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Specialty License Plates, Confederate Flags and Government Speech
Rowan University Rowan Digital Works Rohrer College of Business Faculty Scholarship Rohrer College of Business Spring 2017 Sons of Confederate Veterans, Inc.: Specialty License Plates, Confederate Flags and Government Speech Edward J. Schoen Rowan University, [email protected] Follow this and additional works at: https://rdw.rowan.edu/business_facpub Part of the Business Law, Public Responsibility, and Ethics Commons Recommended Citation Schoen, E. (2017). Walker v. Texas Division, Sons of Confederate Veterans, Inc.: Specialty License Plates, Confederate Flags and Government Speech. Southern Law Journal, Vol. XXVII (Spring 2017), 35-50. This Article is brought to you for free and open access by the Rohrer College of Business at Rowan Digital Works. It has been accepted for inclusion in Rohrer College of Business Faculty Scholarship by an authorized administrator of Rowan Digital Works. Spring 2017 Schoen/35 WALKER V. TEXAS-DIVISION, SONS OF CONFEDERATE VETERANS, INC.: SPECIALTY LICENSE PLATES, CONFEDERATE FLAGS, AND GOVERNMENT SPEECH * EDWARD J. SCHOEN I. INTRODUCTION In a previous article1 this author traced the history of the government speech doctrine from the time it first appeared in a concurring decision in Columbia Broadcasting System, Inc. v. Democratic National Committee,2 to its prominent role in Pleasant Grove City v. Summum,3 in which the U.S. Supreme Court ruled that the city’s decision to display permanent monuments in a public park is a form of government speech, which is neither subject to scrutiny under the First Amendment, nor a form of expression to which public forum analysis applies. This review demonstrated that the intersection between government speech and the First Amendment is very tricky terrain, because of the inherent difficulties in determining what is government speech, mixed private and government speech, or private speech in a limited public forum. -
Ing Items Have Been Registered
ACCEPTANCES Page 1 of 37 June 2017 LoAR THE FOLLOWING ITEMS HAVE BEEN REGISTERED: ÆTHELMEARC Alrekr Bergsson. Device. Per saltire gules and sable, in pale two wolf’s heads erased and in fess two sheaves of arrows Or. Brahen Lapidario. Name and device. Argent, a lozenge gules between six French-cut gemstones in profile, two, two and two azure, a base gules. The ’French-cut’ is a variant form of the table cut, a precursor to the modern brilliant cut. It dates to the early 15th Century, according to "Diamond Cuts in Historic Jewelry" by Herbert Tillander. There is a step from period practice for gemstones depicted in profile. Hrólfr á Fjárfelli. Device. Argent estencely sable, an ash tree proper issuant from a mountain sable. Isabel Johnston. Device. Per saltire sable and purpure, a saltire argent and overall a winged spur leathered Or. Lisabetta Rossi. Name and device. Per fess vert and chevronelly vert and Or, on a fess Or three apples gules, in chief a bee Or. Nice early 15th century Florentine name! Símon á Fjárfelli. Device. Azure, a drakkar argent and a mountain Or, a chief argent. AN TIR Akornebir, Canton of. Badge for Populace. (Fieldless) A squirrel gules maintaining a stringless hunting horn argent garnished Or. An Tir, Kingdom of. Order name Order of Lions Mane. Submitted as Order of the Lion’s Mane, we found no evidence for a lion’s mane as an independent heraldic charge. We therefore changed the name to Order of _ Lions Mane to follow the pattern of Saint’s Name + Object of Veneration. -
Parashat Chukkat 2 Sermon, 6/23/2018 Dr
Parashat Chukkat 2 sermon, 6/23/2018 Dr. Bard C. Cosman Congregation Beth El Last year we city Jews made a driving trip to Madras, Oregon for the solar eclipse. I thought how different Madras was, out on the high desert of central Oregon, from its tropical namesake in southern India—and I thought that only in America, where pioneers felt they were starting history afresh, would you find a place named like that. But then I recalled that Oregon’s pioneers gave their capital a Hebrew name—Salem. It was a long drive, so there was time to think about all the Hebrew place names in the United States. Only in America are there so many. Bethpage, Bethesda, Bethlehem, Moriah, Tabor, Pisgah; Galilee, Carmel, Moab; Ephraim, Utah; Rehoboth, Massachusetts; Shiloh, Siloam, Gilboa, Bethel Park—there’s an American town sporting the name of almost any place in the Bible. Even names that just don’t work in English, like Shittim Gulch, Washington; I couldn’t find Gehenna anywhere in the Dakotas or Texas, but maybe I didn’t look hard enough. As we drove by Mount Hebron, California, I thought that only in America are they preserving a map of iron-Age Israel, our ancient heritage, in the names of contemporary small towns. One wonders what else they might be preserving. Another feature of small-town America is the rural-urban political divide, which up in NorCal and Oregon means State-of-Jefferson separatism. Throughout the region we saw the gold-on-green flag of Jefferson with its double cross, often paired with the Gadsden flag, the yellow one with the snake. -
Heraldry Examples Booklet.Cdr
Book Heraldry Examples By Khevron No color on color or metal on metal. Try to keep it simple. Make it easy to paint, applique’ or embroider. Blazon in layers from the deepest layer Per pale vert and sable all semy of caltrops e a talbot passant argent. c up to the surface: i v Field (color or division & colors), e Primary charge (charge or ordinary), Basic Book Heraldry d Secondary charges close to the primary, by Khevron a Tertiary charges on the primary or secondary, Device: An heraldic representation of youself. g Peripheral secondary charges (Chief,Canton,Border), Arms: A device of someone with an Award of Arms. n i Tertiary charges on the peropheral. Badge: An heraldic representation of what you own. z a Name field tinctures chief/dexter first. l Only the first word, the metal Or, B and proper nouns are capitalized. 12 2 Tinctures, Furs & Heraldic 11 Field Treatments Cross Examples By Khevron By Khevron Crosses have unique characteristics and specific names. Tinctures: Metals and Colors Chief Rule #1: No color upon another color, or metal on metal! Canton r r e e t t s i x e n - Fess - i D Or Argent Sable Azure Vert Gules Purpure S Furs Base Cross Latin Cross Cross Crosslet Maltese Potent Latin Cross Floury Counter-Vair Vair Vair in PaleVair-en-pointe Vair Ancient Ermine Celtic Cross Cross Gurgity Crosslet Fitchy Cross Moline Cross of Bottony Jerusalem A saltire vair in saltire Vair Ermines or Counter- Counter Potent Potent-en-pointe ermine Cross Quarterly in Saltire Ankh Patonce Voided Cross Barby Cross of Cerdana Erminois Field -
Fort Mchenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R
The original documents are located in Box 67, folder “Fort McHenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. THE WHITE HOUSE WASHINGTON '!0: Jack Marsh FROM: PAUL THEIS a>f Although belatedly, attached is some material on Ft. McHenry which our research office just sent in ••• and which may be helpful re the July 4th speech. Digitized from Box 67 of The John Marsh Files at the Gerald R. Ford Presidential Library :\iE\10 R.-\~ D l. \I THE \\'HITE HOI.SE \L\Sllli"GTO:'\ June 23, 1975 TO: PAUL 'IHEIS FROM: LYNDA DURFEE RE: FT. McHENRY FOURTH OF JULY CEREMONY Attached is my pre-advance report for the day's activities. f l I I / I FORT 1:vlc HENRY - July 4, 1975 Progran1 The program of events at Fort McHenry consists of two parts, with the President participating in the second: 11 Part I: "By the Dawn's Early Light • This is put on by the Baltimore Bicentennial Committee, under the direction of Walter S. -
THE LION FLAG Norway's First National Flag Jan Henrik Munksgaard
THE LION FLAG Norway’s First National Flag Jan Henrik Munksgaard On 27 February 1814, the Norwegian Regent Christian Frederik made a proclamation concerning the Norwegian flag, stating: The Norwegian flag shall henceforth be red, with a white cross dividing the flag into quarters. The national coat of arms, the Norwegian lion with the yellow halberd, shall be placed in the upper hoist corner. All naval and merchant vessels shall fly this flag. This was Norway’s first national flag. What was the background for this proclamation? Why should Norway have a new flag in 1814, and what are the reasons for the design and colours of this flag? The Dannebrog Was the Flag of Denmark-Norway For several hundred years, Denmark-Norway had been in a legislative union. Denmark was the leading party in this union, and Copenhagen was the administrative centre of the double monarchy. The Dannebrog had been the common flag of the whole realm since the beginning of the 16th century. The red flag with a white cross was known all over Europe, and in every shipping town the citizens were familiar with this symbol of Denmark-Norway. Two variants of The Dannebrog existed: a swallow-tailed flag, which was the king’s flag or state flag flown on government vessels and buildings, and a rectangular flag for private use on ordinary merchant ships or on private flagpoles. In addition, a number of special flags based on the Dannebrog existed. The flag was as frequently used and just as popular in Norway as in Denmark. The Napoleonic Wars Result in Political Changes in Scandinavia At the beginning of 1813, few Norwegians could imagine dissolution of the union with Denmark. -
Thomas Jefferson Day, 2006
Proc. 8001 Title 3—The President and online campaign to encourage teens to reject drug use and other nega- tive pressures. My Administration has also hosted a series of summits to educate community leaders and school officials on successful student drug testing. The struggle against alcohol abuse, drugs, and violence is a national, state, and local effort. Parents, teachers, volunteers, D.A.R.E. officers, and all those who help our young people grow into responsible, successful adults are strengthening our country and contributing to a future of hope for ev- eryone. NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim April 11, 2006, as National D.A.R.E. Day. I call upon young people and all Americans to fight drug use and violence in our communities. I also urge our citizens to support the law enforcement officials, volunteers, teachers, health care professionals, and all those who work to help our children avoid drug use and violence. IN WITNESS WHEREOF, I have hereunto set my hand this seventh day of April, in the year of our Lord two thousand six, and of the Independence of the United States of America the two hundred and thirtieth. GEORGE W. BUSH Proclamation 8001 of April 13, 2006 Thomas Jefferson Day, 2006 By the President of the United States of America A Proclamation Today, we celebrate the birthday of Thomas Jefferson. Few individuals have shaped the course of human events as much as this proud son of Vir- ginia. -
The Rhinolophus Affinis Bat ACE2 and Multiple Animal Orthologs Are Functional 2 Receptors for Bat Coronavirus Ratg13 and SARS-Cov-2 3
bioRxiv preprint doi: https://doi.org/10.1101/2020.11.16.385849; this version posted November 17, 2020. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY-NC 4.0 International license. 1 The Rhinolophus affinis bat ACE2 and multiple animal orthologs are functional 2 receptors for bat coronavirus RaTG13 and SARS-CoV-2 3 4 Pei Li1#, Ruixuan Guo1#, Yan Liu1#, Yintgtao Zhang2#, Jiaxin Hu1, Xiuyuan Ou1, Dan 5 Mi1, Ting Chen1, Zhixia Mu1, Yelin Han1, Zhewei Cui1, Leiliang Zhang3, Xinquan 6 Wang4, Zhiqiang Wu1*, Jianwei Wang1*, Qi Jin1*,, Zhaohui Qian1* 7 NHC Key Laboratory of Systems Biology of Pathogens, Institute of Pathogen 8 Biology, Chinese Academy of Medical Sciences and Peking Union Medical College1, 9 Beijing, 100176, China; School of Pharmaceutical Sciences, Peking University2, 10 Beijing, China; .Institute of Basic Medicine3, Shandong First Medical University & 11 Shandong Academy of Medical Sciences, Jinan 250062, Shandong, China; The 12 Ministry of Education Key Laboratory of Protein Science, Beijing Advanced 13 Innovation Center for Structural Biology, Beijing Frontier Research Center for 14 Biological Structure, Collaborative Innovation Center for Biotherapy, School of Life 15 Sciences, Tsinghua University4, Beijing, China; 16 17 Keywords: SARS-CoV-2, bat coronavirus RaTG13, spike protein, Rhinolophus affinis 18 bat ACE2, host susceptibility, coronavirus entry 19 20 #These authors contributed equally to this work. 21 *To whom correspondence should be addressed: [email protected], 22 [email protected], [email protected], [email protected] 23 bioRxiv preprint doi: https://doi.org/10.1101/2020.11.16.385849; this version posted November 17, 2020. -
The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Richmond University of Richmond UR Scholarship Repository History Faculty Publications History 1993 The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory Edward L. Ayers University of Richmond, [email protected] Scot A. French Follow this and additional works at: http://scholarship.richmond.edu/history-faculty-publications Part of the Race and Ethnicity Commons, and the United States History Commons Recommended Citation Ayers, Edward L. and Scot A. French. "The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory." In Jeffersonian Legacies, edited by Peter S. Onuf, 418-456. Charlottesville: University Press of Virginia, 1993. This Book Chapter is brought to you for free and open access by the History at UR Scholarship Repository. It has been accepted for inclusion in History Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. CHAPTER I 4 The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J SCOT A. FRENCH AND EDWARD L. AYERS For generations, the memory of Thomas Jefferson has been inseparable from his nation's memory of race and slavery. Just as Jefferson's words are invoked whenever America's ideals of democracy and freedom need an elo quent spokesman, so are his actions invoked when critics level charges of white guilt, hypocrisy, and evasion. In the nineteenth century, abolitionists used Jefferson's words as swords; slaveholders used his example as a shield. -
A History of the War of 1812 and the Star-Spangled Banner
t t c c A History of the War of 1812 and The Star-Spangled e e j j Banner o o r r Objectives: Students will be able to cite the origins and outcome of the War of 1812 P P and be able to place the creation of the Star-Spangled Banner in a chronological framework. r r e e Time: 3 to 5 class periods, depending on extension activities n n Skills: Reading, chronological thinking, map-making. n Content Areas: Language Arts- Vocabulary, Language Arts- Reading, Social Studies- n a a Geography, Social Studies- United States history Materials: B B ♦ Poster board or oak tag d d ♦ Colored markers e e l l ♦ Pencils g g ♦ Copies of reading material n n a a Standards: p p NCHS History Standards S S K-4 Historical Thinking Standards - - 1A: Identify the temporal structure of a historical narrative or story. r r 1F: Create timelines. a a t t 5A: Identify problems and dilemmas confronting people in historical S S stories, myths, legends, and fables, and in the history of their school, community, state, nation, and the world. e e 5B: Analyze the interests, values, and points of view of those h h involved in the dilemma or problem situation. T T K-4 Historical Content Standards 4D: The student understands events that celebrate and exemplify fundamental values and principles of American democracy. 4E: The student understands national symbols through which American values and principles are expressed. 5-12 Historical Thinking Standards 1A: Identify the temporal structure of a historical narrative or story. -
Fifth Grade Patriot Program 2019-2020
Fifth Grade Patriot Program 2019-2020 Name ____________________ Teacher___________________ Fifth Grade Patriot Program Name____________________ Teacher_________________________ Testing will occur from 8:30 – 9:00 a.m. each morning in the Library. Timeline Actual of Completion Steps to Patriots Completion Date Anytime Between 1._________ 1. Name and label 50 states with 80% accuracy November and March 2._________ 2. Complete a Community Service Project November 3.Bill of Rights 1. Flag Etiquette quiz December 2. Memorize and recite versus 1 of the Star Spangled Banner January Presidential Report Choose any TWO of the following: Anytime • Landmarks & memorials between • Interview a Patriot February - • Timeline Revolution March • State poster • American Creed Work must be completed by April 3, 2020 2 Fifth Grade Patriot Program Requirement Details 1. Name and label 50 states with 80% accuracy. (Pages 6-10) • Must be completed in one sitting • May use any combination of spelling and postal codes • Test may be retaken as needed 2. Pictorial Representation of the Bill of Rights • Read the Bill of Rights. • Then create a legal size poster (8 ½ x 14), PowerPoint presentation (which is to be printed out), or booklet presenting the Bill of Rights in symbolic form. • Include an illustration as well as a brief summary of the each amendment artistically. • Use drawings, cut-out pictures, or photographs, and in your own words, explain what each amendment means to you. http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html 4. Flag -
Colonial Flags 1775-1781
THE AMERICAN FLAG IS BORN American Heritage Information Library and Museum about A Revolutionary Experience GRAND UNION BETSY ROSS The first flag of the colonists to have any During the Revolutionary War, several patriots made resemblance to the present Stars and Stripes. It was flags for our new Nation. Among them were Cornelia first flown by ships of the Colonial Fleet on the Bridges, Elizabeth (Betsy) Ross, and Rebecca Young, all Delaware River. On December 3, 1775 it was raised of Pennsylvania, and John Shaw of Annapolis, Maryland. aboard Capt. Esek Hopkin's flagship Alfred by John Although Betsy Ross, the best known of these persons, Paul Jones, then a navy lieutenant. Later the flag was made flags for 50 years, there is no proof that she raised on the liberty pole at Prospect Hill, which was made the first Stars and Stripes. It is known she made near George Washington's headquarters in flags for the Pennsylvania Navy in 1777. The flag Cambridge, MA. It was the unofficial national flag on popularly known as the "Betsy Ross Flag", which July 4, 1776, Independence Day; and it remained the arranged the stars in a circle, did not appear until the unofficial national flag and ensign of the Navy until early 1790's. June 14, 1777 when the Continental Congress Provided as a Public Service authorized the Stars and Stripes. for over 115 Years COLONIAL THIRD MOUNTAIN REGIMENT The necessity of a common national flag had not been thought of until the appointment of a committee composed of Benjamin Franklin, Messrs.