How to Make Academic Posters

How to Make Academic Posters How to Produce an Effective Academic Poster The aim of academic posters is to share information at conferences, seminars, and exhibitions. They can tell about some complex issues, and thus it is essential that the information on them is well-organized, readable, and eye-catching. While creating a poster, it is critical to take care not only about its visual appearance but also about its content. Main approaches to producing college posters Approach 1 One-piece method involves creating a poster in one large piece. The design is elaborated by means of different software applications, such as Microsoft Powerpoint. It is usually performed in A3 or A4 size and after that is enlarged at the printout stage. Approach 2 Panel method The distributed poster space is broken down into some separate panels. It can be comprised of such elements as text, images, tables, or titles. Standard word-processor and presentation software are the best tools for this method. The panel method can be flexibly used and adjusted to changing layouts. This approach is attention-grabbing and makes your poster distinct from the rest. Steps to Creating a Poster Step One Deciding on the content The first step is to understand your assignment and identify the type of information that you will use in your poster. These questions may come in handy:What is the purpose of your poster to present findings, put forward an argument, persuade an audience, or endorse a product? Who is interested in your poster? What is your audience searching for elaborate information or a concise summary? Where will your poster be displayed? Is there any instruction with the defined content of your poster?Step Two Drawing an outline Having defined the content of your poster, you should think of the way your information will be displayed. By drawing an outline, you can wisely use the space allocated. Structure Your structure must be comprehensible and logical so that viewers could easily follow the flow of information in your poster. To provide a readable flow of information, consider mapping out your poster on a grid system. Creating your poster design Having laid out the parts of your poster, you need to print out roughs of the text, use scissors, and glue to cut things out. It will help you to apply different sequences and spacings to see the exact quantity of information required for an efficient display. Step Three Creating your final poster Having decided on the location of your information, you can start working on your final poster. To achieve good results, you need to be knowledgeable about some design principles of organizing your material. Sticking to them will secure you a good feedback from your teacher. How to Create a Powerpoint Template? Once you are done with writing your text, you need to think of its presentation. There are 5 key points to take care of:Font. Pick a font that is readable from a great distance. Most of the usual fonts are appropriate for this (e.g. Helvetica, Palatino, Times). Avoid applying too many fonts since it can look scruffy. Two is a happy medium; one for the headings and one for the main information. Type size. Keep in mind that your poster will be viewed by people standing at around a meter away and thus the text should be easily read at a distance. Apply large type sizes (24 and 36 points). Titles and headings should be more sizeable than your main text. Try to minimize the number of type sizes. Otherwise, your paper will look awkward. Line spacing or leading. Applying one and a half or double spacing between lines makes your poster design more legible. Alignment. Most word-processing packages enable you to align your text in various ways on the page; you can choose between left, right, center, and justified. Try not to resort to alignments since it can sometimes look out of place. Left aligned is the best to read, especially when applying a large type. Case. Text in UPPER CASE is hard to read, even being very close to the presentation, and thus it is better to avoid it.Color pattern Colors can make poster design appear in a new light, and provide you with a new method of underlining some aspects of your information. Pick colors that correspond to each other so that they do not distract from the information in your poster. Do not apply a miscellany of colors, otherwise, your poster will look messy. Diagrams Presenting your information on a poster enables you to show your data in a riveting and creative way. Think of how you can improve your poster by means of pictures, tables, charts, or photos. The insertion of even one well-chosen picture can significantly make your audience more interested in your poster. Step Four Presenting your poster Poster presentations can be performed in many ways. You may be asked to stand near your poster, conversing with people as they browse and answering questions about the information you presented. Also, your poster can be just a part of a general display. You can come up with some ways of helping interested viewers to take information away from your poster: making printed A4 copies of one-piece posters or short summaries of panel posters are indeed efficient ways of communicating your information. Summary Creating academic posters is an extremely effective way of putting across information to a great majority of people. However, it can be quite challenging to create a poster that is both visually attractive and informative. Still, if you take pains to make an engaging and interesting poster, you are certain to reap outstanding results.

Naval Role in the American Civil War essays

Naval Role in the American Civil War essays Three days after the bombardment of Fort Sumter, on April 15, 1861, Lincoln called for seventy-five thousand volunteers to enlist for three months. Soon after he called for additional forty-two thousand men to sign on for three years, and provided large increases in the army and navy budgets. With an unlimited budget for both army and navy, lack of planning in the North and poor resources in the South meant that the campaign at sea got off to a slow start. Also, valuable time was needed to build up navies from scratch. The Union Navy received an increase of eighteen thousand men, and in July, as it became obvious that this was not going to be a short campaign, Lincoln asked for additional four hundred thousand men for the army and navy. Once started, the South organized more quickly than the North as it established a navy after the first states had seceded. By August 1861 Stephen R. Mallory, the Confederate Secretary of the Navy had already contracted for several powerful vessels in the west. Here again the South was well in advance of the North. A few problems would arise for the south after a good start. Few Southern shipyards were of sufficient size, and plants for the manufacture of machinery and armor were also in need of. Of the ten yards belonging to the US Navy in 1860, only two were in the South. One at Norfolk which was a great facility, having constructed thirteen major warships before 1861. Then a smaller one at Pensacola, which was better, used to refitting vessels, but it had built several large warships in the past. But even this large output of warships would not be enough when compared with the enormous shipbuilding resources of the Union, which had many well-equipped naval yards, and a large supply of private companies. Many small concerns continued to spring up in the South, but these were often located on a riverbank due to the frequently lacked adequate facilities. In 1860 there...

Health care of vulnerable persons Essay Example | Topics and Well Written Essays - 3000 words

Health care of vulnerable persons - Essay Example It can be due to individual capacities, such as level of educational attainment, income or wealth, and mental or physical capabilities. For example, those who have lower levels of educational attainment have significantly less knowledge or preparation to deal with disasters, and are thus vulnerable. The availability of support is also a significant factor in vulnerability. Those who have no families or social networks to rely on are more prone to being harmed than those who can draw support from others. Access to neighbourhood and community resources is also an important factor in assessing whether an individual or group is vulnerable. Other sources of vulnerability may include poverty and race and physical location. This is largely related to access to resources and care. This paper focuses on children who are victims of abuse as a vulnerable group. Children, due to their developmental state, are very fragile. They are usually weaker than adults, are less mentally developed, and hav e no or little means to defend themselves. Due to their age, physical and mental limitations, they are more dependent on others, making them susceptible to abuse and neglect (Reichert 2006). The Child Welfare Information Gateway (2009) defines child abuse as consisting of acts of parents or caretakers that result in death or harm of a child. It may also include the omission of certain acts, or neglect to do something. There are several types of abuse: physical, neglect or failure to provide for a child’s needs, sexual or exploitation, and emotional. Some states also include parental substance abuse as a form of child abuse. There are certain risk factors that make a child susceptible to abuse. Goldman et al (2003) describes four general categories of risk factors: parent or caregiver factors, family factors, child factors, and environmental factors. Parent factors include personality traits such as aggression, impatience, or dominance, and psychological disorders. A personal history of abuse, substance abuse, and faulty attitudes and knowledge are also factors. Families with single parents or constantly changing compositions have been found to be more prone to having abused children. Marital conflict and domestic violence, presence of stress, and flawed parent-child interactions are also risk factors. Child factors that contribute to child abuse are age, developmental stage, and presence of disabilities. Environmental factors include poverty, unemployment, social isolation, lack of social support, and being in dangerous neighbourhoods. This paper describes policies that work towards helping child abuse victims. It also goes into strategies that would prevent child abuse, offer help for victims, and address their vulnerabilities. Policies In 1989, the United Nations created the Convention on the Rights of the Child, which specifies the basic rights that every child, regardless of race or gender, should enjoy. Among these rights are: a right not to be dis criminated against; a right to have best interests primarily considered; a right to a name, nationality, and parents; a right to have own views and freely express self; a right to be free from interference with privacy; a right to adequate health care, education, rest, and leisure; and, most relevant to this paper, a right to be protected from abuse (Reichert 2006). Since the creation of the Convention on

Create an alternative ending for Hunger Game Essay

Create an alternative ending for Hunger Game - Essay Example Having not played the role, the ending let me down. This led to the writing of my preferred alternative ending that tries to cover all these aspects that the author failed to take into account during his original work’s end. The entire work of Collins is admirable but as it comes to the ending of the story, the author looks like he ran out of steam and needed to end the story as fast as possible. I think about Dr. Aurelius’ advice about letting go or at least trying to let go, of anger and hurt, blame, not for anyone else but my right. He believes that my feelings of resentment and hate inside myself that makes me want to shut everyone out will only grow like poison inside me. I think about the last few weeks of my troubles only feeling worse the more I ponder on it. Other citizens of District 12 like Greasy Sae seem to be hopeful about President Paylor’s suggestions on the new laws being arranged to offer equality throughout Panem. Everyone seems to be satisfied, except the few survivors from the Capitol, who have had to learn to live with fewer luxuries now that resources are being shared more evenly. Things in Panem are brightening up. I feel a part of me wanting to share in this bright er future but the shadowed feelings of guilt and despair weigh heavier on me and tell me I don’t deserve to share in it, after all, the pain I caused and the deaths of those who believed in me. What were they thinking? What did they observe in me that was any good? And how do I let this go? Gale’s last comment to Peeta â€Å"Katniss will pick whoever she thinks she can’t survive without.† still gives me chills and annoys me a little. But then I have to remind myself that he had every right to feel hurt. He was always waiting by my side. Waiting for me to decide but never forcing me to choose just patiently waiting. I think about this again and try to search within myself for the truth. ‘Who can

HBS case write up Study Example | Topics and Well Written Essays - 1000 words

HBS write up - Case Study Example Technological complexity and the expensive nature of licensing in most of the countries serve as a barrier to companies entering the market. Due to these factors, the threat of entry of new firms is minimal for marine harvest (Salmon farming industry handbook, 2014). Substitute products may limit the potential of an established company to create price ceilings. To tackle this problem, the company should be able to differentiate its product or upgrade in some way. A product with many substitutes is susceptible to loss in demand it prices for the products increased due to high elasticity. There is a definite trend in farmed salmon production that indicates an increase in demand for salmon among consumers. Marine Harvest products differ from other protein sources in terms of healthy ingredients and high omega three content. The threat from substitute products is also low because of the efficiency of salmon production. The food per kilogram used in salmon production is small making it more productive than pork, beef, poultry, and bacon (David and Ryan, 2014). In the analysis of substitutes, wild catch of fish is considered. Marine Harvest is not facing competition from wild catch sine most salmon consumers are showing a preference for farmed products. Customers are expressing concern parasites in salmon harvested from the wild. Therefore, the threat of the substitute is considered medium (Salmon farming industry handbook, 2014). Customers that have a high bargaining power are a threat to the profitability of the company they can demand higher quality and even force down the price of salmon. A greater number of customers gives a significant advantage to marine harvest company. So far, the company has established itself creating a large customer base for its products. Marine Harvest distributes its sales to the various regions as shown in the diagram. The distribution channels make it possible

Lanzones Peelings as Mosquito Coil Essay Example for Free

Lanzones Peelings as Mosquito Coil Essay 1. SUMMARY Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. Education for Sustainable Development means including key sustainable development issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Education for Sustainable Development requires far-reaching changes in the way education is often practiced today. UNESCO is the lead agency for the UN Decade of Education for Sustainable Development (2005-2014) Sustainable development is a difficult concept to define; it is also continually evolving, which makes it doubly difficult to define. One of the original descriptions of sustainable development is credited to the Brundtland Commission: Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs (World Commission on Environment and Development, 1987, p 43). Sustainable development is generally thought to have three components: environment, society, and economy. The well-being of these three areas is intertwined, not separate. For example, a healthy, prosperous society relies on a healthy environment to provide food and resources, safe drinking water, and clean air for its citizens. The sustainability paradigm rejects the contention that casualties in the environmental and social realms are inevitable and acceptable consequences of economic development. Thus, the authors consider sustainability to be a paradigm for thinking about a future in which environmental, societal, and economic considerations are balanced in the pursuit of development and improved quality of life A widely accepted definition is â€Å"development which meets the needs of the present without compromising the ability of future generations to meet their own needs†. Currently we are not even meeting the needs of the present let alone considering the needs of future generations. The United Nations have declared 2005 – 2014 as the decade for Sustainable development, in an effort to reverse Sustainability is now recognize to be a key area of development for the education sector. In particular, the policy and practice context points to the need to consider how best to embed it into higher education learning and teaching strategies and curricula. The Higher Education Academy is currently undertaking a program of development activity and capacity building so as to better assist institutions and subject communities in their development of curricula and pedagogy to equip students with the skills and knowledge to live and work sustainably. This recognize the importance of increasing sustainability literacy among students and the growing demand for sustainability skills among employers. Current work includes a baseline research study to identify existing good practice in the sector. The impacts of global warming and climate change is said to be â€Å"the greatest injustice of our time†. The world’s poorest people have contributed least to its cause but they are the ones who suffer most from its devastating effects. Poor and developing countries are the most that are at risk due to long term flawed natural resource management practices and policies, increased population density and settlements in fragile eco-systems, increased demand on environment and natural resources, poor governance and prevalence of corruption. The acceleration of changing weather patterns due to global climate change aggravate further the underlying risk that many poor and developing countries are facing. Poverty incidence is higher in areas where natural disasters occur. The poor are mostly located in the rural areas and are dependent on agriculture, fishery and livestock that are inherently climate sensitive. Farmers and indigenous peoples in upland communities live in landslide prone areas and the poor in the urban areas live in hazardous areas like along riverbanks. â€Å"Poor households and poor nations throughout much of the world face two disadvantages: the inability to generate income and the vulnerability to physical social and economic downturns. Drought, flood, conflict, inflation, disease and recession hit these groups and countries hardest. Furthermore, repeated exposure to these downturns reinforces the conditions of poverty.† Whatever progress we make from our poverty reduction and community development initiatives; these are shattered the day after a disaster. These clearly states that disasters do not only worsen poverty in poor and developing countries but by the same token undermine past, current and future efforts to tackle poverty. DRR, Literacy and Education Over the past years, we saw the transformation of many disaster responses from emergency and relief response during or immediately after a disaster, towards a Mn ore comprehensive Disaster Risk Reduction (DRR) approach. Likewise, Community-based Disaster Risk Reduction Programs using participatory approaches are being conducted in many countries by government and non-government organizations. Since the adoption by 186 UN member states of the Hyogo Framework for Action, promotion of DRR in education had been taken, specifically in the formal education sector. Policy guidelines, tools and methodologies had been developed to guide policy makers, implementers and practitioners in integrating DRR in education. This includes not only integrating and mainstreaming disaster risk reduction in education but as well as developing guidelines in school building construction. The Philippines is one country where this initiative was pilot tested. Several materials related to this had been developed by the Asian Disaster Preparedness Center (ADPC) and other agencies and organizations. A wealth of DRR education materials had also been developed – the Asia-Pacific Cultural Center for UNESCO (ACCU) Planet 4 module on disaster preparedness is one very good example. Literacy and education is crucial to Disaster Risk Reduction. Reducing risks and enhancing people’s resilient capacities to deal with disasters requires them to understand how they could best protect themselves. Literacy and education is a necessity in raising awareness on the nature and presence of natural hazards as well as the vulnerabilities and threats faced by the community. It plays a central role in building life skills that could make a difference in life threatening situations during disasters. DRR and ESD Since the United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro in 1992, disaster reduction has been recognized as an integral component of sustainable development (Chapter 3 of Agenda 21) and the cross-sectoral nature of disaster risk reduction was again emphasized in 2002 during the World Summit on Sustainable Development. The linkage between disaster risk reduction education and sustainable development had been visible on other international agendas. Disaster Risk Reduction encompasses economic, political, cultural, social and environmental dimensions and that formal and non-formal education initiative under this theme is consistent with the frameworks of ESD in three important ways: 1. Education for disaster risk reduction is interdisciplinary. Therefore, important consideration is given to the impacts on, and relationship between, society, the environment, economy and culture. 2. Education for disaster risk reduction promotes critical thinking and problem solving and other social and emotional life skills that are essential to the empowerment of stakeholder groups threatened or affected by disasters. 3. Education for disaster risk reduction supports the Millennium Development Goals. Without considering Disaster Risk Reduction in development planning, all efforts including, decades of development initiatives could be destroyed in seconds. ESD in a Climate Changed World The nature of disasters in our climate changed world placed us to come into terms with our past and current behaviors, lifestyle practices and our views of society, the economy, the world, the environment and humanity in general. It bared the flaws of our past and current development models and paradigms that gave birth to our current environmental and climate predicament. It exposed who are vulnerable and who are accountable and revealed the cause and effect relationship between disaster and development from a global to local perspective. The risk posed by the threats of climate change to humanity is a strong urgent call for us to rethink the dominant views that influence the social, political, cultural, economic, and environmental dimensions of our lives. No problem can be solved by the same consciousness that created it. We must learn to see the world anew. Our current challenges in the face climate changed induced disasters opens up an avenue to question the current dominant for m of development and education that brought us these problems. It gave us the reality of our current context to reflect on our current education frameworks and a platform to create the kind of education that will save us. Despite many International Agreements and Declarations on the Right to Education, millions of children and youth are still out of school and millions of adults are still unable to read and write. Without education, these children, youth and adults face a very bleak future and are denied of their ability to develop their full potential – a massive loss of human potential that could aid in eradicating poverty and in achieving sustainable development. Understanding the Right to Education As well as being a right in itself, the right to education is also an enabling right. Education ‘creates the â€Å"voice† through which rights can be claimed and protected’, and without education people lack the capacity to ‘to achieve valuable functionings as part of the living’. If people have access to education they can develop the skills, capacity and confidence to secure other rights. Education gives people the ability to access information detailing the range of rights that they hold, and government’s obligations. It supports people to develop the communication skills to demand these rights, the confidence to speak in a variety of forums, and the ability to negotiate with a wide range of government officials and power holders. Our Constitutions Bill of Rights provides that No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws. Lack of education incapacitates an individual to assert and protect his own rights. The Right of Suffrage provides that no literacy requirements shall be imposed on the exercise of the right to vote. However, lack of education compromises a voter’s position to exercise his right to vote wisely for his and his countrys benefit. Education is a powerful tool that can provide people, especially the poor and vulnerable groups with the necessary knowledge, awareness, skills and competencies to transform their conditions. It is a primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities. It has a vital role in empowering women, safeguarding children from exploitative and hazardous labor and sexual exploitation, promoting human rights and democracy, protecting the environment, and controlling population growth. It is a tool for empowerment – a powerful means to beat poverty. Unfortunately, these ideas however explicit remain poorly understood and internalized by our â€Å"educated† policy and decision makers in government. Twisted priorities and distorted values even outright corruption have crept in such that construction of buildings, purchase of school facilities, task forces and even feeding programs have become the milking cow of those in certain higher echelons of government. Learning interventions, alternative education programs and other support services to address shortcomings of the educational system will remain as that – stop-gap, isolated and spotty no matter how heroic, noble and outstanding the efforts of certain public servants and civil society sectors are – because a makeshift solution can be sustainable only to a certain extent and can never take the place of a mandate and a policy on education bolstered by a Constitutional guarantee which is s till to be fully implemented. Neither the call for Charter Change nor the lip service of those in the business of education can bring about substantial change in the education system. Enlightened sectors in public and civil society need support and encouragement to enable them to show the way and serve as models for the process of education. Various issues affecting local populace can be opportunities for people’s organizations, community and area groups to galvanize and demand for their education needs and other rights. There has to be a consistent lobby for the state to deliver on its obligation on the right to education. For so long as structural and material projects are given precedence in public investments by government to the detriment of education and other social development projects, the quality of education and, consequently, even our overall economy will remain poor and stunted. 2. REACTION It is not unusual to encounter a study expounding that there is something terribly wrong with the country. But we dont know exactly what it is that were doing wrong. Thus the appeal of events like this launch. I must admit that in reading the Report, I cant help but feel alarmed. It is particularly stressing to read that the state of education continues to deteriorate. One of the most striking observations in the Report is made in its companion paper. It points out that the issues we confronted in the colonial times persist today. This strikes me deeply. Education has always been one of my core advocacies. So I found it personally illuminating that the Report used the education sector as the model for analysis. The significance of education is highlighted best during times of crisis. A well-educated citizenry is our best bet in taking advantage of the eventual rebound of world economies. When the upswing starts, our people must be there to compete. And the key here, as the Report points out, is to break the stasis in education. What drew my attention in the report was the presence of success stories. It is wonderful that out of all the issues, we do have successful endeavors to share. The Third Elementary Education Project (TEEP) and Basic Education Assistance for Mindanao (BEAM) are welcome developments. But beyond this, we should take note of the Reports more insightful points. For one, it is enlightening to read that contrary to traditional thinking, funding, may not be the biggest obstacle to educational reforms. This is a good point. Greater changes can happen if we address organizational culture, and improve professional managerial expertise. By saying this, the Report gives us the chance to effect reforms that are not heavily dependent on funding. Yes, the report is quite distressing. But I cant help but agree with its main points. If we are to do some good, we must change institutions. Piecemeal reforms produce piecemeal results. The same philosophy pushed me to spearhead the creation of COMSTE, which works through a Technical Advisory Council of which Doctor Balisacan is a prominent member. Its job is to undertake a national review and assessment of the science, technology and engineering research and development system of the country. The intention is to make reforms that will boost competitiveness in key areas: science, math and engineering education, health services, energy and environment, food and agriculture, IT and IT-enabled services, and semiconductors and electronics. COMSTE operates on certain key assumptions. There have been technological, socio-political and economic trends that have changed the nature and practice in the targeted sectors. However, the laws and rules governing the regulation and practice of professions have not kept up. Indeed, these laws have not been updated for decades. In addition, our laws and structures governing the development of educational curricula and the hiring of experts have become too rigid. In a way that mirrors the theme of the Report, our curricula ended up being so tied down with formal rules, they suffocated. This gave rise to a culture of instruction that is unbending and incapable of adapting to rapid development. 3. RELATED TO THE LESSON From the time sustainable development was first endorsed at the UN General Assembly in 1987, the parallel concept of education to support sustainable development has also been explored. From 1987 to 1992, the concept of sustainable development matured as committees discussed, negotiated, and wrote the 40 chapters of Agenda 21. Initial thoughts concerning ESD were captured in Chapter 36 of Agenda 21, Promoting Education, Public Awareness, and Training. Unlike most education movements, ESD was initiated by people outside of the education community. In fact, one major push for ESD came from international political and economic forums (e.g., United Nations, Organization for Economic Co-operation and Development, Organization of American States). As the concept of sustainable development was discussed and formulated, it became apparent that education is key to sustainability. In many countries, ESD is still being shaped by those outside the education community. The concepts and content of ESD in these cases are developed by ministries, such as those of environment and health, and then given to educators to deliver. Conceptual development independent of educator input is a problem recognized by international bodies as well as educators.

Illegalization of Flag Burning Violates the First Constitutional Amendment :: Argumentative Persuasive Argument Essays

Illegalization of Flag Burning Violates the First Constitutional Amendment When making flag burning illegal you have to wonder what our lawmakers were thinking. It was clearly not about the First Amendment in which American’s right to free speech is protected. Desecrating a flag is guaranteed in our Bill of Rights, however unpatriotic that may be. It is impossible to draw the line of where desecration begins. What about those that let our sacred symbol touch the ground, a clear violation of respect, do we punish them too? This proposed law is un-American and will only lead to furious citizens exercising their born rights. In 2000, a flag protection amendment was proposed, the statue contained harsh penalties, with fines up to 250, 000 dollars and two years jail time requested. Amendment â€Å"remove freedom† was defeated in the senate by a 36 to 64 vote, 64 people were looking out for our freedom. Laws like this would allow Congress to engage in â€Å"thought control†. Allowing a flag burning amendment to pass is letting Congress determine what is acceptable considering free speech. Surely this law will provoke more than it will help. It is believed, on average, that seven flags are burned a year, and in fact Professor Robert Justin Goldtein documented that only 45 flags were burned in the past 200 years. Seven will multiply if Americans think their rights are being curtailed. During Prohibition, a time when alcohol consumption was outlawed, nearly 30, 000 illegal and secret saloons were started in New York City. This shows that when rights are taken away Americans won’t stop, flag burning won’t cease either with an amendment. Boy Scouts burn flags when retiring them. How can a flag burning law determine just were to draw the desecration line? The amendment would have to detailed guidelines that punished only the protesters. Burning a flag would only become a crime when the thoughts attached to the act are offensive: or forefathers believed free speech to be one of our most necessary rights.