Work Schedule For Independent People - Free Essay Example

The unanimous Declaration of the fifty united States of the American education system When in the Course of American events it becomes necessary for one demographic to dissolve the hourly bands which have connected them with another and to assume among the powers of the government, the separate and equal station to which the Laws of Nature and of Natures God entitle them, a decent respect to the functions of teenagers requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That whenever any Form of system becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new system, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. † Such has been the patient sufferance of these students; and such is now the necessity which constrains them to alter their former Systems of time management. The history of the present government is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these students. To prove this, let Facts be submitted to a candid world. Those with the ability t o change have refused to address the problems associated with the lack of sleep and lack of respect for natural sleep cycles. Those with the ability to educate other people who also have the authority to address these problems because it is not in their own interest. Those with the ability to stop the oppression of the early hour rise have not chosen to use this ability because they find comfort where those without the power find pain. Those with the ability to change the hours of school have chosen to sit ignorantly among young people who have felt the effects of newer pain in many of the same forms, believing that since they dealt with the same pains, the younger generation must be acting in a childish and spoilt manner. Those with the ability to change the hours of school have forgotten or have never thought that the new ways of educating are more backbreaking and mind-melting with each new addition. Those with the ability to change the hours have mistaken genuine anguish, stress, and educated arguments as teenage argumentative behavior. Those with the ability have ignored their comrades who are more educated with the same subject, even those who spend their whole occupational life studying it, because they are, simply put, indolent and slothf ul. Those with the ability who care, or perhaps pretend to care, about teenage mental and physical health have done either very little or nothing whatsoever to push harder for simple education reforms that would change even local education hours. Those with the ability to change the hours almost always present the same argument: That teenagers spend too much time on social media to get their proper sleep, and that is why their grades are poor; because they chose to use their devices instead of doing their homework, but they forget that homework is an oppression in and of itself. Kindergarteners through College students agree that homework is neither helpful nor healthy nor engaging and overall not wanted by anyone except teachers who would rather show a video explaining what they are supposed to be explaining than give the work and teach it in class. Social media and use of devices is a popular coping mechanism for teenagers because no self-respecting student is able to find time between school, needs, responsibilities, searching for colleges and scholarships, extracurricular activities, sports, homework, and at the high school level work to find the time to actually participate in social events with family and friends and no time can be found to meet new people, and so the device gives the light and time and connections stolen from the day by expectations of the child to talk to people, to see new things, to learn what they truly want to learn and to obsess over pleasantries they may never get to experience in adulthood and there is no chance of experiencing as a teenager, in the place where no time, energy, nor money are at the disposal of the human. In the past, students have rallied and petitioned and practice all forms of protest against the hour to start education except violently. Students write, admittedly, on surveys of mental health that our stress levels are so terrible we rely on stolen or prescribed medications and drugs, insane amounts of over the counter supplements, calming substances in huge quantities, etcetera. Students will announce on a daily basis how depleted and drained they feel. Students will declare suicidal thoughts in a way that it seems normal or at least simply disrespectful. It is, sometimes, exaggerated. But those with the power to change this cannot stand in the way of that change they could bring and claim that those who have taken their own lives because of the stress caused by the deprives of school (Homework, Wrecked sleep schedule, Making up for it by drinking, smoking, drugging, using addictive devices, having to take therapy or get diagnosed with anxiety or a learning disability [That would plausibly be beneficial to the student in a non-classroom based non-standardized education system] in order for anything to get even unnoticeably better) are doing this to themselves. And so, in the face of ignorance and resistance, the teenagers who have not turned to unhealthy coping mechanisms out of the sheer fear of not succeeding in life, are assembled and appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these government-sanctioned schools, solemnly publish and declare, That these united students are, and of Right ought to be Free and Independent People, that they are Absolved from all Allegiance to the, Hours of school starting before eight oclock and that all connection between them and the hours of the adult seven to seven work schedule and lifestyle, is and ought to be totally dissolved; and that as Free and Independent students, they have full Power to sleep until the natural teenage waking hour of eight, enjoy serenity, contract opinions to adults who will actively in their everyday life represent them, establish joy in energized and proper living, and to do all oth er Acts and Things which Independent students may of right do. † And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor. New Hampshire: Josiah Bartlett, William Whipple, Matthew Thornton Massachusetts: John Hancock, Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry, Emmerson Fitts Rhode Island: Stephen Hopkins, William Ellery Connecticut: Roger Sherman, Samuel Huntington, William Williams, Oliver Wolcott New York: William Floyd, Philip Livingston, Francis Lewis, Lewis Morris New Jersey: Richard Stockton, John Witherspoon, Francis Hopkinson, John Hart, Abraham Clark Pennsylvania: Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer, James Smith, George Taylor, James Wilson, George Ross Delaware: Caesar Rodney, George Read, Thomas McKean Maryland: Samuel Chase, William Paca, Thomas Stone, Charles Carroll of Carrollton Virginia: George Wythe, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thomas Nelson, Jr., Francis Lightfoot Lee, Carter Braxton North Carolina: William Hooper, Joseph Hewes, John Penn South Carolina: Edward Rutledge, Thomas Heyward, Jr., Thomas Ly nch, Jr., Arthur Middleton Georgia: Button Gwinnett, Lyman Hall, George Walton.