patient, triage, and treatment of the injured. Properly identifying those who are very critical (expectant, life threatening), and those who are stable and can still function (broken bones, laceration, psychological issues) allows the provider to render the proper and efficient care. The nurse needs to have clear communication with the rest of the staff at every level of the disaster event in order to function and coordinate efficiently. Good documentation needs to be implemented. Nurses need to remain creative in finding ways to document what has been done to a patient with regards of his or her care. In a war zone, we can document key components of patient treatment on the uniforms of soldiers, and the same can be done with civilian population in the absence of computers or charting for short periods of time. Another important aspect is the transport of first aid equipment and supplies as soon as the disaster is identified, including body bags, stretchers, wheelchairs, crutches, splints, IV solutions, blood products, antibiotics, and plenty of analgesics and narcotics. Keeping an adequate number of chaplains, counselors, and security is imperative for the emergency department to maintain order under the chaos and stress. Summary In conclusion, the registered nurse needs to be ever vigilant of the realities of our current situations of the world. Today, more than ever with ongoing climate changes and unpredictable massive storms, tornados, earthquakes, and the impending threats created by man, we are always at risk for an (MCI). Keeping a good understanding of the preparation and the steps to take, and knowing his or her role the nurse can be reassured that he/she will be ready for the unpredictable and often unthinkable. References Training of Hospital Staff to Respond to a Mass Casualty Incident Evidence Reports/Technology Assessments, No. 95 Rockville (MD): Agency for Healthcare Research and Quality (US); July 2004 http://angel03. gcu. edu/section/default. asp? id=705202 Mass Casualty Incident (MCI) St. John West Shore Hospital, MCI Overview http://www. emsconedonline. com/pdfs/EMT-Mass%20Casualty%20Incident-an%20overview-Trauma. pdf

Julius Caesar Beware the Ides of March - 1017 Words

The Senate of the Roman Republic are the ruling power over most of the known world. Yet this powerful and influential senate is easily threatened by one man; Julius Caesar. To the senators Caesar is the catalyst for the downfall of a Republic they had worked so hard to create and protect. The playwright William Shakespeare dives into this world of betrayal and ambition with his play The Tragedy of Julius Caesar. Using his voice as a writer he takes the audience into Rome and lets them experience each riveting moment of Caesar’s fall. The play shows that Caesar is not the cause of Rome’s eventual downfall, but the senators who conspire against him and ultimately kill him are the ones reprehensible. Shakespeare introduces the†¦show more content†¦As Brutus thrusts his knife into Caesar’s already bloodied belly, Caesar says one last thing. â€Å"Et tu Brute? Then fall Caesar,† says Caesar with his dying breath (938). Once Brutus and Marc Anto ny share their voluminous speeches, you begin to think about the character of Caesar and realize he is a sympathetic and honorable character. Power corrupts everyone, even the strong who feel they are disregarded from this powerful lesson. Brutus and Cassius were also corrupted by power, Marc Antony too. Even though Caesar was corrupted by an unquenchable thirst for power, he is still an honorable character. Brutus and Cassius may have considered Caesar’s ‘amibition’ a character flaw, what they don’t realize is that they too were ambitious but, because they betrayed Caesar they were not honorable. â€Å"He hath brought many captives home to Rome whose ransom’s did the general coffers fill. Did this in Caesar seem ambitious,† says Marc Antony (950). Here at his funeral Antony speaks in honor of Caesar and gives compelling evidence as to why he not a bad man. â€Å"When that the poor have cried, Caesar hath wept. Ambition should be ma de of sterner stuff,† says Antony (950). It takes an honorable man to shed tears, but to weep? That takes honor. Caesar’s actions as Antony describes them creates the image of a wildly sympathetic character that many audiences can relate to. In the end, a great ruler was killed due to the jealousyShow MoreRelatedWilliam Shakespeare s Macbeth Essay1207 Words   |  5 Pageslike Macbeth or Julius Caesar. The protagonists Macbeth and Banquo conquer the evils that face them throughout the plot. However, the nature of violence that takes place throughout Shakespeare’s plays is in relation toâ€Å"the source of the killing of the soul†(Macbeth and the Nature of Evil). In Macbeth, Macbeth is known as a superhuman warrior, the characteristics of being brave and having ambition. The main reason evil stirs up violence can be seen as examples in Macbeth and Julius Caesar, which is causedRead MoreOmens in Julius Caesar578 Words   |  2 Pagesomens can prevent th e inevitable, in Julius Caesar, the power, though often ignored, and the roles that the omens play are so important in the outcome of the characters themselves and, therefore, the outcome of the play. Omens in Julius Caesar, and especially the refusal to listen to them, are so much of what makes the play a tragedy. From advice for Caesar to beware the Ides of March, to abnormal weather, and the odd and somewhat frightening dreams, Julius Caser is full of vastly different omensRead MoreHow to Identify Villains and Heros Essay704 Words   |  3 Pagesplay, Julius Caesar, shows the difference of heroes and villains using the senators of Rome to show the difference between heroes and villains. The hardest character to determine was the hero Brutus, by analyzing his loyalty, background, and his intentions, one can determine that Brutus was a hero to Rome. Brutus’ loyalty helps shape whether his cause was justice or unjustified. In the beginning, Brutus is walking with Caesar. He even helps him when a soothsayer tells him to beware the Ides ofRead MoreJulius Caesar as the Noblest Roman of Them All Essay686 Words   |  3 PagesJulius Caesar as the Noblest Roman of Them All In William Shakespeares Julius Caesar the victorious Mark Antony calls his rival Brutus, the noblest Roman of them all. At the start of the play we witnessed Cassius persuade Brutus to join a conspiracy to kill Caesar. In my essay I intend to discuss four main characters in order to prove or disapprove Mark Antonys statement. The play starts off with Julius Caesar entering Rome after his victory in the civilRead MoreThe Omen: Forces of Nature Play a Very Important Role in Julius Caesar1127 Words   |  5 PagesForces of nature play a very important role in Julius Caesar. There is much attention paid to omens and nightmares and how they foreshadow Caesars death. The events that lead to the death of Julius Caesar are predicted by omens from multiple characters such as Calpurnia, Caesars wife, the Soothsayer, and a teacher, Artemidorus. The omens in the play were ignored by a majority of the main characters. Even though ignored, these omens appear even after Caesars death to show the guilt-ridden nature of theRead MoreJulius Caesar : A Tragic Hero934 Words   |  4 PagesJulius Caesar is a work of art by William Shakespeare in 1599. Within this play Julius Caesar is portrayed as a tragic hero. A tragic hero is defined as â€Å"the main character of a tragedy [who is] usually dignified, courageous, and high ranking† (novel study guide). Also vital to defining a tragic hero is that, â€Å"the hero’s downfall is caused by a tragic flaw† ( novel study guide). It is very evident that Julius Caesar in William Shakespeare’s Julius Caesar is a tragic hero given that he is of nobleRead MoreAmbiguity In Shakespeares Julius Caesar1395 Words   |  6 PagesIntroduction Overall, the main character, Julius Caesar is a character that readers are often very ambiguous about. On one hand, it is said that Julius Caesar would likely become a tyrant if he was crowned king. On the other hand, Julius Caesar is made out to be a great hero. Therefore, readers are faced with a dilemma about who they should side with in this story. By having many of the supporting characters going against the decision to crown Julius Caesar king, this creates an even larger dilemmaRead MoreFate vs. Free Will Julius Caesar Essay844 Words   |  4 PagesIn the play Julius Caesar by William Shakespeare there are two forces at work fate and freewill and throughout the play they are both fighting for control over man. Fate was shown in the many prophecies and omens that the characters viewed throughout the entire play. Free will as defined in the play is the ability to overcome fate. Although in the end all three of the characters succumbed to their fate, Shakespeare shows again t hat there is a delicate balance between fate and human free will. Read MoreThe Murder of Julius Caesar668 Words   |  3 PagesGUIAS JULIUS CAESAR ATTACKED AS HE SAT IN THE SENATE; LEFT TO DIE AT THE FOOT OF POMPEY’S STATUE Rome, March 15, 44BC - Dictator of the Roman Republic, Julius Caesar has been stabbed and killed by a group of senators, who call themselves the â€Å"Liberators.† Rumor has it they believed that Caesar had become too powerful and they decided that he had to be killed. While attending a meeting at the Senate, Caesar was ambushed and viciously attacked with daggers by the â€Å"Liberators.† Antistius, the attendingRead MoreJulius Caesar : A Tragic Hero937 Words   |  4 Pages Caesar the Great Julius Caesar is a work of art by William Shakespeare in 1599. Within this play Julius Caesar is portrayed as a tragic hero. A tragic hero is defined as â€Å"the main character of a tragedy [who is] usually dignified, courageous, and high ranking† (novel study guide). Also vital to defining a tragic hero is that, â€Å"the hero’s downfall is caused by a tragic flaw† ( novel study guide). It is very evident that Julius Caesar in William Shakespeare’s Julius Caesar is a tragic