Some private schools do have the uniform dress code for its pupils but students all over the world do not welcome the idea of uniforms. They think that wearing uniform means restricting a personal expression. However, the researchers point out that uniforms are more child-friendly and assist the healthy development of self-esteem and talents. Schools uniform creates uniformity and that is the very purpose of their inclusion. Opponents of school uniform policy feel that school uniforms force large-sized children to wear clothes that are unflattering, difficult to obtain, and harmful to their self- esteem and that school uniforms violate freedom of expression right. These arguments are completely baseless. Large sized students do not suffer from wearing uniforms but due to their weight, which I personally believe, is something that uniforms can adequately mask because everyone appears to look the same when following a dress code. Besides, the freedom of expression is further bolstered with the help of dress code policy because one can focus on his talents and skills without becoming self-conscious because of clothes.
Reasons, Grounds and warrant
The reason why school uniform is a better option is because it doesn’t make students too materialistic too early in life. The quest for wearing your personality and hunt for the latest, trendy and not to mention expensive outfits to schools has been a cause of concern for parents. New and trendy clothes get a lot of the budget of parents and students spend a lot of time and concentration on their wardrobe then single-mindedly pursuing studies. They all want trendy sneaker, chic shirts, hip jeans and stylish dresses. The focus to uniform issue came in the limelight when the State of California adopted legislation paving for mandatory school uniforms. Massachusetts former Governor William Weld told a gathering of students and faculty at the Robert L. Ford Elementary School in Lynn.’ Whether students are in first grade or eighth grade, they are all in school for the same reason -- to learn. And too often clothes distract kids from this goal.
The whole issue of enforcing uniforms got a jolt when Supreme Court passed its verdict in 1996 and proclaimed the First Amendment protects the right to individual dress. In some cases where schools adopted uniform, they had to face lawsuits by parent with the support of American Civil Liberties Union (ACLU). The stance in many cases has been challenged when school authorities were able to prove that uniforms can help, in resolving many classroom issues, improve discipline and discourage violence.
Optional school uniform policy has been a failure thus it should be made mandatory. In many cases schools adopted the policy of giving students the options of uniform. This practice never worked out for most schools as in the beginning a number of students started wearing uniforms but with the passage of time the number of students wearing uniforms started decreasing. Students who did not wear uniforms openly poked fun at those few who were wearing uniforms because of which this voluntary uniform policy failed. Even courts in many cases have passed the verdict that a compulsory uniform policy is better than the option policy.
President Clinton had been a supporter of uniforms when he was in office. He even spoke publicly in favor of uniforms as to how they can help students and schools. California district also released figures and percentages indicating decrease in on-campus crime, sex robbery and weapons possession.
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‘Hamlet’ by William Shakespeare
Hamlet has inspired more critical speculation and comment from critics and scholars than any other play by any dramatist in English literature, including Shakespeare himself. The play has become a cultural icon of our times. The first performance of Hamlet was in all probability within 1601 to 1602. Shakespeare put together the story of Hamlet on the basis of his familiarity of Ur-Hamlet, which in turn was based on an account of Hamlet in Belleforest and Saxo. But Shakespeare’s play was still distinct from the original Hamlet.
Hamlet is a revenge play. Revenge as an aspect of plot structure of the plays appears in many plays of Shakespeare, for example, in the “Richard II,” and “Tempest.” Hamlet has not one but four revenge plots. Hamlet commits himself to avenge his father’s death at the hands of Claudius, his uncle, who also marries his mother and usurps the throne of Denmark. Another son, Laertes, vows to take revenge for the killing of his father by Hamlet. Fortinbras invades the kingdom of Denmark to avenge his father’s death at the hands of old King Hamlet. And there is yet another son who vows “revenge” in Hamlet: Pyrhhus slaughters Priam, whose son had killed Pyrhuss’s father. Each plot of Shakespeare’s revenge play followed a structure, beginning with an “exposition” followed by “anticipation” and “confrontation” and “delay” leading to “fulfillment” or “completion” of the revenge. But what makes Shakespeare’s Hamlet a different and superior work is that even though, Hamlet is a revenge play, the focus of the play is on higher principles of life and living. The great poetic richness of the play raises it to a higher plane of enriched creativity and distances it away from the average revenge play and their insistent focus on blood, violence and amoral and villainous unthinking protagonists. Hamlet is less of a revenge play than a play about revenge.
Theatre is a theme in Hamlet. The play within the play is the central action of the play and is the key to the very mystery of the plot. Hamlet is full of references to the language of theater, like “ play,” “ perform,” “ applaud,” “prologue,” “part,” etc. the play contains numerous private jokes, as if, shared between the actors of the play, such as the comment in act III by the actor playing Polonius: “ I did enact Julius Caesar.” All the characters in the play have an obsessive compulsion to act a role. In the play, no opportunity is missed to exploit the potential of a theatrical situation: eight deaths, high pitched rhetorical speeches, the play-within-play, the fencing match, the graveyard scene, the duel between Laertes and Hamlet and numerous rhetorical speeches including Hamlet’s own soliloquies.
In the end, Hamlet turns out to be a great tragedy rather than a mere revenge play. In Hamlet, the extra human agency takes the form of the ghost and the tragic disaster occurs on account of Hamlet’s acts of commission or omission. Hamlet also is a religious play. The Christian element so predominates the play that Hamlet comes across as concerning himself with the theological questions of sin, damnation and salvation. Elizabethans had an obsessive concern with afterlife and believed in heaven, hell and purgatory.
In conclusion Hamlet has been treated as a study in melancholia and madness, as a study in ambition and political manipulation, as a philosophy can inquiry into a number of issues that feature in the writings of Montaigne, of even as a study the back part of characterization.
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Irony and the Tragic Dilemma in ‘Doctor Faustus’ by Marlowe
Marlowe presents in Doctor Faustus two distinct structures of irony. One based on the theological concepts of Sin and damnation, and the other on the self limiting structures of human possibilities. He fuses them in a manner that one heightens the other. The basic irony of Faustus’ aspirations is one of misplacement. He misplaces human learning in the realm of religion and the power of religion in the realm of human learning and achievement. Faustus is refusing to consider his “being” in God, but by disposing of the question along with the answer, he is betraying the humanist goal of seeking the truth of “being” outside of religious systems. The irony does not end here. Lucifer and Mephistopheles, whom Faustus courts, share the ironic predicament of Faustus – Rejecting the God but cherishing Him. The greater is the revolt of Faustus against God, greater still is his divine awareness. The devil does not redeem Faustus from his divine awareness but rather intensifies it and generates deep despair.
The pact signed to gain absolute power on earth only leads to Faustus’ mental disintegration, for what he gets through the pact is only an increased despair in God as well as the human condition. Further, the fascinating devil providing allurements turns out to be a tormenter threatening the punishment as Faustus attempts to seek divine grace which amounts to disobedience to the devil. Imagery builds up the irony of Faustus’ predicament. Faustus comes to full repentance at the end of the play. Ironically, the realization comes at a time when the devil is around to torture him to death, and if only doom could be postponed, he would gain the divine forgiveness.
The play displays the medieval morality form of medieval Christianity, the rhetoric of renaissance aspirations and skepticism, the division between the religious providentialism of the Elizabethan church and the emerging secular culture, and the schisms between the catholic and protestant positions. There is a fusion of drama and poetry in the play. The play lacks structure and is poorly organized presenting itself as a jumble of scenes rather than coherent drama. The critics allege reckless fluctuation from high thoughtfulness to sheer frivolity, and magnificent poetry to insipid dialogue.
The poetry in the play is in the form of blank verse. It uses a variation of trochee, iambic and spondee within the decasyllabic line, giving it a melody. This variation for achieving a variety of rhythms was characteristic of Marlowe’s dramatic verse. Pause is an important element in the blank verse, providing a variety of rhythm. Marlowe dispensed with the line as a unit of thought, and made the sense run on from one line to the next, making in the process the paragraph rather than single lines as unit of ideas. This strategy, called run-on lines, is typically Marlovian. Marlowe varies the whole pattern of regulated metrical verse. For him, whatever was the metrical pattern, it had to follow the overflowing idea and that is hardly any splitting of the idea for metrical regularity. This makes for a very compact and forceful expression of ideas. In relatively few words, Marlowe has written, perhaps, the most magnificent apostrophe to Helen. In barely 54 lanes in the last soliloquy, Marlow presents Faustus’ arrival as a visionary after having gone through, in the course of the play, ambition, pride, insolence, impulse, passion and frivolity besides the nagging doubts divine mercy and wrath. But Marlowe is criticized for not maintaining politic rhapsody for sustained effect, and for alternating magnificent lines with only pedestrian ones and splendid monologues with labored verses.
Doctor Faustus was one of the greatest plays of all times. It has been produced many times since then, and it has still a very profound effect on its audience. Marlowe wrote this play in a very unconventional form, but its impact is still very powerful.
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