Originally, when my team and I first began to research this topic, I had wanted to argue for the continuance of traditional calendars in the American public school system rather than the implementation of year round calendars. As a student who engages in rigorous studies, I have first hand experience of the psychological strain that too much school causes. While the argument is that the increase in the frequency of the breaks would help students avoid becoming burnt-out, I do not believe that such would be the case. We have several long breaks during the school year (one-two week breaks), but they are typically only a temporary fix for the stress. In my experiences, within the first two days of being back to school, my stress levels become …show more content…
Some of our individual arguments meshed perfectly; others did not. Sadly, mine was the outlier of the information. Even though it is essential to determine the economic implications of any major change in society, the economic lense did not correspond well with the other three lenses. As such, in order to make my individual assertion fit into our overall argument, I had to hone it down to an argument that was a quite different from my original. Thus, I used my lense to determine that a shift would not have a significant effect on any of the major financial sectors associated with public education and then used that as a gateway to bring the lenses of my peers into consideration. Personally, the aspect of working with a group that I found most beneficial was experiencing the open-mindedness that working with others creates. It was so refreshing to be able to see things from so many different perspectives, and in the end, it allowed me to enhance my ability to assume the role of a ¨worldly scholar.¨ I think that this experience is great preparation for the working world because it forced me to move out of my comfort zone and take the suggestions and wills of others into serious consideration, which is likely something that I will encounter in any area of future