Respond to Peers (due Monday, Day 7): In 125 to 200 words each, respond to at least two classmates. In each response, begin by addressing your classmate's questions and concerns. Then, review the list of claims and supporting evidence for possible fallacies. State whether your classmate's claims effectively support the thesis statement and explain why. Share your thoughts on the research selected to support the list of claims. Has your classmate provided enough evidence?
Be sure to follow up with classmates who respond to your post. Utilize feedback from this discussion as you revise your paper outline and compose your rough draft.
Please review the Week Three Discussion 1 Peer Response Template before writing your response
STATEMENT #1
Claim: By coming back to his original foreign policy promises, "engaging rather than confronting adversaries..." (Shanks, 2016) President Barack H. Obama is using peace instead of violence to, not only, make the Iran Nuclear deal, but enforce it.
Evidence: The Soufan group, which is built and run by former operatives of respective agencies like the cia, fbi, British MI6, is an intel gathering agency that gives top ranking US military and intel officials confidence in the Iran Nuke deal, through their findings. (Shanks, 2016)
Evidence: President Obama asked critics of the agreement whether they preferred war instead.
Claim: Just because peace is used as primary factor of enforcing a treaty, violence, as a threat, can be used to help both parties maintain peace.
Evidence: Secretary of Defense Ashton Carter has doubted what a military strike could do, but called for a military strike strategy in case Iran seeks to advance their Nuclear capabilities (Shanks, 2016)
Evidence: General Martin Dempsey agreed the deal was better than a direct strike against Iran, but does not discount the power and possibilities a direct strike could bring about. (Shanks, 2016)
Claim: The absence of peace after the Treaty of Versailles created tensions that led to World war two, but could've been alleviated through the efforts of peace.
Evidence: The terms of the treaty of Versailles set forth by the British and French pretty much guaranteed WWII happening. (Gordon, 1998)
Evidence: There was a need of compensation of justice for the pain WWI had brought (Gordon, 998)
Claim: Looking to disable the opposing party is an aggressors choice that leads to violence, while a peaceful approach can disarm the situation before it starts.
Evidence: The Prime minister of France from 1917 on came to the Paris Peace conference with one objective, to make Germany pay. (Shepley, 2011)
Evidence: The German people were disappointed with the Peace Conference because they felt their politicians failed them, and no matter what they were being punished. This led to discontent and the anti-Semitism movement began. (Shepley, 2011)
References
Lu, C. (2002). Justice and moral regeneration: Lessons from the treaty of Versailles. International Studies Review, 4(3), 3-25. doi:10.2307/3186461
Gordon Martel, "A Comment," in Manfred F. Boemeke, Gerald D. Feldman, and Elisabeth Glaser, eds., The Treaty of Versailles: A Reassessment after 75 Years (Cambridge, U.K.: Cambridge University Press, 1998), p. 624.
Gordon, P. (2016). Joint Comprehensive Plan of Action (Iran Nuclear deal). Salem Press Encyclopedia, Retrieved December 6, 2016, from https://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/detail/detail?sid=ac0aa49e-d1c0-4094-b4c6-c94121880f75%40sessionmgr107&vid=6&hid=119&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=110642397&db=ers
Shank, G. (2016). Anatomy of a done deal: the fight over the Iran nuclear accord. Social Justice, 42(1), 1-18, 145.
Shepley, N. (2011). Britain, France and Germany and the treaty of Versailles: The failure of long term peace (2nd ed.). Luton: Andrews UK.
Thesis statement: : All students, should be required to wear school uniforms in public K-12 schools, based upon my research and logic, supportive evidence of my argument, as shown by: (1) first amendment rights of students, (2) the positive and negative aspects, (3) students wearing a uniform creates a safer school environment, improved attendance, and also raises academic achievement
A. Claim: Positive affects on students and their families
Evidence: Parents liked that they did not have to buy expensive clothes, but now replaced with purchasing a school uniform (Ginburg, C and Jill, Lynn-nore (2015).
Evidence: "So it has an emphasis on what students are putting in their minds to create the person whom they want to become (The Washington Post, (1997).
Evidence: A student should not be judged by peers upon what they wear on their backs but what it processed in their minds (The Washington Post, (1997).
B. Claim: : School uniforms create a safer school environment.
Evidence: A strong point for the supports of uniforms is it cuts down in distractions in class and at school (In Scholastic News, 2013).
Evidence: "Most part how our young people by peer pressure and outward image are making students sell drugs to buy the right clothes to fit in with their peers" (The Washington Post, 1997)
C. Claim: Students behavior and achievement has improved since required school uniforms in public K-12 schools.
Evidence: TWIN FALLS, Idaho (AP) " South-central Idaho school officials are praising the benefits of implementing school uniforms despite facing student opposition. Twin Falls alternative school Bridge Academy principal Jim Brown tells the Times-News (https://bit.ly/1vDHD3V) that disciplinary issues have reduced since requiring students to wear a uniform (AP Regional Report, 2014).
Evidence: The results do not suggest any significant association between school uniform policies and achievement. Although the results do not definitely support or reject either side of the uniform argument, they do strongly intimate that uniforms are not the solution to all of American education's ills(Educational Policy, v34n6, p847-874, 28pp., 2014)
D. Claim: Public K-12 School's required dress code policy.
Evidence: This article explores the reasons used for the banning of symbolic clothing in schools and recommends four principles that may assist educators and policy analysts in developing more consistent guidelines. It is hoped that the principles put forward will underpin future policy discussions in defining the acceptable parameters of symbolic clothing. [Gereluk, Dianne, 2007).
Evidence: The evolution of dress code cases dealing with hair length, obscenity, and gang clothing will demonstrate the different ways the courts have addressed these issues and how those decisions are likely to affect the legality of the current movement towards mandatory uniforms in the public schools(Gereluk,Dianne, 2007).
E. Claim: Wearing uniforms created a student atmosphere of more pride, respect, and discipline for their teacher's, school, and learning.
Evidence: Positive impacts of student learning, religion, and in overall pride of students, and common thread to assist in overall positive morale of the whole student body (Ginburg, C, Jill, Lynn-nore, 2015).
Evidence: That is, a growth mindset predicted increased perceived academic competence, which, in turn, predicted reduced shame and increased pride (University of Southampton, 2015).. The findings have far-reaching implications for educators (University of Southampton, 2015). This research also makes a novel connection between growth mindset, perceived academic competence and self-conscious emotions, within a school setting (University of Southampton, 2015).
The fallacies I located in my work are... that I need more stronger evidence to support my argument. Also, need documented research information in my research. My point of view on I agree that K-12 students should wear school uniforms, also has another side and they also have research to support their viewpoint, one example would be the first amendment and the freedom of expression.