• The Effects of Parental Alienation on Men’s Mental Health as it Relates to Developing Secure Attachments with Their Children

Short Paper: Participants What to submit: A one page, typed, 12 pt., Times New Roman, word document. In the word document, include information regarding the participants to be included in your dissertation. Write the information as you might find in an actual dissertation proposal. See the section below and in-class examples for more information.

Participants/Sample: This section includes a description of the individuals who will participate in the study. Include the procedures to be used for identification and selection, as well as selection criteria, and desired sample size.

 

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English 101.001

Does What You Wear Make a Difference?

Frequently instilled in private institutions, school uniforms are becoming more commonly seen in public schools each year. Only one in eight U.S. public schools required students to wear uniforms during the 2003-04 school year (National). However, during the 2011-12 school year, one in five U.S. public schools required their students to wear uniforms (National). Some say that school uniforms enforce safety and fairness between all types of students. Others view school uniforms as a violation of a students’ rights to express themselves as they see fit. As the amount of mandatory uniforms are increasing each year, the question remains: are school uniforms beneficial to those who must wear them?

Even though they may be unfamiliar to many Americans, school uniforms are still being implemented in schools. On average, Americans spend approximately one billion dollars each year on school uniforms (Matthews). As of 2008, 22 U.S. states specifically authorized schools to institute dress codes or uniform policies (Matthews). While the average number of schools enforcing uniforms has indeed been growing each year, these policies are most likely to be found in high-poverty areas (Indicators). In fact, U.S. schools with a minority student population of 50% or more are four times as likely to require uniforms than schools with a minority population of between 20-49%, and 24 times more likely than schools with minority populations of 5-19% (Indicators). The U.S. as a whole has developed several policies and standards related to school uniforms, so does that mean that they are helpful?

School uniforms can easily save parents and guardians money. When students are limited to one or two simple outfits to pick for school, they are less likely to require excess amounts of different clothing to wear instead. In 2013, a national survey of 517 U.S. school leaders discovered 94% believed that "one of the main benefits to parents is that school uniforms are more cost-effective than regular apparel," while 77% guessed the average annual cost of school uniforms to be under 150 dollars (National). French Toast, a uniform company, clearly states on their website that the average cost for one set of a complete school uniform is around 45 dollars. They also say that the typical child only needs about two sets of uniforms (Abel Fosseen). With uniforms in place, parents most likely will feel less pressure to buy their children the latest, most expensive, and trendy item to show off at school (Four).

School uniforms have the potential of creating fairness among students. Alongside with this sense of equality, uniforms may also reduce peer pressure and bullying. When all students are wearing similar outfits each day, there is less competition amongst them as no one person could be ruled out as less fashionable than the rest and subsequently be made fun of for it. The National Association of Elementary School Principals (NAESP) completed a survey in 2013 which found out that 86% of school leaders believed uniforms make "a significant, positive impact on peer pressure", and that 64% thought uniforms also reduced the risk of bullying (National). Founder and director of the Center for Parent Education at the University of North Texas Arminta Jacobson states that uniforms put "all kids on the same playing field in terms of their appearance. [And it] gives them a sense of belonging and a feeling of being socially accepted" (School). Virginia B. Draa, an assistant Professor of Human Ecology at Youngstown State University, deems uniforms capable of decreasing peer pressure among students and also blurring social class lines (School).

Mandatory school uniforms eliminate the hassle of picking an outfit out each morning and getting all dolled up for school. Thus, school uniforms can aid in improving punctuality. Over 90% of U.S. school leaders believe that these types of policies "eliminate wardrobe battles with kids", make it "easier to get kids ready in the morning", and create a "time saving in the morning", according to a national 2013 survey (National). A 2010 study by researchers at the University of Houston discovered that the "average absence rate for girls in middle and high school decreased by 7% after the introduction of uniforms" (Gentile). In Albuquerque, NM, discipline referrals plummeted from 1,565 to 405 during the first semester of required uniforms they enforced (Abel Fosseen). Along with this, students in uniform may be better perceived by those around them, including adults and teachers. In 1994, a peer-reviewed study found that students in uniform were seen by teachers and others as more academically advanced than those in street clothes. This same study also unveiled that students in uniform were not only viewed with possessing higher intelligence, but also seen as having more potential as well as being better behaved than others (Gentile).

School uniforms help to keep students less focused on what they are wearing and more focused on getting the best education possible. The National Association of Secondary School Principals stated that "when all students are wearing the same outfit, they are less concerned about how they look and how they fit in with their peers; thus, they can concentrate on their schoolwork" (Gentile). The University of Houston did a study in 2010 and found that the language test scores of elementary school girls increased by approximately three percent once uniforms were implemented (Gentile). Along with allowing complete focus to be on schooling, uniforms also salvage class time because teachers do not have to enforce a standard dress code, which leaves room for gray area when it comes to what is okay to wear and what is not. Former Director of Field Experiences at the University of North Texas College Education, Doris Jo Murphy, says that: "As an elementary assistant principal in two suburban districts, I can tell you that the dress code took up a great deal of my time in the area of discipline… I wished many times that we had uniforms because the issue of skirts or shorts being too short, and baggy jeans and pants on the boys not being pulled up as they needed to be, would have been a non-issue" (School). The superintendent at Lyndhurst, NJ school district encountered similar issues, having kids spending time in her office all because they were not following the dress code that was in place (National). Without required uniforms, an abundance of valuable time can be spent outside of the classroom in order to address clothing issues.

Some may believe that school uniforms are an infraction on students’ right to freedom of expression. According to the American Civil Liberties Union of Nevada, what kids choose to wear is "a crucial form of self-expression" and "allowing students to choose their clothing is an empowering message from the schools that a student is a maturing person who is entitled to the most basic self-determination" (Four). Clothing options are also seen by society as a way to support a variety of different social causes. Whether showcasing sport teams, musical artists, or the local football team, clothing items can be very expressive. While there are those that argue school uniforms inflict upon these rights, students are still capable of expressing their uniqueness and individuality while in school uniforms if they choose to do so. Amelia Jimenez, a junior high school student, wrote that "contrary to popular belief, uniforms do not stop students from being themselves. Uniforms do not silence voices. Students can wear a variety of expressive items, such as buttons or jewelry" (National). A 2012 study found that 54% of eighth-graders still felt that they could express themselves while still wearing their school uniforms (National). Along with buttons or jewelry, students are able to add other variations to their uniforms. Unique hairstyle options, colorful accessories like socks, purses, or scarves, or even small influences such as nail polish can aid a student in uniform to still stand out in a crowd.

Part of the U.S. may believe that school uniforms encourage conformity rather than individuality and originality. Late satirist George Carlin pointed out that schools already teach kids the same curriculum, so, is it then too much to make them dress the same as well (Four)? Kyler Sumter, a Chicago junior high school student wrote in the Huffington Post: "They decide to teach us about people like Rosa Parks, Susan B. Anthony and Booker T. Washington… We learn about how these people expressed themselves and conquered and we can’t even express ourselves in the hallways" (Four). These allegations are true to an extent but mostly exaggerations. Yes, school uniforms make all students look alike. However, school uniforms do not crush the creative side of each student to the point where they can’t even think their own thoughts. Students wearing uniforms are still able to be their own individual. In fact, studies show that wearing uniforms actually creates an overall community spirit while simultaneously raising school pride levels. A study of over one thousand students was conducted in 2002 at Texas middle school which found that students in uniform "reported significantly more positive perceptions of belonging in their school community than reported by students in the standard dress groups" (Abel Fosseen). The head of the Center for Research on Aggression at Syracuse University, Arnold Goldstein, PhD, stated that "uniforms help troubled students feel they have the support of the community: There is a sense of belonging" (Gentile). Not only do researchers see this, but in 2007, a study found that after uniforms were made a policy, "teachers perceived an increase in the level of respect, caring, and trust…throughout the school" and said "students are made to feel ‘important’ and as if they are a part of a team by wearing the uniform" (Gentile). When everyone has the opportunity to feel included, students are able to succeed in ways they may not be able to when feeling rejected by those around them.

School uniforms are making more and more appearances each year in public schools. Mandatory school uniforms are extremely beneficial to not only the students wearing them, but also to their guardians and to the community. Uniforms cost lower than 150 dollars for the average student, saving parents money each year as they do not need to supply much in the way of other clothing options. Along with this, it helps parents feel less obligated to purchase the latest pricey trend on the market. When uniforms are in place, students may feel less peer pressure and a better sense of fairness, community, and school spirit. School uniforms also assist in getting students to class on time as they have an easier time getting ready for the day. Though people see required uniforms as imposing on the right of self expression and individuality, those wearing them are still extremely capable of defining themselves. Overall, uniforms create a positive general sense of unity and equal opportunity among students.

Works Cited

Abel Fosseen, Linda. "School Uniforms in Middle Schools: Enhancing Identity and Security." Uniforms in Public Schools: A Decade of Research and Debate. Ed. David L. Brunsma. N.p., 2006. Web. 27 Nov. 2014.

"Four Reasons Public Schools Should Think Twice Before Instituting School Uniform Policies." American Civil Liberties Union of Nevada. N.p., 19 Dec. 2008. Web. 28 Nov. 2014.

Gentile, Elisabetta, and Scott Imberman. "Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior." N.p., 15 Jan. 2010. Web. 26 Nov. 2014.

"Indicators of School Crime and Safety: 2012." US Department of Education. National Center for Education Statistics, 26 June 2013. Web. 28 Nov. 2014.

Matthews, Joe. "In Uniforms, No Uniformity." N.p., 11 July 2001. Web. 28 Nov. 2014.

"National Survey of School Leaders Reveals 2013 School Uniform Trends." National Association of Elementary School Principals. N.p., 30 July 2013. Web. 27 Nov. 2014.

"School Uniforms Equalize Students, Education Professors Say." University of North Texas, 3 Aug. 2006. Web. 25 Nov. 2014.

 

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English 101 Section 16

Exotic Pets: Companions or Danger?

The relationship between humans and animals is one of the most remarkable examples of coexistence on Earth. For some people, pets are more than an animal that they take care of and live with; pets are members of the family. Many people have at one point or another owned a cat, dog, hamster, or even an ant farm. However, some people have found companions in more unusual animals such as lions, snakes, and exotic birds. Lauren Slater in “Wild Obsession,” published in the National Geographic periodical, gives a frightening example of exotic pet ownership gone wrong. Slater tells the story of Terry Thompson, an exotic pet owner in Zanesville, Ohio. Before committing suicide, Thompson put the entire community at risk by letting his 50 wild animals, including lions, out of their enclosures (Slater 103). Thompson’s story may be an extreme example but stories like his have led to discussion and legislation on what makes a good pet. Are exotic animals appropriate as pets, or are there too many true risks, consequences, and needs of nontraditional pets?

There are many ways to look at what an exotic pet is. With exotics being in sanctuaries, zoos, owned privately by individuals, and for entertainment purposes, one definition of “exotic pets” will not cover the different cases and circumstances. Amy B. Worell, doctor of veterinary medicine (DVM) states in the discussion “Exotic Animals: Appropriately Owned Pets or Inappropriately Kept Problems?” which was printed in the Journal of Avian Medicine and Surgery, “My definition of exotic animals . . . is any animal other than a dog or cat” (51). Worell’s definition makes sense from a biological standpoint. Most traditional pets tend to be cute, fuzzy mammals. With a more recent shared ancestry to humans, there are more common traits/characteristics so wild tendencies are more easily understood in addition to easier training based on experience. For example, both children and puppies respond well to positive reinforcement as a “potty training technique,” due to shared memory pathways in the brain. However, Dr. Worell’s definition infers that only mammals make good pets. In the same discussion, Dr. Orlando Figueroa-Diaz, also a DVM, makes a distinction: “I personally classify exotic animals as either companion exotic pets or wild exotic pets” (Hess 51). Dr. Figueroa-Diaz’s definition makes a good point that is corroborated by Dr. Jose Biascoechea: “The definition of what is an exotic pet versus an exotic animal needs to be clarified” (Hess 52). By this definition, Mr. Thompson in the opening story would be a wild exotic pet owner, despite owning a mammal. Whether or not Mr. Thompson saw his lions and other animals as companions, the animals were wild and undomesticated.

The distinction can be blurred. Due to sensationalism, it is easy to find examples of stories similar to Mr. Thompson, where wild exotic animals are presented as exotic pets. A 4-year-old mauled by his aunt’s pet mountain lion, a pet chimpanzee attacking a friend’s face, a famous Vegas act with a seemingly well-trained lion mauling his trainer to death are just a few examples of how exotic animals can be a danger to both humans and themselves. And the risks are not just from mammals; a 34 year old man was strangled by his pet snake (Slater 101).

Are these examples a minority or a true risk? Carlos Drews in “Wild Animals and Other Pets Kept in Costa Rican Househoulds: Incidence, Species and Numbers” published in the academic journal Society and Animals reports, “In a sample of U.S. Students, 22.5% reported keeping wild animals at home” (108). Drews also reported that of a 1,021 person sample in Costa Rican households, 33.3% of the 721 pet owners kept wild species (112). Based on these seemingly low statistics, it is easy to disregard the danger of these animals. However, that is still over 200 households with wild, undomesticated animals living with them. Stories like Mr. Thompson’s are a good reminder that even one person owning wild animals can be a risk for the entire community, especially for neighbors who are more likely to encounter the animals.

A retrospective study done in Europe, specifically Germany and France, supports the norm of wild animals and the consequences. In this study, reported in the academic journal Clinical Toxicology by Andreas Schaper and associates, all the bites and stings reported at four poison control centers over a ten year period were categorized based on age of victim, animals responsible for the injury and severity of injury. Of the 404 cases reported, almost all occurred in private households. The majority of bites were from snakes including rattlesnakes, green pit vipers, cobras and green mambas. The second most common bite or sting was from aquatic animals like stingrays or lionfish. Although a majority of the cases were determined to be minor and no fatalities were reported, the study still shows how some animals can be dangerous, and proper precautions need to be enforced. One of the goals of the study was to make known what types of antivenoms should be readily available, as time is a large factor in snake bites in particular. By having the study done reactively may make some disregard its information but really the findings are to the contrary. The fact that the cases were reported to poison control means they were moderate; reports of severe cases would mostly likely be found at hospitals so the estimations on this study are probably lower than the true number of bites and stings for this area (Schaper 40).

Aside from the more obvious dangers some exotic animals present, there are other lesser known consequences of non-native animals living in a new habitat. In the academic journal Emerging Infectious Diseases, Bruno B. Chomel and his associates points out, “Wildlife trade provides mechanisms for disease transmission at levels that not only cause human disease outbreaks but also threaten livestock, international trade, rural livelihoods, native wildlife populations, and ecosystem health” (7-8). One of the most well-known ecological consequences comes from Florida where non-native snakes have been released into the environment, dramatically changing the ecosystem and balance of life in the Everglades. These snakes were introduced to Florida by exotic pet owners who either lost their snakes or intentionally released them into the wilderness, usually due to not being able to care for them anymore. As Chomel notes, “Translocation of wild animals is associated with the spread of several zoonoses” (9). What he means by this is, like in the case of snakes in Florida, when wild animals are introduced to other environments, the animals bring along with them several diseases, parasites, fungi and other potentially harmful illnesses which can be devastating to the local organisms. The local organisms, which are not adapted to these dangers, can quickly die, upsetting the biodiversity of an area. These issues are not just limited to animals; as Chomel mentioned humans can get ill, too, in addition to having economic and food source disruption from the change in the ecosystem.

Based on all the presented evidence, it seems like exotic animals are never a good idea. However, as Dr. Brazelton mentions in the discussion “Exotic Animals: Appropriately Owned Pets or Inappropriately Kept Problems?” what really matters in any pet ownership: “We must weigh quality of life, safety, and long-term needs. As veterinarians, we need to guide clients and the general public as to which exotic animals may be successfully kept as pets and which exotic animals should not be ‘pets’” (50). The opinions of other doctors in the discussion range from “[n]ondomesticated exotic animals should not be kept as pets” (Dr. Rivera) to “[i]n the right hands and the right environment, all exotic animals are acceptable as pets” (Dr. Molnar) (Hess 52). Dr. Molnar, however, makes a distinction, “[A]ny species is okay if owners are knowledgeable, responsible, follow requirements, and respect the exotic pet’s welfare” (Hess 52).

Of the factors Dr. Molnar listed, all the doctors are unanimous on the most important factor in exotic pets: education. Part of that education needs to include knowing the limit of the animal and the caregiver. Despite the best of intentions and training, dealing with a wild, undomesticated animal is dangerous. Even domesticated animals can turn on his owner. Not all exotic animals will make good pets but not all are dangerous either. However, it is always good with any animal to know what could go wrong and have a what-if scenario in place before an emergency happens, which comes through education.

Another one of the limiting factors for proper exotic pet care is finances. Many exotic pets have special needs that can be costly. Regardless, the trend in the types of exotic pet owners reported by veterinarians in the discussion “The Effects of Economic Recession on Exotic Pet Practice” is that their clients see taking care of and providing for their exotic pet as a financial priority. As Dr. Driggers explains, “When a pet is a family member, people treat it whenever medical interventions are necessary” (Hess 354).

As with any pet, exotic animals can invoke strong emotions within humans who see the animals as companions. However, when there are safety issues and large scale consequences involved careful consideration of the needs of the animal and in depth education on what potential problems could arise are extremely important. Due to the variety of exotic animals, it is not an all or nothing phenomenon; not every animal can be a pet but that does not mean no one should own exotic pets. Each circumstance needs to be looked at individually. As long as needs of the animal are met and safety precautions enforced, some unusual animals can be an enriching addition to people’s lives.

Works Cited

Chomel, Bruno., et al. “Wildlife, Exotic Pets, and Emerging Zoonoses.” Emerging Infectious Diseases 13.1 (2007): 6-10. MasterFILE Premier. Web. 14 Nov. 2014.

Drews, Carlos. "Wild Animals And Other Pets Kept In Costa Rican Households: Incidence, Species And Numbers." Society & Animals 9.2 (2001): 107-126. Academic Search Complete. Web. 6 Nov. 2014.

Hess, Laurie., ed."The Effects of Economic Recession on Exotic Pet Practice." Journal of Avian Medicine & Surgery 22.4 (2008): 353-357. Academic Search Complete. Web. 6 Nov. 2014.

Hess, Laurie., ed."Exotic Animals: Appropriately Owned Pets Or Inappropriately Kept Problems?." Journal of Avian Medicine & Surgery 25.1 (2011): 50-56. Academic Search Complete. Web. 6 Nov. 2014.

Schaper, Andreas., et al. "Bites And Stings By Exotic Pets In Europe: An 11 Year Analysis Of 404 Cases From Northeastern Germany And Southeastern France." Clinical Toxicology (15563650) 47.1 (2009): 39-43. Academic Search Complete. Web. 6 Nov. 2014.

Slater, Lauren. "Wild Obsession." National Geographic 225.4 (2014): 96-119. Academic Search Complete. Web. 2 Nov. 2014.

 

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I need a 90-day action plan that outlines my approach to acquiring a team of Recruiting Coordinators. There is a team of Coordinators currently in place and they report to several Managers. The goal is to consolidate the team under one manager. There are several key action items that need to be completed when acquiring a new team that sit all over the U.S., have similar processes yet can operate very differently. It’s important for the team to start to function as one.

 

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