#6: Save the Vulnerable, Preserve the Strong

              Our nation places massive amounts of emphasis on the importance of education and strives to eliminate educational failure across the board. However, we fail to acknowledge a serious roadblock that hinders such a goal. We as a nation fail to see that there is an unequal balance in the educational arena of American society. If our nation's goal is truly to ensure the success of each student, then a system of equal federal funding to each and every school needs to be established to ensure that the resources and ability of each school is one and the same.

                Back in 2009, Wyoming spent approximately $18,068 per student, the highest level of pupil funding in the nation. On the other side of the spectrum, Utah, with the lowest allocation, only spent $7,217 per student. Assuming these trends continue, by the time a student makes it from kindergarten to their senior year in high school, Wyoming would've spent $140,000 more on each child than Utah will have. The reason behind such disparities is the difference in poverty levels of different regions. Wealthier schools are given more funds than poorer schools. This action, however, severely damages the very goal our nation is trying to reach. Thus, stressing the importance of education and learning has little value if the resources needed to obtain such success are scarce. Furthermore, by limiting the amount of funds given to districts in poorer conditions only hobbles their determination as it makes such schools feel unwanted and unimportant. Therefore, it is our duty as a nation to inspire lagging schools instead of dampening their abilities to succeed. Giving all schools equal amounts of funding would allow each school to obtain the same quality of resources needed to promote student growth, with no schools given an upper hand in technology or educational material. With all schools supplied with the same funds, students will not be able to blame their educational incompetence on the lack of up-to-date resources as seen in neighboring schools. This action would also dispel any discouraging thoughts of students in poorer districts as they see they have the same educational opportunity and resources as those of richer districts, thereby inspiring poorer districts to strive for success after seeing that they are being cared for the same way as surrounding schools.

                That is not to say, however,  that I am advocating for the quality of high-end schools be severely downplayed as the quality of low-end schools be boosted. I understand that private and magnet schools are known for their higher quality of education and should, by all means, retain that same amount of prestige. What I am saying is that it is imperative for schools to be federally funded with the same amounts of money so that all schools may essentially be supplied with the same quality of education. After this money is supplied, the quality of education can then be entirely up to the school--whether they decide to spend such funds on new textbooks, new computers, improved cafeteria food, or the hiring of skilled faculty members.  If educational success is so important to our nation, then it is time for the federal government to start defending the educational rights of each and every student, from the strongest to the most vulnerable.

Work Cited

Bowman, Lee. "Federal Funding for School Security?" Abilene Reporter-News. N.p., 21 Dec. 2012. Web. 27 Feb. 2013. <http://www.reporternews.com/news/2012/dec/21/federal-funding-school-security/>.

"Federal, State, and Local K-12 School Finance Overview." Background & Analysis. N.p., 13 Dec. 2012. Web. 27 Feb. 2013. <http://febp.newamerica.net/background-analysis/school-finance>.

Lehmann, Chris. "What Good Are Standards, If Funding Varies?" The New York Times. N.p., 21 Dec. 2012. Web. 27 Feb. 2013. <http://www.nytimes.com/roomfordebate/2012/12/10/the-american-way-of-learning/teaching-standards-are-moot-when-funding-is-so-disparate>.

#5: Why Aren't People Happier During the Holidays?
                 

                  Imagine a succulent chicken slowly glazing in an oven, cups of rich hot cocoa brewing one after the other, the sweet, velvety aroma enveloping your senses, vibrant lights of every color dotting the ceiling, flashing to an almost rhythmic beat, and a warm fire flickering in the living room. This is Christmas--or should I say the expectation of Christmas. Many studies have shown that numerous individuals aren't feeling too happy as the holidays creep around. The question is where this unhappiness gets its roots from. Throughout history, Christmas has become regarded as the climax of the year for many Americans. The idea of celebrating with your loved ones--conjuring up holiday recipes, wrapping a myriad of gifts, rolling around in the snow, cuddling by the fire with frosted hands, opening piles upon piles of presents--has been emphasized through the decades and has been the source of such long-awaited excitement.  However, it is this extravagant expectation of such an occasion that causes a let-down when the reality of it does not coincide.

                Our society has become so engulfed in the notion of creating "Christmas magic" that we tend to set unrealistic expectations for ourselves. We have this perfect picture in our minds about the events to take place on Christmas day, but we fail to acknowledge all the road blocks that may refrain us from obtaining such a picturesque occasion. With such a high expectation of a perfect Christmas, individuals are saddened when daily strives--car breaks down, food supply is low, children are fighting, a drunk relative crashes the festivities, cookies get burnt-- catch up with holiday fantasy. We as a society focus too much on the high points of the holidays--the gifts and the fun. Consequently, we fail to consider the little things that make the holidays what they are. A holiday, by definition, is a time of celebration when no work is done. Thereby, the true happiness of the holidays should lie in the fact that we get to relieve ourselves from the stress of work or school. It should not be centered on the idea of a picture-perfect celebration filled with all kinds of luxurious foods and gifts. The idea of Santa Clause, for instance, only furthers the belief that Christmas centers around material matter. Ask any child what pops up into their mind when the word Christmas is mentioned. Christmas? Santa Clause.  There is absolutely no cultural, religious, or social significance of Santa Clause other than the fact that he is just an old man who supplies children with presents. Santa neither promotes nor demonstrates any other aspect of Christmas, such as the value of family or the importance of sharing. The creation of this Santa character only fosters a false notion that reinforces the idea that the joy of Christmas comes from the receiving of gifts. So, when children don't receive the presents they wish for, should Santa Clause fail to supply them with their every desire, these young kids are unsatisfied and, in a way, their Christmas is ruined. Furthermore, the media does an exceptional job in reinforcing the very idea of a material-based Christmas, marking the start of Christmas morning by depicting  children storming downstairs with the greatest fury, making a bee-line straight to the Christmas tree, ripping open presents viciously, tossing wrapping paper carelessly up and down. The fact of the matter is that Christmas is supposed to be a time of remembrance to mark the birth of Jesus Christ, and many people have seemed to forgotten this. Christmas is a time to free ourselves of daily aggravations. Christmas is a time to be thankful for everything we have, no matter how trifle they may seem. Christmas is a time to be selfless and giving. Christmas is a time to be truly happy.

                The best way to ensure maximum happiness around the holidays is to severely downplay our expectations of this occasion, because, when reality confronts fantasy, nothing seems to satisfy the individual. Therefore, by "simplifying the menu,  we don't have to worry about daily strives creating a blockade of trouble. And who knows? We just might obtain the most evasive of all holiday gifts: Christmas magic.

Work Cited

Graff, Vincent. "Why Holidays Aren't as Good for You as You Think." Mail Online. N.p., 7 Sept. 2010. Web. 24 Feb. 2013. <http://www.dailymail.co.uk/health/article-1309624/Why-holidays-arent-good-you-think.html>.

Lyubomirsky, Sonja. "Fantasy Vs. Reality." The New York Times. N.p., 23 Dec. 2012. Web. 24 Feb. 2013. <http://www.nytimes.com/roomfordebate/2012/12/23/why-arent-people-happier-during-the-holidays/the-fantasy-vs-the-reality-of-the-holidays>.

Ramsey, Estere. "Holiday Aren't Always Happy and Joyful -- Depression Can Be a Real Stickler." Yahoo! Contributor Network. N.p., 24 Dec. 2012. Web. 24 Feb. 2013. <http://voices.yahoo.com/holiday-arent-always-happy-joyful-depression-can-11894304.html>.

#4: Overcriminalization: A Rising Issue

                One flaw in the justice system of our great nation is the push toward overcriminalization. The ill-bred idea that a person must pay with their liberty if they have committed a wrongdoing of any degree is selfish and close minded. Best summed up by Lisa Monet Wayne, past president of the National Association of Criminal Defense Lawyers, "Not all tragedies involving human conduct belong in the criminal justice system."
                A topic that falls into this category of overcriminalization is the issue of drowsy driving, which seems to have sparked off continuous debate over the last few years. Although, I must admit, drowsy driving has taken a deadly toll on many, many innocent victims, such behavior lacks a certain quality that would otherwise categorize it as a crime--the quality of criminal intent, "a clear delineation of the driver's mental state."
                It is not hard to admit that many teens, as well as many adults, do not get the proper amount of sleep their bodies need.  This is usually the result of constant stress build up from demanding deadlines coupled along with the havoc of keeping up with social lives. As individuals try to balance the two, sleep slowly begins to be neglected. To make up for this loss in sleep, people are starting to slip in a few unintentional snoozes here and there as their day drags on--the more concerning of these snoozes are those that are taken behind the wheel. The question at hand is whether or not such an action should be placed in the criminal justice system--was it or was it not performed with criminal intent? Think about all the stories of accidents you've heard  that involved drivers dozing off while driving. Now, think about how many of those incidents brought results in which the driver came out unharmed, not a single scratch, perfectly fine, no scars or bruises. Close to none, right? The fact is, people don't just choose to fall asleep behind the wheel, as it not only places others in danger, but also puts themselves in the same vulnerability and, often times, even worse. The effects of drowsy driving are so unpredictable and devastating that no one in their right mind would intentionally fall asleep behind the wheel in hopes of playing a hand in an awful tragedy. Furthermore, no person on earth can help himself from becoming tired. You can drink all the caffeine you want but, eventually, the drowsiness will catch back up and kick in. We are all human and it is what's natural--we feel tired so we sleep. I understand, however, that one of the main points the opposition has to offer is that individuals should have the common sense to stay at home if they're too tired instead off recklessly choosing to drive out on the roads and putting many people at risk of being harmed. Let me ask you this: In our society today, is it really possible for a person to just skip school or work just because they feel too tired to move? Not likely. When was the last time your mom let you skip a day of school just because you stayed up too late and didn't feel like functioning? When was the last time your boss let you skip work because you were way too tired and grumpy to cooperate with others? You see, in the world that we live in, if you're tired, then too bad for you. Get yourself together and truck through the day, no matter how obnoxious it may be. What is more, many schools and workplaces are imposing strict rules regarding the number of absences an individual may have before it begins to permanently affect him. Thus, skipping a day of school/work is not an option.
                2.3 million people are behind bars. The U.S. has more prisoners per capita than any other nation on this earth. A good proportion of these prisoners are those with offenses that have inadequate intent requirements. Therefore, as a nation, we must assiduously consider the unprecedented increase of legislation taken to regulate human behavior. As mentioned before, "not all tragedies involving human conduct belong in the criminal justice system."

Work Cited

Fitzgerald, Kelly. "Drowsy Driving Is Frequent And Dangerous." Medical News Today. MediLexicon International, 01 Apr. 2013. Web. 10 Feb. 2013. <http://www.medicalnewstoday.com/articles/254576.php>.

Stobbe, Mike. "Drowsy Driving: 1 in 24 Admits Nodding off at the Wheel." NBC News. N.p., 3 Jan. 2013. Web. 10 Feb. 2013. <http://vitals.nbcnews.com/_news/2013/01/03/16328004-drowsy-driving-1-in-24-admits-nodding-off-at-the-wheel?lite>.

Wayne, Lisa Monet. "What's Missing Is Criminal Intent." The New York Times. N.p., 25 Dec. 2012. Web. 10 Feb. 2013. <http://www.nytimes.com/roomfordebate/2012/12/25/should-drowsy-driving-be-illegal/in-drowsy-driving-there-is-no-criminal-intent>.

#3: "The Power of Rogue Pot"

Our society has become engulfed in an unfortunate mindset that puts way too much emphasis on a person's outward appearance. Women, in particular, have felt the harsh blows of such a notion. "Rogue pot", or, as many of us call it, makeup,  has served as the very epitome of society's ignorance on this subject. Not only has society adopted the idea that makeup is what makes a woman beautiful, but society has went as far as to criticize or look down upon those who choose to refrain from being covered with this artificial beautifier. In the same way, it is unfair and unjust to judge a woman based on the amount of makeup she wears as opposed to the content of her character.

Take a look at these photos.Which side looks more appealing? The right side. Why? Because society has raised and trained us to accept the fact that women look more physically attractive when makeup is applied. Just take a look at social media today and you will be able to see the huge role makeup plays into our lives. In fact, there is a whole section in some magazines dedicated to publicly exposing and criticizing celebrities caught without makeup.  Is it really that big of a deal to one day decide not to wear mascara or eyeliner? Apparently, to some people, it is. Pursuing this further, let's take a look at some of the girls at our school. It is almost an apocalypse when they wake up late and don't have time to put on makeup or fix their hair. Once again, is it really that big of a deal?

Our society stresses the wondrous effects of makeup far too heavily with global makeup investments totaling over $18 billion. Makeup serves as a mask to who an individual really is. Let's take a more extreme version of this mask--plastic surgery. Studies have shown that most people agree that this form of altering one's body is unnatural and is a repulsive way to attract the opposite sex. However, society has nailed this notion into our minds that a curvy women is an attractive women. Therefore, to become more appealing, countless women are considering plastic surgery to fit society's mold of "the perfect woman." The reasons behind plastic surgery and the heavy use of makeup are quite similar. Are women not wearing makeup because they want to look more beautiful than they already are? Are women not wearing makeup because society has told them that doing so enhances one's appearance?

Furthermore, in a case called Jesperson vs. Harrah's Casino, a female bartender was fired for "refusing to comply with the casino's requirements that she wear makeup and have her hair teased, curled, or styled." This bartender did not feel the need to be "dolled up" as it "diminished her authority" and made her seem vulnerably weak. Was it that bad that she felt confident enough to retain her natural beauty?

This is not to say that I am completely against the use of makeup, however. I am just pointing out that society places way to big a stress on the use of such enhancers. For example, when a woman has to prepare for an interview or a formal event, what does she put on? Some nice clothes accompanied by the use of makeup because we have this notion in our heads that makeup is what makes an individual look likeable and professional. However, like I mentioned earlier, I am not against the use of makeup as a whole, because I, myself, use makeup on certain occasions. Makeup, in some cases, is used as a self esteem booster. If you look good, you feel good, and there is certainly nothing wrong with taking pride in your appearance. Therefore, if a woman feels that makeup improves her own outlook as well as how others perceive her, then, by all means, let her wear makeup. However, makeup should not, and never should have been, a huge and essential factor in determining the character of a woman. Beauty, as well as makeup, is what you make of it. Continue to wear makeup if you so please because I know I will. Just note that it is not essential in becoming a beautiful person. Like Anne Roiphe once said, "A woman whose smile is open and whose expression is glad [possesses] a kind of beauty no matter what she wears." 

Work Cited

Bitonte, Kendall. "Opinion: It's Time to Go Makeup Free | USA TODAY College." Opinion: It's Time to Go Makeup Free | USA TODAY College. N.p., 16 Apr. 2012. Web. 03 Feb. 2013. <http://www.usatodayeducate.com/staging/index.php/opinion/opinion-its-time-to-go-makeup-free>.

Rhode, Deborah. "A Choice, Not a Requirement." New York Times. N.p., 2 Jan. 2012. Web. 3 Feb. 2013. <http://www.nytimes.com/roomfordebate/2013/01/02/does-makeup-hurt-self-esteem/a-choice-not-a-requirement>.

Samhita. "Want to Be Taken Seriously Ladies? Wear Make-up!" Want to Be Taken Seriously Ladies? Wear Make-up! N.p., 4 Oct. 2011. Web. 03 Feb. 2013. <http://feministing.com/2011/10/04/want-to-be-taken-seriously-ladies-wear-make-up/>.

#2: How young is too young for girls in the modeling industry?          

                The fashion industry has always been a very stressful and laborious profession. Similarly, the modeling agency, fundamental in the promotion of the fashion industry, proves to be a great barricade. Nevertheless, society puts models in a refined light as their beauty enchants the eye of many individuals. Be that as it may, the way such beauty is obtained is unnatural and often degrading.  What is more, many modeling agencies are employing young girls who are not even 16 years old yet. Exploiting these developing children to the demanding nature of the fashion industry exposes them to pressing challenges that their bodies are not ready for. For this reason, the practice of employing minors is in need of serious reform.

                Being a teenager myself, I understand the importance of maintaining  healthy habits as the body develops.  As individuals progress into the tumultuous teenage years, many changes are taking place physically, emotionally, and socially. Thus, it is essential for teenagers to keep up with these changes so they can develop into healthy adults. The austere demands of modeling agencies, however, deny young girls the ability to practice healthy habits. Rather, the industry's clear-cut size and weight standards require the girls to diet or practice disordered eating which deprives them of the nutritional content they need. An immeasurable amount of pressure is placed on the models to look and behave a certain way. Consequently, the drive to remain as skinny as possible not only affects an individual's health but also her self-esteem and self-worth. Furthermore, there is often competition among the girls in a given agency as they try to be the best looking of the batch. This appearance-oriented culture  brings with it the risk of depression as frustration accumulates. Once depression is reached, harmful ways of coping with stress are often utilized. Some of these tension-relieving  practices include the use of drugs or harming oneself to reach pleasure. As models are trapped in the knowledge that skinny figures are what sell, they are constantly thrown into a circuit of mental crises. In short, allowing young girls into the modeling world puts them in a position of unnecessary risks that can negatively affect their developmental processes.

                Moreover, the employing of minors in the fashion industry gives them a false notion that they were "destined" to be models. Being trained at such a young age and already possessing the correct figure, most girls would feel obliged to continue their modeling career as they grow older in hopes of "making it." In reality, however, not all people achieve what they want to achieve. Therefore, not all child models will be able to stay in the modeling business once they grow older. In this case, years of missing educational studies and taking poor care of the body would be wasted.

                The fact is, no one knows what will happen in the future. Therefore, education and welfare should be the priority of children in case obstacles in the future should require a new occupation path. Let these young models finish high school. Let them develop and get a sense of the world around them. Let them discover their own interests and own voice. Above all, let them be children. Let them find their own identity so that in the future they will have a stronger sense of individualism and won't feel obliged to shrink into society's mold of the "ideal woman."

Works Cited

Machoian, Lisa. "Girls Must Finish Developing First." Www.newyorktimes.com. N.p., 14 Sept. 2012. Web. 21 Dec. 2012. <http://www.nytimes.com/roomfordebate/2012/09/13/sweet-16-and-a-runway-model/girls-must-finish-developing-before-becoming-fashion-models?gwh=E11FAA5B5D66A020962A036E2FEF5241>.

Misener, Jessica. "'Girl Model' Documentary Sheds New Light On Underage Modeling Problem (VIDEO, POLL)." The Huffington Post. TheHuffingtonPost.com, 10 Apr. 2012. Web. 21 Dec. 2012. <http://www.huffingtonpost.com/2012/04/10/girl-model-trailer_n_1414307.html>.

Otis, Carre. "Teenage Models Have Teenage Needs." Www.newyorktimes.com. N.p., 13 Sept. 2012. Web. 21 Dec. 2012. <http://www.nytimes.com/roomfordebate/2012/09/13/sweet-16-and-a-runway-model/teenage-models-have-teenage-needs?gwh=C6BA516C0CF9B1EC8651FD8C202FF41B>.

#1: Are Teacher Evaluations Accurate in Picking Out the "Bad Apples"?

                In the world of education,  the process in which some schools are determining the value and effectiveness of its faculty has sparked off continuous debate. Many universities and high schools are requiring their students to fill out teacher evaluation forms at the end of the school year in order to receive feedback on the way a teacher runs his class. The controversy over this troubling issue has teachers all over the nation taking sides to advocate their views on such a practice. Some teachers support this method on the grounds that it'll help eliminate the "bad apples" and allow outstanding teachers to be recognized for their efforts. On the contrary, other teachers believe that such a process is inaccurate in determining the ability of the staff and can result in false accusations. Being a student in high school, I know how important it is to have proficient teachers who can masterfully teach the course material to students. Being a student, I also know how a teacher's grading policies or their overall demeanor may greatly influence students' views on the instructor, whether that view be positive or negative. Nevertheless, some  students tend to base their judgments on their emotions rather than educational values. This being said, I believe that student evaluations should be considered but should not play a major role in determining a teacher's ability or lack of.

                It is safe to say that a significant bulk of students find a teacher more desirable when he is entertaining and humorous. More often than not, these qualities are obtained through off-topic stories and constant fooling around. This behavior is improper for teachers, but students find it enjoyable. The chance to escape from a strict, disciplined school environment to a light-hearted, carefree one relieves students of stress. This in turn generates an unusual sense of respect and gratitude for the teacher. Morever, teachers who usually carry on such an attitude grade much easier. High grades, therefore, can be achieved easily without much effort. Does this allow a student to learn and develop? Certainly not. But when the end of the year approaches, the students will without a doubt give the instructor generous accolades. With such praise, the school administrators will believe that this teacher is highly experienced and able to teach his course. Thus, the carefree teacher is wrongfully praised for "academic excellence" when in reality, this was not the case.  On the other hand, teachers who are demanding, strict, and require profound thinking to obtain deeper insight into the subject are usually not held in the same high regard. These disciplined individuals usually grade significantly harder and therefore, more work must be done by the student in order to obtain high marks. Although tedious, this learning process is beneficial to students whether they realize it or not. Unfortunately, at the end of the year, most students will only remember the burdensome work load of the course and will penalize the teacher with low marks on his evaluation form. Such negative feedback can result in the expulsion of the teacher despite the true educational quality of his course. Is this how the educational system wishes to operate? Doesn't the firing of teachers who actually provide their students with valuable insight go against the initial idea behind teacher evaluations?

                Other than student preferences, the condition and environment students are placed in can play a major role in the "ability" of a teacher. Factors such as living conditions, poverty level, family conflicts, conditions of the school, and ability to speak English can affect a student's educational performance. A poor environment may deprive students of the stimulus that motivates them to excel and we all know the feeling of miserably attempting to persuade someone who has already made up his mind. It's useless. It is the same in this case. The teacher can try his hardest to inspire indifferent students but if the students refuse to learn, then they will not learn. This disinterest will reflect back on the teacher and make him seem like an inadequate instructor due to the low test scores. In truth, however, it was the impervious and aloof attitude of the students that contributed to the strikingly low grades.

                For these reasons, the reliance on teacher evaluations to determine the value of the individual is seriously flawed. We must consider that there are many factors that may be beyond the teacher's realm of control.  That is not to say, however, that teacher evaluations are completely useless. They may in some cases accurately reflect the performance of the instructor. Hence, the evaluations should be considered. Be that as it may, the evaluations should not play a deciding factor in the continuation or termination of an educator's career.  

Works Cited

Carrell, Scott. "What We Saw." The New York Times. N.p., 17 Sept. 2012. Web. 12 Dec. 2012. <http://www.nytimes.com/roomfordebate/2012/09/17/professors-and-the-students-who-grade-them/students-confuse-grades-with-long-term-learning>.

Rojstaczer, Stuart. "Bad Data That Leads to the Wrong Answer." The New York Times. N.p., 18 Sept. 2012. Web. 12 Dec. 2012. <http://www.nytimes.com/roomfordebate/2012/09/17/professors-and-the-students-who-grade-them/student-evaluations-offer-bad-data-that-leads-to-the-wrong-answer>.

 Tareen, Sophia. "Teacher Evaluations At Center Of Chicago Strike." The Huffington Post. N.p., 13 Sept. 2012. Web. 12 Dec. 2012. <http://www.huffingtonpost.com/2012/09/13/teacher-evaluations-atce_0_n_1880264.html>.