A Study On The No ID FINAL

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One junior school in the south-east of England between October 1998 and June 1999,
proposes that a relaxed enforcement of school uniform created a space for pupils to use
clothing as a means of gaining recognition, of generating common bonds, and of sharing
interests and intimacy within the peer group cultures. There is a specific concentration on
boys' cultures, and it is argued that clothing and footwear was used as an important
component in the construction, negotiation and performance of masculinity. Certain items
and brand names acquired a specific, symbolic value, and pupils who attempted to dress
and conform to the school rules and regulations ran a high risk of being stigmatised and
subordinated. These pupils were also partly policed and controlled by homophobia
(Swain, J. (2002). The right stuff: fashioning an identity through clothing in a junior
school. Gender and Education, 14(1), 53-69. Accessed on October 22, 2018 at
https://www.tandfonline.com/doi/abs/10.1080/09540250120098889). The often‐posed
dichotomy between the interest and choice theory of rights can obfuscate a proper
understanding of children's rights. We need a gradualist model in which the grounds for
attributing rights to a being change in response to the development of autonomy. Rights
for children initially function to protect their interests but, as they develop into full‐
fledged autonomous choosers, rights function to ensure that their choices, even those that
do not serve their welfare, are respected (Brennan, S. (2003). On 10 December 2007 the
Akron City School Board – following the precedent set by many school systems across
the United States and the world – instituted a policy of mandatory school uniforms for all
students in grades K–8. The measure was met with mixed reviews. While many parents
supported the measure, a small group of parents from a selective, arts-focused, middle
school (grades 4–8) objected to the policy. It was their contention that children attending
this particular school should be exempt from the policy since their children were
particularly creative, and the new policy constituted an unjust infringement of their
child's freedom of expression. Children's choices or children's interests: Which do their
rights protect?. Accessed on October 22, 2018 at https://philpapers.org/rec/BRECCO).
Children's rights exist on a continuum from rights that protect their interests to those that
protect their choices. Since the majority of children at the age specified by the policy fall
on the interest side of the rights spectrum, restricting their liberty with respect to dress is
not morally problematic. Upon the idea of the distinction between mere expression as
opposed to substantive expression to argue that most children, particularly those in the
pre-teen years, lack the cognitive ability to exercise the latter (Vopat, M. C. (2010).
Mandatory school uniforms and freedom of expression. Ethics and Education, 5(3), 203-
215. Accessed on October 22, 2018 at
https://www.tandfonline.com/doi/abs/10.1080/17449642.2010.519139). To raise school
participation, many programs in developing countries eliminate or reduce private
contributions to education. Announcing a free school uniform program had a negative
impact on attendance. The school uniforms were distributed in only 63% of the schools
that were told that they would get them, thus this negative impact could have been
generated by creating false expectations of free distribution, or also by a sunk cost effect
on those who did actually receive the uniforms (Hidalgo, D., Onofa, M., Oosterbeek, H.,
& Ponce, J. (2013). Can provision of free school uniforms harm attendance? Evidence
from Ecuador. Journal of Development Economics, 103, 43-51. Accessed on October 22,
2018 at https://www.sciencedirect.com/science/article/pii/S0304387813000035). A
school uniform positively affected the perception of academic abilities and school-related
behaviour of the clothed models for students and teachers ( Behling, D. (1994). School
uniforms and person perception. Perceptual and Motor Skills, 79(2), 723-729. Accessed
on October 22, 2018 at http://journals.sagepub.com/doi/abs/10.2466/pms.1994.79.2.723).
The impact of uniform/dress codes and practices on school climate, educational
attainment, and student affective and cognitive domains in Washington (District of
Columbia) schools were for interest in a policy included the need to teach students that
clothes do not make a person, financial savings for family, and parent concern that
children might participate in an illicit act to purchase designer clothing, elementary
schools were more likely than secondary schools to be planning to implement a uniform
policy, and senior high schools were more likely than elementary or junior high schools
to be planning a dress code policy, parents were usually involved in developing a uniform
policy in elementary schools, but not in secondary schools, the average price of a
uniform for males in 1991 was $119.57, compared with $113.56 in 1989, and for females
was $130.67 in 1991, compared with $108.47 in 1989, there was no significant change in
overall attendance or educational attainment after implementing a policy, and parents
and school staff believe that wearing uniforms has had a positive impact on school
climate (Stevenson Jr, Z., & Chunn, E. W. (1991). Uniform Policy/Dress Codes: School
Staff and Parent Perceptions of Need and Impact. Accessed on October 22, 2018 at
https://eric.ed.gov/?id=ED331933). Selected middle and high school principals measure
the impact of school-uniform dress codes on perceived level of school violence.
measuring the impact of school uniforms on principals' perception of violence, selected
variables such as region, gender, and educational level were measured to assess for
significant differences in principals' perception of violence. The aim was to develop a
study that addressed the issue of school uniforms in such a way that the results could be
generalized to other middle and high school populations across the United States. In
addition to examining the history of the first district wide uniform dress code
implementation, this study cited specific empirical inquiries that have provided support
for and criticism against the use of school uniforms as an alternative in addressing the
problem of school violence (Wilson, R. E. (1999). Impact of School Uniform Dress Code
on Principal Perception of School Violence. Accessed on October 22, 2018 at
https://eric.ed.gov/?id=ED449546).

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clothing as a means of gaining recognition, of generating common bonds, and of sharing

component in the construction, negotiation and performance of masculinity. Certain items

https://www.tandfonline.com/doi/abs/10.1080/09540250120098889). The often‐posed

attributing rights to a being change in response to the development of autonomy. Rights

child's freedom of expression. Children's choices or children's interests: Which do their

rights protect?. Accessed on October 22, 2018 at https://philpapers.org/rec/BRECCO).

215. Accessed on October 22, 2018 at

https://www.tandfonline.com/doi/abs/10.1080/17449642.2010.519139). To raise school

participation, many programs in developing countries eliminate or reduce private

contributions to education. Announcing a free school uniform program had a negative

on October 22, 2018 at http://journals.sagepub.com/doi/abs/10.2466/pms.1994.79.2.723).

The impact of uniform/dress codes and practices on school climate, educational

attainment, and student affective and cognitive domains in Washington (District of

children might participate in an illicit act to purchase designer clothing, elementary

overall attendance or educational attainment after implementing a policy, and parents

https://eric.ed.gov/?id=ED331933). Selected middle and high school principals measure

the impact of school-uniform dress codes on perceived level of school violence.

measuring the impact of school uniforms on principals' perception of violence, selected

on Principal Perception of School Violence. Accessed on October 22, 2018 at

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