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On April 26, 1983, Matthew Fraser, a student at Bethel High School in Bethel, Washington, delivered a speech nominating a fellow student for a student elective office to his fellow high school mates. The assembly was part of a school-sponsored educational program in self government. During the entire speech, Fraser referred to his candidate in terms of "elaborate, graphic, and explicit sexual metaphor." However, no obscene language was used.
Fraser discussed his speech with three of his teachers. Two of the teachers testified at the trial that they informed Matthew the speech was "inappropriate and that he probably should not deliver it." They also mentioned that the speech might have "severe consequences," but none of the three suggested that the speech might violate a school rule. So Matthew gave his speech, during which a school counselor observed the reaction of students. Some hooted and yelled; others appeared to be bewildered and embarrassed by the speech. A Bethel High School disciplinary rule prohibited the use of obscene language in the school: Conduct which materially and substantially interferes with the educational process is prohibited, including the use of obscene, profane language or gestures. The morning after the assembly, the assistant principal called Matthew into her office and notified him that the school considered his speech to have been a violation of this rule. The assistant principal informed Matthew that he would be suspended for three days and would be ineligible as a candidate for graduation speaker at the school's commencement exercises.
Matthew went to the school's hearing officer for a review of the disciplinary action. The examiner determined that the speech fell within the ordinary meaning of "obscene," as used in the disruptive-conduct rule, and affirmed the discipline in its entirety. Fraser served two days of his suspension, and was allowed to return to school on the third day.
Matthew's father appealed the school district's actions on behalf of his son to the federal district court. He alleged a violation of his First Amendment right to freedom of speech and sought both injunctive relief and monetary damages. The District Court held that the school's sanctions violated respondent's right to freedom of speech under the First Amendment to the United States Constitution, that the school's disruptive-conduct rule is unconstitutionally vague and overbroad, and that the removal of respondent's name from the graduation speaker's list violated the Due Process Clause of the Fourteenth Amendment because the disciplinary rule makes no mention of such removal as a possible sanction.
Name & citation of case: Urban v. Jefferson County School District R-1, 870 F. Supp. 1558 (D. CO 1994)
Through using case laws, the First Amendment, and previous cases, Justice Abe Fortas explains the reasoning behind why the principal was not permissible. In the first two paragraphs, Fortas provides a brief summary stating how the policy banning armbands go against the First Amendment. In the following paragraph, Fortas says, “Only a few of the 18,00 students in the school system wore the black armbands.” When introducing his first argument, he supports this fact explaining how “the work of the schools or any class was [not] disrupted.” As for the fourth paragraph, Justice Fortas provides a counter argument with what the District Court said. The District Court concluded the school authorities were reasonable since it was based upon their fear o...
In the Tinker v. Des Moines case, the students’ first amendment right was violated. They were not able to express their opinions freely. The first Amendment states, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise of thereof; or abridging the freedom of speech, or the right of press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances,” (Classifying Arguments in the Cas...
The first is an essay written by Liz Anderson and is a response to Rick Perlstein’s opinion piece titled “What’s the matter with college”. Anderson’s purpose is to very much persuade Mr. Perlstein and many who may or may not want to college as to why college matters. Anderon’s thesis is then that the value of college has not diminished, but has and continues to remain the same with the help of community college. In the essay “Two years are better than four” Anderson, a community college graduate of Virginia and Southern Maine, believes that the value college remains the same and continues to be that way today. This is contrary to the beliefs of Perlstein and Anderson believes that community college is the place where Perlstein will find the
Principal Hoagland cancel prom, in Kellenberg Memorial High School, in Uniondale, New York. The reason was because parents were planning on spending $1,000 on prom dresses, tuxedos and immoral activities, after prom for teenagers; immoral activities that involved drinking and sexual activities. These immoral situations can lead teens to bad things like lose control of themselves and teen pregnancy, which can cause complaints against the school. Also because it 's a Catholic School, I also agree with Hoagland on cancelling prom to avoid immoral. But at I also disagree with not having a prom for the school.
In addition to constantly telling Peter no or we do not do such things Mrs. Stallworth seemed to heavily rely on the students to help with Peter’s behavior. In some ways Mrs. Stallworth’s behavior management seemed to work. Although, I thought there was a lot of room for improvement an example was the way Peter was only yelled and scolded by his peers when he kicked another student in the face during outdoor activities. I would have addressed the situation and not allow the students to handle it on their own as another student was hurt by Peter’s
In Minersville Pennsylvania, Lillian Gobitis a 12 year old and her brother William a 10 year old were expelled from school for refusing to salute the national flag. They are Jehovah’s Witness and believed that saluting the flag is a form of idol worship, and a direct violation of the second commandment in the Bible. The local board of education required both teachers and pupils to participate in the ceremony. William wrote a letter to the school board saying “I do not salute the flag because I have promised to do the will of God.” The school board did not change their mind and left them expelled.
In document D the court sided with the students, but the students must serve ten days, but the ten day suspension will not be shown on their records. It must pose a threat, there was no threat so they sided with the students.In document C, the school suspended the student, but that was because the student caused a threat against the targeted student, S.N. If the student did not target S.N. and say the students name and harm her directly then there would probably be no suspension.J.S created a MySpace profile (“the profile”) making fun of her middle school principal, James McGonigle. The profile did not name the principal or his school, but did include a photo of him and contained some vulgar and offensive language.J.S. did not name the principal or the school, she did not directly target the principal even though a photo of the principal was on the page.This evidence helps explain why schools should not limit students’ online speech because it didn 't cause a substantial disruption.
The facts of the case are as follows :On Thursday, October 31st, a pagan gathering took place at Jaycee Park in Backhouse, Wisconsin. The gathering in question was the Eighth Annual Pagan Pride Day, an event which works to build community awareness and religious tolerance. The event, which consisted of an estimated 400 people, lasted from 11 a.m. until 10 p.m. and offered a variety of products for purchase, as well as tents set up for discussions, demonstrations, and food. Shortly after October 31st, an unofficial student club at Backhouse High School, Modern American Druids, filed a Facilities Use Request with the Backhouse High School administration to use an area of the front lawn know as “the rock”. “The rock” is an area that contains the school’s flagpole, as well as a boulder, which is a widely known symbol of school pride. The area is visible from the school’s front driveway and parking lot. The Facilities Use Request was filed by the Modern American Druids faculty advisor, Earthrid Maskull, a social studies teacher and self-proclaimed Druid priest. In the Facilities Use Request, Earthrid Maskull indicated that the use of “the rock” would be a prayer ceremony that overlapped with Samhain, the Druid holiday that translates to the ‘Dark Days of November’, and would last from 7:00 a.m. until 7:45 a.m. on Friday, November 8th. The Druid prayer ceremony would consist of an unknown number of teachers and students, and invitations to participate in the ceremony were sent by Maskull to all high school staff. Additionally, members of Modern American Druids, using ...
The Canadian justice system is organized into the police, courts and prisons (Goff, 2013, p.295). When a crime is committed it is up to the justice system to insure that justice is served.
He was mad at tv shows and movies that showed things not appropriate for school, that kids started doing. I totally agree with the stop of twerking and nastiness. The thing that I disagree is canceling the homecoming dance. I would say you could cancel any dance but the homecoming dance because that is one of the kids memorable times. I’m pretty sure that most of the kids would be really mad at the principal.
The Supreme Court ruled that the school had the right to discipline Fraser as the First Amendment does not prevent school officials from determining that such vulgar speech undermines the basic educational mission. It also mentioned in the opinion that if the same speech would have been given in a public place and not during a school function, the government would not be able to censor the message. Although the only similarity of these two cases is the suspension of students, it is important to understand that the school has no power over the speech of students when they are in a public
With in this courtroom observation paper I will form two articles and classroom knowledge to show the relevance they play within courts today. First, local legal culture, in "court culture" concept is based on dimensions of solidarity and sociability, the intersections of which create four cultures with associated case management types: hierarchical culture (rule-oriented case management); networked culture (judicial consensus); autonomous culture (self-managing); and communal (flexible case management). The second being, court guidelines and the sentencing structure, how’s it work, and why out comes different areas that defer from Kalamazoo and Southwest Michigan as a hole.
Hamlet is one of the most often-performed and studied plays in the English language. The story might have been merely a melodramatic play about murder and revenge, butWilliam Shakespeare imbued his drama with a sensitivity and reflectivity that still fascinates audiences four hundred years after it was first performed. Hamlet is no ordinary young man, raging at the death of his father and the hasty marriage of his mother and his uncle. Hamlet is cursed with an introspective nature; he cannot decide whether to turn his anger outward or in on himself. The audience sees a young man who would be happiest back at his university, contemplating remote philosophical matters of life and death. Instead, Hamlet is forced to engage death on a visceral level, as an unwelcome and unfathomable figure in his life. He cannot ignore thoughts of death, nor can he grieve and get on with his life, as most people do. He is a melancholy man, and he can see only darkness in his future—if, indeed, he is to have a future at all. Throughout the play, and particularly in his two most famous soliloquies, Hamlet struggles with the competing compulsions to avenge his father’s death or to embrace his own. Hamlet is a man caught in a moral dilemma, and his inability to reach a resolution condemns himself and nearly everyone close to him.
For this to occur however, requires an understanding of culture and society, as well as governance and process. In addition, I have also understood the power of strength based approach, how strength based therapy used in relationships an essential factor among group members. I view this class as the opportunity to practice how effectively work with groups and individuals to understand their own inherent power. Therefore, I learned the way of using a strengths-based approach; I can highlight the assets of group members, offering building blocks which can then lay the foundation of their social change. Furthermore, I understand change could be a mutual process, so in group therapy until group members became comfortable with each other to share their experiences giving them space and later help them to engage in along with group process. I also learn how to help in the facilitation of change, by asking open questions, validating, empathic and allowing them to feel what they are feeling, and empower them what they wants to do with their current