Piaget Toy Project Essay Example

Piaget Toy Project Paper While in the toy store I watched owe kids were interacting with one another, and how they handled some of the toys. Having, a niece, nephew, and Godson who are infants it was easier to find toys for the seniority stage. Not all toys on the market are labeled for the right age group. There are some toys for two year old that are way too complex for them to understand. Because of the complexities they will not know how to use it which can result to them hurting themselves eventually. This was a very interesting project, I learned a lot about different toys, now knowing about these stages shopping for children in my family will be a lot different. Pigged argued reality involves transformations and states. Transformation is all aspects of change a person can undergo. States is the condition or appearance which things or people can find between transformations. (Ex: Shape- Humans features change as they grow) If intelligence is to be adaptive there must be functions of reality and transformation. Operative: Active part of intelligence, involves all actions, anticipate transformations of objects or people of interest. Figurative: Less active, representation used to retain in mind states that intervene between transformations. Pigged also focused on assimilation, and accommodation. Assimilation is the input/ direct information processing, info contradicts the mental map (schema). Accommodation changes the schema to fit the new information also known as the output. Seniority is the first stage of Piglets developmental theory which begins at birth and lasts until 2 years of age. They are able to discern themselves from the environment, understanding environment still exist outside of their reach. Infants construct knowledge and understanding of the world by experience (vision, and hearing). They interact physically with objects by sucking, grabbing, touching, etc. Since they are able unable to predict reactions they constantly experiment and learn through trial and error. Use of motor activity and reflexes without use of symbols are also learned during this stage. Language development occurs when a child turns 2. Object permanence (7-9 months): demonstrates memory is developing, infants realize objects are there even when its out of sight. We will write a custom essay sample on Piaget Toy Project specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Piaget Toy Project specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Piaget Toy Project specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Fisher Price Musical Tether Ring price: $15. 96 Product Details Features fun sounds, debatable surfaces, and bright colors Each of 3 buttons individually activate their own sound effect and song A link is included so baby can play with the Keys wherever he or she is All 3 keys are having a debatable surface Handy link for take-along fun This toy is perfect for this sage because it allows the child to touch, grab, and the texture is perfect for an infant while teething. There are many colors and shapes which is educational for a child. Melissa Doug Pound a Peg Wooden Bench price: $9. 9 Product description Pound the eight colorful wooden pegs into the wooden bench then, flip it over to peat the activity again and again! Four pairs of pegs for color matching and (manufacturers review) wooden hammer included . This toy may seem perfect for a 1 or 2 year old, but according to the reviews the pegs are easy to go through the holes. Which means the hammer is pointless because a child can ea sily force the pegs through the holes by hand. The pegs arent soft, so if a child tries to chew or suck on it, chances are they will hurt themselves. The operational stage occurs during toddlers and early childhood (2-7). At this stage a child learns to use language to able objects by words and pictures. Egocentric thinking- a child believes you see and know what they know. They do not see other peoples side of view. Ex: if I have two sided picture and I ask a child what he sees, he will tell me, NOW if I ask him what I see he is going to expect that I am seeing the same picture as him. They have the ability to classify objects by single features such as shapes with shapes, and color with color. Memory and imagination is developed during this stage. Children engage in make believe understand and express relationship between past and future. Mega Blob Barbie FAA Marina price: $44. 99 Product Description Barbie and Ken can Jump on their Jet skis for a fun water adventure or sit back and enjoy the cool water breeze in the summer sun with the Glam Vacation Series FAA Marina from Mega Blobs Barbie. Build Barbies climactic Marina and enjoy the summer out on the water alone or with friends. Barbie and Ken can Jump on their cool Jet skis and zoom out for a fun time on the water, have an awesome party on the floating patio while buying a hot dog or ice cream, or quietly watch luxurious yachts come into port on the lavish observational deck. Features: Available two-story Marina and two Jet skis Many fun and highly detailed accessories such as a barbecue, ice cream freezer, store rack, patio tables, lounge chair, observation deck chairs, glasses, hot dogs, bushes and flowers More sparkling block pieces including Barbie themed building blocks, awnings, and ice cream freezer door Available Barbie and Ken mint-fashion figs Combine with all of the Mega Blobs Barbie sets to build a fabulous world of fashion, friends and fun! LOGOS are perfect for this stage it gives children a chance to use their imagination to build whatever they want. One thing I really like about this toy is the different sections of it, a childs imagination can truly run wild with this Logo set. Hasher Near N-Strike Deploy price: $19. 59 The Near N-Strike Barrel Break Blaster is one of the best blasters around! It has removable ammo rails, holds 8 darts and has double barrel blasting fun! Fire one Whistler dart at a time, or launch both barrels at once! The Near N-Strike Barrel Break IX-2 Blaster includes: 10 whistler darts Ammo rail Instructions This toy is inappropriate for this stage and all stages because its an act of violence. Although a child will be using their imagination it can also affect the way they interact with others. Most kids who have this toy are more likely to get into trouble. When children use their imagination we do not want them to be thinking violently, because as we know most kids will act on it. Concrete operation stage occurs between ages 7-11 . At this age children are able to think logically about objects and events. Increasing their awareness of their surroundings, they also grow out of egocentrics. Conservation: logically determine a certain quantity will remain the name despite adjustments. Melissa Doug Deluxe Play Money Set price: $19. 99 Includes dozens of pretend bills from 1 to 100 Also includes play coins in all US denominations For ages 3 years and up This gives children the ability to think logically and perform operations on objects that mare only imaginative. They will gain the concept of conservation. They will understand if Bobby has 4 $5 bills and Timmy has 2 $20 bills, Timmy has more money than Bobby because of the value. This set can also help with math skills as well.

Antony van Leeuwenhoek essays

Antony van Leeuwenhoek essays The biologist I chose to report on is Antony van Leeuwenhoek. I chose to report on him because he made many great microscopic discoveries. Those discoveries include bacteria, free-living and parasitic microscopic protist, sperm cells, blood cells, and many Leeuwenhoek was born on October 24, 1632, in Delft. His mothers family were brewers and his father was a basket-maker. Antony was taught at Warmond and lived with his uncle in Benthuizen. He got his first job in a linen-drapers shop, in 1648. In 1654, he moved back to Delft, where he lived the rest of his life. He set up a drapery business for a while, but also worked as a surveyor, wine assayer, and a minor city official. In 1676, he was the trustee of a famous painter named Jan Vermeer. In 1668, Leeuwenhoek learned to grind lens and used them to make simple microscopes. Robert Hooke was his inspiration to use microscopes. Ten out of five hundred of Leeuwenhoeks scopes have survived up until today. His microscopes were basically a strong magnifying glass and not compound like the ones used today. Leeuwenhoeks scopes were composed of only one lens, mounted in a tiny hole, in the brass plate. The brass plate served as the base, also. Whatever was being viewed was placed on a sharp point, which was in front of the lens. To focus the object, two screws were turned. The entire scope was 3-4 inches long, and very difficult to use. Leeuwenhoek is often called, The inventor of the microscope, when in truth the compound microscope was invented many years The old compound microscope were not very good for viewing because they could only enlarge 20-30 times the original size. Leeuwenhoeks scopes however could magnify up to 200 times and more clearly then any other scopes at the time. Because Leeuwenhoeks scopes could magnify so well and clear many of his ...

Defense Intelligence Agency Essay Example | Topics and Well Written Essays - 250 words

Defense Intelligence Agency - Essay Example The decision that DIA delivers concerning intelligence information is an advantage to war fighters, policy makers and defense planners (DIA, 2015). The collected intelligence information is an advantage because it is usable by the military and other states security officers to be alert of any kind of attack especially from terror. The new base contribute to a new mission of applying interpersonal skills, high level training and professional talents that provide the necessary human intelligence (HUMINT). The agency collects and analyses key intelligence information data using a variety of sophisticated tools and technology before coming up with the decision (DIA, 2015). The DIA then makes a decision concerning the information analyzed on how to deploy security personnel globally in order to be on top of the matter in case of any abnormalities. During the security deployment activity, the DIA takes a long war fighter and interagency partners to be on watch out in order to manage and contain the security. Therefore, the work of DIA is to coordinate with all the security personnel and share with them intelligence information with an intention to defend America’s national security interest (DIA,

Medicating kids with add and adhd disorder Essay

Medicating kids with add and adhd disorder - Essay Example It is complex syndrome of impairments related to the development of brain cognitive management systems or executive functions. It affects a person’s organization skills, concentration, focus and prolonged attention on a task, processing speed, short-term working memory and access recall, sustained motivation to work and the appropriate management of emotions (Brown: 14) In analyzing the human brain, the frontal part of the cortex is responsible for thinking, problem-solving decision-making and behavior control. This area is affected in individuals with ADHD (Hammerness: 52). Their impairment is related to problems in the release and reloading of two crucial neurotransmitter chemicals made in the brain: dopamine and norepinephrine. Such chemicals facilitate the communication within neural networks that control one’s thinking (Brown:15). Because of their impulsive and inattentive nature, it is important to come up with interventions that can help people with ADHD to be mo re in control of their behaviours. On one hand, the option of giving them medication to augment their brain function deficits is a sensible way to help them manage their disorder. On the other hand, some people, especially educators, do not recommend medicating individuals, especially children, diagnosed with ADHD and instead, recommend non-medicated intervention alternatives. In terms of medicated interventions, Brown (16) contends that certain medications have been manufactured to compensate for the inefficient release and reloading of essential neurotransmitters at countless synaptic connections in the brain. Individuals with the ADHD disorder have experienced remarkable improvement in their functioning when they are treated with appropriate doses of such medications. These medications alleviate symptoms only for the time when the medication is active in the brain, thus helping the individual in most self-management tasks. Hammerness (55) reports that stimulant medications such a s Ritalin which is a methylphenidate are effective helping children with ADHD to be calm and focused. These stimulants increase the neurotransmitter messages from one neuron to another. For example, if the brain cells in the area responsible for attention are not getting enough messages between them then the brain does not function well and does not direct the individual’s attention to focus on his assigned task. When the individual takes the medication, it gets absorbed into the bloodstream then travels to the brain where it works to improve attention deficits. Stimulant medications have been proven to improve ADHD symptoms of 65-75% of children who take them (Hammerness: 55). Such medications provide children with more control of their bodies, their speech and their focus. They need to be part of the team deciding about the use of medication for their condition because when they grow up, they have to make their own decisions about their own treatment. The use of medication in helping individuals with ADHD manage their condition has been greatly welcomed when a study published in the New England Journal of Medicine in November, 1990, reported that ADHD is a neurologically based behavioural disorder that is best treated by stimulants (Mayes & Erkulwater: 315). In general, vast research provide evidence that ADHD medication are safe especially when administered over short-term use. On the other hand, some camps are against the use of medic

The Primary Socialization Phase Social Policy Essay

The Primary Socialization Phase Social Policy Essay Primary socialization could be more important than secondary socialization as the primary socialization phase is the basic step that an individual takes to enter into society. Socialization has been described as to render social or make someone able to live in society and learn the social norms and customs. Socialization is central to the functioning of any society and is also central to the emergence of modernity. Socialization tends to serve two major functions of preparing an individual to play and develop roles, habits, beliefs and values and evoke appropriate patterns of emotional, social and physical responses helping to communicate contents of culture and its persistence and continuity (Chinoy, 1961). However social rules and social systems should be integrated with the individuals own social experiences. However individual social experiences have become much less important in the study of socialization as the focus is now on identifying functions of institutions and systems in socialization and cultural changes. Socialization is especially true in family and education and has been seen in many family forms and differences in gender roles, in cultural diversity and in occupational standards. However it is important to note the relationship between ethics, norms, values, roles in socialization. Socialization is the means through which social and cultural continuity is attained however socialization itself may not lead to desirable consequences although it is a process and meant to have an impact on all aspects of society and the individual (Chinoy, 1961). Socialization provides partial explanation for the human condition as also the beliefs and behaviour of society although the role of environment may also be significant in any process of socialization (Johnson, 1961). Both socialization and biology could have an impact on how people are shaped by the environment and their genes and behavioural outcomes are also significantly different as the capacity for learning changes throughout a lifetime. Socialization could have many agents such as the family, friends and school, religious institutions and peer groups as also the mass media and work place colleagues. The family establishes basic attitudes whereas schools build ethics and values, religious institutions affect our belief systems and peer groups help in sharing social traits. Socialization is usually seen as a life process and a continued interaction will all agents of society in a manner that is most beneficial to individuals. Socialization could be primary which occurs in a child as the child learns attitudes, values, actions as members of particular societies and cultures. If a child experiences racist attitudes in the family, this could have an effect on the childs attitudes towards minorities and other races. Primary socialization is the first and basic step towards interactions with the outside world and the family is the first agent in primary socialization as the family introduces a child to the world outside, to its beliefs, customs, norms and helps the child in adapting to the new environment (Clausen, 1968). Secondary socialization happens when a child moves out of family and learn how to behave within a small community or social group and teenagers or adolescents are largely influenced by secondary socialization as they may enter a new school. Entering a new profession is also secondary socialization of adults and whereas primary socialization is more generalized, secondary socialization is adap ting to specific environments. Primary socialization happens early in life and is the first socialization in children and adolescents when new attitudes and ideas develop for social interaction. Secondary socialization refers to socialization that takes place through ones life and can occur in children as well as in older adults as it means adapting to new situations and dealing with new encounters (White, 1977). There are other types of socialization such as developmental socialization and anticipatory socialization. Developmental socialization is about developing social skills and learning behaviour within a social institution and anticipatory socialization is about understanding and predicting future situations and relationships and developing social responses or skills to these situations. Re-socialization is another process of socialization in which former behavioural patterns are discarded to learn new values and norms. This could be a new gender role if there is a condition of sex change. Socialization is a fundamental sociological concept and the elements of socialization are generally agreed upon as having specific goals such as impulse control and cultivating new roles, cultivation of meaning sources. Socialization is the process that helps in social functioning and is often considered as culturally relative as people from different cultures socialize differently (White, 1977). Since socialization is an adoption of culture, the process of socialization is different for every culture. Socialization has been described as both a process and an outcome. It has been argued that the core identity of an individual and the basic life beliefs and attitudes develop during primary socialization and the more specific changes through secondary socialization occurs in different structured social situations. Life socialization, especially through social situations as in secondary socialization, the need for later life situations highlights the complexity of society and increase i n varied roles and responsibilities. However there could be several differences between primary and secondary socialization as Mortimer and Simmons (1978) showed how these two types of socialization differ. Content, context and response are the three ways in which the differences between primary and secondary socialization could be explained. In childhood socialization involves regulation of biological drives and impulse control which is later replaced by self image and values in adolescence. In adulthood socialization is more about specific norms and behaviors and relates to work roles and personality traits development. Context or the environment in socialization is also important as the person who is socialized seeks to learn within the context of family and school or peer groups. Relationships are also emotional and socialization also takes place as an individual takes the adult role. Formal and informal relationships tend to differ according to situational context and in some cases contexts tend to affect the emotional nature of relationships. As far as responding to situations is concerned, children and adolescents could be more easily moulded than adults as adult socialization is more voluntary and adults could manipulate their own responses considerably. Socialization involves contacts with multiple groups in different contexts and interactions at various levels. Socialization is a social process and in the process of socialization, parents, friends, schools, co workers, family members tend to play a major role (Chinoy, 1961). However socialization could have its positive or negative impact as seen in broad and narrow socialization process as in broad socialization, individualism, and self expression are important whereas in case of narrow socialization conformity is more important. This differentiation was provided by Arnett (1995) who suggested that socialization could result in both broad and narrow social interaction process as broad socialization helps in expansion and narrow socialization is more about conformity and according to Arnett, socialization could be broad or narrow within the socialization forces of friends, family, school, peer group, co workers etc. Socialization type could vary across cultures as in America for instance there is an increased emphasis on individualism whereas in many Asian countries as in India or Japan socialization could be about conformity to religious or social norms (Arnett, 1995). However primary socialization could be more significant than secondary socialization as primary socialization is about forming a basic attitude towards people and society and this in turn helps in shaping the identity of individuals as a child. Primary socialization is social learning process in childhood whereas secondary socialization is social learning in adulthood or social learning added to already existing basic learning process so secondary socialization is about added learning and in some cases substitute learning where changes in the socialization process takes place due to new environments such as change of workplace or entering new work environments or new schools (Johnson, 1961). Primary socialization is more basic as in primary socialization the child learns the very first social responses and develops the first social beliefs and attitudes. Based on primary socialization process, secondary socialization is about using the primary socially learned responses to adapt them to new environments through secondary socialization. Since primary socialization occurs in childhood and in the childs immediate environment as through home or family, it is more significant and has a greater impact on the childs attitudes and beliefs as well as social and emotional development. Primary socialization could be said to have a direct impact on the child and shapes the future of the child and how he grows up with certain beliefs as in case of children who see racial hatred in the family is more prone to develop their own hatred towards other races as a result of direct conditioning in the family environment. In fact the young people in later years are peculiarly shaped by what t hey learnt and experienced in childhood and how they were conditioned to react to situations and people and thus primary socialization is of greater significance in later years than secondary socialization (Clausen, 1968). Within this context, families and schools are of prime importance and are considered as the first agents that implement the processes of social control. Youth crime and anti social behavior could be explained with the aid of direct primary socialization as what the individual learns at home is of major importance and shapes his later life and could also explain any kind of deviance (Pitts, 2001). Young people enter crime possibly through racial hatred or lack of social inclusion and these attitudes such as against other races are formed in childhood or adolescence and the child usually learns from the family members, school peers and direct social environment (Muncie, 2004). Social inclusion is one of the major issues of socialization as emphasized by the government as minority communities and individuals from different races and religions may feel excluded and this exclusion leads to a sense of frustration and crime among the youth of the excluded groups (McAuley, 2007). In order to overcome this sense of exclusion, minority groups and especially the young people of minority groups have been given special support through various social services of inclusion and inclusion is also part of the socialization process and could be considered as secondary as individuals go through social inclusion adaptive processes and behavior after they have been already brought up and undergone primary socialization in their family homes or schools that were not too conducive to inclusion. In fact the making of responsible citizens include adaptive processes at home, family and school, work or general community and the young people develop knowledge of cultures at home and in the community and also endorse their own subcultures of social attitudes and behavior that are influenced by primary rather than secondary socialization (Hall and Jefferson, 1976). Considering that primary socialization and what we learn from the immediate environment in childhood is more important than secondary socialization and what we learn at the workplace or in new environments, primary socialization still remains the basic socialization process and secondary socialization only implies a change or an addition to what has been already learnt in childhood. Bibliography Arnett, Jeffrey J. 1995. Broad and Narrow Socialization: The Family in the Context of a Cultural Theory. Journal of Marriage and the Family 57( 3):617-28. Buckingham, D. The making of citizens. Young people, news and politics. London: Routledge. Byrne, D (2001) Understanding the Urban, Houndmills: Palgrave Macmillan Chinoy, Ely (1961) Society: An Introduction to Sociology, New York: Random House. Clausen, John A. (ed.) (1968) Socialization and Society, Boston: Little Brown and Company Fyfe, N (ed) (1998) Images of the Street: Representation, Experience and Control in Public Space, London: Routledge Foucault, M. (1977) Discipline and Punish London: Penguin Hall, S. and Jefferson, T. (1976) Resistance through rituals, youth subcultures in post-war Britain. . Johnson, Harry M. (1961) Sociology: A Systematic Introduction, London: Routledge and Kegan Paul. McAuley, R (2007) Out of Sight: Crime, Youth and Social Exclusion in modern Britain, Cullompton: Willan McLaughlin, E; J Muncie G Hughes (eds) 2003) Criminological Perspectives: Essential Readings, London: Sage (2nd Edition) Mortimer, Jeylan T. and Roberta G. Simmons. 1978. Adult Socialization. Annual Review of Sociology 4:421-54. Muncie J (2004) Youth and Crime, London: Sage (2nd Edition) Pitts, J (2001) The New Politics of Youth Crime, London: Palgrave Macmillan. White, Graham (1977) Socialisation, London: Longman

High School Start Times

Abstract The debate of what time should high school start has been at large over the past couple decades. Some schools are willing to try the later start time and some are not. Research and studies of schools that start later have proven many positive opportunities for high school students. The later start times will help reduce the risk of sleep deprivation, depression, and other health concerns amongst teens. It will also help reduce absences, increase their school performance, and allow students to get the recommended amount of sleep that their bodies need.My sources include case studies of schools that have tried the later time and research of teenager sleep patterns. As children get older their school time starts earlier every few years. Elementary school’s average a start time around 9:45 a. m. , middle school at 8:00 a. m. , and high school at 7:30 a. m. However, as children get older they usually stay up later because if technology and their bodies being capable of sta ying awake longer resulting in a lesser amount of sleep than is required.With delaying the start time for high school students there is the opportunity to improve grades, reduce the risk of depression, and reduce the risk of sleep deprivation. The issue of school start times has been moiled over for many years now. Schools that have always started early may be skeptical to switching their start time even though research has proved that later start times can be beneficial to the students. Once schools try a later start time for a period of time many keep it because it has so many positive opportunities for the high school students.The later start time not only has proved positive amongst the students, but also among the parents. One study conducted in the Minneapolis School district surveyed and found that, after one year, 92% of parents indicated that they preferred the later start times (2004). Many people are skeptical at first of the switch but if you look at the research and stu dies done, it is obvious that the benefits far outweigh the negatives of a later start time. As stated, when children get older they tend to stay awake longer however they do not understand that they are at risk of sleep deprivation.Sleep deprivation is an overall lack of the necessary amount of sleep. When kids have sleep deprivation they have symptoms that include but are not limited to impairments in mood, attention and memory, behavior control, quality of life, lower academic performances and decreased motivation to learn (2010). Children don’t understand the results of staying up the extra hour to watch a television show or play a video game. The effects are potentially much worse than just everyday mood and academic performance. Sleep deprivation can also cause kids to become unhealthier.This results in an increased risk of weight gain, lack of exercise, and lack of stimulants. Overall, sleep deprivation could cause children to potentially ruin their school career which could affect their future chances of getting into college. The easy argument to avoid sleep deprivation is to make kids go to bed earlier. However, today children have more video games, televisions, and phones in their bedrooms than prior years making it much harder for kids to go to sleep once in their room. The average teenager will stay up for an additional hour every night causing them to lose a total of one night’s sleep over a period of a week (2012).Telling your children to go to bed earlier and even making them get into their beds won’t force them to go to sleep due to modern technology. Also, studies on adolescent sleep patterns show that for biological reasons, teenagers generally cannot go to sleep earlier than 11 p. m. (1999). This also makes it quite difficult for teens to get in bed early enough to sleep the required amount for optimal health and wellness, which is between 8 to 10 hours, especially when the students have to wake up and be at school so ea rly.By pushing school back an hour would allow students to have a better chance of decreasing their chance of getting sleep deprivation. Starting an hour or two later than the average start time would allow high school students to get a full night sleep, thus affecting their overall performance in school and enabling them to make better grades. Evidence has shown that adequate sleep improves performance on a variety of tests of memory, concentration, problem solving and attention, as well as reducing depression and irritability (2004).When allowing children to have a full night sleep it sets them up for future endeavors and is more realistic of a schedule compared to the average adult having a nine to five job. This would be an ideal way to get them in a routine for life outside of school and provide ample opportunity to do better in school. When making the change from starting school from the original start time to an hour later there would be several changes a family could have to make to their everyday schedule.While kids who have the opportunity to take the bus to school should not be inconvenienced by the time change it would affect those who live outside the school district. For these children who have to get a ride to school every day may need to find an alternate mode of transportation due to their parents work schedule. Also parents with non-regular schedules may have to find alternative modes of transportation for their kids. This could also become an inconvenience if there are no friends or family available to help to transport.Changing the start time may become a hassle for the parents and making it almost impossible to get their kids to school on time. While most kids do well in school, generally it is those who study harder that have the better grades. While studying harder could be an answer to getting better grades, as it has been proven, studying harder won’t make kids focus and concentrate better in school. If students could take in mo re information during class, it would result in a better understanding of school lessons and conclude to a better academic performance.Being late to the first class of the day or even missing it completely is something that occurs frequently amongst high school students. Missing that first class can hurt a child’s grade and GPA which is very important during high school. Starting school later, even a half hour later, will allow students an adequate amount of time to get themselves ready and be at school on time. Teachers from a Rhode Island school who tried the later school time reported a 36% decrease in absences or tardiness for the first class of the day (2010).Dr. Robert Vorona said â€Å"Beyond the impact on driving, early start times probably affect other areas calling for research on how they affect teenagers’ moods, tardiness, and academic performance (Holohan, 2013). † Many studies and researchers have proved that having early school start times increas es the amount of absences and tardiness amongst the students. Thus by delaying the start time will reduce the number of students tardy or absent and also allow them to have a better chance of passing their early morning classes.Some people might think that being absent or late is the fault of the student or their parent. They may think that students should still be able to wake up and get to school on time even with an early school time. Many factors play into this though. Students could have fallen asleep late making it difficult to wake up, missed their alarm, or even missed the bus because of waking up late. Some students have parents who are already at work when they wake up to get ready in the morning. Not having a parent at home in the morning can be ough on a child and make it difficult for them to get out of bed. This makes it very easy for a child to sleep in and miss class. It is easy to say that students should get to school on time but there are many different factors th at go into a morning routine that allow, or don’t allow, students to make it to school on time. During high school, students are more likely to experience some type of depression due to relationships, athletics, schoolwork, etc. A major contributor to depression would be having a lack of sleep.A school in Providence Rhode Island tested students when they started school at 8:00 and when they started at 8:30. They found that by having an extra half hour of sleep the number of students that had depression decreased a significant amount from 66% to 45%. Judy Owens, who conducted the study, stated â€Å"A modest start time delay was associated with a significant increase in self-reported sleep duration and a decrease in a number of daytime sleepiness. Perhaps more importantly, students rated themselves as less depressed and more motivated to participate in a variety of activities† (2010).Depression can weigh a kid down and not allow them to do well in school. It is importan t for high school students to get their sleep because about 50% of high school students can drive. A study was done between two high schools that had an hour and twenty minute difference in start time. The school that started later had 41% less crashes than the school that started earlier. The researchers concluded that the students from the school which started earlier were sleep deprived and resulted in them driving more recklessly than the students who started school later.When looking at driving compared to sleep it becomes a more serious issue and this is because there are other people’s lives at risk other than the person who is sleep deprived. Not only does this issue of school start time greatly influence a student’s education but more importantly it plays a factor in their physical wellbeing as they drive to school each morning. A small private high school in Providence, Rhode Island conducted a pilot study that confirms many of the benefits of delayed school start times. A study conducted by Judy Owens, MD, a sleep expert with Hasbro Children’s Hospital had the school delay their normal start time, 8 a. . , to a new start time of 8:30 a. m. The study also had students, with parent permission, participate in an e-mail survey that would help to measure the sleep patterns and behaviors of the students. The study showed that students across all grades (9 to 12) had an average increase of 45 minutes of sleep per night. It also showed significant decreases in the students who felt that they â€Å"rarely/never† got enough sleep, which was 69% to 34%, and significant decreases in the students who felt that they â€Å"never† were satisfied with their sleep, which was 37% to 9%.The study also found other health related issues and how a later start time can decrease those problems. The school had a significant decrease from 66% to 45% of students who felt depressed. The health center at the school reported a drop from 15% to 5 % of fatigued-related complaints and a 56% decrease in requests for â€Å"rest passes. † The teachers also reported that there was a 36% reduction in absences or tardiness for the first class of the day. This Rhode Island study is one of many that have found many benefits to a later school start time for high school students (2010).If you agree that school start times should be later then you can, and should, get involved. There is a website call Start School Later (www. startschoollater. net) that is all about how to get schools to start later and why they should start later. Their mission is â€Å"Start School Later is a coalition of health professionals, sleep scientists, educators, parents, students, and other concerned citizens dedicated to increasing public awareness about the relationship between sleep and school hours and to ensuring school start times compatible with health, safety, education, and equity. They have an immediate goal of trying to present our national petition to legislate a minimum earliest start time to decision-makers in Washington, DC. The Start School Later group also has four long term goals: Advocate for legislation to ensure evidence-based school hours at the national, state and local level. Provide support and guidance to local communities working for later school start times. Serve as an information clearinghouse by collecting and consolidating information and data about school start times and efforts to change them.Build public understanding about the relationship between sleep, school start times, and physical, psychological, and educational well-being. To get involved with the Start School Later campaign, go to their website and sign the petition or donate to the cause. If you would like to become more knowledgeable about the effects of school start times on students and how later times are beneficial, you may also visit their page and read facts and statistics that researchers have found and read success stories of schools that have already started their schools at a later time.There are many positive opportunities that can occur from starting school later. Students have the opportunities to improve their grades, reduce their risk of depression, reduce their risk of sleep deprivation, and many other positive outcomes that will be a result of the extra amount of sleep students may get because of the later school start time. Many schools have switched to a later start time and have found many benefits for the students because of it. If this growing number of schools have already pushed back their start times and experienced the numerous benefits from it, then why hasn’t this become a standard on a national level yet?References â€Å"All About Sleep. † KidsHealth – the Web's most visited site about children's health. N. p. , n. d. Web. 31 Oct. 2012. . Build our school schedules on sleep. (2004, Feb 22). Lansing State Journal. Retrieved from http://search. proquest. com. prox y. davenport. edu/docview/438903324? accountid=40195 Dubocovich, Margarita L. , et al. â€Å"The impact of school daily schedule on adolescent sleep. † Pediatrics June 2005: 1555+. Expanded Academic ASAP. Web. 28 Oct. 2012. Holohan, Ellin. â€Å"Earlier School Start Times Endanger Teen Drivers. † Teen Driving. Ed.Michele Siuda Jacques. Detroit: Greenhaven Press, 2013. At Issue. Rpt. from â€Å"Early School Start Times May Raise Risk of Teen Car Crashes. † 2010. Gale Opposing Viewpoints In Context. Web. 28 Oct. 2012. â€Å"Insufficient sleep and early school start times contribute to teenage health issues. † Chattanooga Times/Free Press [Chattanooga, TN] 30 Mar. 2012. General Reference Center GOLD. Web. 28 Oct. 2012. â€Å"Later School Start Times May Foster Better Students; High school pushed back start of day by 30 minutes, with good results. † Consumer Health News [English] 5 July 2010.Health Reference Center Academic. Web. 28 Oct. 2012. â€Å"L ater school start times may improve sleep in adolescents and decrease risk of auto accidents. †   NewsRx Health  (Jan 4, 2009):   164. Nursing Resource Center. Gale. Davenport University. 28 Oct. 2012 Moon, Mary Ann. â€Å"More data back value of later school start times. (CHILD/ADOLESCENT)(Report). †   Clinical Psychiatry News  38. 10   (Oct 2010):   23(1). Nursing Resource Center. Gale. Davenport University. 28 Oct. 2012 â€Å"New study confirms positive effects of delayed school start times. † Health & Medicine Weekly 19 July 2010: 1.Print. â€Å"Physician continues to push for later school start times. †Ã‚  Northwest Florida Daily News  [Fort Walton Beach, FL] 18 Nov. 2010. General Reference Center GOLD. Web. 28 Oct. 2012. â€Å"Research Finds High School Students May Get Better Grades If They Get More Sleep†¦ † Health and Wellness 1 (1999): n. pag. Davenport University. Web. 31 Oct. 2012. â€Å"Start School Later – About Us. †Ã‚  Start School Later – About Us. N. p. , n. d. Web. 10 Dec. 2012. Teen sleep: Why is your teen so tired? – MayoClinic. com. † Mayo Clinic. N. p. , n. d. Web. 30 Oct. 2012.

“Deadly Unna?” By Phillip Gwynne Essay

Deadly Unna? By Phillip Gwynne is a novel based on the fictional one year life of a fourteen year old boy named Gary ‘Blacky’ Black. The story shows a developing friendship between Gary, an Anglo-Saxon boy and Dumby Red, an Aboriginal boy. With this friendship Gary begins to understand his own morality with lessons of human dignity, racism, justice, death, courage, family and most importantly friendship. The story is structured around AFL and shows how sport can bring a divided community together every winter. One of the main structural themes in this novel is racism, discrimination and stereotyping of Aboriginal Australians in society. Indigenous Australians are one of the most disadvantaged communities in Australia and they are subject to many racist stereotypes in everyday life. A stereotype is a trait of one or more people that is attributed to a social or racial group. In the novel an example of a stereotype is when Gary is talking about how he and Pickles had never been to the Point before because they both had heard stories that there were ‘Abo’s’ with spears and boomerangs being thrown everywhere. This story scared them both – in effect making them and others think that ALL Aboriginals are like this. Racism is the belief that one race is superior to another (better then another). Many examples of racism can be seen throughout the story such as the comment from the character Mad Dog ‘I don’t shake hands with boongs’ on page twenty nine. Boong being a defamatory term used against Aboriginal people, referring to their race. The term was also used again in the novel on page one hundred and twenty one when Gary and Clarence (Dumby Reds sister) were together and Clarence sat directly under graffiti on a wall exclaiming ‘Boongs Piss Off’ in big black letters. Gary felt uncomfortable with this being on the wall and hoped that Clarence did not see it. Discrimination is the action of treating another person differently based on their race, sex or other illogical reason. From the change rooms on page twenty one to Big Mac’s service toward Tommy Red (Dumby Reds Father) at the pub on page one hundred and sixty, discrimination was present in most chapters of this book. In fact discrimination in the port was a big eye  opener for Gary Black. The novel itself is a great example on how Australia is changing from a disgusting racist lifestyle to a country that respects people of all cultural backgrounds. Since what is said to be the invasion of white settlers, Aboriginal Australians have become one of Australia’s most disadvantaged communities according to statistics. In modern times Australian Governments together with Australians individually and as a society, are attempting to take action to turn around the statistics. Racism, discrimination and stereotyping against Indigenous Australians in Australia is everywhere from small town communities to large city school yards, but why? People are racist for many reasons: Upbringing, ignorance, power, personal experiences, own cultural beliefs, fear, influence of friends and family etc†¦ but that is no excuse to do it. From European settlement (1770) into the 20th century Aboriginal people have been considered by most as a sub-human race, therefore, they did not receive the same rights as Anglo-Saxon people in Australia. Stemming from that belief they were put into missions, separated from communities, denied access to their own spoken language and access to land, suffered high numbers of abuse and sexual assault. Children at young ages were stolen from their families and were essentially taught how to clean and made to forget about their families, culture and way of life. All that stemmed from one cultural group believing that they were superior to another group – therefore entrenching racists’ belief that ‘Aboriginals are an inferior race’. Whilst we understand in modern society that this belief is wrong, it is difficult to change the thought process of all people who see others that are different and believe that their cultural beliefs are better or more right than others. After all it is our own cultural beliefs that tell us what is right and wrong, what is beautiful or ugly. Aboriginal people are not inferior nor are other cultural groups inferior. As Australians we need to recognise and respect our differences to be a true peaceful multicultural society. Bibliography: Smartcom-Library/Image Source/Australia FlagDate Accessed: Monday 24th, Augusthttp://library.smartcom.vn/upload/1201173161413australia-flag.gifDeadly Unna? By Phillip GwynnePublished by the Penguin Group – Penguin Books Ltd, London England, 1998Indigenous Disadvantage Edited by Justin HealyPublished by the Spinney Press, Thirroul NSW, 2008