Schools Have Used School Dress Codes - Free Essay Example

Hook. Schools have used school dress codes to promote a better learning environment since the 1960s. Recently, the policies in place have become a hot topic for teachers, students, and parents alike. A multitude of students in each grade have been affected; although, young girls are the biggest target of these dress codes. With the rise of feminism and many other social movements, dress code policies have become a large topic of discussion and many people want to make them less strict or just toss the rules completely. School administrators should not enforce dress codes because they target and sexualize young women, take away constitutional rights, and prevents students from being able to learn. First of all, school dress codes target and sexualize young women. With dress codes emplaced at such young ages, girls start believing that there is something wrong with their bodies when they have not even reached puberty. Installments of dress codes at elementary ages mostly are not centered towards the boys, which in turn sexualizes school age girls. Most girls at these young ages believe that dress codes exist for the sole reason of implementing discipline. For example, many middle/elementary school students are also being affected when they dont even fully understand why. In many schools across the United States, many middle schoolers are sent home because their shirt is not covering their leggings like they should, or because their shorts are half an inch shorter than the length of their arms. In an article written by Kira Barrett, a parent explains this situation, ?Take a tall, skinny 12 year old girl†her shorts may not pass this finger length test and would be considered inappropriate for school, even though her butt is covered and the shorts are relatively long, she explains. Belsham also says that administration wont enforce the rule with boys. ?Not one person in administration would even look at or question the length of a boys shorts. Also, dress codes target young women specifically. Many schools implement dress codes that only apply to girls. Some high schools even include gender in their policy, such as, girls cannot show off midriff or wear spaghetti straps. This singles out girls and forces them to believe that there is something wrong with their body. While many schools say that dress codes are in place to prepare students for their adult life, the underlying reason for these rules are to prevent distractions. This places the idea that men cannot control themselves, or get distracted, in a professional environment for the sole reason that a female is wearing something deemed inappropriate. Believing this assumption is not only harassing women, but also is offensive to men by implying that they cannot function properly being around a female (Barrett). For example, many high schools only have dress codes for girls. While a school might state that their dress code is inclusive, most of the rules pertain only to females. One specific high school under scrutiny is Marcus High School in Texas. They received major backlash after their dress code video went viral in August. The video starts with female students walking around the school wearing clothes that are deemed inappropriate for school, and then the girls are sent into a room for dress code violators, where a teacher tells them all to repeat the phrase, I will not wear athletic shorts. The school did come out and apologize after receiving backlash, saying the video was to show all of the students the expectations, although there were no boys in the video (Haller). Also, by enforcing these dress codes, schools are punishing girls just for being a girl. Peggy Orenstein goes into detail, stating, Telling girls to cover up just as puberty hits teaches them that their bodies are inappropriate, dangerous, violable, subject to constant scrutiny and judgment, including by the adults they trust. Nor does it help them understand the cultures role in their wardrobe choices. Every morning, girls have to choose what to wear with the idea that too much of a collarbone is inappropriate, their legs arent professional, and showing shoulder is a taboo. These ideas lead to body shaming, which in turn can become a larger issue for young women. Alexa Labadie explains this by discussing how catcalls from men paired with the discriminatory dress codes leads to the belief that her body was a distraction because it was hot outside and she did not want to have sweaty armpits. Sexist dress codes also place girls to blame when they are harassed by young men. This encourages rape culture because it blames the victim for dressing inappropriately. Furthermore, dress codes take away constitutional rights. Recently, dress codes have been used against the students to discriminate against their race, gender, religion, or political beliefs. By keeping these sorts of policies in place, it gives a faculty member the ability to send a child to the office just because they disagree with the turban on their head or their bracelet supporting the Black Lives Matter movement. The first amendment in the Constitution is freedom of Speech, and with dress codes being used against the students, schools are taking away that right. Often times, school will use dress codes to discriminate against specific groups of people. While different school may not force students to wear a uniform, there is still a standard way of dressing that the districts would deem appropriate. Most of the time, dress codes force students to dress and present themselves in a way that best represents, [] white, heterosexual, Christian, and male perspectives (School). An example of this is when there are rules against turbans or other forms of headwear, which would only apply to people of color. School also often use the term, distracting in their dress code policies, which can be fluid and open to anyones interpretation. For instance, if a transgender student who was born a male wore a skirt to school, they could be coded for being a distraction while a cisgender female student would not be reprimanded for wearing the same thing. Not only do dress codes help promote racism, but they also take away the right to freedom of speech. A famous example of this is the Tinker V. Des Moines Independent Community School District trial. This specific trial questioned whether or not the First Amendment right to Freedom of Expression also applies to students at school. The ruling granted students the right to express their political opinions as long as they do not disturb the classroom. This case took place during the Vietnam War, and a group of students expressed their anti-war opinions by wearing black armbands to school in the weeks before their Christmas break. The students were sent home and suspended and due to this, they filed a lawsuit against their school district (Tinker). There are countless other examples of schools discriminating against ones freedom to speak as they wish. In addition, school dress codes prevent students from learning. All Americans have a right to education, and schools violate this rights by removing students from classes due to dress codes. For example, students will be taken out of the learning environment because of their distracting attire.

Gandhi s Theory Of The Indian Subcontinent s Enslavements

In 1906, a young Mohandas Karmachand Gandhi, carried out his earliest deed of Satyagraha—a doctrine to practice passive or nonviolent resistance. He was successful in standing up against the Transvaal province’s government in the Republic of South Africa. It was only two years later when Gandhi gained access to a letter written by the renowned Russian author, Lev Nikolayevich Tolstoy to the editor of the Free Hindustan newspaper in South Africa. In this letter, referred to as Letter to a Hindu, Tolstoy addresses the roots of the Indian subcontinent’s enslavements by the British as well as methods to alleviate it. Intrigued by the letter, Gandhi wrote to Tolstoy, asking for permission to translate the letter to Guajarati, in an effort to share Tolstoy’s wisdom with the others in the community. Gandhi continually sought advice from Tolstoy from that point onwards; the correspondence between the two went on until 1910 when Tolstoy passed away. The letter profoundly shaped young Gandhi’s Satyagraha ideology, setting a robust basis that Gandhi further develops. Tolstoy starts each segment of the letter with a quote from one of the four Vedas, the Bible, Vivekananda, the Hindu Kural, or Krishna. Each quote speaks of the chief themes addressed in Tolstoy’s letter: nonviolent resistance and love. Krishna, for instance, is the god that personifies love and obliterates obscenity and agony. Born to institute love, Krishna is the most quoted of the five. Vivekananda is a 19thShow MoreRelatedJohn Brown And Thomas Cobb2182 Words   |  9 Pagesseveral theories of racism and slavery but a few of them are universally accepted. Two universally accepted theories has been mentioned and discussed in this work along with the influences of each of them over other and upon the society. The comparison, understanding and contrast of these theories of John Brown and Thomas Cobb has been elaborated completely. The research done in this paper is all about the compassion and contrast in the two ideologies of racism and slavery. The theories of John BrownRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagestraffic during the seventeenth century. The same was true in the largest migrations of any period before the mid-nineteenth century: the move of 10 million African slaves across the Atlantic and of a similar number across the Sahara Desert and the Indian Ocean.11 The movement of Chinese and South Asians before 1820 was generally freer, dominated by traders and short-term debt arrangements. But slave raiding was still common in the waters of Southeast Asia and, like African slavery, grew increasingly

Essay on Theories Related to Teen Pregnancy - 2530 Words

The concept of comprehensive social intervention has been defined as the process of identifying social problems in an attempt to eradicate them. In looking at the broad range of social characteristics and the behavior associated with teen pregnancy, it is obvious that the emphases placed on the effort to recognize and alleviate teen pregnancy can be celebrated through the effectiveness of education, family planning, and abstinence. However, the attempt to analyze and deal with the cause-and-effect relationship with teen pregnancy is an attempt in understanding the social world itself. In 2006, statistics show that there was a significant increase in teen pregnancy after a decade long decrease. The potential for understanding this increase†¦show more content†¦This paper provides resources and references to show how each perspective can apply to teen pregnancy and the increase in rates seen in 2006. 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Mary Flannery O’Connor Argumentative Essay Example For Students

Mary Flannery O’Connor Argumentative Essay Flannery OConnor tends to use similar themes in her short stories. There are three common themes in her short stories Everything That Rises Must Converge, Good Country People and Good Man is Hard to Find†. The transition between the old south and the new is present in each of Flannery OConnors three short stories discussed. Flannery OConnor also strongly emphasizes the mother-child relationship in her three short stories. Finally in Flannery OConnors work, there is a common theme where there is a form of evil that changes the lives of the main characters in her stories forever. Themes help a story flow and Flannery O Connor choose to use similar themes in each of her short stories. These interpretations fit into how O’Connor chose to write her pieces of work. The short story AEverything That Rises Must [emailprotected], by Flannery OConnor tells the story of Julian, the main character and his thoughts and feelings toward his mother. Julian is a college graduate who has a fair understanding of the world he lives in, and because of this finds difficulty dealing with his mother and her views of the world. The plot of the story revolves around a bus trip that Julian and his mother take. Once a week, Julians mother goes to the local Y for her â€Å"reducing† class. Julian accompanies her on the bus ride over and back because she is uncomfortable riding alone since the buses have been integrated. The ride is nothing more than a necessary evil to him; it is seen as a time in which he would be â€Å"sacrificed to her pleasure. † In Good Country People, by Flannery O Connor, Manley Pointer, a traveling Bible salesman, visits the Cedars, home to Mrs. Hopewell and her daughter Joy, who has renamed herself Hulga to spite her mother. Pointer s visit brings the arrogant, disdainful young woman to a climactic point in her life where she must acknowledge that she isn t as smart as she thought. A Good Man is Hard to Find is about a grandmother, her son and his wife, and their son and daughter arguing about their ultimate destination for a car trip. A brutal killer, the Misfit, is at large. As the result of a side trip urged by the grandmother and the cat she has smuggled along, the car crashes, and the family falls into the killer s hands. As each family member is executed, the killer talks about his history and philosophical and religious beliefs. The grandmother tries to convince the killer to believe in Jesus until she, too, is shot. The transition between the old south and the new is present in each of Flannery OConnors three short stories discussed. In â€Å"A Good Man is Hard to Find† and â€Å"Good Country People,† a change from the old south to the new south is quite evident. O’Connor uses these stories to show the differences between the old and new south and to voice her disapproval as to what the south was becoming. What upset O’Connor about the new south can be shown by carefully examining and interpreting these stories. In the story â€Å"A Good Man is Hard to Find†, O’Connor uses many different characters as representatives of different generations in the same family and uses these generations as examples of the change from the old to the new south. O’Connor uses the main character of the grandmother to represent what the south once was. One of the characteristics of the old south that the grandmother displays, is the need to keep herself looking like a lady. For instance, O’Connor writes; Her collars and cuffs were white organdy trimmed with lace and at her neckline she had pinned a purple spray of cloth violets containing a sachet. In case of an accident, anyone seeing her dead on the highway would know at once that she was a lady. By giving the grandmother the great need to be dressed like a lady, O’Connor makes this character a throwback to a time of white gloves, flowered hats, and women always wearing dresses. Situations like this firmly place the grandmother in a very old south role. Contrary to the role of the grandmother, O’Connor uses the person she recognizes as the children’s mother to show what the south was becoming; Bailey didn’t look up from his reading so she wheeled around then and faced the children’s mother, a young woman in slacks, whose face was as broad and innocent as a cabbage and was tied around with a green head-kerchief that had two points on the top like rabbit’s ears. The main characteristics of the new south are shown in the dress of the children’s mother. A lady of the old south would never wear slacks and tie her hair up in a head-kerchief and go out in public. Under an old south mentality these actions would be considered very unlady like. O’Connor reveals her own dissatisfaction for this new south character in the way that she describes the children’s mother. First, O’Connor only refers to her as the children’s mother, by not giving this character a name O’Connor shows some amount of contempt for her. Second, O’Connor uses the description of a cabbage and a rabbit when describing the children’s mother. The use of such unflattering terms is another way that O’Connor shows contempt for the new south. Finally, the tone of the language that O’Connor uses when talking about the children’s mother must be examined. For example, the grandmother â€Å"wheeled† around to face the children’s mother. The use of the verb â€Å"wheeled† connotates a negative meaning in the way that the grandmother looked at the children’s mother. O’Connor makes it sound as if the grandmother could have killed the children’s mother just by turning to face her. The third generation in â€Å"A Good Man is Hard to Find† is represented by the two children John Wesley and June Star. O’Connor basically characterizes these two children as nothing more than selfish brats. For example, O’Connor writes; When there was nothing else to do they played a game by choosing a cloud and making the other guess what shape it suggested. John Wesley took one the shape of a cow and June Star guessed a cow and John Wesley said, no, a automobile, and June Star said he didn’t play fair, and they began to slap each other over the grandmother. O’Connor’s characterization of the children as brats further reinforces her disapproval of the new south. O’Connor makes these characters so self destructive that it seems impossible for them to survive. This characterization also shows the lack of hope that O’Connor felt for the south. O’Connor gives the children no hope for the future, thus no future. In the story â€Å"Good Country People† O’Connor uses the roles of a mother and her daughter to represent the differences in the old and new south. The representative of the old south in this story is the mother Mrs. Hopewell. In order to portray the old south in Mrs. Hopewell, O’Connor writes; â€Å"Mrs. Hopewell could not understand deliberate rudeness, although she lived with it, and she felt she had always to overflow with hospitality to make up for Joy’s lack of courtesy. † Mrs. Hopewell’s intense display of politeness is another way that O’Connor instills her character with a very old south mentality. A much different role is played by the daughter Hulga . Several traits of Hulga’s show how O’Connor instills her with ideas of the new south. A Recipe For Murder EssayHer saying was just that, a saying. The quote acts as foreshadowing for what her attitude towards life will be. We later find out that she is right, but that she does not live by her credo. Mrs. Hopewell, as the name bears, always hopes for the best but bears a weak heart when it comes to those suffering from deadly diseases. Manley Pointer, who in some regards can be considered a devil-like character, exploits her weakness in order to receive a free meal and an invitation to return to the house. Manley Pointer’s name refers to the power that he contains over, not only Mrs. Hopewell, but over Joy-Hulga. The name can also refer to the pointy tail and horns of the devil, a creature who takes advantage of one’s weaknesses for evil purposes. At the end of the story, Mrs. Hopewell considers Manley Pointer â€Å"simple. Her ignorance towards the underlying evil in the world turns out to be her greatest fault. As soon as she admits to loving Manley Pointer, the power changes hands. Before Joy-Hulga even knows it, her glasses are off and Manley has removed her leg. Physically she is broken down, but the real damage is done mentally. She knows that all control of the situation is out of her hands, and she once again feels the discomfort felt during her childhood days. â€Å"Her face was almost purple† when she discovered the true evil behind the means of Manley Pointer. In Everything That Rises Must Converge racism is the key point of conflict between the two characters. Julian detests his mothers prejudice, which he is why the bus ride is such a burden to him. When they both board the bus, Julian hopes that an African American will be on it because he knows how uncomfortable his or her presence would make his mother. He is disappointed when the only other people on the bus are white. When an African American does get on the bus, Julian deliberately finds an excuse to start a conversation with him in order to upset his mother. After his attempt to continue the dialogue fails, Julian thinks over other ways to force his mother to come into contact with an African American so he could â€Å"teach her a lesson. Another chance arrives soon when a large black woman, wearing a hat almost identical to the one that Julians mother has, and her young son get on the bus. The woman seats herself next to Julian, and the young boy takes the seat next to Julians mother. This development disappoints Julian because he knows his mother likes all children, no matter what the color of their skin. The only solace he has is the fact that the two women are wearing the matching hats, but his mothers fondness for the child wipes away the smugness that he feels. When the bus comes to a stop, both sets of mothers and sons get up to depart. Julians mother begins to sort through her purse in order to find a nickel to give to the child and panic overtakes her son. She can only find a penny, and despite Julians protests, she offers it to the small boy. Angered by the shallow gesture, the woman shouts at Julians mother, strikes her with her purse, and storms off. This incident shocks Julians mother, and she demands to go home. Julian decides that this is the perfect moment to deliver the stern lecture that his mother needs so she can fully learn her lesson. Before the two of them get very far, Julians mother collapses. Thinking that this is just another example of her immaturity, Julian continues to lecture. When she starts talking about people who are no longer alive, Julian then realizes that his mother has had a stroke that has most probably killed her. The evil in this story is the that lack of communication between Julian and his mother and her racism towards the outside world. These problems were eventually the cause of her death. The setting of the story, A Good Man is Hard to Find, shows us how much tragedy can change a person. The grandmothers attitude changes completely when the family s car flips over on the way to the house with the six white columns. First, she is afraid to tell her son that she was mistaken because of her fear of his anger, and later, because they are under the mercy of the Misfit who finds them. The Grandmother s soul fills with fear when she finds out who the Misfit really is, and that their situation is worsening by the minute. She is now worried about her family. All of the racist comments, all comparisons, and the idea of being better than the less fortunate become fear of death. I agree that any human being would do and say the same things she did to try and save her family, but in her case the change significant. As the Misfit orders his friend to kill her family, the Grandmother realizes how powerless and insignificant she is. The world is inherently evil, and whether one knows it or not there is no such thing as a faultless person. Everyone contains a weakness of some sort. The world is not a simple place, and humans are not simple creatures. Personally I thought the mother-child relationship was the most interesting of the three themes discussed. Flannery O Connor really has a way of expressing her feelings on this subject. I think there might have been a problem with her and her mother while she was growing up and writing about it in her stories is a way for her to express herself and let loose. I feel that she is trying to show readers her life, by portraying it in her stories and by this she also comes to peace with her problems. Flannery O Connor definitely has a way with writing. She is able to capture a readers mind in such a short amount of time. The way she writes actually allows readers to put themselves into the shoes of the main characters and live out their lives throughout the story. I feel that is the most amazing fact about Flannery O Connor. These stories all had common themes between them. The transition between the old south and the new is present in each of Flannery OConnors three short stories discussed. Flannery OConnor also strongly emphasizes the mother-child relationship in her three short stories. Finally in Flannery OConnors work, there is a common theme where there is a form of evil that changes the lives of the main characters in her stories forever. The fiction of Flannery O’Connor reflects a Christian perspective on human behavior, as she often uses violence to portray evil and to emphasize the need for redemption. O’Connor’s characters are odd and unsympathetic, but they tend to evoke an uncomfortable acknowledgment of the reader’s own imperfections.

Marge Piercy Essays - Barbie Doll, Feminism In The United States

Marge Piercy Young versus old. Death versus eternal life. The positive effects of society's pressure versus the negative. Marge Piercy's "Barbie Doll" and Dick Schneider's "Youth's Progress" are a study in the themes mentioned above. There are many obvious similarities in the chronological structure and irony of the two works. However, the reader will find that there are more thought-provoking contrasts than initially meet the eye. Not surprisingly, the poems follow the natural course of chronological time: beginning to end, young to old. Both poems unfold with birth, continue through the "growing up" years, but do not surpass adulthood. The separation of stanzas in both works indicates a new stage of life, though Piercy leaves the reader to guess the actual age of the "girlchild" in "Barbie Doll." The reader will note that a major theme of both poems is the long-term effect of outside pressure on the subjects from birth. Piercy employs the stylistic device of irony throughout the entirety of her poem. It required the "magic" of puberty for a child to point out the negative aspects of a physical body. A healthy, intelligent and strong woman is compelled by society to bustle "to and fro apologizing," apologizing for failing to mirror the image of the Barbie-like woman the world seems to want. Though she attempts to defy these expectations by cutting off her"great big nose" and "fat legs," in her death the woman is displayed in her casket, cosmetics painted on and a beautiful turned-up putty nose. Finally, she fits the mold cut for her by society. "Our way of life has hardly changed since a wheel first whetted a knife." While "Youth's Progress" chronicles the growth of the subject with specific years and ages, "Barbie Doll" simply accounts for the passing of time in a story-teller's fashion of memories. "Barbie Doll" ends with the tragedy of a woman who, because she didn't live up to the unrealistic standard created for her, resorts to suicide. "Youth's Progress" concludes with the exhortation of public approval and the sense of eternal life in exchange for submitting to the unofficial rules of social acceptance, eager to fit the mold. To some, the immortalized life of Schneider is preferable to the tragic death of Piercy's girlchild Young versus old. Death versus eternal life. The positive effects of society's pressure versus the negative. The course a life will take is ultimately decided by the individual, the sum of his choices and reactions to the cards dealt to him by Life. The choice is yours. Bibliography Bowland, Eavan. "It's a Woman's World," 1982.

How to Demonstrate That Air Has Mass

How to Demonstrate That Air Has Mass Air is the sea of particles in which we live. Wrapped around us like a blanket, students sometimes mistake air as being without mass or weight. This easy weather demonstration proves to younger students that air does indeed have mass! In this experiment, two balloons, filled with air, will be used to create a balance. Difficulty: AverageTime Required: Under 15 minutes Materials Needed 2 balloons of equal size3 pieces of string at least 6 inches longA wooden rulerA small needle Getting Started Inflate the two balloons until they are equal in size and tie them off. Attach a piece of string to each balloon. Then, attach the other end of each of the strings to the opposite ends of the ruler. Keep the balloons the same distance from the end of the ruler. The balloons will now be able to dangle below the ruler.Tie the third string to the middle of the ruler and hang it from the edge of a table or support rod. Adjust the middle string until you find the balance point where the ruler is parallel to the floor. Once the apparatus is completed, the experiment can begin.Puncture one of the balloons with the needle (or other sharp object) and observe the results. Students can write their observations in a science notebook or simply discuss the results in a lab group.To make the experiment a true inquiry experiment, the objective of the demonstration should not be revealed until after students have had a chance to observe and comment on what they have seen. If the purpose of the experi ment is revealed too soon, students will not have the chance to figure out what happened and why. Why It Works The balloon that remains full of air will cause the ruler to tip showing that the air has weight. The empty balloon’s air escapes into the surrounding room and is no longer contained within the balloon. The compressed air in the balloon has a greater weight than the surrounding air. While the weight itself cannot be measured in this way, the experiment gives indirect evidence that air has mass. Tips In the inquiry process, its best to not reveal the objective of an experiment or demonstration. Many teachers will actually cut off the title, objective, and opening questions for lab activities so that students observe the experiments knowing the outcome will help them to write their own title and objectives. Instead of standard after-lab-questions, ask students to complete the missing title and objectives. It is a fun twist and makes the lab more creative. Teachers of very young students can even play this up creating a scenario in which the teacher accidentally lost the rest!Goggles are recommended for young students. When the balloons are blown up to a large size, small pieces of latex could injure the eye. Its also a good idea to use something other than needles to bust the balloon. Go around the classroom and check on the apparatus set-up. Then, once the apparatus meets the standards, the teacher can bust the balloon.

The Four Methods in Lincoln Electric Case Study

The Four Methods in Lincoln Electric - Case Study Example Secondly, it was the R&D efforts of its founders and its proactive stance that made it a success over its competitors, even though it had shared technology during the Second World War for the benefit of the USA. The company setup was planned and organized with very few levels of management. Workers had a right to voice their opinions and thoughts and these were listened to, with the consequence that there was no need for unionization. There was an open door policy and every complaint was looked into. The vision for the company was to expand and prosper through a system of high productivity and rewards like year-end bonus and guaranteed employment. The company also promoted from within and many of the top management had progressed from the lower ranks up the organization. The company was successful in extending this culture and philosophy developed at Cleveland to some regions but met with opposition from others. To some degree, culture and education have been responsible for this. Di scuss Lincoln’s approach to the organization and motivation of their employees as it corresponds to the behavioral viewpoint of management, specifically as it relates to early behaviorism pioneered by Hugo Munsterberg, Mary Parker Follett and Elton Mayo’s Hawthorne Effect. The behavioral viewpoint of management seeks to motivate workers through a reward and punishment system aims to elicit a certain type of behavior from its employees. It is usually based on a system that is fair and equitable for everyone. Hugo Munsterberg proposed that employee skills match job requirements and devising management strategies that made employees follow management’s best interests. Mary Parker Follett preferred that organizations work like communities with joint efforts and collaboration between workers and management to deal positively with problems that might emerge.