Against Mandatory School Uniforms in Public School Essay -- Education

Imagine that you pick your seven-year-old child up from school. He is crying and wearing a different outfit than the one he wore to school. This is naturally upsetting but not as upsetting as your next discovery. His shirt, one you have never seen before, has a large "L" written on the sleeve in permanent marker; his shorts, also not his, are too large, stained and faded. Upon questioning your child, you discover that, despite your best efforts at compliance, your child’s clothing has violated the school’s uniform policy. Neither you nor your husband was called to bring your child a "compliant" change of clothing; rather a loaner uniform was forced upon your child. He was made to change into these alien clothes (McBride "Student" 1-2). The debate over mandatory uniforms in the public school system is raging across the country and in our own backyards. Proponents claim uniforms improve many areas in the educational arena while opponents vigorously challenge these claims. Opponents also cite potential civil rights violations while uniform supporters counter that the potential benefits greatly outweigh any loss of freedoms. The issue of mandatory uniforms in the public schools gained the spotlight of national attention following President Clinton’s 1996 State of the Union address. During that speech the President stated, "If it means that teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear uniforms" (Clinton 4). The President later visited Long Beach, California, where the first, district wide, mandatory school uniform policy in the country was enjoying seemingly remarkable success. He told those attending his speech that he had signed an order instructing the Secretary of Education to send to all school districts across the nation the newly generated Manual on School Uniforms ("Clinton" 1). The manual outlines specific steps for school districts wishing to implement uniform policies. It also gives examples of a few model policies from across the nation (United 1-7). The President went on to thank and praise Long Beach for their glowingly successful uniform policy ("Clinton" 3). Thus, the Long Beach Unified School District’s uniform policy became the national standard for school districts across the country. Despite the apparent success of some uniform policies, these ... ...il Liberties Union Freedom Network. 1 Mar. 1996. American Civil Liberties Union. 5 Apr. 2000 . "STAR 1998-1999 Score Level Comparisons of Total Scores for All Students: California Stanford Nine Scores." 30 Sept. 1999. California Dept. Of Edu. 15 Apr. 2000 . "STAR 1998-1999 Score Level Comparisons for All Students: Long Beach, California Stanford Nine Scores." 30 Sept. 1999. California Dept. Of Edu.Apr.2000 . "Student Prevails in North Carolina School Uniform Dispute." American Civil Liberties Union Freedom Network. 11 Jan. 2000. American Civil Liberties Union. 15 Apr. 2000 . Tillman, Tim. â€Å"Polk County School Uniform Compliance Data March 1999.† Polk County School Uniform Page. The Parental Action Committee of Polk County, FL. 19 Apr. 2000 . "Uniform Incidents." Polk County School Uniform Page. Aug. 1999. The Parental Action Committee of Polk County, Florida. 5 Apr. 2000 . United States. Department of Education. Manual on School Uniforms. 29 Feb. 1996. 6 Apr. 2000 . Van Der Laan, Dick. Telephone interview. Apr. 1996. Walters, Sabrina. "Dade Study: School Uniforms Haven’t Led to Better Conduct." Miami Herald 17 Sept. 1998: 1A. News Library. 8 Mar. 2000 . Against Mandatory School Uniforms in Public School Essay -- Education Imagine that you pick your seven-year-old child up from school. He is crying and wearing a different outfit than the one he wore to school. This is naturally upsetting but not as upsetting as your next discovery. His shirt, one you have never seen before, has a large "L" written on the sleeve in permanent marker; his shorts, also not his, are too large, stained and faded. Upon questioning your child, you discover that, despite your best efforts at compliance, your child’s clothing has violated the school’s uniform policy. Neither you nor your husband was called to bring your child a "compliant" change of clothing; rather a loaner uniform was forced upon your child. He was made to change into these alien clothes (McBride "Student" 1-2). The debate over mandatory uniforms in the public school system is raging across the country and in our own backyards. Proponents claim uniforms improve many areas in the educational arena while opponents vigorously challenge these claims. Opponents also cite potential civil rights violations while uniform supporters counter that the potential benefits greatly outweigh any loss of freedoms. The issue of mandatory uniforms in the public schools gained the spotlight of national attention following President Clinton’s 1996 State of the Union address. During that speech the President stated, "If it means that teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear uniforms" (Clinton 4). The President later visited Long Beach, California, where the first, district wide, mandatory school uniform policy in the country was enjoying seemingly remarkable success. He told those attending his speech that he had signed an order instructing the Secretary of Education to send to all school districts across the nation the newly generated Manual on School Uniforms ("Clinton" 1). The manual outlines specific steps for school districts wishing to implement uniform policies. It also gives examples of a few model policies from across the nation (United 1-7). The President went on to thank and praise Long Beach for their glowingly successful uniform policy ("Clinton" 3). Thus, the Long Beach Unified School District’s uniform policy became the national standard for school districts across the country. Despite the apparent success of some uniform policies, these ... ...il Liberties Union Freedom Network. 1 Mar. 1996. American Civil Liberties Union. 5 Apr. 2000 . "STAR 1998-1999 Score Level Comparisons of Total Scores for All Students: California Stanford Nine Scores." 30 Sept. 1999. California Dept. Of Edu. 15 Apr. 2000 . "STAR 1998-1999 Score Level Comparisons for All Students: Long Beach, California Stanford Nine Scores." 30 Sept. 1999. California Dept. Of Edu.Apr.2000 . "Student Prevails in North Carolina School Uniform Dispute." American Civil Liberties Union Freedom Network. 11 Jan. 2000. American Civil Liberties Union. 15 Apr. 2000 . Tillman, Tim. â€Å"Polk County School Uniform Compliance Data March 1999.† Polk County School Uniform Page. The Parental Action Committee of Polk County, FL. 19 Apr. 2000 . "Uniform Incidents." Polk County School Uniform Page. Aug. 1999. The Parental Action Committee of Polk County, Florida. 5 Apr. 2000 . United States. Department of Education. Manual on School Uniforms. 29 Feb. 1996. 6 Apr. 2000 . Van Der Laan, Dick. Telephone interview. Apr. 1996. Walters, Sabrina. "Dade Study: School Uniforms Haven’t Led to Better Conduct." Miami Herald 17 Sept. 1998: 1A. News Library. 8 Mar. 2000 .

Benjamin Franklin’s Autobiography Virtues Essay

In his late 20’s, President Benjamin Franklin listed 13 virtues that he felt were an important guide for living. The following virtues can be divided in personal and social behavior: Temperance, Silence, Order, Resolution, Frugality, Industry, Sincerity, Justice, Moderation, Cleanliness, Tranquility, Chastity and Humility. Despite the fact that he tried to follow these guides in his life and went away, consider this being worthwhile in your own life. Temperance, eat not to dullness. Franklin states some associate temperance with eating and drinking, but wasn’t his intentions. My reasoning for why I feel this is one of the most important virtues is because one should always keep cool no matter what situation. Conquering your primal urges for food and drink, you’ll have the confidence to start making improvements in other areas of your life. As being taught in different ways in today’s time, order is another important virtue. Let all your things have their places. A man must fight against these natural laws if he wishes to do well in the world. I feel that it’s most important because being organized and properly creates a well rounded individual. Cleanliness, Sincerity, Fragility and Resolution is what influence the children’s childhood. Having the confidence to allow your actions speak for themselves, Franklin considered humility to be something worth acquiring and I agree with him. Men have pride in themselves showing the sign of strength and courage to mark a true person. They think of their abilities than they really are and honesty. The majority of the list of virtues is also valuable. Benjamin Franklins issues weren’t important but society has changed and that’s mainly are cause in the 20th century. Learning about Franklin’s experience, I find him as an intelligent man who has influenced the immature process of children before and today.

Asyndeton Definition and Examples

Asyndeton is a  rhetorical term for a writing style that omits conjunctions between words, phrases, or clauses. Adjective: asyndetic. The opposite of asyndeton is  polysyndeton. According to Edward Corbett and Robert Connors, The principal effect of asyndeton is to produce a hurried rhythm in the sentence (Classical Rhetoric for the Modern Student, 1999). In his study of Shakespeares style, Russ McDonald argues that the figure of asyndeton works by means of juxtaposition rather than coupling, thereby depriving the auditor of clear logical relations (Shakespeares Late Style, 2010). Examples and Observations He was a bag of bones, a floppy doll, a broken stick, a maniac.(Jack Kerouac, On the Road, 1957)Joona walks through the Christmas market in Bollnà ¤s Square. Fires are burning, horses are snorting, chestnuts are roasting. Children race through a stone maze, others drink hot chocolate.(Lars Kepler, The Hypnotist. Trans. by Ann Long. Picador, 2011)Speed up the film, Montag, quick. Click, Pic, Look, Eye, Now, Flick, Here, There, Swift, Pace, Up, Down, In, Out, Why, How, Who, What, Where, Eh? Uh! Bang! Smack! Wallop, Bing, Bong, Boom!(Ray Bradbury, Fahrenheit 451, 1953)She was young, she was pure, she was new, she was nice,She was fair, she was sweet seventeen.He was old, he was vile, and no stranger to vice,He was base, he was bad, he was mean.He had slyly inveigled her up to his flatTo view his collection of stamps.(Flanders and Swann, Have Some Madeira, MDear)Why, theyve got ten volumes on suicide alone. Suicide by race, by color, by occupation, by sex, by seasons of the year, by tim e of day. Suicide, how committed: by poisons, by firearms, by drowning, by leaps. Suicide by poison, subdivided by types of poison, such as corrosive, irritant, systemic, gaseous, narcotic, alkaloid, protein, and so forth. Suicide by leaps, subdivided by leaps from high places, under the wheels of trains, under the wheels of trucks, under the feet of horses, from steamboats. But Mr. Norton, of all the cases on record, theres not one single case of suicide by leap from the rear end of a moving train.(Edward G. Robinson as insurance agent Barton Keyes in Double Indemnity, 1944)It is a northern country; they have cold weather, they have cold hearts.Cold; tempest; wild beasts in the forest. It is a hard life. Their houses are built of logs, dark and smoky within. There will be a crude icon of the virgin behind a guttering candle, the leg of a pig hung up to cure, a string of drying mushrooms. A bed, a stool, a table. Harsh, brief, poor lives.(Angela Carter, The Werewolf. The Bloody Cham ber and Other Stories, 1979)I have found the warm caves in the woods,filled them with skillets, carvings, shelves,closets, silks, innumerable goods(Anne Sexton, Her Kind)In some ways, he was this town at its best--strong, hard-driving, working feverishly, pushing, building, driven by ambitions so big they seemed Texas-boastful.(Mike Royko, A Tribute)Anyway, like I was saying, shrimp is the fruit of the sea. You can barbecue it, boil it, broil it, bake it, saute it. Deys uh, shrimp-kabobs, shrimp creole, shrimp gumbo. Pan fried, deep fried, stir-fried. Theres pineapple shrimp, lemon shrimp, coconut shrimp, pepper shrimp, shrimp soup, shrimp stew, shrimp salad, shrimp and potatoes, shrimp burger, shrimp sandwich. That--thats about it.(Bubba in Forrest Gump, 1994)Fog everywhere. Fog up the river, where it flows among green aits and meadows; fog down the river, where it rolls deified among the tiers of shipping and the waterside pollutions of a great (and dirty) city. Fog on the Essex m arshes, fog on the Kentish heights. Fog creeping into the cabooses of collier-brigs; fog lying out on the yards and hovering in the rigging of great ships; fog drooping on the gunwales of barges and small boats. Fog in the eyes and throats of ancient Greenwich pensioners, wheezing by the firesides of their wards; fog in the stem and bowl of the afternoon pipe of the wrathful skipper, down in his close cabin; fog cruelly pinching the toes and fingers of his shivering little prentice boy on deck. Chance people on the bridges peeping over the parapets into a nether sky of fog, with fog all round them, as if they were up in a balloon and hanging in the misty clouds.(Charles Dickens, Bleak House, 1852-1853) Functions of Asyndeton When [asyndeton] is used in a series of words, phrases, or clauses, it suggests the series is somehow incomplete, that there is more the writer could have included (Rice 217). To put it somewhat differently: in a conventional series, writers place an and before the final item. That and signals the end of the series: Here it is folks--the last item. Omit that conjunction and you create the impression that the series could continue. . . Asyndeton can also create ironic juxtapositions that invite readers into collaborative relationships with writers: because there are no explicit connections between phrases and clauses, readers must supply them to reconstruct the writers intent. . . Asyndeton can also quicken the pace of prose, especially when it is used between clauses and sentences.(Chris Holcomb and M. Jimmie Killingsworth, Performing Prose: The Study and Practice of Style in Composition. SIU Press, 2010) EtymologyFrom the Greek, unconnected Pronunciation: ah-SIN-di-ton