Technological Advances in the Last Century Essay Example for Free

Innovative Advances in the Last Century Essay In the only remaining century, innovation has changed broad communications colossally. A hundred years back, individuals would utilize the mail station, an uncommon phone or informal exchange to impart across enormous separations. These were not the most proficient techniques for correspondence. Anyway from that point forward we have created methods of conveying in quicker, progressively viable ways. During the 1920s, radios began turning out to be increasingly well known. In addition to the fact that they produced music for diversion, they likewise delivered reports and numerous notices. In the late 1920s, the Great Depression began. It was because of the radio that numerous individuals likely heard the news and offers of work with Franklin Roosevelt’s New Deal. As individuals were tuning in to the radio all the more frequently they likewise started to doubt â€Å"big business†, on the grounds that individuals began to feel misused in all parts of life by the enormous organizations. Since a great deal of lower class individuals didn't have the foggiest idea how to peruse in those occasions, papers and composed ads were not the best methods for correspondence. This made the radio considerably progressively famous, on the grounds that informed individuals, yet additionally uneducated individuals could pick up information that was recently limited to the individuals who could peruse. At the point when the 1930s came around, radio was still similarly as mainstream as in the 1920’s, and they likewise utilized movies for diversion and promoting. In the 1940’s the TV started to show up on the scene permitting general society to see every day fiction appears, just as news communicates and promotions. Families started moving from large urban areas to suburbia, where being in close region is not, at this point required due to the TV. Safeguard innovation and satellites started the start of the web because of the Vietnam War in 1959. During the 1960s, the Federal Communications Commission (FCC) controlled radio and TV wireless transmissions, administering what was fitting or not for watchers to see or hear. Social issues, for example, race, class, legislative issues, and preference are immense subjects for TV programs. During the 1970s an incredible new development called the Video Cassette Recorder (VCR) was presented and people in general could watch pre-recorded motion pictures, narratives, or life stories of their decision. They could watch some different option from a program they didn't decide to watch, yet had to watch, on account of the absence of systems and programming. PC enterprises likewise came out with the microchip, which was, and still is, basically the â€Å"brain† for a PC. At the point when the chip was uncovered, PCs were about as large as a little room. PC engineers didn't think, at that point, that a PC could ever be littler than a little lounge room, since they didn't trust it is conceivable to make such a gigantic measure of data in such a little gadget. As we moved into the 1980s, digital TV detonated into an across the nation wonder. Link systems changed from throughout the day genuine motion pictures to all day, every day news communicates to any music video you could consider to unscripted tv. The computerized period turned out to be completely fledged during the 1990s. There were PCs in practically every home, and shoppers had the option to go through dial web to E-Mail people, or to utilize it for business correspondence around the globe. With the PCs in the home and headway of innovation came the approach of the PC. This was basically a home PC that could fit on the lap of the person. People weren’t just kept to their own state or nation any longer, the development had gotten worldwide. Reduced Disks (CD) and Digital Video Disks (DVD) were extending, having motion pictures, music and computer games as substance. Before long, the populace would figure out how to utilize the web to communicate news recordings and individual recordings. As the world passes the turn of the century, motion pictures, TV appears, music, books, magazines, and papers all merge on the web. Inside 10 years, designers and significant PDA and PC organizations create â€Å"Smartphones†, or PDAs on steroids. Everything essential that anybody can do from a work station, they can do from the palm of their hand. Before long, those blast into contact screen tablets, where anybody can watch web recordings, mess around, compose reports, search the web, and impart all the more effectively and momentarily. As Bill Gates once said â€Å"640KB [of memory] should be sufficient for anyone. † (Adams McCrindle, 2008) This fair shows how much our innovation has progressed. Some versatile gadgets have up to 64MB for memory, in addition to extra inside memory also. That’s 65,536KB, around multiple times more than what Bill Gates initially thought would be sufficient. All in all, media proficiency is massively significant for purchasers in this day in age. Individuals are frequently on the run, working, working out, taking children to class or practice, that they once in a while have the opportunity to really plunk down and peruse the paper, or watch the news. On the off chance that buyers have all that data cut to their midsections, or in their folder case, when individuals have a couple of moments to unwind, they can plunk down and set aside some effort to do what they appreciate, regardless of whether it be viewing the news, watching sports features, perusing, long range informal communication or messing around. Anything they need is at the bit of a finger.

Unit VII Assessment#1 Gaussian Plume Models Essay

Unit VII Assessment#1 Gaussian Plume Models - Essay Example Screen 3 models are an air contamination scattering technique used to explore ecological viewpoint and state of the air (Livermore, 1998).it is a model intended to evaluate most pessimistic scenario ground level convergences of a solitary source just as that in a pit zone and the fixations coming about because of reversal break and shoreline fumigation. In this way, SCREEN3 is a screening rendition of the ISC3 displaying. Its underlying demonstrating moves in the direction of evacuating the requirement for a confounded displaying and aides in sparing time and assets (Gaujar, 2010). It was created in 1995 after the Gaussian tuft demonstrating to cover territorial scales. (Nieuwstadt and Dop, 1975). SCREEN3 has different favorable circumstances contrasted with other demonstrating types. To begin with, it explores ground level fixations over enormous zones saving money on time utilizations and limiting asset inputs. It additionally covers models over any territory while setting up any sources and contaminations in a single document, it sets edges fixations rapidly while recognizing determined worth. Moreover it examinations brings about various organizations, for example, graphical, content and utilization of tables (Nieuwstadt and Dop,

8 a.m. Class When to Worry

8 a.m. Class When to Worry There is often a stigma for incoming college Freshmen that they will have all 8:00 classes. Is that good? Is that bad? Well, the truth is that it completely depends on the person, their major, and how quick they are to sign up for classes. I, a current freshman, have never had an 8:00 a.m. class, but I have had quite a few at 9:00, while I know sophomores and juniors who have 8:00 classes five days a week. First off, whether to fear an 8:00 class depends on each individual student. If you are someone who gets to bed early, wakes up excited about the day, and tends to have a get up and go attitude, I encourage you to take 8:00 classes. Morning classes are an incredible motivator to get the day started and actually lead to healthier choices throughout the day, too. Second, considering your major is an important factor in determining whether you will have to take early morning classes or not. If you are in a very large major, such as Engineering or General Studies, the odds of you always getting the classes and times you want are quite slim. If you are in a smaller major, say Speech and Hearing Sciences, your chances increase. Last but not least, how quickly an individual signs up for classes is often a big determinant in whether they have to take early classes or not. At the University of Illinois, there are ways to get access to early class registration, and thus, nearly always getting the classes and times most desired. Being a student-athlete or a James Scholar (more to come in my next blog post) gets early access and let me tell you, it really is fantastic. All in all, do not fear an early morning class. Embrace it. Early classes force you to be more productive throughout the day, and there will always be time for a power nap somewhere in your schedule. Rachel Class of 2020 I am studying Middle Grades Education with concentrations in Social Sciences and Literacy in the College of Education. Although I now reside in Champaign, I am originally from Vernon Hills, a Northwest suburb of Chicago.

The History of Modern World - 1907 Words

The History of Modern World On August 6 and 9, 1945, the cities of Hiroshima and Nagasaki were destroyed by the first atomic bombs used in warfare, killing over 150,000 Japanese and inflicting radiation poisoning on more still. Five days later on August 14, Japan surrendered. The need to defeat Japan and to end the Second World War is the most commonly held view about dropping the atomic bombs on Hiroshima and Nagasaki. Some argue however that this was not the main reason for dropping these two bombs in 1945. On April 12, 1945, President Franklin D. Roosevelt died and so as Vice President, Harry S. Truman became the thirty-third American President. Roosevelt had failed to inform his vice†¦show more content†¦Benjamin Cohen justified the dropping of the bombs by saying, â€Å"Any weapon that would bring an end to the war and save a million casualties among American boys was justified and we were talking about dealing with the people who hadn’t hesitated at Pearl Harbor to make a sneak attack destroying not only ships but the lives of many America soldiers.† The US government used a lot of propaganda as a way to remind Americans of the attack on Pearl Harbor, this was mostly in the form of posters showing the atrocities of destroyed fleet. Many scientists and historians have questioned whether part of Truman’s decision to drop the bombs was to test this new type of weapon. A previous nuclear test explosion was conducted in a desert in New Mexico however this did not show what the bombs were capable of in a populated area. Scientists did give Truman alternative locations to test the bombs such as uninhabited islands but the president wanted to properly see what the new weapon could do. A secret report sent to President Truman in April 1945 by the scientists who made the bomb said, â€Å" We remind you of the report sent to President Roosevelt in 1940. It spoke of the danger of radiation, which will kill men, women and children for several milesShow MoreRelatedHistory And Evolution Of The Modern World922 Words   |  4 PagesMarinos Western History to 1660 Dr. Smith 2/12/15 Advancement in Western Europe Progression, Enlightenment, and a sophisticated culture refinement are all factors that can portray the ideal civilized society. With all these factors in collaboration, we have a civilization, the highest form of human organization. In an organization, the living biotic creatures are given the ability to sustain and eventually assemble what they consider to be modern life. In ancient cultureRead MoreHistory 262 : Early Modern World History1889 Words   |  8 PagesDalton Weeks December 11, 2016 History 262 – Early to Modern World History; 1300-1700 Dr. Shefveland Warrior Poets â€Å"Historians from England will say I am a liar. But history is written by those who have hung heroes.† -Braveheart Scotland has had a rich history when it comes to diplomacy with other nearby nations. If I were to ask a person on the street â€Å"What movie can you think of that has Scottish people in it?† the answer would almost always be Braveheart. According to Randall Wallace, theRead MoreModern World History Honors Of Morocco1587 Words   |  7 Pages IMPERIALISM IN MOROCCO Kendall Scarborough Ms. Barile Modern World History Honors 19 December 2016 Europe and specifically France had been after the land in Morocco for a long. 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What if there is a country that has a civilization from 7000 years ago that has a rich history, various progresses, cultures, governments, customs, and habits? A lot of its heritage still exists until now, Egypt was one of the most wonderful civilizations in human history. Ancient Egyptians lived around the Nile River, where they foundRead MoreUnderstanding And Appreciation Of Wolf s Ontological Premises930 Words   |  4 PagesIn the following reflective response, I shall try to explain few of Wolf’s central arguments in Europe and the People without History (1981). In doing so, I shall attempt to demonstrate my understanding and appreciation of Wolf’s ontological premises. The central assertion of Wolf resonates with what C. W. Mills argues in The Sociological Imagination (1959). Mills stresses the importance of crafting a socio logical imagination which would enable sociologists (and other academic professionals related

Hamlet by William Shakespeare - 541 Words

William Shakespeare is very well known around the world for his literary work. He has written many different kinds of works. Some comedies, historic and tragic pieces of literary work. One of his works is called Hamlet. This work is about revenge, greed, and murder. Most people of our time now can relate to this tragedy because in our time now, these actions seem to be what people do now a day. Hamlet is still studied centuries later throughout the nation in many different schools for its literary creativity. Some people believe that Hamlet, to some extent, could be a meta-drama. A meta-drama is basically a drama about drama. Or like a play within a play. There are many instances in the play that show this. In the very beginning of the play, Hamlets mother gets married to Claudius, her brother in law and now her husband. Hamlet is very upset about his mothers decision to remarry so quickly because he is still grieving over the loss of his own father. It is important that we as viewer s of this play catch the emotions that Hamlet portrays throughout the play. He is the main character that acts out with his emotions to help us understand what the characters are thinking. From these emotions we can further analyze the characters and grow more of a personal connection with them to help us understand how they justify their actions. A lot of the time our own mind can play a huge part in our decision making even for decisions that have a huge impact on others. So we as viewersShow MoreRelatedHamlet, By William Shakespeare880 Words   |  4 PagesWilliam Shakespeare is praised as the pioneering English poet and playwright whose collection of theatrical works is regarded as the greatest artistic value throughout the history of English literature. Shakespeare delved into the spiritual and mental component of humanity and the consequences that arise from this human spirit when it is disputed. The most famous revenge tragedy play, Hamlet, is an excellent illustration of Sh akespeare’s philosophical study of human nature. In Hamlet, the arguableRead MoreHamlet, By William Shakespeare899 Words   |  4 PagesWilliam Shakespeare, author of Hamlet, was a well-known author in the 1500s and is still popular today. He was born on April 24, 1564 in London, England. Although there were no birth records at that time, it shows he was baptized one year prior to that, which leads us to believe his birthday was in 1564 because children were normally baptized a year after their birth. Shakespeare’s writing style was very different than others at that time. He used many metaphors and rhetorical phrases, and most ofRead MoreHamlet, By William Shakespeare996 Words   |  4 PagesHamlet, written by William Shakespeare, with out a doubt holds the most famous soliloquy in English history spoken by Hamlet in Act III, scene i, lines 57-90. This soliloquy holds much importance to the play as a whole because it ties together the reoccurring themes of suicide a nd Hamlet’s inaction portrayed by Shakespeare. Hamlet poses a problem, which is the driving force of the play: â€Å"To be or not to be?†(III.i.57). Shakespeare uses this logical question asked by Hamlet to drive out his underlyingRead MoreHamlet, By William Shakespeare1178 Words   |  5 Pages In William Shakespeare’s play Hamlet, the protagonist suffers from struggles with major characters, especially with the women in his life. While reading the play Hamlet, Hamlet appears to be a disillusioned man. Throughout the play, Shakespeare has only casted two females: Gertrude and Ophelia. Gertrude is defined to be incestuous, naà ¯ve and cold-hearted. On the other side, Ophelia is characterized to be ignorant, innocent and fearful. After the quick marriage of his mother and evil uncle, Hamlet’sRead MoreHamlet, By William Shakespeare1308 Words   |  6 PagesHamlet is arguably one of the greatest tragedies in all of literature and when most people think of tragic plays, they think of none other than the one who wrote it, William Shakespeare. This classic story of revenge excites it’s readers with its main character, Prince Hamlet, who goes through the unique human-like process of revenge that is often overlooked. Many other stories rely heavily on the logi c of good people doing good things and bad people doing bad things just for the sake of their natureRead MoreHamlet, By William Shakespeare Essay1453 Words   |  6 PagesHamlet by William Shakespeare explores many aspects of mankind--death, betrayal, love, and mourning. Out of these, the most prominent theme in this play is death in the form of suicide. The main character, Hamlet, finds himself questioning the quality of life and the uncertainty of the afterlife once he discovers news of his father s death and the corruption in the kingdom that follows. Ophelia, Hamlet’s lover, is found dead later in the plot and is presumed to have committed suicide. In Hamlet’sRead MoreHamlet, By William Shakespeare1146 Words   |  5 PagesA character so complex, enticing and fascinating, his name is Hamlet. We are all Hamlet, and that, is the argument. Hamlet is an enigmatic character with many flaws. These flaws are the ones that prove similarities between us and him. A play so popular and significant is due to its huge relevance to us as a society. In the play Hamlet, William Shakespeare uses Hamlet’s character and metaphor to demonstrate that when one is left alone to their thoughts, these thoughts overtake reason. 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A result from this isolation leads Hamlet to become melancholy. Hamlet struggles with suicidal thoughts, wants to kill King Claudius, and is distraught over his mother’sRead MoreHamlet, By William Shakespeare900 Words   |  4 PagesIn this story Hamlet, by William Shakespeare, there was an excessive deal of questions surrounding Hamlet’s mental state. Claudius’s nephew hadn’t been the same since his father passed away. It’s been up for discussion as if he’s actually senseless surrounding the death, or the wedding between his mom and uncle. Gertrude and the King married approximately a month or two after the funeral. At this point it’s not actually established what the cause of his actions is. Was Hamlet at fault for Polonius’s

Causes of students sleeping in class hours Free Essays

It is a bad habit Of each every one Of us, mostly we experienced it because Of many reasons, and social media is the major reason of our laziness. Social media is not always positive. Students usually multi-task while studying, they check their social media sites while on the process of studying. We will write a custom essay sample on Causes of students sleeping in class hours or any similar topic only for you Order Now Their ability to concentrate on the task at hand is significantly reduced by the distractions in posting comments, tweeting and online gaming. Later on they will be totally distracted by their social media activities thus forget about the subjects that hey should focus on, in the first place. This is one very common problem faced by the students not only in this present era but most likely since the formal education was being taken and introduced. The popularity of social media can caught the attention of many students like us. There’s no doubt that students are energetic and actively engaged in online communities such as: posting comments, tweeting and online gaming. A. Statement of the Problem Laziness occurred because our attention is caught by the social media and we’re not aware that our interest in our studies is now losing. In this kind of search, we prepare some questions about this. What are the contributions of social media to the laziness of the students? Why is it that the social media is the number one cause of the laziness of the students? What can we do to overcome this bad habit? B. Hypothesis In this research, we give some answer on the following questions. This answer would be the possible answer of the students about this. For students, who always feel lazy, bored, not interested and sleepy during class hours. It is because they prefer using computers in useless things. Instead of using it on doing your homework, lessons, and projects. Some students feel lazy during class hours for the reason that they’re lack of sleep and rest. Some of them are still using computers, browsing nonsense things or playing online games even if it is late at night. We can avoid this laziness by having a motivation or a goal. By setting our minds that we should use computers in a good way. Don’t use computers too much in doing our school works, we can still browse some information from a reference book. C. Significance of the Study We all know that we can avoid this kind of activity. This research can change their bad habit. This can help them to stay focus on their studies. This research provides awareness to those students who are always lazy when it comes to study but so energetic when it comes to social networking sites. This can also help them to know and realize that using computers for your school works has a bigger difference than using computers to any useless things. Eke, online gaming and always using social networking sites while studying, that’s why they can’t stay focus on their studies. D. Scope and Delimitation’s of the Study Our research is focused on the contributions of social media activities to the jazziness of the students. Through this research we will have more knowledge and deep understanding about its contribution. The selected students of San Guillemot Academy from grade seven to fourth year are our respondents. Thirty (30) students from grade seven, thirty (30) students from grade eight, thirty (30) students from Third year and ten (10) students from fourth year. For a total of 1 00 respondents. Bored, not interested in class, not interested to the subject and sleepy because you’re lazy and all you want to do is to use computer time to time. Chapter II Theoretical and Conceptual Framework Review of Related Literature Cutting back on sleep for school work is counterproductive Students who Stay up late to cram for a test or finish a project have lower comprehension and worse performance in the classroom as a result, research shows. By Mary Mclean August 22, 2012 Los Angels Times The old aphorism that â€Å"you snooze, you lose† doesn’t apply to students who stay up late to cram for a test or finish a class project. New research shows that sacrificing sleep for school work is a bad trade. Researchers from Class Jane and Terry Semen Institute for Neuroscience and Human Behavior enlisted students from three Los Angels high schools to help them figure out whether academic performance suffered the day after a late night of studying. It turned out their hunch was correct: Lost sleep resulted in less comprehension during class and worse performance on tests, according to their report, published online Tuesday in the journal Child Development. â€Å"Sacrificing sleep for studying seems to be counterproductive,† said Andrew J. Fulfilling, a developmental psychologist at UCLA and the stud’s senior author. The researchers gave 535 teenagers checklists to keep track of their sleep and duty time for three 14-day periods when they were in ninth, 10th and 12th grades. The UCLA team found that regardless Of how much time a high schooled normally spends on homework each day, a student who gives up sleep for extra study time will have trouble the next day understanding material in class and be more likely to struggle with an assignment or test the opposite of the student’s intent. The researchers didn’t quantify the increased risk for academic problems following a longer-than-usual study session, but they said the number of problems was â€Å"surprisingly greater. † The allegations held up no matter how academically ambitious the student was, as measured by the amount of time spent studying on a typical day, and it became stronger as students progressed through high school. The results rang true to Aka Daniels, a college-bound senior at the Los Angels Center for Enriched Studies, a Mid-City magnet school. On occasions when she’s stayed up late to study, she’s had more trouble absorbing material in class, she said. I’d have to retrace myself at night,† she said. The finding â€Å"makes a lot of sense,† said Mona el-Sheikh, a professor of human velveteen and family studies at Auburn University whose research includes sleep. Several new studies are showing that the quantity and the quality of sleep are important for remembering new information and consolidating learning, she said. Students who get too little sleep don’t have enough time to process what they study, she added; even just one night of sleep deprivation can have a negative effect. Parents should do what they can to make sure their children have sufficient and consistent sleep, she said. Fulfilling said he could not disclose which schools took part in the research. The dents varied in ethnic and economic backgrounds, as well as in their level Of academic achievement. Their checklists revealed that study time did not change over the course of high school -? the average was just over an hour per day -? but sleep time decreased by an average of 41. 4 minutes. Ready, willing, and able? Sleep hygiene education, motivational interviewing and cognitive behavior therapy for insomnia in an Australian high school setting Journal Article By Mineral Cain Publication: Education and Health Date: 2012 Cognitive behavior therapy for insomnia is well-regarded as an effective retirement for insomnia in adults. Previous studies also suggest that CB-I can be successfully applied to adolescents experiencing insomnia and other sleep problems, which most commonly involve delayed sleep timing. The recommended treatment involves a combined program of morning bright light therapy, stimulus control therapy, and education about sleep hygiene. Improving sleep pattern regularity by getting up earlier on weekends (I. E. , at a time closer to the weekday wake-up time) can play a particularly important role in increasing total sleep time during the week and decreasing daytime leafiness. Recent research suggests that the school classroom may be a promising arena for the dissemination of sleep interventions for adolescents. However, many of the earlier studies in this area have been plagued by problems such as inappropriate outcome measures, small sample size, lack of control group, and lack of follow-up data. Reporting has also been poor, with a number of studies presented only in abstract form. Results have been mixed: some studies showed improved knowledge about sleep, despite having no data about actual changes in sleep habits or behaviors; another duty measured sleep habits but found no change from pre- to post- treatment. Finally, some studies found changes in sleep habits from pre- to post-treatment, although these results must be interpreted with caution due to the previously mentioned problems of small sample size, lack of control group, and lack of follow-up data. A series oft studies conducted by researchers at Flinders University in Adelaide, Australia, attempted to overcome the limitations of previous research by conducting randomized controlled trials evaluating school-based intervention programs aimed at improving the sleep of adolescents. Full details of these studies can be found in earlier publications; however, an outline of the main findings are presented here, along with recommendations for others planning school-based interventions for adolescent sleep problems. Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior Journal Article By Judith Owens Publication: Arch Pediatrics’s Med Date: 2010 Objective: To examine the impact of a 30-minute delay in school start time on adolescents’ sleep, mood, and behavior. Design: Participants completed the online retrospective Sleep Habits Survey before and after a change in school tart time. Setting: An independent high school in Rhode Island. Participants: Students (n=201) in grades 9 through 12. Intervention: Institution of a delay in school start time from 8 to 8:30 AM. Main Outcome Measures: Sleep patterns and behavior, daytime sleepiness, mood, data from the Health Center, and absences/tardiest. Results: After the start time delay, mean school night sleep duration increased by 45 minutes, and average bedtime advanced by 18 minutes (95% confidence interval, 7-29 minutes [24th=3. 36; PC the percentage of students getting less than 7 hours of sleep decreased by 79. 4%, ND those reporting at least 8 hours of sleep increased from 16. 4% to 54. 7%. Students reported significantly more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue, and depressed mood were all reduced. Most health-related variables, including Health Center visits for fatigue-related complaints, and class attendance also improved. Conclusions: A modest delay in school start time was associated with significant improvements in measures of adolescent alertness, mood, and health. The results of this study support the potential benefits of adjusting school schedules to adolescents’ sleep needs, circadian rhythm, and developmental stage. Middle School Start Times: The Importance of a Good Night’s Sleep for Young Adolescents Journal Article By Amy R. Wolfs Publication: Behavioral Sleep Medicine Date: 2007 With the onset of adolescence, teenagers require 9. 2 hrs of sleep and experience a delay in the timing of sleep. In the â€Å"real world† with early school start times, however, they report less sleep, striking differences between their school-weekend sleep schedules, and significant daytime sleepiness. Prior studies demonstrated that high coolers with later school starts do not rather delay bedtime but obtain more sleep due to later wake times. This study examined sleep-wake patterns of young adolescents attending urban, public middle schools with early (7:1 5 a. . ) versus late (8:37 a. M. ) start times. Students (N = 205) were assessed at 2 time periods. Students at the late- starting school reported waking up over 1 hrs later on school mornings and obtaining 50 min more sleep each night, less sleepiness, and fewer tardiest than students at the early school. All students reported similar school-night bedtime, sleep hy giene practices, and weekend sleep schedules. Related Studies Sleep Complaints Affecting School Performance at Different Educational Levels By James F. Page and Carol F. Swastikas Published online 2010 November 16. Prepossessed online 201 0 July 21 Abstract The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower Spa’s in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels. Keyset;rods: adolescent, college, sleep, restless legs, school, insomnia, GAP Introduction A growing body of work documents the association between disordered sleep and school performance. Students who report insomnia, inadequate sleep, daytime sleepiness, irregular sleep patterns and/or poor sleep quality do not perform as well in school as others (Blue et al. , 1990; Link and Nicolai- Israel, 1995; Hoffman and Strength, 1 997; Wolfs and Sarandon, 1 998, 2003; Shin et al. , 2003; Mailman,2005). Children enrolled in remedial school programs report significantly more sleep problems (Blunder and Chervil, 2008). Reported abnormalities in sleep including sleep latency [SSL]mini and more than one arousal per night at least two nights/week have shown an association with an increase in school failure rates (Kahn et l. 1989). A large study in the Spanish secondary school system (N=11 55, mean age 14) found a significant correlation between class failure and sleep complaints, and morning sleepiness (Solaced et al. , 2005). Better school performance is associated with more time in bed, better sleep quality, fewer nighttimes arousal, less napping and less difference between weekd ay and weekend sleep times (Link and Nicolai-lesser, 1 995; Hoffman and Strength, 1997; Wolfs and Sarandon, 1998). The association between sleep complaints and poor school performance is supported by in-lab experimental studies that demonstrate negative effects for sleep deprivation, sleep restriction, and sleepiness on laboratory measures of motor skill, memory, attention and problem solving in children and adolescents (Shades et al. , 2002; Teaser et al. , 2002; Sarandon et al. , 2004). Experimental restriction Of sleep in students (ages 6-12) has been shown to lead to academic difficulty in the classroom as well as increased severity of school related attention problems (Fallen et al. 2005). There are suggestions in the literature that sleep variables affecting school performance differ based on age and educational level. In seven year olds, short sleep duration is associated with higher emotional liability (Nixon et al. , 2008). Adolescent aged delayed sleep phase develops at the onset of puberty with the associated daytime sleepiness affecting school performance in the high school aged popul ation (Wolfs and Sarandon, 2003; Mailman, 2005). In a large study of Canadian high school students (N=3,235, mean age 16. ) twenty-three percent of students felt that their grades had dropped in high school because of daytime sleepiness (Gibson et al. ,2006). A similar study in Korean high school students N=3,871 , mean age 16. 8) reported excessive daytime sleepiness (DES) to be present in 15. 9% of students. DES was significantly associated with perceived sleep insufficiency, two or more insomnia symptoms and low school performance (Joy et al. , 2005). The proportion of students reporting insomnia appears to increase with increasing age and higher educational level. Among Japanese adolescents, both difficulty initiating sleep and reported insomnia gradually increase from 7th to 12th grade (Kanata et al. , 2006). Up to 30% of college students report chronic Severe sleep difficulties including both daytime sleepiness and insomnia with 1 1 % meeting criteria for delayed sleep phase syndrome (DADS) (Brown et al. , 2001 , 2006). Sleep disturbances are likely to continue to affect school performance in adults. Cognitive function test scores have been noted to fall in both medical students and residents after sleep deprivation (Wallach et al. 2003). Disordered sleep has also been noted to effect behaviors other than school performance. For example, daytime sleepiness was shown to negatively affect student participation in extracurricular activity (Gibson et al. , 2006). Studies have documented the effect of disordered sleep on the behavioral and emotional performance of elementary’ school children (Meandered et al. , 2006; El-Sheikh et al. ,2007 ). Children with fragmented sleep score lower on tests of neurologically functioning and have increased parent-reported levels of behavior problems (Shades et al. 2002). In adolescent boys reported tiredness and sleepiness associated with lower perceived academic performance is also associated with negative mood states, problematic alcohol use, perceived mistreatment or abuse, antisocial behavior, intention to use or current use of illegal drugs, ND feelings of isolation (O’brien and Mindful, 2005; Anyone et al. , 2007). Treatment protocols proposed and utilized in the treatment of sleep disturbance in students A variety of treatment protocols have been proposed for general application in student populations. The finding that early high school start times are associated with student reports of less sleep and increased sleepiness has led to proposals for changes in school start times (Dexter et al. , 2003; Joy et al. , 2005). In some states and communities school Start times have been changed based on legislation. It is currently unclear hither this approach leads to an improvement in school performance (Liaison et al. , 2002). In elementary students treatment suggestions for sleep complaints include attempts to resolve the marital conflicts (El-Sheikh et al. , 2007). Emphasis on the behavioral basis of daytime sleepiness in high school students has led to the development and application of co-educational programs emphasizing sleep hygiene (Joy et al. , 2005; Gibson et al. , 2006). Melatonin used as a pharmacological treatment for adolescents aged 10-?1 areas in the treatment of DADS has been shown to exult in fewer of these students reporting school difficulties (Ginsberg et al. ,2006). Some studies have suggested, based on data derived from high school studies, that co-educational treatment approaches and delayed class start times be utilized in the treatment of college students (Brown et al. 2006; Gibson et al. , 2006). In the effort to improve school performance at all educational levels, there appears to be a tendency to apply one-size-fits-all programs for the treatment of sleep disturbance based on data from high school studies (Brown et al. , 2006). This study presents data evaluating the association between questionnaire-reported sleep di sturbances and school performance in three separate groups of students extending from grade 6 through college (age range 10-?54). It is the authors’ hypothesis that the sleep variables affecting school performance in elementary school and junior high differ from those affecting school performance in high school, and those affecting college students. If this hypothesis is correct, it becomes increasingly important that future research studies and treatment protocols should clarify the age and educational level association of sleep disorder variables with school performance. Materials and Methods Three samples of students were analyzed for this study: middle school (grades 6-8), high school (grades 9-11) and college students. The first samples were assessed in the science and heath classes at associated middle and high schools in Pueblo, Colorado near the end of the 2005 school year. The college sample was assessed in psychology, nursing and medical classes at the local community colleges as part of an invited presentation on â€Å"Sleep in Young Adults† in 2007. Although all three studies used the same questionnaire instrument, because of differences in the settings, statistical imprisons were made within, but not across the three educational levels. An RIB approved, 18-question frequency-based pediatric sleep disturbance questionnaire, based on validated and indexed questions (Chervil et al. , 2000, 2003; Page et al. , 2007), was used for all three samples. The questionnaire consisted of five ordinal response categories: I-?never; 2=rarely (once a month); 3=sometimes (once a week); 4=occasionally (twice a week); 5=always (every night). In order to simplify interpretation of the data and reduce categories with small numbers of responses, we aggregated the sleep ATA to compare response categories 3-5 to categories 1 and 2. This differentiated those who reported having the sleep problem at least once a week from those who had it less often. Assessment of school performance was based on self reported GAP (Range 2. 0-4. 0), which is a common method for defining academic performance in sleep research (Blue et al. , 1990; Hoffman and Strength, 1997; Wolfs and Sarandon, 1 998; Mailman, 2005). Although questionnaires were distributed to 238 middle and high school students, only 165 (69. %) reported their GAP While only the students porting GAP could be analyzed for this study, chi-square analyses revealed that none of the sleep variables differed significantly between those who provided GAP data and those who did not. In addition, a proportion of post- secondary school students were enrolled in either nursing or medical training programs that did not rate performance based on GAP and therefore could not be included. This study included 98 junior high students (Grades 6-8), 67 high school students (grades 9-11 ) and 64 college students (mean age 27. , range 17-?59). GAP was not normally distributed and therefore was split at the Edwina to form two groups within each educational level: Low GAP and High GAP. Within each of the three educational levels, chi-square analyses, using Fisher-exact one-sided tests, were run to compare each of the sleep disturbance variables by GAP (low or high). Results Table 1 displays descriptive information for demographic and sleep variables for the three groups. Notably, there were more Hispanic students in the two younger groups and more African American and white students in the college group. There were also substantially more males in the college group than the two younger groups. However, within each educational group, there were o significant differences in age, ethnicity or gender by GAP. For all three groups, the most common sleep associated problem was feeling unrepressed/tired in the morning, followed by having trouble waking up in the morning. The least common behaviors were trouble with breathing when sleeping and taking sleep medication. Table 1 Demographic and sleep variables for all three groups. How to cite Causes of students sleeping in class hours, Essays

Willa Cather Essay Example For Students

Willa Cather Essay There are few female authors that have had an impact on literature as great asthat of Willa Cather. Not only was she an exquisite author, but she brokethrough into writing during a time when few female authors were successful. Herlife, which was directly influential to her writing, was of a simple nature. However, she was able to over come a drab, mundane life, and turn herexperiences into stories that would be enjoyed by many generations. WillaSiebert Cather was born in her maternal grandmothers home in 1873 in thewestern region of Virginia (Robinson). Cathers name was originally Willela(after her fathers younger sister who died as a child), but the family alwayscalled her Willie. They did this because as a child Willa alteredher name in the family Bible and insisted that she was named after her uncleWilliam Sibert Boak (Woodress). In the spring of 1883, when Willa was nine, theCathers moved to a farm near Red Cloud, Nebraska. Cather described her thoughtsof this land to an interviewer. She said, As we drove further and furtherout into the country , I felt a good deal as we had come to the end ofeverything. (Cather quoted in Woodress). They came to Nebraska by trainbecause the journey by wagon would have been long and tiring. Cathers firsthome in the state of Nebraska was with her Gr andfather. (Robinson). Itsmost characteristic feature which she described faithfully in My Antonia was abasement kitchen and dining room. (Robinson) However, a year later theCathers left the farm to live in the town of Red Cloud, so the children couldattend school. Red Cloud was a town of 2,500 people. The people of Red Cloudplayed an important part in the life and work of Willa Cather. There were manypeople in the town who inspired her and she sought interesting adultswherever she could find them. (Woodress). Two of Red Clouds doctorsbecame friends with Willa, and sometimes let her come along on their calls. We will write a custom essay on Willa Cather specifically for you for only $16.38 $13.9/page Order now Cather also medically experimented on animals with a set of medical instruments,this upset and disgusted some of the citizens of Red Cloud. (Robinson). In highschool Willa Cather had greatest ambition was to become a doctor, a professionin which few women excelled. Cather graduated from high-school in June of 1890,at the age of sixteen (Woodress). She was the only student of the three whograduated who intended to pursue college. She would enter the University ofNebraska at Lincoln the following September (Robinson). Cather was also inspiredby the actors and actresses who came to perform at the towns Opera House. Thechildren of Red Cloud would put on their own shows where Willa seemed to be anadequate actress, but she always played a boy (Robinson). This was a greatsurprise because at the time, many women did not perform. Rather younger boyswould play the female roles in a play. She expressed a vast dislike for skirtsand dresses (Woodress) and later when she attended the University of Nebraskashe continued to dress in a boyish manner (Daiches). She wore suspenders,starched shirts and insisted while in college to continue trying out for themale roles in college theater (Woodress). Cather went to Lincoln with the intentof studying science. She was very interested in botany, astronomy and chemistry(Woodress). However, the event that changed her heart toward writing occurred inMarch of 1891. A professor of Cathers assigned an essay to be written, and theprofessor was so impressed with Cathers work that without telling her, he sentit to the Journal, the towns paper. He also sent it to a literary magazine forstudents called The Hesperian (Robinson). Cather opened the Sunday paper to findher essay in print and from that time on she forgot about medicine andconcentrated on writing (Woodress). Throughout her college years Cathercontinued to write for the Journal and took any chance to earn money writing forthe paper. Even if that meant putting aside her school work to do it. In the twoyears she wrote for the Journal she produced over 300 pieces, many of which wereessays (Woodress). Cather became the Journals drama critic and she quickly madea name for herself. Her work showed a maturity and poise not expected inso young a critic, and her knowledge of drama and literature, continental andclassic, as well as English was extensive (Robinson). During her last twosemesters at the University, Cather wrote over 100 pieces for the Journal. .u0e58211cd261db11b9f2d67edc358e8a , .u0e58211cd261db11b9f2d67edc358e8a .postImageUrl , .u0e58211cd261db11b9f2d67edc358e8a .centered-text-area { min-height: 80px; position: relative; } .u0e58211cd261db11b9f2d67edc358e8a , .u0e58211cd261db11b9f2d67edc358e8a:hover , .u0e58211cd261db11b9f2d67edc358e8a:visited , .u0e58211cd261db11b9f2d67edc358e8a:active { border:0!important; } .u0e58211cd261db11b9f2d67edc358e8a .clearfix:after { content: ""; display: table; clear: both; } .u0e58211cd261db11b9f2d67edc358e8a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0e58211cd261db11b9f2d67edc358e8a:active , .u0e58211cd261db11b9f2d67edc358e8a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0e58211cd261db11b9f2d67edc358e8a .centered-text-area { width: 100%; position: relative ; } .u0e58211cd261db11b9f2d67edc358e8a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0e58211cd261db11b9f2d67edc358e8a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0e58211cd261db11b9f2d67edc358e8a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0e58211cd261db11b9f2d67edc358e8a:hover .ctaButton { background-color: #34495E!important; } .u0e58211cd261db11b9f2d67edc358e8a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0e58211cd261db11b9f2d67edc358e8a .u0e58211cd261db11b9f2d67edc358e8a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0e58211cd261db11b9f2d67edc358e8a:after { content: ""; display: block; clear: both; } READ: Daniel Juarez (1791 words) EssayA full time reviewer might not have produced much more than she did.(Robinson). In addition to her school work and writing for the paper, Catheralso did some practice teaching during her senior year. By the time Cathergraduated from the University in 1895, she had a great deal of experience in thewriting field (Woodress). Cather returned home to Red Cloud after graduation andbegan to write for the Courier, another local paper (Robinson). However, her bigbreak came when she was offered a job at Home Monthly, a magazine in Pittsburgh. Cather was 22 when she left home to begin the start of her professional careeras a writer. In addition to writing stories for Home Monthly, Cather also helpedwith editing, writing editorials and also some nonfiction work. After a year ofwriting for Home Monthly, Cather was offered a job at the Pittsburgh Leader. Shetook the job, but continued to write for Home Monthly under another name. Atthis time Cather was at an age that marriage was typical of. However, she wastoo independent and out going to be taken in. There is no proof that Cather evercame close to marriage. The men she loved the most were her father and brothers. She simply had no need for heterosexual relationships, she was married toher art. (Woodress). In her book, Willa Cather : The Emerging Voice,Sharon OBrien discusses Cathers sexuality. She dwells mainly on Cathersrelationship with her best friend Louise Pound and says, That Willa Catherwas a lesbian should not be an unexamined assumption, however, but a conclusionreached after considering questions of definition, evidence andinterpretation. Yet, after her affair with Pound ended, Cather foundmore enduring and supportive relationships, (OBrien) with IsabelleMcClung and later with Edith Lewis, yet she never declared publicly that she wasin fact a lesbian. Cathers newspaper career ended in 1901. Her last years atthe Leader produced little work, and when she returned from a visit with herbrother she became a Latin teacher at Central High School in Pittsburgh. Shelater taught English and then transferred to Allegheny High School across theriver where she taught for three years (Woodress). Cather did not have a naturalteaching talent, but her classes were not considered to be boring. In 1903,McClures began nagging Cather for her stories. McClure offered to publish herstories in book form. He told her that he wanted to publish everything she wrote(Robinson). After 5 years of teaching, Cather moved to New York to work fulltime at McClures (Woodress). At that time, McClures was considered the mostsuccessful reforming magazine in America. (Robinson). Cather, whohad no interest in social work of the magazine was involved in the magazinebecause of its literary content. Cather was responsible for reading themanuscripts that came in and also editing articles sent in by semi- literatepeople who knew a lot about the copper mines in the West, but didnt write well(Woodress). During the years that Cather helped to edit the magazine, she hadvery little time to write. During her time at McClures she worked in Boston,Europe and wrote McClures biography (Robinson). Cather worked for M cClures from1906 until 1912 and became the leading magazine editor of her day. Working atthe magazine changed her life, and the experience was important to her. She had been a good editor, as she had been a good critic and a goodteacher. Now she wanted one thing only, to be a writer, a good one.(Robinson). She quit her job as editor in order to devote all her time towriting and in 1912 her first novel, Alexanders Bridge, was published (Daichess). .u1251279340667c4320ca6b65dac04802 , .u1251279340667c4320ca6b65dac04802 .postImageUrl , .u1251279340667c4320ca6b65dac04802 .centered-text-area { min-height: 80px; position: relative; } .u1251279340667c4320ca6b65dac04802 , .u1251279340667c4320ca6b65dac04802:hover , .u1251279340667c4320ca6b65dac04802:visited , .u1251279340667c4320ca6b65dac04802:active { border:0!important; } .u1251279340667c4320ca6b65dac04802 .clearfix:after { content: ""; display: table; clear: both; } .u1251279340667c4320ca6b65dac04802 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1251279340667c4320ca6b65dac04802:active , .u1251279340667c4320ca6b65dac04802:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1251279340667c4320ca6b65dac04802 .centered-text-area { width: 100%; position: relative ; } .u1251279340667c4320ca6b65dac04802 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1251279340667c4320ca6b65dac04802 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1251279340667c4320ca6b65dac04802 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1251279340667c4320ca6b65dac04802:hover .ctaButton { background-color: #34495E!important; } .u1251279340667c4320ca6b65dac04802 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1251279340667c4320ca6b65dac04802 .u1251279340667c4320ca6b65dac04802-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1251279340667c4320ca6b65dac04802:after { content: ""; display: block; clear: both; } READ: National Service Training Program (NSTP) EssayFrom that point on, Willa Cather became a great American author. Willa Catherdied in 1947 at the age of 70. Willa Cathers primary inspiration was her hometown of Red Cloud. Many of her books won her literary awards, as well as theadmiration of authors of every generation. It takes a great writer to take onthe many literary occupations that Cather took on. However, it takes an evengreater writer to raise each of those occupations to an art form. For thesereasons, and many more of which could never be described, are why Willa Catheris one of Americas finest writers. BibliographyDaiches, David. Willa Cather a Critical Introduction. Westport, Ct. :Greenwood Press, 1951. OBrien, Sharon. Willa Cather the Emerging Voice. NewYork : Oxford Up, 1987. Robinson, Phyillis C. Willa : The Life of Willa Cather. New York: Doubleday, 1983. Schroeter, James, ed. Willa Cather and Her Critics. Ithica : Cornell UP, 1967. Woodress, James. Willa Cather Her Life and Art. NewYork : Pegasus, 1970