Social Reconstruction And Education A Philosophy Focused...

Social Reconstruction Education Social reconstruction is a philosophy focused on achieving social change. As a practice, it strives to achieve social justice and equity by altering the various social systems upon which society rests. It is based upon two major understandings; first, that society tends to develop systems that marginalize and oppress others and thus need to change, and second, that achieving this change requires both creating a system that serves as a change agent and is open to changing it’s own purposes and structures as the social contexts in which it exists naturally evolve. Since we live in a world of seemingly endless and diverse challenges, and since educational systems and schools are one of the primary means by which we develop understanding and skills related to functioning in society, social reconstruction requires that social reform serve as the primary goal of every student’s education. As an educational philosophy, educational institutions at all levels are viewed as the main means by which students are prepared to reconstruct the systems through which inequality and the oppression and marginalization of other people occur. Educational reconstruction purposefully and explicitly requires that our schools function as change agents, empowering students to question the very systems in which they live and work, and to create a society that is more equitable and just. As an â€Å"educational social movement† guided by critical pedagogy, socialShow MoreRelatedInclusive Education For Children With Disabilities And Special Educational Needs2478 Words   |  10 PagesInclusive Education Introduction From many years, the topic of inclusive education has become a center of debates and discussions related to the educational practice and policy development around the globe (Farrell and Ainscow, 2002). 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Corporate social responsibility†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ApplicationRead MoreEssay on The Civil Rights Movement4776 Words   |  20 Pagesdifferent schools where black children would have classes in shabby classrooms with poor, secondhand supplies. These are just a few examples of some of the many racial discriminations which blacks once had to face in America prior to the 1960s. Change, however, was on the horizon. The urbanization of the South, the impact of television and radio, the desegregated armed forces, and other factors began to blur the distinctions between geographic regions. This all set the stage for the decade ofRead MoreEmergency Management Essay18946 Words   |  76 Pageshydrologic processes are unfolding as they have for millennia, beginning long before humans occupied the earth and continuing to the present. 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Human Sex Trafficking - 1919 Words

An ounce of cocaine wholesale: $1,200. But you can only sell it once. A woman or child: $50 to $1,000. But you can sell them each day, every day, over and over again. The markup is immeasurable. This quote from the 2005 Lifetime film Human Trafficking, however chilling and horrifying, is true. Human trafficking is the commercial trade of human beings who are subjected to involuntary acts such as begging, sexual exploitation, or involuntary servitude. Human trafficking is an umbrella term used to describe all forms of modern-day slavery. No longer is this a term from the past, but a horrific reality in our present and, unfortunately, our future. Every 10 minutes, a woman or child is forced into labor (McGill 12). Even though we live in†¦show more content†¦They are sold by pimps for sex, and the sexual exploiters (or johns) are often given wide latitude in how they treat the victims. Some pimps even allow johns to murder the women and girls for an additional temporary sexual rush. The Lifetime movie, Human Trafficking, give many disturbing but accurate examples as to how people are lured into forced labor. Throughout the film, there are stories of five girls forced into prostitution. First is Helena from Czechoslovakia. Helena is brought to Vienna by a handsome stranger who says he wants to marry her, and then sells her to traffickers. Second is Nadia from the Ukraine. A modeling agency recruits her and brings her to the U.S. where they turn against her and force her into prostitution. Third is Annie from the U.S. While vacationing in the Philippines with her parents, Annie is lured away from her parents and kidnapped. Finally is Jasmine from the Philippines. She is a member of a very poor family and sold to a trafficker by her father. Although these examples are derived from a film, they are excellent examples as to the many ways young women are coerced into forced labor. Recruiting victims is effective when the potential victims family members are inv olved (Bales 44). The traffickers convince the girls to stay and keep their mouths shut by threatening to do serious harm to the victims loved ones. The traffickers know where the victims family lives andShow MoreRelatedSex Trafficking And Human Trafficking Essay1243 Words   |  5 Pages Human trafficking brings in billions of dollars into the U.S and all around the world. â€Å"The prime motive for such outrageous abuse is simple: money. In this $12 billion global business just one woman trafficked into the industrialized world can net her captors an average $67,000 a year† (Baird 2007). The laws around human trafficking are not strict and vary depending on what country it is happening in. 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Pt Chevron Pacific Indonesia and Hsbc free essay sample

Summary This case study report describes a research on two large organizations namely PT Chevron Pacific Indonesia and HSBC in relation to their approaches to managing workforce diversity. The goal of this report was to identify workforce diversity theory and its advantages and disadvantages of managing workforce diversity. It also aims to analyse two organizations approaches to managing workforce diversity and evaluate advantages and disadvantages of the organizations’ approaches based on workforce diversity theory. The report concludes that workforce diversity is one of the primary concerns for most of the businesses; therefore, managing diversity is an important element of management in today’s organisation. Workforce diversity could lead the company into chaos. However, if the company is able to manage it with good approaches, it could be a competitive advantage for the company. There are some approaches that the company use to manage the diversity in their workplace. As it is stated on the research part, Chevron and HSBC manage their workforce diversity with different approaches. Yet, there are also advantages and disadvantages in each approach. The advantages are such as an increase in their productivity, maximizing their workers potential, and employee affinity groups have grown rapidly. On the other hands, the disadvantages are such as an increase in the cost of training, a conflict between a major and minor group, and also a tense working environment between their workers. Hence, in order to gain benefits from the diversity, every organization has to manage it effectively. Table of Contents 1Introduction1 1. 1Background1 1. 2The objectives of the report1 . 3Layout of the report1 1. 4Conclusion drawn from the research2 2Workforce diversity2 2. 1Definition of workforce diversity2 2. 2Approaches to Managing Diversity2 2. 3 Advantages and Disadvantages of Workforce Diversity3 2. 4Advantages and Disadvantages of Different Approaches to Managing Diversity3 3Identification and analysis of organization4 3. 1About the 1st organisation4 3. 2The approaches to managi ng workforce diversity5 3. 3 Advantages and disadvantages experienced6 4Identification and analysis of organization 26 4. 1 About the 2nd organisation6 4. The approaches to managing workforce diversity7 4. 3 Advantages and disadvantages experienced8 5Conclusions8 Reference List10 1Introduction 1. 1Background Nowadays, the change and diversity in the workforce and organisational environment has been increasing (O’Leary Weathington, 2006; Waddel, Devine, Jones George, 2007; McMahon, 2010). Consequently, this has led to the emergence of diversity management which has become important issue for today’s organisations. It is believed that managing diversity can have positive effects toward organisation’s performance. Regarding this issue, there is an attempt to explore diversity management in today’s organisations by conducting research on two large organisations and describing the research result in this case-study report. Furthermore, this case-study report is also carried out as one of the assignments in MMM132- Management subject. 1. 2The objectives of the report The purpose of this report is first to identify workforce diversity theory and its advantages and disadvantages of managing workforce diversity. Then, this report examines two large organisations namely, PT. Chevron Pacific Indonesia and HSBC, which have ways to manage their organisation’s diverse workforce. Furthermore, this report also analyses both organisations’ approaches to managing workforce diversity, describing benefits and drawbacks each organisation has experienced with its diversity management strategies. 1. 3Layout of the report This report consists of four (4) main parts. The first part gives a brief description of workforce diversity and its benefits and drawbacks of managing workforce diversity for today’s organisations. After that, this report describes the identification and analysis of the first organisation in relation to its approaches to managing workforce diversity, including any advantages and disadvantages experienced. In the third part, it explains the identification and analysis of the second organisation in relation to their approaches to managing workforce diversity, including advantages and disadvantages experienced. Finally, summary of the main findings from the research of both organisations will be in the conclusion. 1. 4Conclusion drawn from the research The research found that a diverse workforce is one of the primary concerns for most of the businesses; therefore, managing diversity is an important element of management in today’s organisation. Managing workforce diversity can be done by using some difference approaches, yet there are also advantages and disadvantages in each approach. In other words, workforce diversity could lead the company into chaos. However, if the company is able to manage it with good approaches, it could be a competitive advantage for the company. Finally, the rest of the detailed results of this research will be discussed in each section of the following. 2Workforce diversity 2. 1Definition of workforce diversity What is workforce diversity? Generally, workforce diversity refers to the way in which people in a workforce are similar and different from one another. To be specific, Thomas and Cox (1991, cited in Panaccio Waxin 2010, p. 54) define diversity, in business terms, as a set of differences of individual traits including socio demographic variables and professional variables, which can be found in an organisation’s various levels. For example, Waddel et al (2007) see diversity as differences among people in age, gender, race, ethnicity, religion, sexual orientation, socioeconomic background and capabilities/disabilities. Schwind, Das, and Wagar, (2007, cited in PanaccioWaxin 2010) categorise those differences by Waddel et al as core dimensions of diversity. Moreover, Schwind, Das, and Wagar (2007 cited in PanaccioWaxin 2010) also add secondary dimensions of diversity which include education, status, language, income levels, etc. Nevertheless, McMahon (2010), Burgess, French and Strachan (2010, p. 8) argue that diversity itself remains an unclear concept. 2. 2Approaches to Managing Diversity There are many approaches to managing diversity. According to Burgess, French, and Strachan (2010), there are two main approaches to managing diversity, namely ‘productive diversity’ which is based on business case for diversity management and ‘valuing diversity’ which is based on human resource or organisational development approach. However, O’Leary and Weathington (2006) believe that organisations must go beyond the business case for diversity management if they want to use the existing diversity effectively. In addition, according to Das (1998, cited in Panaccio and Waxin 2010), there are 4 steps in managing diversity. They are the identification of current and ideal future state, the analysis of present systems and procedures, the changing of policies, procedures, and practices, and the evaluation of results and follow-up. Furthermore, there are 4 essential features in the third step. They are senior management commitment, establishment of a diversity committee, education and training, and finally wide communication of changes (Das, 1998, cited in Panaccio and Waxin, 2010). Waddel et al (2007) also agree with Das (1998, cited in Panaccio and Waxin, 2010) about senior management commitment as one important element for successful diversity management. 2. 3 Advantages and Disadvantages of Workforce Diversity It is believed that there are many benefits of a diverse workforce. Waddel et al (2007), Panaccio and Waxin (2010) suggest that the advantages of workforce diversity are that it can give better service to diverse customers as well as can provide good image and credibility of the organisation. In addition, differences can also increase productivity, provide a wider range of creativity, facilitate innovation, improve coorperation and enable resolution of problems (O’Leary Weathington, 2006; Waddel et al, 2007; Burgess, French Stratchan, 2010; Panaccio Waxin, 2010). However, it is also found that a diverse workforce can have negative effects on how organisational members interact and perform. For instance, O’Leary and Weathington (2006, p. 3) state that diversity can increase interpersonal conflict, reduce workgroup cohesiveness, have lower levels of commitment and less interpersonal communication, and have fewer innovations. . 4Advantages and Disadvantages of Different Approaches to Managing Diversity Business approach to managing diversity has both benefits and drawbacks. The advantages of business approach are that it can increase productivity and gain competitive advantage, through the utilisation of the different talents and abilities, including skills of diverse individuals (O’ Leary Weathington, 2006; Burgess, French Stratchan, 2010). Another advantage is that it can also result in cost savings (O’ Leary Weathington, 2006). However, as suggested by O’ Leary and Weathington (2006, p. ) business case approach can lead to marginalisation of minority employees hired to represent ‘their’ group to appeal to others of ‘their kind’. This means that business case has limited approach to promoting diversity. Further, Burgess, French and Strachan (2010) add that thebusiness case for managing diversity is acknowledged to offer a narrow approachto achieving equity. Another approach involves the valuing of difference. It is believed that the advantage of this approach is that the acknowledgement of the changes required to cultural, political, and structural system within organizations (Burgess, French Strachan, 2010, p. 2). It means that this approach becomes proactive end of equal opportunit y because it sees differences between people in terms of their treatment and experiences at work based on their social group membership (Burgess, French Strachan, 2010, p. 83). Nevertheless, limitation of using this approach is that any changewill be extremely slow, with no guarantee that the major changes required toworkplace systems can or will actually take place (Burgess, French Strachan, 2010, p. 83). 3Identification and analysis of organization 3. About the 1st organisation The first organisation is Chevron. To be specific, the name is PT. Chevron Pacific Indonesia (CPI). Chevron is a local unit of US energy giant Chevron Corporation. As one of the world’s largest integrated energy companies, Chevron conduct the business all around the globe, including in Indonesia. In fact, Chevron is Indonesia’s largest oil producer. PT. Chevron Pacific Indonesia (CPI) was formerly known as PT. Caltex Pacific Indonesia. Chevron is a major partner in Indonesia’s economy and an active member of the community. Chevron’s operation in Indonesia help make Chevron the largest producer of geothermal energy in the world. As a global energy company, diversity is very important issue in Chevron, including in CPI. In carrying out its business, Chevron is guided by the Chevron way. The Chevron wayexplains who we are, what we do, what we believe and what we plan to accomplish. Itestablishes a common understanding not only for those of us who work here, but for allwho interact with us. According to The Chevron Way (2010), supporting diversity is one of the seven values in Chevron. In fact, the demographic and socio economic changes are effecting diversity management in this company. The change are such as the lengthening of working (age population), the composition of workforce and women in the workforce. Based on The Chevron Way (2010), Chevrongains competitive advantage by giving value and respectingthe uniqueness of individuals and the varied perspectives and talents they provide. In addition, Chevron has an inclusive work environment and actively embrace a diversity of people, ideas, talents and experiences. Diversity and inclusion here mean going beyond acceptance of cultural, ethnic, national and religious differences. Chevron also values and encourages diversity of thought and perspectives. The richness of creative diversity increases the ability to achieve Chevron’s vision, and enhances Chevrons work environment (The Chvron Way, 2010). Therefore, the workforce diversity appears at all levels 3. 2The approaches to managing workforce diversity To manage diversity in general, Chevron uses some approaches. One of the approaches is that Chevron tie managers performance ratings to their hiring of diverse candidates and ensure that our selection teams and candidate slates represent a range of backgrounds including sexual orientation in our nondiscriminatory policies (The Chevron Way, 2010). In addition, Chevron also has project-based and programs such as diversity training, diversity moments, personal diversity action plans and lunch-time diversity learning sessions to ensure that the employees understand our policies and know how inclusion is practiced throughout our company (Chevron, 2007). Being valued for your contribution and treated with respect is an important factor in managing workforce difference in Chevron (The Chevron Way, 2010). Furthermore, in specific case like in CPI, Chevron uses approach that based on Indonesia’s traditional culture, ‘gotong-royong’(meaning offering assistance, sharing burdens and working with others). In this case, the company and its employees have contributed in many ways to education and vocational training, health and human services, and small business and micro-enterprise development (Chevron, 2010) 3. Advantages and disadvantages experienced The benefits experienced by Chevron, including in CPI by using their approaches to managing diversity are numerous. One example is that employee affinity groups have grown rapidly. Approximately 21,000 Chevron employees participate in one or more employeenetworks. These include networks for ethnic minorities, women, the disabled, baby boomers, gays and lesbians, and younger employees. Networks help eliminate barriers, improve communication between employees and cultivate links with the communities where we work. Furthermore, diversity councils exist throughout the company to help promote a work environment in which every employee has the maximum opportunity to contribute to company goals. Several Chevron employees were recognized by the Hispanic Engineer National Achievement Awards Conference for their technical expertise and their community engagement work. The most marketable employees effectively work with people from all walksof life. In this case, inclusion leads to more ideas and better business decisions. When we can attract and retain the best talent, we all benefit by workingwith talented people who are here to stay. When people work well together, it makes for a happier and more productivework environment. Many people find that working in a diverse environment is much more interesting and dynamic because they learn more from people with different perspectives. 4Identification and analysis of organization 2 4. 1 About the 2nd organisation The second organisation is HSBC. It is one of the largest banking and financial services organizations in the world. The HSBC stands for The Hong Kong and Shanghai Banking Corporation Limited, which was named after the founding member and established in 1865 to finance the growing trade between Europe, India and China. The entities, which form the HSBC GROUP, provide a comprehensive range of financial services to personal, commercial, corporate, institutional and investment, and private banking clients. HSBC is a well-known bank around the world, from Asia Pacific, Europe, North America, Latin America, Middle East and Africa. Diversity is a central for HSBC. HSBC believes that employing and managing diverse people give them a more rounded and balanced organization and make them more adaptable to new situations because HSBC is global organization. As a global organization, one of HSBC’s goals in diversity is the need to reach out to all parts of employment and customer markets, existing and potential, for maximum productivity and value. HSBC have a diverse workforce of over 335,000 people and have a diverse customer base of over 100 million. 4. 2 The approaches to managing workforce diversity Dealing with diversity, HSBC manages some approaches in order embed diversity into the values and practices of organization. Some of the approaches are HSBC manage to understand the importance of the each individuals contribution to business success; each individual is a valuable asset for the organization. To deal with the diversity, HSBC also manage their workers to understand the diversity and try to respect it. HSBC maintain to maximizing workers potential and inspiring them. A commitment to diversity helps attract and retain talented staff. HSBC recruit the best people to meet its business priorities and manage the workers to realize their full potential. HSBC focus on the diversity itself in order to discover potential employees and untapped skill. In order to demonstrate their commitment to diversity, HSBC prove it by leadership in words and in actions so that people throughout the organization will be able to learn by example and to understand that it is an integral part of good management practice. By managing diversity through this way, HSBC be able to encourage their workers to give their full potential and inspire their workers in effectively managing diversity, it is all has becomes an advantage for HSBC. Another way HSBC uses to manage diversity effectively is to see the diversity in a positive way as an opportunity to create a better relationship between the employees and customers. By understanding the diversity, HSBC manage their workers to be able to think differently and openly so that they will understand and retain customers. HSBC has to maintain and improve their position in the customers markets that has a lot of different profile and keeps changing; therefore, their understanding of diversity becomes their part of competitive advantage. 4. Advantages and disadvantages experienced HSBC approaches to managing workforce diversity are in many ways. First, HSBC manage to understand individual’s workers contribution and demonstrate their commitment to diversity through proof by leadership. As McMahon (2010, p. 41) suggests, â€Å"organisations can manage diversity effectively by building senior management commitment and accountability with a thorough assessment of the peo ple†. Hence, by using this approach, HSBC will be able to motivate their workers and discover their full potential and also make a good management practice. HSBC has also another approach which tries to manage their workers to accept the workforce diversity and respect. However, in order to give a lesson for their workers to manage the diversity, it may increase in the cost of training. Henry et al (2007,p. 75) states that â€Å"this increase comes from costs associated with seminars, programs and lectures given to promote diversity in the corporation’. So the company should add more cost for the training. The other approach is HSBC try to see the diversity in a positive way. In this case, McMahon (2010, p. 0) believes that â€Å"rather than as threats to overcome, they should be framed as challenges and opportunities†. As it is stated, by seeing the diversity itself in a positive way, it could be an opportunity for the company to be better with their business strategy. Yet, to see the diversity in a positive way sometimes can be hard and may lead to conflicts. Henry and Evans (2007) also mention that in the case of divers ity, conflicts occur mainly because of ignorance. The conflict is between the majority group and minority group. Conflicts always arise whenever there are certain people could not work together in certain situation. The minority groups often feel less valued due to stereotyping, ethnocentrism and prejudice. Nevertheless, Henry et al (2007) believe that creativity and performance can be increased when conflicts can be managed and controlled. 5Conclusions To sum up, managing diversity is an important element of management in today’s organisation as workforce diveristy is one of the primary concern for most of the businesses. Workforce diversity could lead the company into chaos. However, if the company is able to manage it with good approaches, it could be a competitive advantage for the company. There are some approaches that the company use to manage the diversity in their workplace, as it is stated on the research part, Chevron and HSBC manage their workforce diversity with different approaches. Chevron manage to hire a differ candidates for their manager team, and in addition, Chevron also has project-based and programs such as diversity training, diversity moments, personal diversity action plans and lunch-time diversity learning sessions. HSBC manage their diversity with understanding the diversity itself and see it in a positive way. Like Chevron, HSBC also hires differ workers and manage to understand the importance of each individual’s contribution. There are some advantages that both organizations experienced such as an increase in their productivity, maximizing their workers potential, and employee affinity groups have grown rapidly. However there are also some disadvantages such as an increase in the cost of training, a conflict between a major and minor group, and also a tense working environment between their workers. In other words, managing workforce diversity can be done by using some difference approaches, yet there are also advantages and disadvantages in each approach. Therefore, in order to gain benefits from the diversity, every organization has to manage it effectively. Reference List Burgess, J ,French, E Strachan, G 2010, ‘The Diversity Management Approach to Equal Employment Opportunity in Australian Organisations’, The Economic and Labour Relations Review, vol. 20, no. 1, pp. 77 – 92. Chevron 007, Safety Moment, Diversity Info, retrieved 4 December 2010, Chevron 2010, Indonesia Fact Sheet, Chevron in Indonesia, retrieved 4 December 2010, Henry, et al 2007, ‘Critical Review of Literature on Workforce Diveristy’, Full Length Research Paper, p. 72-76. HSBC 2010, HSBC Diversity, HSBC holdings plc-2010, retrieved 18 December 2010, HSBC 2010, About HSBC, HSBC holdings plc-2010, retrieved 18 December 2010, McMahon, AM 2010, ‘Does Workplace Diversity Ma tter? A Survey of Empirical Studies on Diversity and Firm Performance 2000-09’, Journal of Diversity Management, Second Quarter, vol. 5, no. 2, pp. 37 – 48. O’Leary, BJ Weathington, BL 2006, ‘Beyond the Business Case for Diversity in Organisations’, Employee Responsibilities and Rights Journal, Dec, vol. 18, no. 4, pp 1 – 10. Panaccio, A-J , Waxin, M-F 2010, ‘HRM Case Study: Diversity Management: Facilitating Diversity Through The Recruitment, Selection and Integration of Diverse Employees in A Quebec bank’, Journal of the International Academy for Case Studies, vol. 16, no. 4, pp. 53 – 66. The Chevron Way 2010, Diversity, Chevron Human Energy, retrieved 4 December 2010, Waddel, Devine, Jones and George, 2007, Contemporary Management, Mc Graw-Hill, Australia

Learning to Conquer a Fear free essay sample

Learning Experience Timothy Bunnell 9/ 13/ 2010 Ronald Foster Abstract Before enlisting in the United States Marine Corps, I was completely terrified of flying. My fear of flying was based on sensationalizing media reports of aircraft mishaps, and the devastation they sometimes caused. Once a Marine, I was conditioned by several methods of learning to develop a love of flying. Fear of flying is a well known phobia and is one that many people live and deal with everyday. Media coverage of disastrous aviation mishaps has provided much fuel to continue feeding this type of fear. Even though, statistically, flying is safer than driving as a mode of transportation, flying is still feared. Until Joining the United States Marine Corps in 1995, I was terrified of flying. The first time I ever traveled by air was on my way to basic training at Parris Island, South Carolina. During this flight, I discovered two important things: I loved the feeling of flying, and I was absolutely terrified by being in the air. We will write a custom essay sample on Learning to Conquer a Fear or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When I enlisted in the Marines, my Job was to be a helicopter mechanic. In the completion of my duties, I learned about the function of the aircraft, and realized that he aircraft is capable of doing amazing things, and that it is a remarkably safe aircraft. I was given the opportunity to begin flying as a crewmember when I received orders to deploy oversees in 1997. I was thrilled and terrified at the same time. I wanted to fly, but I needed to learn to control my fear of flying. Through several methods of conditioning, I was able to not only control my fear of flying; I was able to completely overcome it. Classic Conditioning In learning to overcome my fear, I had to learn to be able to trust the aircraft, and to trust my ability to function while in the air. The thought of trying to do this in an actual flying aircraft did not seem to be the best way to handle this. In an attempt to simulate performing in flight, I was requested to train in the aircraft weapon simulator. The simulator was used by pilots to simulate the aircraft function, motion, noise, and smell while having the safety of never breaking the deck. In addition to just training in the simulator, I was given the opportunity to actually take the controls and fly the simulator. As an avid video-gamer, this was a huge reward for me, as this was a life-sized, full motion simulator. The unconditioned stimulus in this learning xperience was the sensation and thrill of flight. The unconditioned responses were the rush of excitement, the sense euphoria, and complete lack of fear. In this simulator to build up to training in the actual aircraft. It also gave me a better understanding of how the aircrafts flight mechanics work to fly safely. I was familiarized with the aircraft functionality as a mechanic, and through the simulator, so the fear was reduced to a point that enabled me to get into the aircraft and fly. The conditioned stimulus was flight time, and use of the simulator. The conditioned response was excitement at the prospect of flying. Operant Conditioning In addition to classical conditioning methods, I also learned from operant conditioning. The behavior that was expected was satisfactory performance as a member of the crew. I knew that in order to do this, I needed to control my fear, and work with confidence. There were several consequences that helped to successfully develop this behavior. One of the consequences of successfully performing as a member of the crew was increased flight time. The better I performed, the more I was scheduled to fly. An additional consequence was an increase in salary by receiving flight pay. The more I flew, the more qualified I became. The more qualified I became, the more I was paid. These consequences provided positive reinforcement in the form of more money, and more flight time. This increased flight time caused an increase in the thrill I was able to receive from flying. I wanted to continue doing well, and performing in a highly proficient and effective manner in order to continue being scheduled for flight time, and to continue receiving more money. My reinforcement came at a fixed interval in the form ofa monthly pay check, and at a variable ratio in that my flight time was scheduled fairly regularly hough each month, but without a weekly schedule. Because of the powerful reinforcements used to ensure good performance, there is little chance of extinction of the behavior. I am not likely to lose my confidence in flight. Cognitive-social Learning Cognitive learning involves being able to consider means of solving a problem, and being able to develop a plan to implement those solutions. In order to overcome my fear of flying, I needed to develop a plan based on available assets to practice flying without fear. I knew that pilots train for flight through the use of the flight simulator. I also knew that the simulator was a full motion trainer that used motion and sound to give the pilots a life like training environment from the safety of the ground. When offered flight orders, I requested to be trained in the simulator to help overcome my fear, before I had to try training in an actual aircraft. I felt that this would give me the best chance of using a stepping stone approach to accomplish my goal of becoming a crewman. Part of my fear of flying was due to the chance of mechanic malfunction of the aircraft and the potential for a disastrous or fatal mishap. One of the tools available or use in the simulator is malfunction simulation. This function of the simulator allowed for safe practical application, and realistic effects from various types of malfunctions. In training with other crewmen, I was able to observe their reactions to the malfunctions, and to see their confidence in handling adverse situations. According to Todd Jones (2007), people can be creative in coming up with solutions by use of cognitive mechanisms, or by imitating the behavior they see in others around them. This was true in my case as I developed methods of working through the fear modeled by others. Influence of Media and Prejudice on Learning The Media has long been linked to behavior. Social culture as seen in multi-media settings often influences behavior in those around us. Consider for a moment how often one hears someone use a catch phrase made famous by a popular television show, or how people will begin to imitate the actions or mannerisms of a famous actor or character. Now, consider news media reports of disastrous events and how they change or affect public opinion. It has been suggested by Jason Young (2003) that news media agencies will intentionally sensationalize horrible events. Events uch as plane crashes seem more horrible than they already are when dramatized by the evening news. In todays age of excessive media coverage, that same plane crash is covered by most if not all media agencies thus creating a greater sense of menacing disaster associated with the event. This type of sensationalism can greatly influence the behavior or beliefs of the people who view them. Prejudice plays an a great role on learning as well. Through our social learning, we learn from the behavior of those around us. Learning through observation of others is a cornerstone of this type of learning. It has been well documented that bserving prejudice plays a large role in the development of beliefs in children. Learning to dislike someone because of race, credd, skin color, or sex in not a natural behavior, but one that is learned from others. The same can be applied to prejudice of places or things. Many likes and dislikes are formed through observation of others. Differences in types of Learning The different forms of conditioning mentioned in this paper allow for many layers of learning, and enable for greater learning potential. Classical conditioning allows learning through stimulus and response. If A is presented, then B happens. Through the use of conditioned stimuli and responses, a behavior can be learned and maintained. Operant conditioning occurs through external stimulus. If the behavior is met then it is reinforced through either positive or negative reinforcement. There are consequences for the behavior. If the behavior is met, and continued, then the consequences are favorable. If the behavior is not met, then the consequences are not favorable. Punishment is one of the consequences of not meeting the behavior. Punishments must be used wisely, however, or it may cause further deviation from the required behavior. Cognitive-social conditioning involves using cognitive methods to develop solutions to problems encountered. Those solutions help to shape ones behavior. It also involves learning through observation of the actions of others. All of these types of conditioning involve a cause and effect to develop a behavior. Classic and Operant conditioning use some sort of reward system to continue the behavior, while Cognitive-social conditioning is reinforced by observation or through further use of cognitive methods. Improving this Learning Experience Throughout the process of learning to overcome my fear of flying, I used all of the onditioning methods listed in this paper. There were several ways that this learning experience could have been improved. Part of my fear of flights was a fear of though I have no fear of flying, climbing a ladder can leave me in a cold sweat. I think that learning to control that portion of this fear set may have reduced the time it took to overcome the over all fear of flying. This could have been accomplished using obstacle course and confidence courses that used heights as an obstacle. Through the use of classical conditioning with conditioned stimuli and responses, I think that vercoming my fear of heights may have been accomplished relatively quickly. Another improvement could have been used to improve the learning process would be through operant conditioning. Through the process of rewarding positive results on the obstacles, it would have reinforced success rather than fear. Conclusion The fear of lying almost robbed me of one of the most wonderful experiences that I have lived to enjoy. Through the use of several types of learning and conditioning I was able to overcome a lifetime of fear boosted by media dramatization and by social eaction to aircraft mishaps.

buy custom Curriculum Guides on Writing, Spelling, Reading and Mathematics essay

buy custom Curriculum Guides on Writing, Spelling, Reading and Mathematics essay A curriculum guide is a plan on what subjects will be taught, how they will be taught and by whom they will be taught. It may be general or specific and is a determinant on what ways materials are taught to diverse groups of students (Tannehill Lund, 2010). In most cases, public schools setup curriculum guides for every individual subject and the guides are used as a trajectory of the expected standards of performance in the school. That is, the performance levels that are expected of students. The guides may specify the core concepts that must be taught within a given time limit and provide recommendations on the teaching method s that will appeal to a given group of students. Curriculum guides should embrace objectivity and proper goals if academic excellence is to be achieved (Glass Strickland, 2009). They should consider the students educational and social needs based on the age group. In addition, they should be based on content standards, thinking skills and mind habits as well as promote collaborative teaching, learning and assessment opportunities that enable all students to achieve high standards. This paper develops curriculum guides for reading, writing, spelling and mathematics in a way that promotes learning in the classroom situation. In the context of curriculum guide development, the teacher has the responsibility of teaching and following up on the pupils through mentorship sessions so that specific student needs are taken care of (Mattison, OShea Rowe, 2002). The teacher also has the responsibility of building students based on individual student assets. Assessment is done on a continuous basis to find out how much is being learnt. Apart from periodical assessments of written and oral tests, the teacher will provide end of lesson assignments which the students must do and submit results within a given timeline. There will also be end of year exams which will examine students strengths and weaknesses (Malloy, 2006). Curriculum Guide on Reading, Spelling and Writing for Grade One Pupils Objective: At the end of the learning year, the pupils are expected to be in a position to write a large proportion of correctly spelt high frequency words. In addition, the pupil should be able to write text that is readable by others regardless of the spelling of words. There should also be phonetic representation in the text. The pupil should also be able to draw a range of resources for deciding on how to spell unfamiliar words such as matching familiar words and word parts. The pupil should automatically and correctly spell words that are used commonly. Presentation of what is to be learnt within the clarified periods Class: Grade one period activity One week Letter formation of single letters Three days Students use magnetic letters to build words Three days Students sort words in a pocket chart Two days Writing and checking of spellings Two days Friends check on what others have done Four days Spelling Two days syllables Three days Name building To days Matching of names and pictures Three days Sorting names by categories Two days Sorting names by gender Two days Sorting names on a chart Two days Identifying consonants Four days Sorting names by how they end Three days Sorting of names that have double consonants One week Introduction to vowels Two weeks Syllables and their separation by line Ten days Naming of objects One week Sorting of attributes Two weeks Writing of words Two and a half weeks Word building One week Making of syllable breaks Curriculum Guide for Mathematics This guide provides direction on what a grade one student should know at the end of the academic year of doing mathematics (Maxwell, Mendez, Goldsmith Sorenson, 2001). At the end of the teaching period, the student should be able to have basic knowledge on addition and subtraction, measurements, place value and spatial understanding of geometry. The student should also know weights in terms of what is heavy or light and build number sense. Objective: The student is expected to have all rounded information on numbers, basic algebra, basic geometry, measurement and introductory probability. Given that grade 2 students are relatively young, the curriculum will engage the children in hands on activities. They will use manipulative aspects such as identification of numerals, writing of the memorized numerals, understanding one to one correspondence, describing positional words, sequencing events, completing simple patterns and addition and subtraction among other things. Here is a diagrammatic presentation of what is expected of students in Grade 1 in Mathematics as adopted from Team (2008). Time Objectives 4 weeks Number sense: count forward and backward, connect numerals and number words represented. 5 weeks Foundations of addition and subtraction, number words and ordinals: represent real life number stories, describe addition and subtraction using manipulatives, use two or three addends 3 weeks Fluency in addition and subtraction and introduction to geometry: solve addition and/or subtraction problems using one or two digit numbers, develop an understanding of fractions by dividing objects into equal parts. 3 weeks Spatial understanding of geometry, place value, counting: describe characteristics andd properties of two and three dimensional geometric shapes, explain similarities and differences in plane and solid shapes, recognize and name environmental shapes 4 weeks Measurements and operational extensions: use the calendar to identify the day, month and year as well as the day before, the day after among other things. Collect data from the environment. Rubric of Assessment and Evaluation A rubric is a tool that is used to assess several types of assignments including written work, projects and speeches among other things (Harrison 2001, 12). Rubrics are an excellent way to grading assignments that can lead to subjective grading. Rubrics ought to be given to students before the completion of course work so that they have knowledge on how they will be assessed (Bondi Wiles, 2011). In both the above subjects: mathematics and writing, spelling and reading there will be two continuous assessment tests and one final examination. The continuous assessment test will all account to 40% of the overall grade whereas the final exam will contribute to 60% of the final grade. For mathematics, the grades will be auto summed to a hundred percent mark. In the languages (reading, writing and spelling) however, there will be both oral presentations and written tests. Oral presentation in the two continuous assessment tests will amount to a total of 15% of the total grade. Oral presentations in the examinations will also contribute to 15% of the overall grade. In essence, oral presentations contribute to 30% of the overall grade in writing, spelling and reading tests. The following is a breakdown of the distribution of grades across the subjects covered with a basis on the guidelines provided by Soven McLeod (1992). Breakdown of Distribution of Marks for Grading subject nature Contribution Overall effect Reading, writing and spelling Continuous assessment tests NB: these are grades for two continuous assessment tests Oral presentations:15% Written work: 15% 30% Final examination Oral presentation:15% Written exams: 55% 70% Mathematics Continuous assessment tests NB: these are grades for two continuous assessment tests Counting and symbols: 20% Written arithmetic: 10% 30% Final examination Counting and identification of symbols: 20% Written arithmetic:50% 70% Conclusion A curriculum should be purposeful, rigorous and related to the real world. It should focus on developing complex and critical thinking skills of individual students thereby helping them develop deeper creativity in the subjects of study. In addition, it should integrate themes, essential questions and standards into the daily work of students. It should also be class specific and coherent both in writing and implementation. 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Interesting Quotes From Novel Alas, Babylon

Interesting Quotes From Novel 'Alas, Babylon' Pat Franks classic novel Alas, Babylon  is filled with provocative quotes. Published in  1959, the book  takes place in Florida and is  centered around the Braggs. One of the first novels of the nuclear age, Alas, Babylon has a distinctly  post-apocalyptic bent. With this roundup of quotes, categorized by chapter, familiarize yourself with the prose that made this novel so unique.   Chapters 1-2 Urgent you meet me at Base Ops McCoy noon today. Helen and children flying to Orlando tonight. Alas Babylon. (Ch. 1)Standing afar off for the fear of her torment, saying, Alas, alas, that great city Babylon, that mighty city! For in one hour is thy judgment come. (Ch. 2)Sure. Time-on-target. You dont fire everything at the same instant. You shoot it so it all arrives on target at the same instant.  (Ch. 2) Chapters 4-5 Peewee may be a mouse aboard ship, but hes a tiger in a Tiger. If I sent him up with orders to shoot down the moon, hed try. (Ch. 4)So here comes our local Paul Revere, he greeted Randy. What are you trying to do, frighten my wife and daughter to death?  (Ch. 4)Ben Franklin, staring to the south, said, I dont see any mushroom cloud. Dont they always have a mushroom cloud?  (Ch. 5)Edgar hesitated. To refuse to cash government savings bonds was fiduciary sacrilege so awful that the possibility never before had entered his head. Yet here he was, faced with it. No, he decided, we dont cash any bonds. Tell those individuals that we wont cash any bonds until we find out where the government stands, or if.  (Ch. 5) Chapters 6-9 As Chief Executive of the United States, and Commander in Chief of the Armed Forces, I hereby declare a state of unlimited national emergency until such time as new elections are held, and Congress reconvenes. (Ch. 6)Whos winning? Nobodys winning. Cities are dying and ships are sinking and aircraft is going in, but nobodys winning.  (Ch. 6)In four months, Randy said, weve regressed four thousand years. More, maybe. Four thousand years ago the Egyptians and Chinese were more civilized than Pistolville is right now. Not only Pistolville. Think what must be going on in those parts of the country where they dont even have fruit and pecans and catfish.  (Ch. 8)I think most of us sensed this truth, but we could not accept it. You see, no matter how well we understood the truth it was necessary that the Kremlin understand it too. It takes two to make a peace but only one to make a war. So all we could do, while vowing not to strike first, was line up our lead soldiers. (Ch. 9)It was a w olf, Randy said. It wasnt a dog any longer. In times like these dogs can turn into wolves. You did just right, Ben. Here, take back your gun. (Ch. 9) Chapters 10-13 No. A company under martial law. So far as I know Im the only active Army Reserve officer in town so I guess its up to me.  (Ch. 10)The end of the corn and exhaustion of the citrus crop had been inevitable. Armadillos in the yams was bad luck, but bearable. But without fish and salt their survival was in doubt. (Ch. 12)Ben Franklin was credited with discovering a new source of food, and was a hero. Peyton was only a girl, fit for sewing, pot washing, and making beds.  (Ch. 12)It was proof that the government of the United States still functioned. It was also useful as toilet paper. Next day, ten leaflets would buy an egg, and fifty a chicken. It was paper, and it was money. (Ch. 13)We won it. We really clobbered em! Harts eyes lowered and his arms drooped. He said, Not that it matters. (Ch. 13)

Fallacies exercise Assignment Example | Topics and Well Written Essays - 500 words

Fallacies exercise - Assignment Example proverbial cat is already out of the bag, the codification of such a thing as â€Å"animal rights† could potentially lead to consequences that all but the most careless rat-lover would find dire. Certainly if merely gouging a nickel-sized hole in an elephant’s shoulder is the act of a criminal, then hunters should be charged with murder, road kill is manslaughter, and owning a dog an act of involuntary servitude. Scott McPherson This statement commits the slippery slope fallacy, which means that the speaker interprets a simple statement in very general terms and exaggerating it in the process. The definition of animal rights here is exaggerated and its exceptions are not considered by the speaker in that even benevolent acts like owning a dog, unintentional acts like road kill, and purposeful acts for the benefit of mankind like hunting are all considered violations of animal rights. Although this statement also commits the other fallacies of begging the question, non sequitur and false analogy, it is clearly a hasty generalization. The claim of the speaker that the particular university is not recommended is obviously not valid for it is based on but two people. There must be a considerable number of students in a sample plus backing of research before one can make a valid claim that one university cannot be recommended. This statement is a sweeping generalization. Such a fallacy is committed in this statement because the speaker had already labeled all churchgoers as mindless and old even before the actual disadvantages of going to mass or going to church (if ever there are any) were underlined. As far as I know, this statement commits the Red herring fallacy. Instead of the speaker explaining the disadvantages of President Obama’s reversal of President Bush’s ruling on stem cell research, the speaker befogs the issue by tossing out the red herring of his support for President Bush. 8. â€Å"Ugandas controversial ethics and integrity minister†¦ said

Managing Activiies to Achieve Results Essay Example | Topics and Well Written Essays - 4000 words

Managing Activiies to Achieve Results - Essay Example Here, for this assignment, this author has chosen the example of a pharmaceutical manufacturing industry, where these themes are equally applicable. Pharmaceutical industry is highly competitive, and every step of functioning in this industry is governed by business process management to improve products and services to the customer with maximal efficiency. An efficient system must be usable, and people must be convinced about the usefulness of it. Thus the developmental journey must be people centric, where the trench people must not feel excluded. They need to be consulted, listened to, trained and communicated with on a regular basis. They must understand the business process and its benefits. Conviction of people about the reasons of the process change, the necessity of it would promote them to take ownership and responsibility. The organisational structure would enable that. The organisational structure and culture are important parameters and preconditions for fostering an environment where people would understand clearly what is expected of them and how they are significant in the new structure and process (Morrill, 2008). There are many components in the structure and culture. The components are logically connected in such a way that there is a meaningful concept of fitment among the different components of organisational struc ture and the cultural settings. In the stated organisation, the decision makers implement change processes interpret and utilise the environmental culture to shape the organisational structure. Sometimes depending on the situation, a double-loop change process is utilised where within the organisational structure, the members of one culture impose their favoured structures on organisational members coming from different cultures. Sometimes, again depending on the situation, the organisational hierarchy utilises the naturally socially constructed organisational structure and culture (Walsh, 2004). Mission and Aim of Organisation and Effects on Structure and Culture The objective and aim of the organisation has important impacts on its culture and structure. If by organisational structure we mean formalisation and centralisation and if organisational culture means participative decision making, support and collaboration, and learning and development, both must interrelate. The aim and objective of this organisation is to produce innovative pharmaceutical products, and thus it means technological processes, administrative control, and product manufacturing. Studies by Jantan et al. (2003) have shown that both participation in decision making and support and collaboration and learning and development have demonstrable positive effects on administrative innovation. Although structural variables appear to be unaffected, they may affect the cultural variables (Jantan et al., 2003). Bate et al. (2000) highlights the role of aims and goals of an organisation in shaping the structure and

School Prayer & the US Constitution Essay Example for Free

School Prayer the US Constitution Essay Prelude There was a lot of happening in 1960’s, or so it seems. The lawyers, the clerics, the socialists, the politicians, the religious activists and the common public; they all appeared to have something critical, urgent and spat on their agenda; rather exceedingly controversial and notorious matter; the Prayer in Schools. Court prohibits Prayer in Schools Originally, the Warren Court of the 1960s declared prayer in public schools unconstitutional. By examining St. Louis Post-Dispatch, we can cover the story that Court ruled out Prayer in Schools emphasizing state is faithful to an arrangement of a neutral stance. The Supreme Court held June 17, 1963 wrap up that Bible reading and recitation of the Lord’s Prayer as exercises in public schools is unconstitutional. The decision came on the last day of the courts 1962-63 term. It proclaimed adjournment until October. The vote was 8 to 1, with Justice Tom C. Clark writing the majority opinion and Justice Potter Stewart delivering the balk. Justice William Joseph Brennan Jr. wrote a long agreement in the mainstream outlook as did Justices Arthur J. Goldberg and Justice John Marshall Harlan. The court ruled on two appeals openly concerning attacks on such daily prayer and Bible readings at opening exercises in public schools in Maryland and Pennsylvania. Conversely, the decision had a far- reaching effect on such practices in public schools across the land. The officially permitted inquiry concerned with the cases was whether such school recitals abuse the free exercise clause of the First Amendment to the Constitution, which says, â€Å"Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof.† Justice Clark declared that both the Maryland and Pennsylvania cases could be disposed of in the equivalent belief because they heaved the similar fundamental pronouncement under vaguely dissimilar realistic circumstances. Clark said in the light of the history of the First Amendment and of the cases inferring and affecting its necessities, jury hold that the practices at issue and the laws requiring them are unconstitutional under the establishment clause, under the Fourteenth Amendment of US Constitution. In an earlier case, the court decided June 25, 1962, that the use in New York public schools of a nondenominational prayer which had been composed by state officials violated the First Amendment. The verdict in the New York case was 6 to 1, with Justice Stewart the lone dissenter. Justice Hugo Black was the author of the majority opinion. Justice Felix Frankfurter was ill at the time and did not participate. He later resigned and was succeeded by Justice Arthur Goldberg. Justice Byron R. White, new on the court, did not participate because he did not hear the arguments that preceded the ruling. Justice Clark wrote in 1963 decision that the place of religion in our society is an exalted one, achieved through a long tradition of reliance on the home, the church and the inviolable citadel of the individual heart and mind. In the relationship between man and religion, the state is firmly committed to a position of neutrality. Though the application of that rule requires interpretation of a delicate sort, the rule itself is clearly and concisely stated in the words of the First Amendment. In his dissent, Justice Stewart declared it was a â€Å"fallacious oversimplification† to observe supplies of the First Amendment as launching a single constitutional standard of â€Å"separation of church and state† which can be useful perfunctorily in every case to outline the requisite limitations between government and religion. He err in the first place if they do not recognize, as a matter of history and a matter of the imperatives of the free society, that religion and government must necessarily cooperate in innumerable customs. Although, the previous court decisions have made clear that there is no constitutional bar to use of government property for religious purposes, he said that previous cour t decisions relating to the public schools systems were inadequate to religious instruction or proselytizing actions of religious sects by chucking the weight of secular authority in the wake of the broadcasting the religious doctrine. He saw no danger to the government or religion in the exercises involved in the Maryland and Pennsylvania cases because they involved only a reading of the Bible single handed by remarks which otherwise constitute instruction. He felt the records of the Maryland and Pennsylvania cases were so essentially scarce as to make impossible an informed or accountable resolve of the constitutional issues offered. He didn’t agree that on the records they can say that the establishment clause has necessarily been violated. He favored sending both the Maryland and Pennsylvania cases back to the lower courts for taking of additional evidence. In the Maryland case, Mrs. Madalyn E. Murray and her 16-year-old son, identifying themselves as atheists, attacked constitutionality of a Baltimore city school board regulation. The regulation called for daily opening exercises of Bible reading and recitation of the Lords Prayer. Objecting students are permitted to be excused from the exercises. Maryl ands court of appeals, by a 4-to-3 vote, ruled against objections by the Murrays. The state court said the Constitutions First amendment was not â€Å"intended to stifle all rapport between religion and government.† Counsel for the Murrays argued before the Supreme Court that the Maryland practice breached the figurative wall between church and state. The court was told that the son, William Murray, had been wounded by the practice in that he had lost caste, had been spat on, and was assailed by fellow students of William. In the Pennsylvania case, a three-judge United States district court in Philadelphia unanimously sustained protestations to a state law requiring Bible reading daily at opening exercises of the schools.(Woods) Historical perspective of the US Constitution When the Constitutional Convention initially gathered in Philadelphia in 1787, the spiritual backdrop of the states was diverse. Most states gave authorized gratitude to one recognized spiritual value. For Instance, The state of Virginia, accepted the â€Å"Episcopal Church† as re presentative of the state. Spiritual belief as a central part of colonial life was not in query. Somewhat, sacred matters that occured among states centered on the variations amid states’ conventional values. The political scene also turned off scripts of disunity. The Articles of Confederation had proved insufficient for governing, and the states were aggressive over issues of taxation—namely, which should pay the costs incurred by the Revolutionary War. As the Constitutional Convention assembled, observers supposed the thought of a Constitution, much less a nation, was delicate and quickly fading. Presided by George Washington, this conference of some of the original Founders was observed as a last endeavor for unity. During the Constitutional Convention, states quarreled and self-interest thrived, to the point that no progress was being made. It was then that an aged Ben Franklin stood and said: In the beginning of the contest with Britain, when we were sensible of danger, we had daily prayers in this room for Divine protection. Our prayers, Sir, were heard, and they were graciously answered. All of us who were engaged in the struggle must have observed frequent instances of a superintending providence in our favor  ¼ and have we no w forgotten this powerful Friend? Or do we imagine we no longer need His assistance? I have lived, Sir, a long time, and the longer I live, the more convincing proofs I see of this truth: ‘that God governs in the affairs of man.’ And if a sparrow cannot fall to the ground without His notice, is it probable that an empire can rise without His aid? I therefore beg leave to move that, henceforth, prayers imploring the assistance of Heaven and its blessings on our deliberations be held in this assembly every morning before we proceed to business â€Å" The 81-year-old Benjamin Franklin was not one of the more religiously-minded Founding Fathers—he actually believed more in the rational views of the French Enlightenment—yet he was willing to acknowledge the importance of prayer to the political aspirations of a nation. Not a prayer bound to a denomination, like the states already had, but prayer that acknowledged God as the Creator and Sustainer, prayer that outmoded the trivial blocs of authoritatively standard foundations. (MacLeod 1) Landmark Cases of Supreme Court ENGEL V. VITALE (1962) The Regents School Prayer What authority, if any, does the government have when it comes religious rituals lik e prayers? Can a government write specific prayers for public school students to recite every day? That used to be the case in many places in America, but that was challenged and ultimately struck down by the Supreme Court. This is one of the most important cases in the history of the Supreme Court’s church/state decisions. The State Board of Regents, which had supervisory power over New York public schools, had become concerned about an apparent decline in the morality of school students and so began a program of â€Å"moral and spiritual training† in the schools. This program included a prayer every morning which the Regents themselves had composed in a nondenominational form. Labeled the â€Å"To whom it may concern† prayer by one commentator, it stated: Almighty God, we acknowledge our dependence upon Thee, and we beg Thy blessings upon us, our parents, our teachers and our Country. A group of 10 parents were joined by the ACLU in a suit against the Board of Education of New Hyde Park, New York because they had adopted that prayer. Amicus curiae briefs were filed by the American Ethical Union, the American Jewish Committee and the Synagogue Council of America. Both the state court and the New York Court of Appeals allowed the prayer to be recited. Arguments were made on April 3rd, 1962. On June 25, 1962, the Supreme Court ruled 7 to 1 that it was unconstitutional for a government agency like a school or government agents like public school employees to require students to recite prayers. In his majority opinion, Justice Black sided substantially with the arguments of the separationists, who quoted heavily from Thomas Jefferson and made extensive use of his â€Å"wall of separation† metaphor. Particular emphasis was placed upon James Madison’s â€Å"Memorial and Remonstrance against Religious Assessments.† According to Black, the governmentally created prayer recitation is much like the English creation of the Book of Common Prayer. It was to avoid exactly this type of relationship between government and organized religion that many early colonists came to America. In his words, the prayer was â€Å"a practice wholly i nconsistent with the Establishment Clause.† Although the Regents argued that there was no compulsion on students to recite the prayer, Black observed that: Neither the fact that the prayer may be denominationally neutral nor the fact that its observances on the part of students are voluntary can serve to free it from the limitations of the Establishment Clause The Establishment clause is violated regardless of whether there is any â€Å"showing of direct government compulsionwhether those laws operate directly to coerce non-observing individuals or not.† As if he anticipated the harsh public reaction, Black attempted to point out that the decision shows great respect for religion, not hostility. It is neither sacrilegious nor anti-religious to say that each separate government in this country should stay out of the business of writing or sanctioning official prayers and leave that purely religious function to the people themselves and to those the people choose to look to for religious guidance. This case was one of the first in a series of cases, many in the 1960s, in which a variety of religious activities sponsored by the government were found to violate the Establishment Clause. This was the first case which effectively prohibited the government from sponsoring or endorsing official prayers in schools, not Abington School District v. Schempp (from the following year) as is commonly thought. People were outraged that official prayers were no longer permitted in schools, although their anger was directed mostly at the cases which were decided in the following years. Representative of most reactions was a statement from evangelist Billy Graham, who still opposes church/state separation even today: â€Å" This is another step toward the secularization of the United States. [] The framers of our Constitution meant we were to have freedom of religion, not freedom from religion†. Engel v. Vitale got the ball rolling on the separation of church and state in the latter half of the 20th century. (Cline, About: Agnosticism / Atheism) ABINGTON SCHOOL DIST. v. SCHEMPP MURRAY v. CURLETT (1963) Since of the embargo of the First Amendment against the acting out by C ongress of any law respecting an establishment of religion, which is made valid to the States by the Fourteenth Amendment, no state law or school board may require that passages from the Bible be read or that the Lords Prayer be recited in the public schools of a State at the beginning of each school day even if individual students may be excused from attending or participating in such exercises upon written request of their parents. Mutually these cases transactc with â€Å"state-approved reading of Bible passages† before classes in public schools. Schempp was conveye to trial by a religious family who had dropped a line to the ACLU. The Schempps defied a Pennsylvania law which declared that: at least ten verses from the Holy Bible shall be read, without comment, at the opening of each public school day. Any child shall be excused from such Bible reading, or attending such Bible reading, upon written request of his parent or guardian. A federal district court banned this. Murray was conveyed to trial by an atheist: Madalyn Murray (later OHair), who was functioning on the part of her sons, William and Garth. Murray defied a Baltimore statute that supplied for the reading, without comment, of a chapter of the Holy Bible and/or of the Lords Prayer before the start of classes. This act was sustained by both a state court and the Maryland Court of Appeals in the Supreme Court. Opinions for both cases were taken notice of on the 27th and 28th of February, 1963. On the 17th of June, 1963, the Court ruled 8-1 against of allowing the re citing of the Bible verses and the Lords Prayer. Justice Clark wrote at length in his majority opinion about the history and significance of religion in America, but his finale was that the Constitution prohibits any concern of religion, that prayer is a form of religion, and that hence state- sponsored or mandated prayer in public schools cannot be permissible. For the foremost moment, an examination was formed to assess Establishment questions ahead of courts: what are the purpose and primary effect of the enactment? If either is the advancement or inhibition of religion then the enactment exceeds the scope of legislative power as circumscribed by the Constitution. That is to say that to withstand the structures of the Establishment Clause there must be a secular legislative purpose and a primary effect that neither advances nor inhibits religion. [emphasis added] Justice Brennan wrote in a concurring opinion that, while legislators argued that they had a secular purpose with their law, their goals could have been achieved with readings from secular document. The law, however, only specified the use of religious literature and prayer. That the Bible readings were to be made without comment demonstrated even further that the legislators knew that they were dealing with specifically religious literature and wanted to avoid sectarian interpre tations. A violation of the Free Exercise Clause was also created by the coercive effect of the readings. That this might demand only minor encroachments on the First Amendment, as argued by others, was unrelated. The proportional study of religious conviction in public schools is not forbidden but those religious adherences were not crafted with such visions in mentality. ABINGTON SCHOOL DIST. v. SCHEMPP was fundamentally a replicate of the Courts earlier Court Decision in Engel v. Vitale, in which the Court acknowledged constitutional violations and struck the legislation. As with Engel, the Court held that the voluntary nature of religious exercises (even allowing parents to exempt their children) did not avert the statutes from violating the Establishment Clause. There was, of course, an intensely negative public reaction. In May 1964, there were more than 145 proposed constitional amendments in the House of Representatives which would permit school prayer and effectively reverse both decisions. Representative L. Mendell Rivers accused the Court of legislating they never adjudicate with one eye on the Kremlin and the other on the NAACP. Cardinal Spellman claimed that the decision struck at the very heart of the Godly tradition in which Americas children have for so long been raised. Although people frequently argue that Murray, who later instituted the American Atheists, was the women who got prayer put the boot of public schools and, it should be apparent that even had she never survived, the Schempp case still would have approached to the Supreme Court in some moment in time . (Cline, About: Agnosticism / Atheism) LEMON v. KURTZMAN (1971) There are a lot of people in America who would like to see the government provide funding to private, religious schools. Critics argue that this would violate the separation of church and state and sometimes the courts agree with this position. This was actually three separate cases: Lemon v. Kurtzman, Earley v. DiCenso, and Robinson v. DiCenso. These cases from Pennsylvania and Rhode Island were joined together because they all involved public assistance to private schools, some of which were religious. The final decision has become known by the first case in the list: Lemon v. Kurtzman. Pennsylvania’s law provided for paying the salaries of teachers in parochial schools and assisting the purchasing of textbooks or other teaching supplies, as required by Pennsylvania’s Non-Public Elementary and Secondary Education Act of 1968. In Rhode Island, the 15% of the salaries of private school teachers was paid by the government as mandated by the Rhode Island Salary Supplement Act of 1969. In both cases the teachers were teaching secular, not religious, subjects. Arguments were made on March 3rd, 1971. On June 28th, 1971, the Supreme Court unanimously found that direct government assistance to religious schools was unconstitutional. In the majority opinion written by Chief Justice Burger, the Court created what has become known as the â€Å"Lemon Test† for deciding if a law is in violation of the Establishment Clause. Accepting the secular purpose attached to both statutes by the legislature, the Court did not pass on the secular effect test, inasmuch as excessive entanglement was found. This entanglement arose because the legislature has not, and could not, provide state aid on the basis of a mere assumption that secular teachers under religious discipline can avoid conflicts. The State must be certain, given the Religion Clauses, that subsidized teachers do not inculcate religion. Because the schools concerned were religious schools, because they were under the control of the church hierarchy, and because the primary purpose of the schools was the propagation of the faith, a comprehensive, discriminating, and continuing state surveillance will inevitably be required to ensure that these restrictions [on religious utilization of aid] are obeyed and the First Amendment otherwise respected. This sort of relationship could lead to any number of political problems in areas in which a large numbers of students attend religious schools — just the sort of situation that the First Amendment was designed to prevent. Chief Justice Burger further wrote: Every analysis in this area must begin with consideration of the cumulative criteria developed by the Court over many years. First, the statute must have a secular legislative purpose; second, its principal or primary effect must be one that neither advances or inhibits religion; finally, the statute must not foster and excessive government Entanglement with religion. The â€Å"excessive entanglement† criteria was a new addition to the other two, which had already been created in the Abington Township School District v. Schempp. The two statutes in question were held to be in violation of this third criteria. This decision is especially significant because it created the aforementioned Lemon Test for evaluating laws relating to the relationship between church and state. It is a benchmark for all later decisions regarding religious liberty some people love it, some hate it. (Cline, About: Agnosticism / Atheism) Court Tests Applied to Legislation Affecting Religion The Lemon Test Founded on the 1971 case of Lemon v. Kurtzman, the Court will regulate a practice unconstitutional if: 1) It lacks any secular purpose. That is, if the practice lacks any non-religious purpose. 2) The practice either promotes or inhibits religion. 3) Or the practice excessively (in the Courts opinion) involves government with a religion. The Coercion Test Based on the 1992 case of Lee v. Weisman, the religious practice is examined to see to what extent, if any, pressure is applied to force or coerce individuals to participate. The Court has defined that Unconstitutional coercion occurs when: (1) the government directs (2) a formal religious exercise (3) in such a way as to oblige the participation of objectors. The Endorsement Test Finally, drawing from the 1989 case of Allegheny County v. ACLU, the practice is examined to see if it unconstitutionally endorses religion by conveying a message that religion is favored, preferred, or promoted over other beliefs. The Establishment Clause and the Lemon Tests Based on its 1971 decision in the case of Lemon v. Kurtzman, the Supreme Court came up with the three tests of any religion-related law. The Lemon test is still used by the Court today to determine whether or not the law meets constitutional muster. In order for any law to satisfy the First Amendment, it: 1) Must have some secular, or non-religious legal purpose; 2) must neither promote or inhibit the practice of religion; and 3) must not must not foster an excessive government entanglement with religion. In its Lemon decision, the Supreme Court concludes, [i]f a statute violates any of these three principles, it must be struck down under the Establishment Clause. Lemon Test v. The Ten Commandments When viewed against the Lemon tests, the first four of the Ten Commandments would fail because they have no secular, or non-religious legal purpose. Instead, they concern only specific religious duties expected of believers. 1. Thou shalt have no other gods before me. 2. Thou shalt not make unto thee any graven image, or any likeness of any thing that is in heaven above, or that is in the earth beneath, or that is in the wa ter under the earth. Thou shalt not bow down thyself to them, nor serve them. 3. Thou shalt not take the name of the LORD thy God in vain. 4. Remember the sabbath day, to keep it holy. However, commandments 5-10, taken by themselves, make no mention of religion at all. Instead, they are all rules of proper conduct by people in society and are thus completely secular in nature. 5. Honour thy father and thy mother. 6. Thou shalt not kill. 7. Thou shalt not commit adultery. 8. Thou shalt not steal. 9. Thou shalt not bear false witness against thy neighbour. 10. Thou shalt not covet thy neighbours house, thou shalt not covet thy neighbours wife, nor his manservant, nor his maidservant, nor his ox, nor his ass, nor any thing that is thy neighbours. But, the Aderholt Amendment did not rule out the first four commandments from contemplation. The 284 U.S. Representatives vote for it. They drew from the expressions of the people who engraved the Constitution. (US Govt. Info, Court Tests) Separation of Church and State Separation of church and state is not even stated i n the U.S. Constitution, since its drafters did not perceive a dichotomy between their religious beliefs and the manuscript that constructed their Republic. However separation of church and state came primarily from two sources, a letter Thomas Jefferson wrote to a group of ministers and from the U.S. Supreme Court case, Everson v. Board of Education. The Danbury Letter. Thomas Jefferson wrote the famous phrase separation of church and state in a letter to the Committee of the Danbury Baptist Association in Connecticut. He was responding to the letter they had written, part of which said: Our Sentiments are uniformly on the side of Religious Liberty—That Religion is at all times and places a Matter between God and Individuals—That no man ought to suffer in Name, person or effects on account of his religious Opinions—That the legitimate Power of civil Government extends no further than to punish the man who works ill to his neighbor. Jefferson’s response to their letter was amicable. He said, Believing with you that religion is a matter which lies solely between man and his God, that he owes account to none other for his faith or his worship, that the legislative powers of government reach actions only, and not opinions [emphasis added], 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. Adhering to this expression of the supreme will of the nation in behalf of the rights of conscience, I shall see with sincere satisfaction the progress of those sentiments which tend to restore to man all his natural rights, convinced he has no natural right in opposition to his social duties. Jefferson’s declaration of a wall of separation between Church and State expressed his opinion that the federal government did not have the auth ority to prescribe even occasional performances of [religious] devotion. He did not question the validity of religious belief, but he constructed his wall to protect religious freedom of conscience from the potential of one federally recognized religion. His fears were well founded. In his Inaugural Address of the previous year, Jefferson had noted that America had banished from our land that religious intolerance under which mankind so long bled and suffered. Clearly, Jefferson decried the federal domination of religious freedom through one established church. In addition, when Jefferson founded the University of Virginia, the Pamphlet of University Regulations included two sections that read: No compulsory attendance on prayers or services. Each denomination to send a clergyman to conduct daily prayers and Sunday service for two weeks. Was this a man who would have sanctioned the complete removal of any form of prayer from the public schools of America? Obviously, Thomas Jefferson’s views on church and state have been grossly distorted. Everson v. Board of Education. The second notable mention of the phrase separation of church and state came in the 1947 U.S. Supreme Court case, Everson v. Board of Education. The plaintiff argued the New Jersey law that reimbursed parents for the cost of bus transportation—to public and religious schools—violated the Establishment Clause of the First Amendment. The Supreme Court said that it did not. In the majority opinion, however, Justice Hugo Black used language to set the stage for damaging rulings in the future. He wrote that the Establishment Clause created a complete separation between the state and religion. Jefferson’s letter was written 10 years after the ratification of the First Amendment, yet Black relied upon his own interpretation of Jefferson’s words, rather than on the text of the First Amendment, to set the Everson precedent for future rulings. Twentieth-Century Cases Twentieth-century courts, based predominately on Jefferson’s l etter and on the precedent Justice Black created in Everson, have argued that the Constitution intended to separate all religious expression from public life. Yet that ignores the textual history and the original intent of James Madison, the author of these religion clauses. It also ignores the broad, historical context. The men who hammered out each section of the Constitution also believed in the importance of daily prayer. The Establishment Clause has often been misinterpreted to mean that any link to religion is establishing religion. One of the causes of this is a simple alteration of the wording in the First Amendment. The clause reads, Congress shall make no law respecting an establishment of religion. It does not read, Congress shall make no law respecting the establishment of religion, as it is often misquoted. If the article is read as the, then it refers to establishment of all religion in general. If the article is an, then it clearly refers to a specific religion or denomination—an interpretation backed up by historical records. Realizing that the amendment uses the word an helps clarify the meaning of the Framers. So, rather than attempting to separate themselves from religious belief and expression, the Framers were trying to keep one denomination from being favored over another. The twentieth-century cases pertinent to the issue of school prayer do not recognize those differences. They have clearly been built upon the framework created by Everson, as summaries of key cases demonstrate: McCollum v. Board of Education (1948). It is a violation of the Establishment Clause for Jewish, Catholic or Protestant religious leaders to lead optional/voluntary religious instruction in public school buildings. Engel v. Vitale (1962). The daily recitation of prayer in public schools is unconstitutional. Abington School District v. Schempp (1963). Daily school-directed reading of the Bible (without comment), and daily recitation of the Lord’s Prayer, violates the Establishment Clause when performed in public schools. Lemon v. Kurtzman (1971). This ruling created the three-part Lemon test for determin ing violations of the Establishment Clause. Stone v. Graham (1980). The Court struck down a state law requiring public schools to post the Ten Commandments (with a notice of secular application). Wallace v. Jaffree (1985). A state law requiring a moment of meditation or voluntary prayer was struck down as an establishment of religion because the intent of the legislature was deemed to be religious rather than secular. By Justice Stevens scripting the mass judgment, the Court decided 6-3 that the Alabama law providing for a moment of silence was unconstitutional. The decision underlined that inspection the Supreme Court apply while assessing the constitutionality of government actions. Pretty than allow the argument that the inclusion of or voluntary prayer was a slight accumulation with a bit realistic implication, the goal of the legislature that approved it was adequate to display the unconstitutionality of prayer. Lee v. Weisman (1992). A private, nongovernmental individual (in this case a rabbi) at a public school graduation cannot offer prayer. Student rights were infringed upon, according to the Court, because the important nature of the event in effect compelled them to attend graduation. That, in effect, compelled students to bow their heads and be respectful during the prayer, which the Court ruled was a constitutional violation. Santa Fe Independent School District v. Jane Doe (2000). The Court struck down a school district’s policy that allowed an elected student chaplain to open football games with a public prayer. Even though high school football games are purely voluntary activities, the Court concluded that the policy establishes an improper majoritarian election on religion, and unquestionably has the purpose and creates the perception of encouraging the delivery of prayer at a series of important school events. Each of those cases paid attention on the Establishment Clause to the damage of the Free Exercise Clause. That has been the trend of the twentieth century. The courts have too quickly forgotten that the Constitution explicitly protects the free exercise of religion. (MacLeod 2-3) â€Å"The earlier cases were more black and white, and the later ones were more grey in terms of the issues: Stink of Unfairness in Later School Prayer Cases† The era of 1980s instigated with a diktat not in favor of the Ten Commandments in public school classrooms, and by 1985 even so much as one minute of silence, for meditation or prayer by students, turned out to be inviolable; even though firm decisions delivered by the supreme court (see Engel v. Vitale. Abington School District v. Schempp, Lemon v. Kurtzman). Engel v. Vitale case was one of the first in its origin in which a range of holy conducts backed by the government were found to defy the Establishment Clause. This was the first case which successfully forbidden the government from sponsoring or endorsing official prayers in schools, not Abington School District v. Schempp which is frequently considered. Public were irritated that official prayers were no longer legalized in schools, although their anger was directed mostly at the cases which were decided in the following years. Delegates of most reactions were a declaration from evangelist Billy Graham, who still refuses to accept church/state separation yet at present. Abington School District v. Schempp case was fundamentally a consequence of the Courts earlier Court Decision in Engel v. Vitale, in which the Court recognized constitutional violations and struck the legislation. As with Engel, the Court held that the voluntary nature of religious exercises. There was, of course, an hugely harmful public behaviour. In May 1964, there were more than 145 proposed constitional amendments in the House of Representatives which would permit sch ool prayer and successfully overturn both verdicts. Lemon v. Kurtzman decision was particularly noteworthy because it created the aforementioned Lemon Test for assessing laws relating to the relationship between church and state. It is a yardstick for all later decisions concerning religion freedom. By the turn of the 21st century the extirpation of faithfulness from government schools had been merged, and the mugging on religion in public life fanned out into society at large. Proclamations were subjected exalting vice and suppressing virtue. The year2004 saw the outrage of despair, elevated to a â€Å"full right† under the Constitution, even as God’s Ten Commandments were driven off public property. In the supreme court of Alabama the Chief Justice dared to resist, and was stripped of his office. The judicial oligarchy forced all these changes in the name of the Constitution. The school cases were precise to the establishment clause of the First Amendment. So far the Amendment has a complimentary implement of religion clause, which the politburo of nine has elected to downplay or minimally ignorant. For instance, the Lee v. Weisman decision failed to reverse the standards established by the Court in Lemon. Instead, this ruling extended the prohibition of school prayer to graduation ceremonies and refused to accept the idea that a student would not be harmed by standing during the prayer without sharing the message contained in the prayer. Similarly, Upon reading Santa Fe, Ingebretsen, and Clear Creek II, it seems, with regard to the Establishment Clause, that panels of our court pay little regard to previous jurisprudence. One might think that a specific holding of a prior opinion is no more than a puff of wind. Santa Fe disregards Clear Creek II today. The next panel can disregard Santa Fe tomorrow. When judges can pick and choose without the constraints imposed by precedent, the public is left stranded, vulnerable to liability, helplessly dependent on the panel it draws. We could fulfill our constitutional and professional duty to the public, vote this case en banc, and be of a single voice. But when our court refuses to rehear en banc cases such as Santa Fe, this unrestrained decision-making goes uncorrected. This failure to act, in turn, allows individual members of our court to continue to engage in an activity that has all the appearance of simply advancing personal philosophy. The Alito Nomination: Chief Justice John Roberts and future Justice Samuel Alito probably mean a more conservative Supreme Court. But it probably doesn’t mean a stream of clear-cut conservative breakthroughs on abortion, affirmative action, school prayer or even flag burning. The future of constitutional rulings on those and other hot button issues will be determined by two words: Anthony Kennedy. That’s an oversimplification of course. But it seems likely that on a number of issues, there will be four conservatives, four liberals and there will be Justice Kennedy. Unlike Roberts and Alito who went to lengths to leave the world guessing about how they will rule, we know a lot about what Anthony Kennedyism means because he has already faced these issues as a justice. It means Roe v. Wade isn’ t overturned, but partial birth abortion is banned and other abortion restrictions are accepted. Affirmative action is more constrained but not ruled unconstitutional. State-sponsored displays of religious symbols are more likely to be tolerated, but the ban on school prayer is not overturned. Burning a U.S. flag to protest, and viewing pornography on the internet continue to be constitutionally protected activities but McCain-Feingold- type regulations on political campaigning are vulnerable to First Amendment challenges. On the first day of the Alito hearings, Sen. Joseph Biden, D.-Del., said that the â€Å"elephant in the room†¿ was the question of whether Alito would cast the decisive votes to reject the direction in which the Supreme Court has been going for the past 70 years. Over the next two and a half days, Alito endorsed some of those precedents (Brown v. the school board, one-person, one-vote, and the Constitutional right of privacy, at least as far as the contraception cases.) Alito also danced artfully around senators’ efforts to commit himself on some other precedents, most especially relating to abortion. This is the current state-of-the-art strategy for confirmation, and it appears to be working well. The intensity of the pro-choicer campaign a gainst Alito leads one to forget that there are still five votes to affirm Roe, and that on many of the issues liberals care about, Kennedy has affirmed the basic Warren Court breakthrough rulings. Depending on the the health of Kennedy and the four liberals, and the outcome of future elections, the stakes simply may not be as high as Biden’s elephant’s eye. (That was an elaborate conflation of the previous reference with a corny lyric from â€Å"Oh What a Beautiful Morning.† Ask your parents.†) If Roberts and Alito turn out to be solid allies of Scalia and Thomas, if the liberals stay together and stay well, and if Kennedy sticks with his established positions, that means: †¢Roe v. Wade is not overturned. Kennedy and the four liberals have already rejected that idea. But the congressional ban partial birth abortion is upheld. Kennedy already voted to uphold it once before. And other restrictions on abortion rights will be accepted. †¢Affirmative action is not ruled unconstitutional at its core. Scalia and Thomas have indicated a willingness to strike it down completely. But Kennedy declined to join those opinions. On the other hand, college s and universities will have an even rougher time figuring out how to construct a constitutional affirmative action program. In 2003, Justice O’Connor joined the four liberals in upholding the University of Michigan Law School’s admissions program, which claimed to have found a way to act affirmatively without explicit quotas or race-based point systems. Kennedy and the conservatives formed a four-member bloc that didn’t buy it. Quite likely, if a similar question makes it to the court, Kennedy will cast the decisive vote. †¢State-sponsored displays of religious symbols, like the 10 commandments, are more likely to be tolerated when Kennedy’s becomes the key swing vote. But the breakthrough Warren-era decision, banning school prayer, will not be overturned. Kennedy has already endorsed that precedent. †¢Kennedy’s free speech jurisprudence has a strong libertarian streak. That has helped liberals construe the burning of a U.S. flag by protesters and viewing pornography on the internet as constitutionally protected activities under the First Amendment. But Kennedy ’s libertarian streak made him leery of McCain-Feingold-type regulations that restrict political advertising in the name of campaign finance reform. The next time those issues roll around, Kennedy may provide the fifth vote necessary to strike down those regulations on First Amendment grounds. ( Black and Tice 1-2) Arguments against and in favor of School Prayer: School Prayer was a chief center of attention of Darrell Scott’s (father of Rachel Scott, a victim of the Columbine High School Shootings in Littleton, Colorado) testimony to the House Judiciary Committee in a exceptional session of the U.S. Congress on Thursday, May 27, 1999. What Darrell Scott said to our national leaders regarding school prayer was utterly factual and enlightening for all of us. The following is a portion of the transcript: â€Å"I wrote a poem just four nights ago that expresses my feelings best. This was written before I knew I would be speaking here today. Your laws ignore our deepest needs, Your words are empty air. Youve stripped away our heritage, Youve outlawed simple prayer. Now gunshots fill our classrooms, And precious children die. You seek for answers everywhere, And ask the question, Why? You regulate restrictive laws, Through legislative creed. And yet you fail to understand, That God is what we need! Men and women are three-part beings. We all consist of body, soul, and spirit. When we refuse to acknowledge a third part of our make-up, we create a void that allows evil, prejudice, and hatred to rush in and wreak havoc. Spiritual influences were present within our educational systems for most of our nations history. Many of our major colleges began as theological seminaries. This is a historical fact. What has happened to us as a nation? We have refused to honor God, and in doing so, we open the doors to hatred and violence. And when something as terrible as Columbines tragedy occurs, politicians immediately look for a scapegoat such as the NRA. They immediately seek to pass more restrictive laws that contribute to the erosion of our personal and private liberties. We do not need more restrictive laws. Eric and Dylan would not have been stopped by metal detectors. No amount of gun laws can stop someone who spends months planning this type of massacre. The real villain lies within our own hearts. Political posturing and restrictive legislation are not the answers. The young people of our nation hold the key. There is a spiritual awakening taking place that will not be squelched! We do not need more religion. We do not need more gaudy television evangelists spewing out verbal religious garbage. We do not need more million dollar church buildings built while people with basic needs are being ignored. We do need a change of heart and a humble acknowledgment that this nation was founded on the principle of simple trust in God! As my son, Craig, lay under that table in the school library and saw his two friends murdered before his very eyes, he did not hesitate to pray in school. I defy any law or politician to deny him that right! I challenge every young person in America, and around the world, to realize that on April 20, 1999, at Columbine High S chool, prayer was brought back to our schools. Do not let the many prayers offered by those students be in vain. Dare to move into the new millennium with a sacred regard for legislation that protects your God-given right to communicate with Him.† (Popular Issues, School Prayer) There is always a state of war between secular humanists and groups like the Christian Coalition are concerning prayer in high schools and the victim is the innocent average high school kid. Each moment in time the argument is reawakened it concludes in a deadlock. The supporters of prayers say it will add to the broadmindedness in schools, as children be taught of diverse religions will convey to surface the special inquiries kids have about God and religion and allow them to investigate for their own conviction. The majority of them believe that prayers will lend a hand overturning the moral degradation of the society. Contrarily, Secularists shapes the public schools exist to educate, not to proselytize. Religion is private, and schools are public, both of the things couldn’t be intermixable. Whilst the sunup members of the clergy supports prayer during the Constitutional Convention and in ordinances governing education, the U.S. Supreme Court has vividly transferred their original premises. Some legal scholars and special interest groups have built upon those precedents, creating other rationalizations for limiting religious expression in America’s public schools. The mainly widespread squabble of such individuals is that the government has a responsibility to be neutral, so that no child is offended by the religious speech of another. This is erroneous because the issue cannot be neutral. Elimination of religious expression for the atheist will offend the child who believes in God. So, the schools must choose. Since 1962, they have sided with the small, nonreligious minority of atheists which, as recent Newsweek poll shows, consists of only 4 percent of the population. By contrast, 94 percent of respondents to that same survey professed a religious faith, and 61 percent said that they agreed with the statement that religion is very important in their lives. If free religious expression in the form of prayers is forbidden, school officials are, at the very least, teaching children that public recognition of God is not as significant as the things the schools can argue. It looks irrational that public schools permits open discussion about sexism but do not permit unwrap conversation regarding God. The courts have elapsed that schools can allocate free religious expressions devoid of implementing any meticulous category of spiritual consideration. Another dilemma is School prayer polarizes citizens around a religious axis. so far the First Amendment was printed to evade the bickers that might effect in the midst of values. Not tolerating prayer has done more to polarize citizens than almost any other issue in American history. Allowing prayer would put decision-making back in the hands of parents and local school boards, where it once rested. Those local boards could position guiding principles that would permit students who object to all prayer or some prayers not to chip in, just as many religious students have opted out of sex education classes at school place. That would obviously revere the rights of the minority, without infringing upon the rig hts of the majority. Local school boards would also be sheltered by the constitutional time/place/manner restrictions that apply equally to religious and nonreligious dialogue. In due course, a reinstatement of liberated expression to local public schools would unite, not polarize, citizens. The Establishment Clause of the First Amendment presents that government shall make no law respecting the establishment of religion. Because public schools are government funded, prayer led by school officials or incorporated into the school routine amounts to government-established religion. Prayer is school is already legal. Students are already allowed to pray on a voluntary basis (in a non-disruptive way) so formal school prayer is unnecessary. School prayer may lead to intolerance. Public prayer will emphasize religious diversity of which students may have been oblivious. Those students who withdraw from school prayer or dissent against it may be detested. School prayer is intrinsically coercive and cannot be implemented in a way that is truthfully intentional. The public school system is created for all students and supported by all taxpayers. It should therefore remain neutral on religious issues over which students and taxpayers will differ. Since no formal school prayer could simultaneously honor and uphold the tenets of the many religions practiced in the U.S., as well as various denominational differences, prayer is better left in the home and religious institution of the individual student’s choice. An associated squabble is that school prayer assumes the function of parents and religious institutions who wish to offer religious instruction in keeping with their possessive viewpoints. (All About History, School Prayers) Ishmael Jaffree alleged after Supreme Court decision (1985): For me, the battle is over. But prayer will go on in the schools. It just wont go on in any of my childrens classes. (NY Times B5:1) Works Cited Edward F. Woods. â€Å"Court Outlaws Prayer in Schools†.(1963) St. Louis Post-Dispatch Laurel MacLeod. â€Å"School Prayer And Religious Liberty: A Constitutional Perspective†. (2000) http://www.cwfa.org/images/content/cwaicon.ico Frohnmayer, John. â€Å"Out of Tune: Listening to the First Amendment. Golden, Colorado† North American Press, (1995). Austin Cline. â€Å"Prayers in Public Schools†. About: Agnosticism / Atheism. http;//usgovtifo.about.com â€Å"Church and State: How the Court Decides†. US Govt. Info/ Resources http;//usgovtifo.about.com â€Å"School Prayer Case Law- Absolute Necessity†. Popular Issues http://www.allaboutpopularissues.org Choper, Jesse H. â€Å"Securing Religious Liberty: Principles for Judicial Interpretation of the Religious Clauses†. University of Chicago Press. (1995). Erick Black and DJ Tice. â€Å"The Big Question: Who was the elephant NOT in the room†? Star Tribune (2006) http://www.startribune.com/blogs/bigquestion/?m=200601 â€Å"Arguments Against School Prayer†. All About History http://www.allabouthistory.org Ishmael Jaffree. â€Å"Quotation of the Day†. The New York Times. B5:1, Published: June 5, 1985.