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"Dress codes"
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The leggings revolt
\"Eric and his buddies have left behind their all boys school to attend high school with girls. Eager to find his place in this exciting new world, Eric joins the student life committee, unaware that he is expected to enforce the school's strict dress code. The dress code is particularly harsh on the girls he is keen to get to know. Eric finds this awkward, but it's nothing compared to the position he finds himself in when the whole school revolts.\"--Provided by publisher.
Book
China. China dress code
Today, many Chinese favor traditional Western attire, such as jeans and T-shirts. Dress is often more formal in the workplace. Learn more.
Streaming Video
Italy. Italy dress code
It may come as no surprise that in the Italian workplace, the dress code tends to be formal - and casual Fridays don't exist. Italians tend to dress up when they go out, as socializing is all about making a good impression. Part of who you are in Italy is what you wear. Curious about local expectations? Learn more and eliminate the guesswork when it comes to fashion in Italy.
Streaming Video
Indonesia. Indonesia dress code
Clothing choice in Indonesia is very much tied to the country's warm, tropical climate. While the dress code is casual due to the warm weather, one should strive for a neat and polished appearance. Each of Indonesia's ethnic groups has its own characteristic dress. The Javanese, however, make up the largest population group in Indonesia, and after the country's independence, a national style based largely on traditional Javanese motifs emerged.
Streaming Video
France. France dress code
Proper business attire is good business in France. The dress code remains formal in most sectors--and there's no such thing as casual Friday. In fashionable France, tasteful, quality clothing is a must. Review what's appropriate for women and men in the workplace and in after-work settings.
Streaming Video
China. Hong Kong. Hong Kong dress code
Knowing how to dress for business can be challenging in any country. In Hong Kong, the dress code is conservative, and formal business attire is usually required. Learn what's appropriate and what's not--for both men and women--so you can dress for success.
Streaming Video
Dress Code Monitoring Method in Industrial Scene Based on Improved YOLOv8n and DeepSORT
Deep learning-based object detection has become a powerful tool in dress code monitoring. However, even state-of-the-art detection models inevitably suffer from false alarms or missed detections, especially when handling small targets such as hats and masks. To overcome these limitations, this paper proposes a novel method for dress code monitoring using an improved YOLOv8n model, the DeepSORT tracking, and a new dress code judgment criterion. We improve the YOLOv8n model through three means: (1) a new neck structure named FPN-PAN-FPN (FPF) is introduced to enhance the model’s feature fusion capability, (2) Receptive-Field Attention convolutional operation (RFAConv) is utilized to better capture the difference in information brought by different positions, and a (3) Focused Linear Attention (FLatten) mechanism is added to expand the model’s receptive field. This improved YOLOv8n model increases mAP while reducing model size. Next, DeepSORT is integrated to obtain instance information across multi-frames. Finally, we adopt a new judgment criterion to conduct real-scene dress code monitoring. The experimental results show that our method effectively identifies instances of dress violations, reduces false alarms, and improves accuracy.
Journal Article
Beyond appearance: patient perspectives on the role of physician attire in trust
This study examines the role of physician attire in building patient trust compared to other professional behaviors, identifying key attire-related factors that influence this trust. The study consisted of two parts. In the first part, patients and their companions participated in in-depth interviews to identify factors affecting their trust in doctors, including appearance. The findings from these interviews were used to create a survey questionnaire. In the second part of the study, 120 patients and their companions from two teaching hospitals were surveyed about the importance of doctors' attire and professional behaviors identified earlier. Qualitative interviews revealed three trust-building themes: general behavior (honesty and kindness), providing information (about diseases and necessary measures), and appearance (white coat and cleanliness). Quantitatively, 120 participants rated providing information (81%) and honesty (74.2%) as the most important factors in building trust, with appearance rated as very important (40%) but less critical (P < 0.001). White coats were prioritized over hygiene and clothing cleanliness (P < 0.0001), while 37.5% noted that tattoos or bright clothing reduced trust. The findings show that several factors are more important than the type of a doctor's attire in maintaining the patient's trust, and the dress code should prioritize safety and infection prevention.
Journal Article
Resisting Uniformity: How Transgender and Gender-Diverse Teachers Subvert School Dress Codes for Self-Affirmation and Possibility
Transgender and gender-diverse teachers occupy a precarious position within educational spaces, often facing increased scrutiny and regulation aimed at disciplining their gender expression. This article brings to light original and significant insights by exploring how transgender and gender-diverse teachers resist and subvert cisnormative dress codes, as acts of self-affirmation and resistance within their professional educational contexts. Through an unconventional lens of Barad’s feminist new materialism combined with Wieringa’s continuum of symbolic subversion, our analysis offers an important theoretical contribution by interpreting how these individuals negotiate and challenge institutional cisnormativity, unsettling the tacit expectations of gendered professionalism in their trans embodiment. Drawing on the experiences of three transgender and gender-diverse teacher participants, a group often overlooked, this paper integrates findings from two distinct qualitative studies which used a participatory-focused ‘object-interview’ methodology. Findings from these in-depth studies reveal that transgender and gender-diverse teachers trouble dress code regulations by simultaneously embodying resistance and compliance, effectively reshaping and disrupting gendered expectations and institutional norms. While some forms of self-affirmation expressed by participants remained unseen, others materialised as embodied subversions of normative organisational expectations. Additionally, the degree of agency these teachers have in resisting binary dress code constraints is contingent on the entanglements of the teachers themselves, students, school policies, leadership and institutional climates. Unexpectedly, this research suggests that schools can act as sites of visibility and safety for transgender and gender-diverse teachers, where gender expression is validated and extends beyond the classroom. This article concludes by recognising that, when transgender and gender-diverse teachers resist uniformity and dress code norms, they embody their affirmed identities and, in doing so, offer vital representation for transgender and gender-diverse students, providing a sense of belonging, possibility, and authenticity within educational spaces.
Journal Article
Barriers of students’ adherence to dress code policy in clinical settings: dental students’ viewpoint
Medical universities have called for a professional dress code to preserve the dignity of the medical profession, creating a sense of respect, tranquility, and trust in healthcare recipients and improve patient safety. This study aims to explain the reasons behind poor adherence to the professional dress code by students of the dentistry school. A qualitative study was conducted to explain the viewpoints of dentistry students of Tehran University of Medical Sciences (TUMS). Twenty-three in-depth interviews with dentistry students of different genders, study years, living in different accommodations, and having different tuition payment status were conducted. Conventional content analysis was used to analyze the data. One hundred and twenty initial codes were extracted. They were categorized into common causes of non-adherence to the TUMS Dress Code and specific causes of not following a specific section of the dress code (hygiene, jewelry, and makeup sections). The codes of common causes were categorized into 4 main categories including defects in education, management shortcomings, changes in societal culture, and personal factors. All components of the educational system must be aligned with each other to overcome the barriers against the students’ adherence to professional dress and put forward appropriate interventions at the policymaking, regulatory and educational levels.
Journal Article