...Tinker v. Des Moines was a significant Supreme Court case, which tested the limits of student’s First Amendment rights on school grounds. It was December 1965, and a group of students in Des Moines, Iowa, planned a civil demonstration to protest the war in Vietnam. The Des Moines school district became aware of this plan, and adopted a policy stating “any student wearing armband would be asked to remove it, with refusal to do so resulting in suspension,” (The Oyez Project 1969). The school district banned the armbands due to the belief that the armbands may disrupt class, yet other forms of campaigning, such as buttons, were permitted in school (Bill of Right Institute 1969). On December 16th, Mary Beth Tinker and Christopher Eckhardt were...
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...Arrnbands: freedom of speech or not? Would you wear an armband to school if you disapproved about a controversial topic? In the court case Tinker vs. Des Moines, two students in high school and one student in middle school wore black armbands to publicize their objections of the Vietnam War. The schools that these students went to decided to suspend them until they came to school without the armbands. The parents of these students did not like that and therefore they took it the supreme court in the case which is known as the Tinker vs. Des Moines court case. In the court case two Justices, Fortas and Black, had different opinions on it and one agreed and one disagreed. According to one the Justices, Fortas, he believes that supreme court's decision was wrong because it was not creating a disturbance and therefore it should not have gone this far....
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...A very important case in the history of the United States is the case of Tinker vs. Des Moines. The case decides the issues of symbolic speech and its limits. It displays the right of individuals, including children wherever they are, even school. In this case we see the limits of the first amendment and how far this right extends. What happened in this case? One day in 1969 brother and sister John and Mary Beth Tinker wore black armbands to school in protest over the United States’ involvement in the Vietnam War. The school issued a new policy stating that those who wore armbands would be asked to remove it right away. If that student failed to remove his armband, he would be suspended until agreeing to return to school without the armband. The Tinker children and their friend wore the armbands to school and were suspended because they did not remove their armbands. On January 1, 1966, their scheduled day for the end of their protest, the children returned to school. Their fathers filed suit to United States District Court. The U.S. District Court recognized their right to free speech but did not issue an injunction because the school’s actions were reasonable because of possible disruptions from the students’ protests. The fathers appealed to the Court of Appeals which ended with a...
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...The Tinker vs. Des Moines case occurred in 1960 and the Tinker siblings weren't okay with the war so they did something about it. The Tinker siblings were upset because the Vietnam war was going on around the 1960’s. The siblings did not approve of the war and wanted peace instead of war. Because of this, they decided to protest by wearing black armbands with white peace signs on it. The school of Des Moines said that they would not allow protests to be done at the school. Tinker believed this violated the first amendment. It states citizens can protest without being punished as long as it is legal. The Tinker siblings were suspended and they were compelled to sue, given their circumstance. The case was taken to trial and was appealed to the...
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...Gateway (Second Draft) Most of all of Supreme Court case from the time of Tinker V. Des Monies case have restricted the student rights of expression, student must be free to express themselves without unfair limits and the Tinker vs. Des Moines cases affirmed the rights of students to express themselves and the 1st Amendment prohibits laws that limit free expression. The case of Tinker v. Des Monies was rather a simple one. The case of whether the first amendment applied to students or just adults. The students argued that they should be allowed to wear armbands to display their praise for the people of the dead during the war. The staff thought this shouldn’t be allowed, mostly because of their influence of their actions might disrupt the learning environment of the class and (possibly) the school. This is understandable. They only wanted was best for the students. Although they are doing this for the best for the students, isn’t this a little restricting? Yeah sure, they don’t want the students to form a riot, but not allowing them to express their feelings from the war by not letting them wear arm bands, worse case not allowing them to return until they didn’t wear it? That’s the reason why the case was started in the first place. This could be avoided if they were allowed to wear the armbands in school…to a certain extent that is. Besides, this could be the exact reason why a riot might form, the restrictions is causing a stressful strain to the students and couldn’t...
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...than it benefits? In recent studies, by the National Center for Education Statistics, more than half of the schools in the United States supplemented the dress code in their education (“Should Schools Have Dress Codes?” 1). As a result, complaints, made by students and parents alike, are seen more commonly in the courts. Charles Haynes, a First Amendment Center scholar, anticipates these cases, will be won by the students and parents because, it is crucial for students to express themselves to prepare them for society (Haynes 1). The dress code negatively impacts students by stopping them from finding their identities and diverting attention from individuality,...
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...Recent statistics show schools that promote school uniforms are high in attendance but are lacking in academic excellence. History also shows that in cases involving dress code violations and freedom of expression have ruled in favor of the students. School uniforms create an added cost for families and the impact varies among socioeconomic groups. Although some people believe that wearing school uniforms can be a greener alterative and makes better students there is no proof that it provides a safer, more studious environment. Schools say uniforms promote a more studious environment. Research strongly states that school uniforms promote no self-expression or justifiable increase in grades. With schools that do not require uniforms to be worn a decrease in attendance but a higher grade point average is apparent among its students. The qualities of the school and academics offered should promote the environment not the clothes the school requires the students to wear. School officials say that promoting school uniforms can create less conflict among students because all the students are wearing the same clothes. But recent studies show that conflict or bullying among students is still present with schools that promote school uniforms. In the article, "Dress Codes: The Pros And Cons,” the author explains that even if every student wears the same thing bullying is still going to be present because changing what they wear by making them wear identical uniforms will not break this...
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...To Whom It May Concern: I am writing in regards to a high school position at your school I believe that my enthusiasm for Social Studies, students and learning would make me an excellent candidate for this position. I believe as educators we are ourselves are constantly learning what works and what doesn’t work by our diverse students and it is essential as teachers to keep in mind the needs of each and every one of our students. I am confident that my lesson plans and curriculum are designed to fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents...
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...Brooke Baker A.P US History Court Cases I. Marbury v. Madison a) Issue: i) Judicial v. Executive and Congressional Power ii) Judicial review/separation of powers b) Background: i) 1803 ii) In his last few hours in office, President John Adams made a series of “midnight appointments” to fill as many government posts as possible with Federalists. One of these appointments was William Marbury as a federal justice of the peace. However, Thomas Jefferson took over as President before the appointment was officially given to Marbury. Jefferson, a Republican, instructed Secretary of State James Madison to not deliver the appointment. Marbury sued Madison to get the appointment he felt he deserved. He asked the Court to issue a writ of mandamus, requiring Madison to deliver the appointment. The Judiciary Act, passed by Congress in 1789, permitted the Supreme Court of the United States to issue such a writ iii) Supreme Court must decide constitutionality of Judiciary Act c) Decision: i) John Marshall declares Judiciary Act unconstitutional ii) The Supreme Court has the right of judiciary review d) Significance: i) Impact of Marshall Court ii) Strengthened the judiciary in relation to other branches of government iii) Allows Supreme Court to interpret the Constitution and declare laws unconstitutional II. McCulloch v. Maryland a) Issue: i) Supremacy v. State Rights ...
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...the constitution. Some most important delegated powers are: the authority to tax, regulated interstate commerce, authority to declare war, and grants the president role of commander and chief of the military • Implied Powers: Powers not expressed in the constitution, but that can be inferred. “Necessary and proper clause” • Concurrent powers: powers shared by both levels of government. Ex: Taxes, roads, elections, commerce, establishing courts and a judicial system • Reserved powers: powers not assigned by the constitution to the national government but left to the states or the people. Guaranteed by the 10th amendment. Include “police power”-health and public welfare, intra-state commerce. Example of police powers: Gonzales vs Raich (2005) and California Medical Marijuana. The parts and relevance of the "Triad of Powers" • Interstate commerce clause • General welfare • 10th amendment – non-delegated powers go to the states Federalism between states (i.e. full faith and credit and privileges and immunities clause, original...
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...CPA QUESTIONS CHAPTER 3 1. For “qualifying widow(er)” filing status, which of the following requirements must be met? I. The surviving spouse does not remarry before the end of the current year II. The surviving spouse was eligible to file a joint tax return in the year of the spouse’s death III. The surviving spouse maintains the cost of the principal residence for six months. A. I, II, and III B. I and II, but not III C. I and III, but not II D. I only A. Incorrect. A taxpayer may file a tax return as a qualifying widow or widower for 2 tax years after the year in which a spouse dies provided the couple qualified to file a joint return for the year of death; that the taxpayer provided over 50% of the cost of maintaining the principal residence of a dependent child or stepchild; and that the taxpayer has not remarried as of the end of the current year. Maintaining the cost of the taxpayer’s principal residence for six months is not sufficient. B. Correct! A taxpayer may file a tax return as a qualifying widow or widower for 2 tax years after the year in which a spouse dies provided the couple qualified to file a joint return for the year of death; that the taxpayer provided over 50% of the cost of maintaining the principal residence of a dependent child or stepchild; and that the taxpayer has not remarried as of the end of the current year. Maintaining the cost of the taxpayer’s principal residence for six months...
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...OF SMA L L B U S I N E S S BIG BOOK THE Y O U D O N ’ T H AV E T O R U N Y O U R B U S I N E S S B Y T H E S E AT O F Y O U R P A N T S TO M G E GAX with Phil Bolsta Previously published as By the Seat of Your Pants This book is dedicated to my father, Bill, an old soldier who battles every day to overcome a horrendous stroke. He was a model enlightened entrepreneur, a fact that took me years to appreciate. His compassion with his employees and dedication to service inspired me to be a better businessman and a better person. When I was growing up, he liked to say, “Son, the most important word in the English language is ‘empathy.’ ” When I told him I was starting a business, his first words were, “Always treat your employees right.” He learned that appreciation the hard way, losing his father at a young age and countless war buddies in the trenches. But his love for God, country, and his fellow citizens never wavered. This one’s for you, Dad. CONTENTS Foreword by Richard Schulze, Found er and Chair man, Best Buy ix Introduction: Living by the Seat of My Pants: A Jour ney from Clueless to Cashing In xi PART I Setting Up Shop: What Ever y Budding Entrepreneur Needs to Know 1 1. Make Up Your Mind: Uncommon Factors to Consider Before Quitting Your Day Job 2. Research the Market: Analyzing the Data to Determine Your Niche 3. Write the Business Plan: Building Your Blueprint for Success 4. Find Funding: Raising Capital Without Relinquishing...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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