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Teachers Should Not to Carry Weapons in School
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Teachers Should Not to Carry Weapons in School
Every professional has their assigned responsibilities, and this means that a teacher should remain to be a teacher and a police officer cannot be taken to class to teach the students. The issue of firearms in the United States have had controversial debates regarding the legalization of guns as well as their usage. Gang violence has continued to increase in major cities in the United States, such as in Chicago, and this means that there are lots of both legal and illegal weapons in the street. However, the number of illegal weapons, with a large number being smuggled from such countries as the Mexican border.
Based on this, it means that there are lots of illegal weapons that cannot be traced since they are not registered under the government’s arm register for licensing. It is these illegal arms that are used by violent gangs to commit crimes as they are not easily traceable. In many states, most of the guns that have been retrieved from criminals are unregistered, especially on incidences of mass shootings (Cartolano, p5). Incidences of mass shootings in the United States have continued to rise, and this has been attributed to the high incidences of crime. As a result of this, there has been an increased sense of insecurity in social institutions, especially schools where thousands of students are waiting to quest their thirst in education.
According to the postulations by the United States president regarding trained teachers carrying guns to school in a bid to ensure student safety can be considered as a poor decision. The primary reason why a teacher is trained in education is that they only specialize in equipping students with the basic knowledge that they require to cope in their lives. Based on this, it means that teachers cannot multitask, especially in fields that are not in line with their profession. One thing that the president should recognize is that teachers trained on using weapons are only trained for personal protection at home, and this does not translate to them being security and law enforcers (Hernandez, p155). Besides, teachers are known to be gentle and not radicle. Through their gentleness, they are able to handle the students, and this helps the students concentrate.
Police officers, on the other hand, are known as law enforcers, and this means that they are mandated with the primary role of ensuring that everyone within the United States borders is projected from harm, either internally or external attacks (Gardner 311). The police officers are basically trained to defend the people, and thus they cannot match the teachers who have trained the basic skills of defending themselves. Everyone is a professional in their field, and this means that it is impossible for one party to take the work of others. Transforming a teacher to be a policeman reduces their effectiveness as teachers, and this can be explained by the fact that they will constantly be thinking of the impending danger as well as how they will use their weapons. Based on this concept, they may not concentrate on teaching, and even the students as well will not concentrate on what they are being taught. They will perceive their teacher as security officers, and even the presence of a gun in class will create more tension among the students, hence reduced concentration.
Arming teachers is not the solution to providing security in public institutions such as schools. A teacher cannot even effectively guard and teach the students without failing in one. Also, having the teachers take the security role, a task that they are not used at will not be effective as they will be incompetent in the hands of the mass shooters. Police are well trained to handle such cases. Therefore, the United States would have taken the initiative to recruit and deploy more police officers to schools to provide security for the students and teachers. Therefore, arming teachers would not be an effective way of protecting schools from the impending danger of mass shootings.
Works Cited
Cartolano, Denise. “Check” Mate”: Australia’s Gun Law Reform Presents The United States With The Challenge To Safeguard Their Citizens From Mass Shootings.” Nova Law Review 41.2 (2017): 5.
Gardner, Anthony Luzzatto. “Law Enforcement Cooperation.” Stars with Stripes. Palgrave Macmillan, Cham, 2020. 311-350.
Hernandez, Nikolaos Manuel. “Their Cheese Has Holes but Their Gun Policy Doesn’t: A Review of the Swiss Gun Policy Compared to the United States.” U. Miami Int’l & Comp. L. Rev. 27 (2019): 155.
Steps of a Narrative Structure in Oscar Wilde’s “The Picture of Dorian Gray”
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Steps of a Narrative Structure in Oscar Wilde’s “The Picture of Dorian Gray”
Fictional stories tend to have almost the same characterization regarding the fundamental lists of ingredients that include the initial situation or exposition, conflict, rise of action or complication, climax, fall of action or suspense, and denouement as well as a conclusion. In some stories, the authors may sometimes shake up their recipe and some spices to achieve a compelling narrative to the audience. Oscar Wilde’s “The Picture of Dorian Gray” is one such fictional narrative that follows the steps of a narrative structure. The story is written from an omniscient third-person point of view. The narrator of the story chronicles both the internal and external thoughts and feelings of the characters, and it is only in one instance that the narrator has used the first-person narrative. The steps of a narrative structure in the fictional narrative “The Picture of Dorian Gray” are arranged in such a manner that they begin from the introduction to the end of the story. The first two chapters are an introduction to Dorian’s nature as a model of youth and beauty.
The conflict of the story is introduced in chapters 3-10, trouble in paradise in which Dorian Gray gets into a relationship with Sibyl Vane. Dorian idealistically falls in love with a young girl Sibyl, but their relationship is short-lived since it doesn’t work out. Dorian realizes that Sibyl doesn’t live up to his expectations, and as a result, he is prepared to dump her, which he does without hesitation. On realizing this, Sibyl is offended, and she kills herself. Dorian acts like he doesn’t care, and rather than showing even the slightest signs of remorse and mourning her death, he doesn’t learn a lesson. Besides, Dorian goes ahead to read the yellow book and listens to Lord Henry, who has convinced him to live pleasurably and to the fullest since his beauty and youth shall not live forever. “If it were only the other way! If it were I who was to be always young and the picture that was to grow old! For that – for that – I would give everything! Yes, there is nothing in the whole world I would not give! I would give my soul for that!” (Wilde 2). Soon, he gets over the whole thing. Sibyl’s death did not matter to him.
Rising action, which is also referred to as the complication, is found from chapters 10 through 11 in which Dorian Gray has been extremely poisoned by the book given to him by Lord Henry. At this point, it is not exactly sure what Dorian wants to do in the future. He has been greatly influenced by the yellow book, which has captivated his mind, only showing him that he has to enjoy the pleasures of the world while he is young. As a result, Dorian changes his way of living. Although things look peachy keen on the surface, some rumors emerge regarding Dorian’s secret, his evil deeds. “Even those who had heard the most evil things against him, and from time to time, strange rumors about his mode of life crept through London and became the chatter of the clubs, could not believe anything to his dishonor when they saw him” (Wilde 11). At this point, there are only a few details provided, and according to them, it seems like Dorian, the story’s hero, has completely changed sides – he has now taken the dark side.
The climax of the story begins from chapters 12 through 15, where Dorian is now evil, all time. At this stage, all the bets are off as Dorian seems to have lost it all, he has lost all vestiges of his previous self, and even for Basil, he has no feelings left. Previously, Basil was his best friend who even made his portrait, but now, Dorian is determined to kill him in a crime of passion, and feels like Basil brought it all to himself. “Hallward stirred in his chair as if he was going to rise. He rushed at him and dug the knife into the great vein that is behind the ear, crushing the man’s head down on the table and stabbing again and again” (Wilde 13). At this point, Dorian is more like Lord Henry, his mentor, who seems to be mostly full of vague sense of pity and contempt for everybody else. Furthermore, Dorian goes on to blackmail Alan Campbell, an ex-friend, in trying to cover for his evil deeds.
The falling action is seen in chapters 16 through 17, where Dorian is now deeply in fear. Basil’s murder has shaken him, and this is expected since he did it for no reason. He fears that he might get caught, and this is worsened when he discovers that James Vane, Sibyl’s brother is back and on the murderous prowl for him. For the first time, Dorian is wracked with the fear of death, and this is seen both in London and the countryside in Selby, where James follows him.
The denouement is found in chapters 18 through 20, where everything seems to work for Dorian. James Vane dies accidentally in the countryside, and this means that no one else is following him. Dorian feels relieved and wonders whether he should change his evil ways. However, the inevitable happens as he goes back to his evils ways. Frustrated by his actions, he stabs the portrait, thereby killing himself. His death brings to an end the evil life of Dorian Gray.
Works Cited
Wilde, Oscar. Oscar Wilde’s The Picture of Dorian Gray. Vol. 96. Pearson Longman, 2007.
Sociological Imagination Theory
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Sociological Imagination Theory
The sociological imagination theory was coined by Wright Mills, in which he defined it as the awareness of the relationship between an individual’s experience and the wider society (Mills). It is, therefore, an outlook on the concept of life that tries to help a person break away from the daily monotony as it involves an individual developing a deep comprehension of their biography and how it results from the historical processes and its occurrence within a broader social context. It can, therefore, be summed as the application of imaginative thoughts to questioning and also answering the sociological questions. The understanding of the societal biography and the historical processes results in what people do, and therefore, having an understanding of what people in the society do plays a great role in learning the outcome. People do things in a society based on motives and norms and the social context, and these are known to influence both beliefs and actions of the members in a society.
Based on the concept of valuation of virginity in the 17th century, the sociological imagination theory can be used to explain the variations in the value of virginity over the centuries. In the 17th century, the Puritans and Protestants were the main inhabitants of America, and this meant that there was only one religion, Christianity, under the dominion of Protestants. As a result, the people were believers and took the work of God seriously. They believed that sex before marriage was a sin, and anyone who was involved in premarital sex was considered a whore and could even be excommunicated from society. Sinning was against God’s will, and therefore there was no chance for people to do against the will of God. Even adultery was heavily punished by bearing a permanent mark on their face, and this helped in passing a clear message that sexual sin was highly condemned and prohibited among the Puritans.
Since the sociological imagination theory deals with the comprehension of the societal norms as a result of its interaction with history, the 20th century saw a relaxation of the valuations of virginity, especially in the 1960s and 1970s, where virginity was not highly valued. The reason behind this is that immigration had begun streaming in North America, with the Irish immigrants storming into America among other communities in search of a better life. However, the incoming immigrants were not only a threat to societal believes but also affected religion to great heights. The Irish immigrants were Catholics, and this meant that despite being Christians, they differed in opinion with the Protestants, which led conflicts.
The arrival of new immigrants in Northern America resulted in the corruption of moral values, especially in the church, as the Catholic Church began officiating in a same-sex marriage, a concept that was not present in the 17th century when the land was holy and pure. The society was characterized by hippie and free love. As a result, people began engaging in a same-sex marriage, leading to a loss of value of virginity; religion never held grounds as sex before marriage was no longer perceived as a sin (Rollins). The concept of same-sex marriage is more evident in the 21st century, especially in 2012. As a result of the free love movement, the church was split into two- those that held true belief and those who didn’t value virginity. For example, the United Methodist was divided into two, a group that remained true to the traditional ways and those in support of same-sex marriage. Based on this, the value of virginity can be explained through the interaction of different communities leading to loss of culture.
Works Cited
Mills, C. Wright. The sociological imagination. Oxford University Press, 2000.
Rollins, Joe. Legally Straight: Sexuality, Childhood, and the Cultural Value of Marriage. Vol. 63. NYU Press, 2017.