Mandatory Arrests For Domestic Violence - 1682 Words

Running head: MANDATORY ARRESTS 1 MANDATORY ARRESTS 8 Mandatory Arrests for Domestic Violence Do More Harm than Good Colby Heywood University of Massachusetts - Lowell Mandatory Arrests for Domestic Violence Do More Harm than Good Domestic violence, or intimate partner violence, is a common problem. As a result, the criminal justice adapted to demands, especially from feminists, who bemoaned the poor response of police, and in turn, the justice system by instituting mandatory arrests. However, mandatory arrests have proven that just like protection or restraining orders, they are not effective in deterring domestic violence (Davis, 2008). Similarly, the arrests do not have a substantial effect on recidivism and create undue procedural complications for the criminal system (Zelcer, 2014). On the contrary, proponents of the approach, argue that it has a deterrent effect on the perpetrators and that it can even protect offer immediate protection for the victims (Clark, 2010). Nonetheless, using statistical evidence and arguments from scholarly sources, this position paper will expose the inefficiencies and constitutional inconsistencies that make mandatory arrests harmful for the batterer, victim, and the crimin al justice system. Statistical Evidence The problem of domestic violence poses a danger to all the members the family unit. In addition, women and men are both ?equally likely to initiate and engage in partner aggression? (Stop Abusive and Violent EnvironmentsShow MoreRelatedThe Effects Of Mandatory Arrests On Domestic Violence Essay3578 Words   |  15 Pagesexperiencing domestic violence at some point in her life-time, domestic violence, also referred to as intimate partner violence Even after decades of increased activism and raised awareness by government agencies, the public and many nonprofit organizations, domestic violence still remains a serious problem within the United States. In order to combat domestic violence, many states passed laws and legislation requiring police to make warrantless arrests in response to all domestic violence calls. HarvardRead MoreThe Issue Of Domestic Violence959 Words   |  4 Pagesâ€Å"Mandatory arrest policies oversimplify the issue of domestic violence, offering a one-size-fits-all solution to a complex social problem† (Zelcer, 2014, p.560). Mandatory arrest laws were created to protect and help victims of domestic violence. However, there have been many issues with this law. Understanding the positive strides made by this law and the negative or unintended consequences allows for a better understanding of mandatory arrest laws and social issues that face society today. ExaminingRead MoreDomestic Abuse And Police Arrests Essay1242 Words   |  5 Pagesyears Domestic abuse and police arrests has impacted society because the police officers failed to provide equal protection towards women who are victims towards sexu al abuse. Therefore, the policy reform was established to reduce crimes and political power. However, violent crimes have been categorized with higher rates of proscution.Women were not provided with equal protection against domestic abuse and increased the rate of victims who are incarcerated. Women who encountered domestic violenceRead MoreDomestic Violence Between The United States And The Republic Of Ireland1670 Words   |  7 Pages An Analysis of the Differences in the Handling of Domestic Violence between the United States and the Republic of Ireland. By, Ryan James Patrick Cavanaugh CRJ – 30: Gender and the Law Professor Berg 16 December 2015 The issue of domestic violence has become a widely debated topic in modern society. Domestic violence has been a serious situation in the criminal justice system for much of history, however, until approximately the last twenty years, it was largely ignored by societyRead MoreThe Minneapolis Domestic Violence Experiment1198 Words   |  5 PagesIntroduction Looking at what we know about the prevention of domestic violence and studies that have led to more affective practices in eliminating and preventing domestic violence with repeat offenders. The Minneapolis Domestic Violence Experiment, was just that an experiment by police to determine the effects of arrest versus separation of individuals involved in a domestic dispute. The Minneapolis Domestic Violence Experiment also led to experiments in other cities including Omaha Nebraska, MiamiRead MoreThe Minneapolis Domestic Violence Experiment1395 Words   |  6 PagesThe Minneapolis Domestic Violence Experiment is also known as (MDVE), was an experiment that evaluated the effectiveness of the police when they responded to domestic violence calls in Minneapolis. This experiment was conducted during early 80’s for over a year by Dr. Lawrence W. Sherman who at the time was the Director of Research at the Police Foundation that is a non-profit foundation to assist police department to become extra effective and by the Minneapolis Police Department with all the monetaryRead MoreThe Use Of Force And Gender Symmetry1493 Words   |  6 Pagesfrustration, whereas men s use of violence is often to control and exercise power over their partners. Thus, the motivation for violence differs between men and women. Furthermore, the damage caused by women when using force does not equal to that caused by men. Therefore, gender symmetry does not exist in domestic violence. Main Findings Use of Force and Gender Symmetry Gender symmetry in terms of domestic or intimate partner violence argues that the rates of domestic violence for men and women are equivalentRead MoreCan The Police Reduce Domestic Violence? How Can They Help Prevent This Issue?966 Words   |  4 PagesIntroduction of Research Question(s) What can the police do to alleviate domestic violence? Domestic violence is aggressive and/or violent behavior that occurs within the home, normally involving the violent abuse of a spouse/partner. Domestic violence is physical violence, sexual violence, psychological abuse, financial abuse and/or emotional abuse. According to the National Coalition Against Domestic Violence, domestic violence is an epidemic affecting individuals in every community, regardless ofRead MoreThe Pros And Cons Of Domestic Violence794 Words   |  4 PagesDomestic violence happens every day and it includes people of all races, ethnicities, color, religions, rich or poor, old or young, man or woman and physical and mental disabilities. Domestic violence happens to anyone regardless of where you live, work and how smart you are; these do not matter to the person committing the acts of violence against you. Today, domestic violence goes by Intimate partner violence defined as actual or threatened physical or sexual violence or psychological/emotionalRead MoreDomestic Violence : The United States Department Of Justice Essay1028 Words   |  5 PagesSonia Bola CRJ 101 Professor Watson 5 October 2016 Encountering Domestic Violence Stuart F. Delery, Former Acting Associate Attorney General, (2015) states The month of October is observed as Domestic Violence Awareness Month around the country by advocates, law enforcement, prosecutors, survivors and many others to raise public awareness about domestic violence. According to the United States Department of Justice (2016) domestic violence is defined as a pattern of abusive behavior in any relationship

Gilded Age Essay example - 2794 Words

AP U S History Document Based Question The years after the American Civil War have been characterized by Mark Twain and others as â€Å"The Gilded Age.† Generally, historians have emphasized the decline of human values, the low state of public morality, greed, corruption and crass materialism. Do you feel this characterization presents an accurate overall picture of the years 1865-1890? If so, what caused this marked departure from the past in a nation with such strong religious and moral cultural traditions? Use the documents and your knowledge of U S History to answer the question. Document A â€Å"Our agricultural products have been abundant for the last few years. The crops of cotton, four-fifths of which have been raised by the†¦show more content†¦Document E President Chester Arthur issued these rules [1881]: First: No person in civil service shall use his office, his official authority or influence, either to coerce the political action of any person or body to interfere with any election. Second: No person in the public service shall for that reason be under any obligation to contribute to any political fund or render any political service, and he will not be removed or otherwise prejudiced for refusing to do so. Document F â€Å". . . . .Many of the calamitous efforts of the tremendous revolution which has passed over the southern States still remain. The immeasurable benefits which will surely follow, sooner or later, the hearty and generous acceptance of the legitimate results of that revolution have not yet been realized. . . . . The people of those States are still impoverished, and the inestimable blessing of wise, honest, and peaceful local self-government is not fully enjoyed. But it must not be forgotten that only a local government which recognizes and maintains inviolate the rights of all is a true self-government. . . . .With respect to the two distinct races whose peculiar relations to each other have brought upon us the deplorable complications and perplexities which exist in those States, it must be a government which guards the interests of both races carefully and equally. . . . .† Rutherford B. Hayes, Inaugural Address, March 5, 1877. Document G â€Å"Under thisShow MoreRelatedThe Gilded Age : An Analysis Of The Gilded Age793 Words   |  4 Pages The term Gilded age comes from Twain and Dudleys book named the Gilded Age. The world Gilded itself means something that is covered in gold but actually has nothing of value underneath. The gilded age was an attempt to fix a broken system after reconstruction had finished, but in reality it was just putting a blanket over the real problem. The gilded age was a good time for the higher ups, those who owned business or were in the government, they were able to benefit at the cost of American workersRead MoreThe Gilded Age1785 Words   |  8 PagesThe Unscrupulousness of the Avaricious The Gilded Age was a time in American history, from the 1870s to the 1890s, which ostensibly characterized the country based on its economic and technological advancements. However this era’s development served as a mere facade for the corruption and classism which occurred during the time. From economic manipulation to immorality in politics, the Gilded Age is best characterized by the unscrupulous nature of individuals who sought to attain superficial successRead MoreEntertainment in the Gilded Age1450 Words   |  6 Pagesentrepreneurs and business people of the time, because there was money to be made in this desire for amusement. Of course, this was not the whole story of the new Gilded Age, but it was definitely an era of growing leisure time and the business that came along with it. One of the most popular forms of entertainment during the Gilded Age was theater, particularly Vaudeville, which was a type of variety theater prominent in late 19th century America. Of course, similar types of variety shows had existedRead MoreThe Gilded Age Of America1621 Words   |  7 Pageshelp build and maintain a better America. The Gilded Age, during the late 1800’s, was a time in America where we experienced explosive economic growth, serious social problems, new innovative technology, and the rise of corporations and corruption in politics. We have learned from some of these things that we went through in the Gilded Age and fixed them, but we are still facing some of the problems we faced back then, today. During the Gilded Age, America experienced many economic and technologicalRead MoreThe Gilded Age And The Age Of Information1422 Words   |  6 PagesThe term the â€Å"Gilded Age† was coined by Mark Twain. â€Å"By this, he meant that the period was glittering on the surface but corrupt underneath.† With its period of extreme economic growth, there was tremendous wealth, but only for the wealthy. The â€Å"Second Gilded Age,† which some say was brought on as the Information Age, brings a level of inequality to America that has never been seen before. Experts believe that this shift could kill the American dream. The Gilded Age and the Age of Information areRead MoreThe Progressive And Gilded Age914 Words   |  4 PagesThe Progressive and Gilded Age in America The Progressives were a group of reformers such as writers, politicians, and Social welfare advocate, etc. living mainly in cities during the early 20th century and working to change legislative issues, financial aspects, and good society. They accepted that change could originate from inside of man, and along these lines, dismisses the believe of Social Darwinism and regular determination. They were in charge of the section of many laws, including restrictionRead MoreGilded Age Essay872 Words   |  4 Pagestroubles, we shouldnt test people for drugs, we should test them for stupidity, ignorance, greed and love of power.† When Mark Twain and Charles Dudley coined the phrase ‘gilded age’ to describe what they saw in the late 19th century I’m sure they would agree wholeheartedly with Mr. O’Rourke. What does it mean ‘gilded age’? Gilded means to coat with a thin layer of gold, which I’m sure almost always is covering an inferior product. When one thinks of America one of the first thoughts that pop intoRead MoreAnalysis Of The Gilded Age1348 Words   |  6 PagesNew Spirits is a major text in Gilded Age historiography because Edwards encompasses social, political, and economic history, weaving them together into a cohesive narrative. Critics mention her lack of footnotes (but are quick to point out that her extensive â€Å"for further reading† sections help to balance this) and that her emphasis on cohesion may be overstated. Edward’s thesis is that the Gilded Age was not a patently bad time in American history, but that America underwent tremendous change, usheringRead MoreThe Era Of The Gilded Age1153 Words   |  5 Pagesthis time in history seemed progressive on many fronts, it was known as the â€Å"Gilded Age†. The Gilded Age was a three decade time in America that involved an expanding economy and a useless government. The thought of going to an American city, getting a job, an d getting paid was ideal to most outsiders. The problem was, once they arrived and found a job, it was not as wonderful as it seemed . It was called the Gilded Age because, from the outside, everything looked wonderful, but on the inside itRead MoreGilded Age Dbq Essay1643 Words   |  7 PagesThe Gilded Age was the time of rapid economic growth for the United States. The period where little corporations turned into a millionaire company. The time of one of the most dynamic, contentious, and volatile periods in American history happened. National wealth increased dramatically but their was a problem for the poor and the farmers of the U.S. People may say that the Gilded Age was the era of corruption, harsh labor and brutal industrial competition, but others think that the Gilded Age is

The beginning of the Act Essay Example For Students

The beginning of the Act Essay The Iceberg is small from the top, and big from the bottom, and this shows that it isnt easy to break or to go through it, just like the Inspector. The family cannot stop the Inspector from answering his questions, Is there any reason why my wife should answer questions from you, Inspector? , and for his tone of voice, (angrily) Inspector. Ive told you before I dont like your tone nor the way youre handling this inquiry. The Iceberg is harmless but frightening; this is because it doesnt look dangerous when you are close to it. When you are close to the Iceberg, it is frightening and scary because its so big and still, you are wondering about all these thoughts in your head like what it might do. The Inspector is not like this but he is similar to the Iceberg. This is because he isnt scary when you look at him or isnt still all the time. When the Inspector has a conversation with a member, at first doesnt seem harmless or anything. When the truth is spoken by a family member or the Inspector, it frightens them, (distressed) Sorry-I-well, Ive suddenly realized-taken it in properly-that shes dead- These all show that the metaphor is like the Inspector in the play, and that he is harmless but as you get to know the Inspector, he is frightening. In the play, dramatic technique is used. This is because it builds up the atmosphere and the tension. These are the two points to dramatic technique, and it makes the play more exciting and interesting. Stage directions, punctuation, sentence structure, and the characters building themselves up do dramatic technique. These are all included in the play, so that when you read the play you would want to read further. As you are reading the play, there are many stage directions. The stage directions, tells you about the characters feelings, emotions in there mind and there body expressions, (with a cry), (miserably) etc. Those stage directions builds up a mood in the Act and the audience, i. e. everybody is shocked in the dinning room. When you are reading the stage direction and then you read the play line, you would read the line as if it was real and that if you are part of the play and it makes you to picture yourself in the scenario. The punctuation in the play, exclamation marks, question marks, commas and apostrophises, this helps when you are reading because it would be easier for you and also it helps you to understand what they are saying. This is because when there is the punctuation it makes you think about the sentence, you tend to have a quick think about it so you understand what they are saying. The punctuation also builds more of a realistic story so that you feel that you are involved in the play. The sentence structure in the play is simple, and is not lengthy. There are some parts in the play, which have long paragraphs, but it doesnt have it all the way through the play. The play gets straight to the point that it wants to. In the play, the Acts break up so it is easier to know where the Act begins and ends. At the beginning of each of the Acts, there is an introduction. The reason for this is that its telling you about the scenario of the beginning of the Act. The first Act has a long introduction because its the beginning of the play and you would want to know who they are and briefly know about the characters. In the second Act, there is a short introduction also in the third. This is because it wants you to know the mood at the beginning of each Act, so it tells you where they are standing at the beginning and who they are looking at. This is because it helps you to visualise and to picture rising it in your mind so you know how the scenario would look like. .u200ab2ff15aad4b2112224305289fd13 , .u200ab2ff15aad4b2112224305289fd13 .postImageUrl , .u200ab2ff15aad4b2112224305289fd13 .centered-text-area { min-height: 80px; position: relative; } .u200ab2ff15aad4b2112224305289fd13 , .u200ab2ff15aad4b2112224305289fd13:hover , .u200ab2ff15aad4b2112224305289fd13:visited , .u200ab2ff15aad4b2112224305289fd13:active { border:0!important; } .u200ab2ff15aad4b2112224305289fd13 .clearfix:after { content: ""; display: table; clear: both; } .u200ab2ff15aad4b2112224305289fd13 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u200ab2ff15aad4b2112224305289fd13:active , .u200ab2ff15aad4b2112224305289fd13:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u200ab2ff15aad4b2112224305289fd13 .centered-text-area { width: 100%; position: relative ; } .u200ab2ff15aad4b2112224305289fd13 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u200ab2ff15aad4b2112224305289fd13 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u200ab2ff15aad4b2112224305289fd13 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u200ab2ff15aad4b2112224305289fd13:hover .ctaButton { background-color: #34495E!important; } .u200ab2ff15aad4b2112224305289fd13 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u200ab2ff15aad4b2112224305289fd13 .u200ab2ff15aad4b2112224305289fd13-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u200ab2ff15aad4b2112224305289fd13:after { content: ""; display: block; clear: both; } READ: "Romeo and Juliet"Â   EssayThe relevance for the metaphor Iceberg Right Ahead to the plot of the play is that, when the metaphor is shouted out in the film there is similarity at the end when the phone rings. This shows that in both occasions they are scared and terrified. In the film, they are worried about what might the iceberg do to the ship and in the play, they are worried about who is on the phone and what the person might want. The relevance to the characters is that the reactions and the attitude to what they hear from each other scares them. This is because when the metaphor is said in the film, the persons reaction is that he is shocked and worried. In the play, the characters are shocked when someone says the truth about Eva Smith and how they let her down in a way in her life. The family are shocked by the news that the family member gives, and they have a little cry over it, (with a cry) Oh-Eric-how could you? and this shows that what has happened to him and the feelings in there mind. There are many different ways that dramatic technique is used, quick questions, expressions by the stage directions short sentences and the punctuation used. These all make the play more interesting and exciting, so that you can picture the play in your mind when you read.

School Uniforms Yes or No Essay Example

School Uniforms: Yes or No Paper Issues of school safety, student performance and morale have reignited the debate over whether or not school uniforms, like those used for centuries in private schools, should be adopted for use in public schools. Controversy surrounds the question as to whether or not mandatory school uniforms in public schools exert a positive influence over academic performance, the reduction disciplinary enforcement, and positive allegiance to school communities, or whether or not such policies simply incite egregious behavior. â€Å"Few things in life are as clear as adolescents seemingly innate drive to assert their independent judgment of social affairs[] they are prone to express a degree of doubt about the many potential futures they are boundand often compelledto endure.† (Hoge, Foster, Nickell, and Field)In addition to tis controversy, questions loom over the issues of Constitutional freedoms, cultural and ethnic biases, and rights of free-expression. â€Å"School dress codes and m andated school uniforms may seem like godsends to parents who are attempting to negotiate the treacherous shoals of adolescent culture and identity formation[] such policies raise a multitude of issues and problems that call for[] prudent school governance policies.† (Hoge, Foster, Nickell, and Field)OPPOSITION’S VIEWPOINTAdvocates of school uniform generally specific criteria upon which their favorable opinion of school uniforms is based. Though these criteria are seldom reinforced by objective data or demonstrable evidence, the argument for school uniforms appeals to an intuitive sense of order and control and represents the enforcement of a highly visible measure of action. This final point may be the most overlooked and potentially important aspect of school uniforms: that useSchool Uniforms: Yes or No?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Page -2-of them demonstrates in a highly visible fashion the intention to restore order and continuity to the educational process and venues in question.  Ã‚   Other supposed benefits of school uniforms adhere to an admirable set of desired school-conditions: â€Å"lowering student victimization, decreasing gang-activity and fights, differentiating strangers from students in school buildings, increasing a supporting and positive attitude toward learning, heightening school-pride and identity and conformity to organizational goals† (LaPointe, Holloman, (Brunsma, and Rockquemore)In addition to the hoped-for benefits of uniforms, proponents of school-uniforms in public schools generally cite specific, important criteria as to what constitutes a school-uniform: â€Å"clothing c an be considered a uniform when it (al) serves as a group emblem, (b) certifies an institutions legitimacy by revealing individuals relative positions, and (c) suppresses individuality.†Ã‚   The specificity in this distinction is intended to serve an administrative function of hierarchy identification and enforcement: â€Å"The presence of uniforms in schools automatically implies a two-tiered hierarchical structurethose who wear uniforms (subordinates) and those who do not wear uniforms (superiors). † (Brunsma, and Rockquemore)PERSONAL POVAs mentioned, most, if not all of the above-mentioned assertions are unsupported by factual evidence, but are the result of prima facie determinations which have a superficial basis. The desire to outwardly control the physical dress of students and give the appearance of Schoolestablished order and conformity presents an interesting, and possibly damaging, distraction form the underlying factors of poverty, drug-abuse, crime, and soc ial distress which give rise to so   Uniforms: Yes or No?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Page -3- much of the destructive behavior and low student performance in public schools.During a controlled experiment conducted with the Long Beach school district provided object research data by which the efficacy of school-uniforms in public schools might be measured. The results of the study indicated, rather than securing the hoped-for conditions and results that advocates of school-uniforms cited as their objective, the implementation of mandatory school-uniforms resulted in negative effects: â€Å"Hypothesi s 1, which stated that student uniforms decrease absenteeism, was not supported by our results.† (Brunsma, and Rockquemore)Other desired results were also unobtained: â€Å"Hypothesis 2, which stated that student uniforms decrease behavior problems, was not supported by the analysis. Hypothesis 4, which reports that student uniforms will increase student achievement, was not supported by the data.†Startingly enough, the impact of school-uniforms seemed to be one of exacerbation of the existing problem issues: â€Å"All four of the original hypotheses[] were not supported. Most striking were the significant negative effects of uniforms on achievement, an outcome of much concern to educators and policy makers.† (Brunsma, and Rockquemore)COMMON GROUNDThough the cited scientific evidence seems to contradict the use of school-uniforms in public schools, the use of school uniforms does demonstrate at least one verifiable good: â€Å"uniforms act as a catalyst for chan ge and provide a highly visible opportunity for additional programs[] Instituting a uniform policy can be viewed as analogous to cleaning and brightly painting a deteriorating building in that on the one hand it grabs our immediate attention.† (Brunsma, and Rockquemore) In this way, the issue of school uniforms as a debate is useful to give exposure to the more essential, more serious issues underlying public school dysfunction. The implementation of school-uniforms may be highly useful in garnering much needed attention and redressing of serious challenges facing the public schools.