Wetlands

 

Wetland

Wetlands seen as “kidneys of the landscape” (Hunt, 2019, p.1) play a crucial role in providing wildlife habitat, controlling erosion, protecting shoreline and conserving and purifying water. It is estimated that more than 30% of the species vulnerable to extinction is closely intertwined with wetlands. However, the amount of wetlands around the world is shrinking due to the excessive human activities. With this problem getting worse, some scientists have been proposing different solutions to protecting wetlands. Randall J. Hunt (2019), for example, suggests that wetland mitigation is not necessarily an effective approach to “minimizing the effect of wetland loss,” (p.1)  but Lee et al. (2019) argue augmentation might be a way to compensate for the gap caused by wetland mitigation. Though Hunt’s criticism against wetland mitigation is plausible, he seems to ignore that fact that augmentation could bridge the gap in his argument. Drawing on the suggestions by Lee et al., this essay aims to problematize a specific idea proposed by Hunt.

In his article, “Do Created Wetlands Replace the Wetlands that are Destroyed?” Hunt (2019) describes what wetland mitigation is and then lists at least four reasons as to why wetland mitigation might not be successful. First and foremost, created wetlands fail to substitute “the lost function resulting from a wetland’s destruction” (Hunt, 2019, p.1). Second, created wetlands are usually recreated in some places “away from where they are needed and/or in areas that are not wetland deficient” (ibid.). Third, “mitigation banking projects” (ibid.) are not as effective as natural wetlands. Last but not least, Hunt argues that “created wetlands do not provide in-kind compensation” (ibid.).

Despite the problems of mitigation mentioned above, Lee et al. (2019) propose a solution to preserving the wetlands in their article “Comparative Hydrology, Water Quality, and Ecology of Selected Natural and Augmented Freshwater Wetlands in West-Central Florida.” They maintain that augmentation could effectively contribute to minimizing the loss of “kidneys of the landscape” (Hunt, 2019, p.1). If the practice of augmentation is implemented/carried out, water might not drain out of the augmented wetlands while flooding is usually more effective in the presence of augmentation. Moreover, this protective measure is reported to protect wetland plants and lessen the invasion of upland vegetations.

Both of the two views have their pros and cons, but Hunt’s (2019) arguments are partially fallacious because he seems to overlook the fact that augmentation could help preserve wetland plants. Recreated wetlands, Hunt (2019) asserts, “do not provide in-kind compensation” (p.1); in other words, people adopting mitigation would tend to substitute “easy-to-create wetland types” (p.1) for “hard-to-create wetland types” (p.1), thereby leading to the worse quality of the created wetlands. Nevertheless, with the aid of augmentation, Lee et al. (2019) suggest “aquatic algae, wetland plants, and freshwater macroinvertebrates” (p.1) are very likely to survive because they are able to be inundated with “ the soil moisture conditions” (p.1). Also, the mortality of wetland vegetations like “cypress tree” (p.1) would be greatly reduced to a certain degree. Therefore, the problem raised by Hunt (2019) might be addressed in the practice of augmentation.

Wetlands are crucial to the balance of nature and ecology. The devastation of the wetlands would probably have a permanently detrimental impact on all species. Many efforts have been made to restore this ecological resource. Hunt (2019) is skeptical about the effectiveness of mitigation, yet his scruples/concern might be eased through the augmentation proposed by Lee et al. (2019).

 

The Potential Impact of Culture Exploration on Taiwanese High School English Classrooms

The Potential Impact of Culture Exploration on Taiwanese High School English Classrooms

         In her thought-provoking essay, “Living with ambiguity: Toward culture exploration in adult second-language classrooms,” Roumiana Ilieva (2001) suggests a teaching strategy for addressing cultural ambiguity in adult second-language classrooms. Unlike the traditional approaches to cultural teaching that perceive culture as a static and prescriptive entity, her pedagogical strategy named “culture exploration” places a premium on cultural inconsistencies which are the intrinsic nature of cross-cultural interactions. This approach starts from “employing techniques of ethnographic participant observation in and outside the classroom,” (Ilieva, 2001, p. 1) through which students are required to observe and record what they see and how they feel in observed cultural settings. The ethnographic fieldwork is followed by “reflective-interpretive-critical dialogue in the classroom,” (Ilieva, 2001, p. 8) where students will draw on their accounts of observed scenarios to speculate on plausible meanings and interpretations of given situations. Instead of being bombarded with fixed cultural facts, students are allowed to critique stereotypes and create “their own third culture,” (Ilieva, 2001, p. 13) where they can develop their own voice and search for personal positions within target culture. Empowered to negotiate and validate their one-of-a-kind cultural experiences, students may eventually develop an increased awareness of acknowledging cultural uncertainty and fluidity that constitute their everyday encounters.

        Culture exploration per se turns away from the unitary perspectives of culture, allowing more flexibility with respect to how we perceive cultural experiences. Given its dialogue-oriented and open-ended attributes, this approach, in my opinion, prescribes an antidote to the predicament of cultural instruction in Taiwanese high school English classrooms. For one thing, it can resolve a dilemma over whether teachers should shy away from the cultural issues they are unfamiliar with. For another, it can help cultivate teachers’ and students’ cultural awareness.

Take the English teachers of the school I teach for example. The ways in which they tackle the cultural topics in English textbooks are problematic. As they find the cultural topics alienated from their personal experiences and background knowledge, for example Taiwanese glove puppetry, Bulgarian gestures and American football, they would eschew these cultural issues to conceal their ignorance and anxiety about something beyond their reach. Some of them would directly skip the three lessons with their promise given to their students that they will be exempted from examinations on the content of these three lessons. The others would ignore the texts of the three lessons, focusing on the teaching of grammar and vocabulary instead. Thus, neither of these approaches can help students develop their cultural awareness.

Nevertheless, this negligence can be avoided if culture exploration is applied to Taiwanese high school English classrooms. Putting emphasis on the variability of cultural experiences, this teaching strategy can be viewed as an effective approach to engaging students in classroom discussions where teachers might be relieved of their onus of inculcating in students “dubious generalized cultural patterns” (Ilieve, 2001, p. 2). What’s more, given carte blanche to open up any possibility in the process of cultural exploration, both teachers and students might feel invigorated to discuss and delve into the unexplored issues, thereby developing their self-reflection and cultural consciousness in language classrooms. Being placed in a context where culture is re-conceptualized as an inherently dynamic and unpredictable system, teachers and students are thus empowered to seek their own interpretations of any cultural activities in an interactively conversational environment.

This paper illustrates the potential impact of Ilieva’s (2001) culture exploration on Taiwanese high school English classrooms. I argue that this viable approach would create a win-win situation for teachers and students. Since there are no clear-cut answers to cultural events, teachers and students may be more willing to probe for more possibilities within “their own third place” (Ilieva, 2001, p. 12). Although this strategy provides teachers with a feasible alternative to cultural instruction, more research on how to develop EFL teachers’ cultural sensitivity is needed. Now that culture is ever-changing and fluid, in addition, I suggest future researchers examine the extent to which the dominant cultures such as American and British cultures might be affected or reproduced in ESL/EFL classrooms. More important, the concept of cultural ambiguity should be widely disseminated to ESL/EFL classrooms. After all, one of the most effective ways to fare well in cross-cultural encounters is to “take nothing for granted” (Ilieve, 2001, p. 12) and welcome ambiguity with open arms.

The Adverse Effects of Taiwan’s 108 Curriculum on Teaching and Learning

 

The Adverse Effects of Taiwan’s 108 Curriculum on Teaching and Learning

Since its implementation in 2019, Taiwan’s 108 Curriculum, or New Curriculum, has sought to shift the focus of primary and secondary education from rote memorization to critical thinking and creativity. However, there are notable negative effects of this curriculum on teaching and learning that are important to address.

One adverse effect of the 108 Curriculum on teaching is the significant increase in teachers’ workload. The shift to a new pedagogical approach requires teachers to create more student-centered activities, engage in project-based learning, and facilitate more discussions, which require more planning and preparation time. With limited resources, teachers may feel overwhelmed, leading to a decline in their motivation and work satisfaction. This, in turn, could affect their ability to provide quality education to their students.

Another detrimental impact of the 108 Curriculum on teaching is the lack of opportunities for professional development for teachers. The implementation of the new curriculum expects teachers to adapt to a new pedagogical approach without sufficient training, leading to frustration and burnout among educators who may feel unprepared to teach under the new curriculum. The lack of training on the new approach may also lead to inconsistencies in the quality of education that students receive.

A third negative effect on teaching is the emphasis on assessments that could potentially shift the focus from teaching to testing. Teachers may feel pressured to prioritize test-taking strategies over deeper learning, leading to a reduction in the quality of education. Students may also become overly obsessed with grades, neglecting the learning process itself. Over-reliance on assessments could result in students learning only what is necessary to pass tests rather than mastering the skills and knowledge needed to succeed in their future endeavors.

In terms of learning, one potential negative impact of the 108 Curriculum is that students may feel overwhelmed by the emphasis on creativity and critical thinking. These skills require more engagement and effort, which can be stressful for students who are used to memorization and rote learning. The shift to a more student-centered and interactive approach to education may be too challenging for some students, leading to frustration and disengagement from the learning process. The fear of making mistakes or not being able to meet the expectations of the curriculum may discourage students from exploring their creativity and critical thinking skills.

The reduction in time devoted to core subjects is a second disastrous effect on learning. The new curriculum prioritizes interdisciplinary learning, which may result in less time for essential subjects such as English, math, physics, chemistry and biology. This can have the unintended consequence of reducing proficiency in these critical areas. While interdisciplinary learning can be effective, it is essential not to compromise the students’ proficiency in the core subjects that are essential to their future education and career opportunities. Therefore, it is crucial to find a balance between interdisciplinary learning and maintaining the quality of education in core subjects.

Thirdly, the emergence of a skills gap between urban and rural students is another significant concern. The 108 Curriculum places a significant emphasis on technology and digital skills, which may be more accessible to urban students who have greater access to resources. This could lead to a further widening of the educational gap between urban and rural students, resulting in unequal access to educational opportunities. It is crucial to address this issue by providing equal access to resources and opportunities for students, regardless of their geographical location. 

In conclusion, while the 108 Curriculum represents a commendable effort to promote critical thinking and innovation, it is of paramount importance to address the adverse effects on teaching and learning to ensure the effectiveness of the new approach. It is crucial to find a balance between the new pedagogical approach and maintaining the quality of education in core subjects. Additionally, providing adequate training and professional development opportunities for teachers is essential to ensure their motivation and effectiveness in implementing the new curriculum. Finally, it is essential to address the potential for a skills gap between urban and rural students by providing equal access to resources and opportunities. By addressing these issues, Taiwan can ensure that the 108 Curriculum achieves its intended goals without compromising the quality of education in the country.

New 108 Curriculum

 

The Impacts of Taiwan’s New 108 Curriculum on Teaching and Learning

The implementation of Taiwan’s new 108 curriculum has elicited mixed reactions from the education stakeholders. The educational reforms are geared towards transforming the education sector to foster skills that will prepare students for the job market. The 108 curriculum introduces innovative teaching techniques that focus on developing critical thinking, creativity, and communication skills, thereby improving the teaching and learning experience. Nonetheless, the curriculum has equally presented formidable challenges that could significantly impact the learning process.

One positive impact of the curriculum is that it is more student-centered, promoting interactive and engaging classrooms that foster a sense of ownership and participation in the learning process. The curriculum is founded upon an experiential learning approach that emphasizes practical skills acquisition. This innovative approach has enabled students to apply classroom knowledge in real-world situations, particularly in science and technology, thereby increasing their practical skills acquisition.

On the other hand, the adoption of the 108 curriculum has presented teachers with a significant challenge. The curriculum requires a paradigm shift in the teaching methods employed, moving away from the traditional lecture-based models to innovative and flexible approaches. As such, this new curriculum necessitates a higher degree of innovation and flexibility that could be difficult to adopt by those accustomed to traditional teaching methods. This transition to a new pedagogical model requires massive investment in teacher training and retooling to facilitate successful implementation of the new curriculum.

Moreover, the new curriculum may inadvertently undermine core academic subjects’ mastery, particularly if the emphasis on practical skills acquisition overshadows academic subjects. Additionally, it may exert undue pressure on students to assume greater responsibility for their learning. While the curriculum offers flexibility in terms of student-centered learning, low-achieving students may struggle to keep up with the demands of the new curriculum, further increasing the achievement gap.

In conclusion, the adoption of Taiwan’s 108 curriculum has presented new opportunities and challenges for the education sector. While the experiential learning approach and student-centered models offer new opportunities for students to apply knowledge and improve critical thinking, creativity, and communication skills, the transition poses a daunting challenge for educators to adopt innovative and flexible pedagogical approaches. The government, educators, and stakeholders must work collaboratively to address the challenges, provide adequate support for teachers, and ensure the curriculum remains a progressive and equitable educational model.

Just Lather, That’s All

 Just Lather, That’s All

In “Just Lather, That’s All,” Hernando Tellez skillfully employs the literary device of inner conflict to convey the weighty moral dilemma of taking another’s life. Through the barber’s character flaws of fear, cowardice, and indecision, the author depicts the complexity and nuance of the barber’s decision-making process. As the story unfolds, readers witness the barber grappling with his personal convictions and emotions, as well as his perceived duty to the rebel cause. Ultimately, Tellez’s message is clear: the decision to kill is never an easy one, and its ramifications are not easily shrugged off.

As Captain Torres is being shaved, he is literally vulnerable to any surprise attack as he has hung his gun “up on a wall hook and placed his military cap over it” (p.1). However, the author reveals a process in which the barber justifies his deferral of slitting the captain’s throat. One example appears in the beginning of the story when the barber recognizes Torres at first glance and cannot help but “tremble” (p.1). However, he acts normally to “conceal [his] emotion” (p.1) and his identity as a rebel. The barber’s trepidation foreshadows his failure to kill the captain.

Fear gradually takes hold of him as the story progresses. While the barber is shaving Torres, the “sight of the mutilated bodies” (p.1) lingers in his mind. Although he “comes face to face with [Torres] for an instant” (p.3) and has a great opportunity to take the life of his enemy, he vacillates about whether he should take action. He knows the man lying on the barber chair is not only an enemy but also a person whom is deeply respected and feared by many. He realizes that Torres has tremendous power to end a life. As a result, the barber’s cowardice becomes an obstacle to his plan. His timidity prevents him from acting on his initial plan to kill Captain Torres.

The barber’s fear and cowardice are further exemplified in his imagination of Torres’ death in his barber shop. While the barber notices that Torres “[closes] his eye” (p.2), he is “trembling like a real murderer” (p.2). He imagines blood covering “the floor” (p.2) and having to “close the door” (p.2). The barber’s constant soliloquy indicates that he is on the brink of losing his mind. As hesitation erodes his mind, the barber is more inclined to maintain his own interests than take on responsibility. He makes a plausible excuse for not killing Torres, claiming that he does not want to be burdened with the task of cleaning up the murder scene. However, the truth is that he simply does not have the determination to kill Captain Torres. Therefore, the barber justifies his reluctance to kill under the pretext of being too bloody and bothersome.

The author’s masterful use of foreshadowing, imagery, and characterization creates a sense of tension and unease throughout the story, underscoring the gravity of the barber’s dilemma. The barber’s constant vacillation between duty and morality, his vivid imagination of the consequences of his actions, and his palpable fear and cowardice all contribute to a complex portrait of a man caught between opposing forces.

Furthermore, Tellez’s story raises broader questions about the morality of violence, the effects of power dynamics on individuals, and the psychological toll of making life-and-death decisions. These themes resonate beyond the specific context of the story and speak to the universal human experience of navigating ethical dilemmas in a complex world.

In conclusion, “Just Lather, That’s All” is a poignant and thought-provoking examination of the moral complexities of violence and the human psyche. Tellez’s vivid and evocative prose draws readers into the mind of a conflicted barber, challenging them to grapple with their own beliefs and values. This powerful narrative serves as a timeless reminder of the difficult decisions we face as individuals and as a society, and the enduring impact of those choices.

The Decline of Humanities Education in Taiwanese High Schools

 

The Decline of Humanities Education in Taiwanese High Schools

 

Introduction:

Taiwan’s reputation for producing top-tier graduates has been tarnished by a discernible decline in the quality of humanities education in Taiwanese high schools. This essay will scrutinize the causative factors for this decline and its potential ramifications for the country’s future.

 

Reasons for the Decline of Humanities Education:

The emphasis on STEM education has become a hegemonic ideology, and this phenomenon has contributed to the diminishing focus on humanities education in Taiwanese high schools. The perception that STEM subjects are more utilitarian and job-oriented than the humanities, which are deemed less relevant to contemporary demands, has led many schools to redirect their attention away from the humanities, which in turn has resulted in a deterioration in the quality of education in these subjects.

Another significant factor that has contributed to the decline of humanities education is the exam-oriented education system. Taiwanese high schools are renowned for their highly competitive and exam-oriented education system, which engenders enormous pressure on students to excel in standardized tests. This, in turn, has fostered a narrow concentration on exam preparation and rote memorization, leaving scant space for critical thinking and creativity, which are essential components of humanities education.

Finally, a shortage of competent teachers is a salient issue that affects the quality of humanities education in Taiwanese high schools. Many teachers lack the necessary training and aptitude to teach humanities subjects effectively. Furthermore, there is a paucity of teachers who are passionate about the humanities and can inspire students to learn and appreciate these subjects.

 

Consequences of the Decline of Humanities Education:

The decline of humanities education in Taiwanese high schools has substantial consequences for the country’s future. Firstly, there is a dwindling emphasis on critical thinking skills among students. Without sufficient training in the humanities, students are incapable of thinking critically and analyzing complex issues, which are indispensable skills for success in higher education and the workforce.

Secondly, a deficiency of knowledge in the humanities can result in an insular worldview and an incapacity to appreciate culture, history, and society. Humanities education is imperative for understanding and appreciating culture and society. Without this knowledge, students may find it difficult to engage with people from different backgrounds and cultures.

Finally, the decline of humanities education in Taiwanese high schools may lead to a lessened focus on creativity and innovation. Humanities education is indispensable for fostering creativity and innovation, which are essential for success in the 21st century’s rapidly changing and innovation-driven world.

 

Conclusion:

The decline of humanities education in Taiwanese high schools is a momentous predicament that has far-reaching implications for the country’s future. To address this issue, there is a need to re-evaluate the education system’s priorities and bestow greater emphasis on the humanities. This can be achieved by promoting critical thinking, creativity, and cultural understanding in the curriculum and providing superior training and support for humanities teachers. By doing so, Taiwan can ensure that its citizens are well-equipped to tackle the challenges of the future and to compete effectively in the global economy.

Fear-mongering

Fear-mongering

The media’s propensity to sensationalize and exaggerate events to attract viewers and increase revenue has become increasingly evident in recent years. Fear-mongering is a particular tactic used by the media to instill a sense of anxiety and dread in their audience. The aim of this tactic is to capture the audience’s attention and increase profitability. However, the consequences of fear-mongering on society are extensive, as it creates an environment of hysteria and paranoia, leading to misinformation and a distorted perception of reality.

To begin with, sensationalism is a widely employed technique by the media to increase their audience and profitability. Sensationalizing a story involves exaggerating or emphasizing certain aspects of it to make it appear more shocking or surprising than it actually is. The media often employs this tactic in news broadcasts or articles where the events are deemed too mundane or uninteresting. This practice captures the attention of viewers and readers by appealing to their curiosity and desire for excitement.

Furthermore, fear-mongering is a powerful tool used by the media to instill fear and dread in their audience. This strategy is often used when there is a potential threat or danger, such as during a terrorist attack or natural disaster. Fear-mongering plays on people’s emotions and insecurities and can lead to irrational thinking and behavior, ultimately resulting in a distorted perception of reality and an exaggerated sense of danger.

However, the negative consequences of the media’s fear-mongering tactics are manifold. Firstly, it can lead to the spread of misinformation and false beliefs. Fear-mongering often distorts reality, with individuals perceiving danger where there is none or exaggerating the severity of a situation. This can lead to panic and irrational behavior, which can have disastrous consequences. Secondly, fear-mongering can create a culture of paranoia and mistrust, where people are suspicious of others and afraid of the world around them. This has a detrimental impact on society, as it creates a sense of division and disunity.

In conclusion, the media’s use of fear-mongering and sensationalism to increase revenue is a concerning issue with negative implications for society. While the media has the responsibility to report on events and provide accurate information, it is critical that they do so in a way that does not distort reality or instill unnecessary fear and anxiety in their audience. By holding the media accountable for their reporting and being aware of their tactics, we can create a more informed and rational society.

Power Outage

 

Power Outage

Last Sunday, a newly-opened stationery store was doing a buy-one-get-one-free promotion. Anyone who bought more than three books was also eligible to get a raffle ticket. Due to these two incentives, the cramped shop was packed with customers, most of whom were high school students selecting their new reference books. When the clock struck 6 p.m., however, the lights dimmed and then suddenly went off, plunging the store into pitch darkness. Utterly confused by this unexpected incident, some customers panicked, scurrying about from aisle to aisle. Others were petrified and began stampeding towards the exit, screaming and cursing. Still others were trying to remain composed, wondering if the Taichung coal-fired power plant was shut down again. Chaotic as the situation was, a poker-faced clerk nonchalant to the power cut turned on the flashlight on her iPhone 13 and continued processing customer transactions. Her colleagues guided the distraught people through a narrow pathway to the nearest exit. The stationery store did not reopen until Taiwan Power Company resumed power supplies following several hours of blackouts nationwide. In spite of no injuries reported, the store suffered considerable financial loss.

In fact, the above scenario is by no means a rare event. Due to an ongoing energy crisis and limitations of renewable energy, Taiwan has been suffering sporadic blackouts over the past few decades. Nevertheless, we could adopt three approaches to dealing with this urgent problem. For instance, parents, together with teachers, are responsible for instilling the idea of energy conservation into children, reminding them to switch off the power after use. Schools, on the other hand, can launch a campaign for an environmentally sustainable lifestyle. In addition, our government should consider increasing utilities bills by 2 percent in order to minimize the unnecessary waste of natural resources. Last but not least, we should restart construction on the mothballed Fourth Nuclear Power Plant to ensure stabilized power supplies despite the safety concerns over the radioactive waste and nuclear meltdowns. Honestly speaking, the cabinet needs to reevaluate its contentious policy of phasing out nuclear power by 2025. After all, nuclear power makes a significant contribution to electricity generation, providing approximately 10% of electricity supply in Taiwan. Despite the interruption of electric power supply, these three strategies might help our country move towards a brighter future with abundant energy available to everyone.

A Petition to Protect Endangered Animals

A Petition to Protect Endangered Animals

A Petition to Protect Endangered Animals

Write a letter to your government and call for the protection of endangered animals such as pandas and polar bears. You should draw up your petition, illustrate why you want to protect endangered animals and give some suggestions on how to put your ideas into practice.

  

To whom it may concern: As global warming continues ravaging our earth, its irreversible impacts also begin to hit home. Human beings are not the only victim that bears the brunt of this climate catastrophe. In fact, a growing number of animals are either in danger / jeopardy / peril or on the verge of extinction. Since each species plays a crucial role in our ecosystem, I am petitioning for the protection of the animals which are vulnerable / susceptible to climate change and human activity, both of which are the bane of the apocalyptic warnings. (= Given the crucial role each species plays in our ecosystem, I am petitioning for the protection of the animals jeopardized by climate change and human activity, both of them being a recipe for the Apocalypse.) Of all the endangered animals, pandas and polar bears are currently facing an imminent threat to life, so it is high time that we should take precautions to protect them. For example, the authorities concerned are advised to tighten up the rules prohibiting illegal logging / illegal deforestation from destroying the habitats of pandas. Violators should be subject to heavy penalties or ten-year incarceration if they flagrantly flout / defy / violate / breach the law. In addition, the Department of Environment could campaign for the reduction of CO2 emissions to keep the sea ice and glaciers from melting in the vicinity of the Arctic. Educational institutes, on the other hand, should be accountable for raising public awareness about the dire consequences of the escalating temperatures and rising sea levels, which are the two factors driving / pushing our Earth closer to a critical climate threshold. If our government, together with the public, does their part, polar bears might be less likely to lose their home or drown in the ocean. Your decision will have a profound impact on the survival of human beings and animals. I hope you can accept my humble suggestions and take immediate action to save as many endangered animals as possible.   Kind regards, Aaron N.

Chaos in Afghanistan

Chaos in Afghanistan

On 15th August, 2021, Afghanistan was plunging into an abyss of violence and ruin after President Biden announced his plan to withdraw all American troops from this war-ravaged country. The Taliban takeover sparked a hurried, massive exodus of Afghans associated with the U.S. Armed Forces. Many desperate people who had allied themselves with the U.S. government were panicked into leaving the country, voicing concern about the vengeance Taliban would wreak on them and their families.

To escape the imminent tribulations and vengeance, the main artery leading to Kabul’s airport had been jammed with vehicles crawling bumper to bumper. It was estimated that hundreds of thousands of Afghan civilians ran a gauntlet of belligerent Taliban gunmen, but they still stampeded towards the international airport at the risk of their children being trampled underfoot in the crowd.

For those who gained access to the airport, another trial was lying ahead. Some scrambled up the last commercial plane leaving Kabul in order to escape political persecution and human rights violations. Others standing on the tarmac clamored to get onto an evacuation flight. Still others clung to the side of a moving US military plane in an attempt to flee the country with at least three falling to their deaths from the undercarriage immediately after takeoff.

Traumatized by the atrocity of the Taliban regime, most of the Afghans, particularly well-educated women, would rather seek asylum in other democratic countries than meet their doom in this politically precarious and unstable place. For those who couldn’t leave, they would be at the mercy of their new government notorious for its arbitrary interpretation of Islamic law and its systematic violence against women, who were deprived of education, work and freedom of movement.

 

The Pros and Cons of School Uniforms

 

The Pros and Cons of School Uniforms

Writing Prompt: Please write an essay on the pros and cons of school uniforms.

 

SAMPLE ESSAY [ADVANCED LEVEL]

In recent years, there has been considerable discussion about school dress codes. Some claim that students need guidance when it comes to how to dress appropriately for school, while others argue this practice restricts self-expression. Apparently, whether school uniforms are necessary has provoked heated controversy. To delve deeply into this issue, this essay aims to analyze the benefits and drawbacks of imposing a sense of uniformity on students. Admittedly, uniforms convey a clear message of equality. This fairness-oriented policy creates a homogenous and welcoming environment where students from different backgrounds are kept on a level playing field. It also eliminates discrimination based on clothing and embraces greater group cohesion and commonality. Under an equitable and inclusive learning environment, students are spared the embarrassment of choosing what to wear or worrying about whether their clothes are appropriate or trendy. In a sense, this long-held practice erases the pressure of kids trying to buy brand-name and expensive clothing. Nevertheless, implementing school uniform policy can cause several problems. For starters, uniforms might put a financial burden on underprivileged students. For those who live under the poverty line, they might find the cost of school uniforms unaffordable, and this will widen the gap between the source-rich and the poor. In addition, school uniforms that unfairly divide girls and boys create raw discrimination. For example, if the uniform policy requires all girls to be wearing skirts, that can be perceived as sex discrimination. Even more disturbing, though, is a backlash from some groups that advocate gender diversity. These people believe that the idea of wearing uniforms deprives students of the opportunities to express who they are, and this can be exemplified in some teens struggling with gender identity. They might be annoyed by our conventional dress codes to some extent. In conclusion, school uniforms have their pros and cons, but I would argue that uniform policy itself is not a problem if it is designed in a fair and non-discriminatory to human rights manner.