Benefits of Parent Involvement in Child Education

Benefits of Parent Involvement in Child Education Family involvement makes a difference in a child development. Family is inside the microsystem and is close setting for a child, so child will get direct influence and experience from the family. For the sake of the healthy and holistic development of children, educator need to understand the importance, benefits, challenges and ways to get family involvement. According to Epstein (1995), there are six types of parent involvement, which are parenting, communicating, volunteering, learning at home, decision making and collaborating with community. Parent involvement not just means that parent only have one way to interact with the school such as collect the report, school need to provide various activities for the parent to be involve in children’s learning process. For the parenting, teacher can help the parent to learn about child development and what is developmentally appropriate practice for children (Epstein, 1988). For example, parent can learn the four types of parenting styles, included authoritarian, authoritative, indulgent and uninvolved parenting style and the impact on children from the aspect of autonomy granting, acceptance and involvement and control. When school provide this type parent involvement, it actually helps school to have a deeper understanding about the environment, practice and culture of that family. Co mmunicating is also important parent involvement, it helps to develop an effective communication between school and home about children’s progress and school activities or policy (Epstein, 1988). Besides that, volunteering provide opportunity for parent to participate in the school activities such as fund-raising, provide car pools service and teach topic related to their professional (Epstein, 1988). Policy of the school and convenient of both side need to be considered to prevent unexpected event to happen such as parent prepare peanut butter cake that are not allow in school food safety policy. Learning at home give chances for parent and children to engage in educational activities at home together (Epstein, 1988) , for instance, complete the collage with the adult guidance, take picture of holiday time for show and tell session and prepare a traditional food to bring for the family night. In addition, parent also can be involved in decision making activities (Epstein, 19 88). Parents are not just the people that pay the fee, they are also valued member to give comment to and develop school policy such as curriculum planning, teacher hiring standard and chose teaching materials. The last type is collaborating with the community, it means that school support parent to provide services to the community (Epstein, 1988). For instance, raise fund for charity organisation, clean the housing area and donate reading materials to the public library. Why the parent involvement is importance for the children’s development? Firstly, most of the children spend more time in home with parent than in school, the attitude of parent has greater influence on children than teacher. For instance, when parent care about the school activities so much, willing to participate as much as they can and show the initiative towards it, their children will indirectly know that because of school is important, that is why parents spend so much time on it. Children will have better attendance and done the homework in time with the adult guidance. Secondly, when parent get involved in school activities, they will have deeper understanding about the way school teach their child, the school policy and they may change their perception or belief about child development. Through this, children can obtain better nourishment from parent that are knowledgeable and responsive toward the children’s learning experience in school and try to link it to the home environment. Thirdly, emotion wellbeing of the children can be enhance if the parent involvement is sustained, not just a few times in one year or limited to greeting each other and pay fee only. Some children do not like to go to school and want to stay at home is because they do not see the relationship between the school and home, they think these two are separated, they feel insecure and anxious when they leave house and parent. So, when parent get participate in the school activities, children will know that relationship of school and parent is well established and feel comfortable and proud when they saw parent show the care for their learning and school is view their parent as valued members to cooperate with. Children gain lots of benefits from the family involvement in early childhood centre. They gain the sense of self-worth in school because they really feel secure and acknowledged that school is the place for them to learn and spread their wings safely, without any negative emotion. Consistent responses between parent and school also help children to develop self-worth, self-confident and positive engagement with adult, classmates and learning process (Carol, 2010). When parent and teacher have effective communication, they will talk about how to enhance children’s development and how to provide enrichment for children, children know adult are care for them, not just dumping then in school alone. Parents also increase the confidence and level of self-esteem on themselves and school provided education through the activities such as child-rearing skills class, field trips and policy making process (Carol, 2010). Besides that, parents also know school is supportive and will not fe el lost when bring up young children, especially young, first time to be a parent. When they acquired the skill to help their child better, they tend to support the learning at home more, in consistent, authoritative and developmentally appropriate way. Furthermore, not only children and parent gain benefit from parent involvement, teacher gain too. When parent are involved in the learning process of children, teacher will gain insight into that family’s culture, background, sensitive issue and practice. Every parent have different expectation for their own child too (Carol, 2010).This will help teacher to plan more suitable, appropriate learning experience and activities for children and their family members. Teacher morale can be improve too (Carol, 2010), when teacher know that parent are willing to collaborate with them, their energy and positive mind set will be increase, thus they will have strong competence in the profession and advancement. Quality of teaching also im proved because obtain the assistance and support from parent such as teaching aids or resources, parent talk about their professional and volunteer as replacement teacher (Carol, 2010). There are some challenges of parental involvement, including time management problem, personal problems, language or culture differences, attitude of teacher and lack of understanding and trust (Carol, 2010). Nowadays, working parents are very common, they are very busy and not always available. If the school did not take this into consideration, the parent involvement will be reducing because parents are not free to attend the activities. This will cause the lacking in direct, face to face interaction between teacher and the ineffective delivery of message. Teacher also have time problem, they are busy all the time and fail to maintain a regular communication with families. Parents will feel fear and reluctant to approach the teacher (Carol, 2010). Every person has different personality, some are introvert, timid and some are out going and open. When the parent or teacher have difficulties and do not dare to tell each other about their needs, both of them will lost the opportunity t o help and this will influences the child. For example, teacher lacking teaching material and parents do not have transportation for the child. For the people with low self-esteem and confidence, they think that they do not have the ability to help each other or they feel shy and shame because of their low socio-economic group. Parent with old, traditional parent involvement concept also cause the challenge for family involvement in school (Carol, 2010), they think that it is unnecessary, waste time and not willing to contribute their effort to the learning activities of their children. Other than time and personal problem, language or culture differences is another factor that build the challenge of involve parent in school (Carol, 2010). Culturally and linguistically diverse parents always have the problem in interaction with school, they have different ethnic background like Malay, Chinese, Indian, different culture, they speak different language such as Bahasa Malaysia, Mandarin , English, Tamil, and even speak in different dialect, for instance, families that speak in Mandarin also use Cantonese or Hakka as their daily language, especially for old people like grandparent. If the school did not care for need of these culturally and linguistically diverse parents, misunderstanding, miscommunication and ineffective message deliver will occur. Parent who do not know English will unable to read the notice written in English, parent are not willing to work with teacher or other parent that with different races because of the stereotype and when children display difficulties in learning, school and parent are unable to discuss the problem and solve it because they speak in different language and do not understand the language that use by each other. Besides that, attitude of teacher is also a challenge for parent involvement (Carol, 2010). Some teachers show excessive professionalism towards parent, parent will not active to involve because they feel fear, unhapp y and difficult to approach the teacher when they want to express the need and contribute their effort (Carol, 2010). There are also pessimist teacher that only report negative information to parent (Carol, 2010). They only focus on bad things and neglect contribution and achievement of children and parent. For instances, teacher always talk about disruptive behaviour of the child in school and often make assumption that parent did not try to manage and improve the behaviour. But sometimes, disruptive behaviour cannot be change within a short period even with lots of effort contribute by parent in home. Parent also will feel stress, annoyed and hopeless because of the pessimism of teacher. Frequently, teacher have the problem of power struggle (Carol, 2010), they feel that they are the only one have power in classroom and do not want to share it with parents. They are not eager to find the ways for parents to feel secure, equality and comfortable (Carol, 2010). So, parent involvemen t need to be rejected from their point of view. Teachers that lack of self-confident are reluctant to admit help (Carol, 2010) because they feel their professional will be disappear and reduced if they ask for help from parents for example if they need cooperation in replacement of teacher, getting the teaching material and planning learning experience about certain area of knowledge which that teacher are not familiar than parents. When the school is not able provide appropriate physical setting, space problem will be arising (Carol, 2010). Parent need facility such as discussion room and car park area to participate in the school activities, if the room or area is not provided, how the parent are going to park the transport vehicles, sit down, and communicate with the teacher? Also, lack of understanding and trust will lead the parent involvement to become limited and powerless (Carol, 2010). Parent and teacher both feel that each other are lack of ability to enhance children†™s learning and development. For example, parent feel that they know best about their child so whatever practice on child is definitely appropriate and correct, teacher will feel that parent are not knowledgeable than them because of the lower education level and different professional area. The suggestions from each party are not accepted. Because of these feelings, miscommunication often occurs, which make the process of parent involvement even problematic. Past negative experiences of parent also the root of lacking trust on teacher, for instances, teacher did not take care of child with special need, caused the child injured in school and teacher did not provide appropriate solution and any suggestion that help to prevent the accident to happen again. For sure, parent of the child will feel disappointed and do not believe the teacher have the competence and skill to improve the development of their child. Who want to work together with the teacher when there is no faith and ho pe? There are different type of activities that can enable parent to assist children development using their abilities, time and energy (Carol, 2010). First type is school-wide activities, it included workshops, family night, parent education class, adult training program and support services such as car pools and babysitting for younger children (Carol, 2010). This is where the all parents and teachers come together and work collaborative to participate in school wide program. They use this chance to interact, share information and discuss the issues related to school. Through this activity, all parent and teacher are capable to develop warm and positive relationship with each other. Second type is communication activities, school can engage parent in activities through the use of phone calls, newsletter and email to give the reminder and notification to parent (Carol, 2010). Technology is very advance nowadays and it is also the tools to enhance communication, school need to use it wis ely and appropriately. Not only through phone call and email, school can organise chat group on social media such as Facebook and Whatapps for discussion with parent to run more efficient. For example, discussion group for family night, parents and teacher can give comment and suggestion like person in charge of beverage, food and performances. Any changes and reminder can be sent to each other faster than compose an email. Educational activities is the third type of activity, parent are encourage to participate in the activities occur in classroom or school and help the class to run more smoothly such as fund raising, volunteer for manage classroom, work as photographer during children’s performance, design webpages if the some parent have the knowledge and skill about it, beautify the environment of classroom by cleaning unwanted stuff and create wall painting (Carol, 2010). This kind of activities enable parent and school work together to set up better learning environment for children and children can see the parent’s contribution, know that parent are really involved in the school when they saw the wall painting and their parent helping in classroom, not just talking through phone and come to school for meeting. For the parent with special need child, they are invited to develop the individualised educational plan for the child too (Carol, 2010). Fourth type is service activities, this included childcare service, parent support group, resources libraries, material centre and exchange of service (Carol, 2010). Parent can obtain the resources and service from the community and school to lighten the burden, reduce the stress and improve the quality of living. Parent can borrow story book and teaching aid to guide children’s learning at home, seek for school’s counsellor when face the problem that will influence the child’s development and welfare and support other parent when they need any help. During this activities, both of the school and parent are the contributor and receiver at the same time, it help both party to realise the importance of provide helping hand to others that need help and give them the opportunity to serve the community. The last type is decision activities (Carol, 2010), it allow parent to make decision about school, not just let the parent to be the fee payer only. Parents are given â€Å"power† to decide what will happening in the school such as the standard of hiring teacher, what is included in the policy, review and design the educational program (Carol, 2010). When parent are involved in the program planning, they will gain the knowledge about the requirement of quality program and authentic developmentally appropriate practice. Only after they know about what the program is about and how it is implementing, they will be support the program (Carol, 2010). Thus, they will not question about teacher’s professionalism and let the teacher have the negative feeli ngs because the effort is not appreciated by parent and fear to communicate with parent. In conclusion, working with parent and families is a continuing process. Even though with the best way and approach to involve the families in the educational activities, this process will not be successful if parent and teacher are not capable to solve the problem and challenges between them. Therefore, teacher need to take the initiative to approaching the parent, help them to overcome the barrier, explain the importance and benefit of parent involvement in school to them and finally develop best way to invite them to the school activities. When teacher showed the enthusiastic, parent need to be responsive too because in order to develop positive relationship between school and families, both party need work cooperative to contribute effort to the process, not just rely on particular one party. References Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., Simon, B.S. (1997). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press. Carol, G. (2010). Home, school and community relation. Belmont, CA: Wadsworth.

Religion :: essays research papers

Indian Hindus will not be converted to Buddhism: Dalai Lama   Ã‚  Ã‚  Ã‚  Ã‚  This article is regarding the Dalai Lama and his supposed act of encouragement to convert Hindus in Buddhist. These allegations were proven to be false after the Dalai Lama himself denied them. I think it is a very important factor that when choosing a religion or faith that no persons opinion but your own should decided what you decision may be. There are many violent attacks over this matter, which I can understand because it is very disrespectful to any practice. There is nothing wrong with spreading the word or practicing your own religion but once you start forcing opinion or beliefs on others it becomes unfair. God Save The Teens   Ã‚  Ã‚  Ã‚  Ã‚  Wow, this was an extremely interesting article. As I read it I mentally made a pro’s and con’s list and I came out with mixed reviews. This article is about a large and growing group of teens from places from New York, south Bronx to Long Island. They have found a new way to practice religion, they do it in the from of rap contests freestyle frenzies and â€Å"hip† sermons. This can be a very positive and productive situation considering that it is actually attracting many teens. Yet with terms used like and slogans like â€Å"I WOULD DIE TONIGHT FOR MY BELIEFS† and starting sermon off with â€Å"yo, God Bless, brother† I find it kind of disrespectful and offensive. Another popular belief among the groups is the way you come looking and dressed to a gathering. Dirty hair and ratty clothes aren’t frowned upon â€Å"you don’t have to comb your hair and put on a suit, God will accept you for that.† That may be t he case but have they ever heard of respect. John Paul’s Health Raises Fresh Concern: Vatican Law Doesn’t   Ã‚  Ã‚  Ã‚  Ã‚  This article discusses important and touchy issues, there is obviously a problem with John Paul’s duties as the pope and it is raising some concern. As the pope is getting older he is developing health problems such as Parkinson’s diease. His health problems are affecting his decisions and behaviour, such as when shortly after thanking the head of the Armenian Orthodox Church he suddenly slumped down in a chair and an aide read the rest of the text. Unfortunately there are no documented rules that say if popes mentally of physically can’t do his job can have it taken away.

An Analysis of Young Mr. Goodman Brown

He uses symbolism, diction, and tone to enhance the readers experience and to more effectively write the story. This piece also references several real life historical events to make his story more powerful and believable. Many traits of the Romantic period are reflected in this piece, such as the focus on personal emotion and the power of the natural world. Hawthorne was also influenced by writers from the Transcendental movement and that can be seen in his work. The Speaker in Mr.. Goodman Brown† is an unidentified narrator. Even though the story is not being told from Mr..Goodman perspective it is written in a way that reveals his emotions to the reader. Hawthorne used diction to allude to Mr.. Goodman emotions and feelings. We know that he Is feeling scared when he Is walking through the forest because words Like dreary, darkened, evil. Gloomiest, creep, and lonely are used to describe his setting. We also know Mr.. Goodman Brown is fearful of the man because when we talks to him he has a tremor in his voice. The man Is also described as â€Å"having an indescribable air, of one who knew the world. † The tremor In Mr.. Goodman voice shows that he Is Intimidated by the figure.It seems Ironic that he calls the man â€Å"his companion†. I believe he does this out of fear and in hopes of gaining his respect so that he will not hurt him. Hawthorne holds off on revealing the occasion of their meeting until nearly halfway through the story. The suspense makes the reader anxious and everything about the Journey becomes that much more mysterious. He keeps referring to â€Å"the journey† which is unknown, and all the reader knows is that Mr.. Goodman is uncertain of it and It Is something that he eels he needs to hide from his wife, Faith.The reader Is given hints as to what the meeting could be about because of the evil man. He is referred to as the devil and even people who pass by recognize this. This helps to foreshadow the witchcraft c eremony that Mr.. Goodman finds himself at. ! Hawthorne uses a lot of symbolism in Muffing Mr.. Goodman Brown† to add more youth. She is describes as â€Å"thrusting her own pretty head into the street, letting the wind play with the pink ribbons of her cap. † This image is very carefree and paints the picture of someone very small, like a young girl. Faith's youngness serves as a double symbolism that reflects purity.Faith is young, naive, and innocent. This innocence and purity does not come from her youth alone, but also from her faith in God. Faith's faith is strong and it is something that Mr.. Goodman respects. Also, Mr.. Goodman own faith is tested in this story to determine whether he is good or evil. Another item in this story that has great symbolism is the evil man's staff. His staff represents evil, and it is almost like a spirit that overcomes who even takes hold of it. The staff seems to hold all of he devil's power within it because as soon as he touches Goody Close she proclaims, â€Å"the devil! The staff is an item of anachronism in this story. The alive and serpent like features of the staff, specifically how it turns into a snake when it is thrown on the ground refer to Moses in the Bible. God commands Moses to throw his staff on the floor before the King of the Egyptians so it will become a snake. God commands this in hopes of proving to them that He is God and he is all powerful. The staff has the same kind of power over everyone it comes in contact with, and impolitely alters who they are. The diction in Muffing Mr.. Goodman Brown† is a huge part of the reader's experience.The diction in this story helps to build the tone and makes the reader feel a certain way whether it be scared, mystified, or bewildered. At the beginning of the story Mr.. Goodman Brown is very sincere. He wants Faith to know that he truly loves her by calling her â€Å"My love, my sweet, pretty wife. † He wants her to feel comfortable and t his is reflected in the diction of this passage. Words like sleep, dreams, pray, pretty, dearest, and heart are used to show his compassion. As soon as he parts with Faith there is a major tone shift.He begins feeling scared and doubts his decision. As he enters the woods the diction reflects his fear with words like smote, narrow, peculiarity, thick, unseen, and solitude describing his surroundings. In this passage the syntax is also very intense and is used to enhance the readers emotions as well. The sentences are sharp and Jagged like the night in the woods. Many literary devices such as, diction, syntax, and tone were used by Hawthorne in Muffing Mr.. Goodman Brown† to create a more powerful story and accurately project ear and bewilderment into the minds of his readers.Hawthorne also used symbolism to tie his story together and penetrate it with the theme. Hawthorne was a master of emotions and creating them. Not only did the reader feel emotions while helps the reader c onnect with the characters and makes a very unbelievable story seem more like reality. This text is important because it opens its readers up to rich examples of how diction and syntax can be used to create extreme tones that effect its readers. It also gives some insight into the Romantic period my emphasizing the power of human emotion in nature. Total words: 1 ,093

Definition of LD50 or Lethal Dose 50 Test

Definition of LD50 or Lethal Dose 50 Test Updated and edited on May 20, 2016 by Michelle A. Rivera, About.com Animal Rights Expert The LD50 test is one of the most controversial and inhumane experiments endured by laboratory animals. â€Å"LD† stands for â€Å"lethal dose†; the â€Å"50† means that half the animals, or 50 percent of the animals forced to endure testing the product, will die at that dose. LD50 value for a substance will vary according to the species involved. The substance may be administered any number of ways, including orally, topically, intravenously, or through inhalation. The most commonly used species for these tests are rats, mice, rabbits, and guinea pigs. Substances tested might include household products, drugs or pesticides. These particular animals are popular with animal testing facilities because they are not protected by the Animal Welfare Act which states, in part:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   AWA 2143 (A)   Ã¢â‚¬Å"†¦for animal care, treatment, and practices in experimental procedures to ensure that animal pain and distress are minimized, including adequate veterinary care with the appropriate use of anesthetic, analgesic, tranquilizing drugs, or euthanasia;†¦Ã¢â‚¬  The LD50 test is controversial because the results have limited, if any, significance when applied to humans. Determining the amount of a substance that will kill a mouse has little value to human beings. Also controversial is the number of animals frequently involved in an LD50 trial, which may be 100 or more animals. Organizations such as the Pharmaceutical Manufacturers’ Association, U.S. Environmental Protection Agency, and the Consumer Product Safety Commission, among others, have all spoken out publicly against the use of too many animals in order to reach that 50 percent number. Approximately 60-200 animals are used even though the above organizations have indicated that these same tests could be successfully concluded by using only six to ten animals. The tests involved testing for â€Å",,,toxicity of gases and powders (the inhalation LD50), irritancy and internal poisoning due to skin exposure (the dermal LD50), and toxicity of substances injected directly into anim al tissue or body cavities (the injectable LD50),† according to the New England Anti-Vivisection Society, whose mission it is to end animal testing and supporting alternatives to testing on live animals. The animals used are almost never given anesthesia and suffer tremendous pain during these tests. Because of public outcry and advances in science, the LD50 test has been largely replaced by alternative test measures. In â€Å"Alternatives to Animal Testing, (Issues in Environmental Science and Technology)† a number of contributors* discuss alternatives that have been adopted by laboratories around the world including the Acute Toxic Class method, the Up and Down and Fixed Dose procedures.   According to the National Institute of Heath, the Consumer Product Safety Commission strongly discourages the use of the LD50 test, while the Environmental Protection Agency discourages its use, and, perhaps the most unnerving, the Food and Drug Administration does not require the LD50 test for cosmetic testing. Merchants have used the public outcry to their advantage. Some have added the words â€Å"cruelty free† or some other indication that the company does not use animal testing on their finished product. But beware of these claims because there is no legal definition for these labels. So the manufacturer may not test on animals, but it’s entirely possible that the manufacturers of the ingredients which comprise the product are tested on animals. International trade has also added to the confusion. While many companies have learned to avoid testing on animals as a public relations measure, the more the United States opens trades with other countries, the higher the chance that animal testing will again be part of the manufacture of a product previously deemed cruelty free. For example, Avon, one of the first companies to speak out against animal testing, has begun selling their products to China. China requires some animal testing be done on certain products before being offered to the public. Avon chooses, of course, to sell to China rather than stand on ceremony and stick to their cruelty-free guns. And while these tests may or may not involve LD-50, the fact is that all the laws and regulations that have been so hard fought and won by animal-rights activists over the years wont mean a thing in a world where global trade is the norm.   If you want to live a cruelty-free life and enjoy following a vegan lifestyle, you have to be part detective and research the products you use every day. *R E Hester  (Editor),  R M Harrison  (Editor),  Paul Illing  (Contributor),  Michael Balls  (Contributor),  Robert Combes  (Contributor),  Derek Knight  (Contributor),  Carl Westmoreland  (Contributor) Edited by Michelle A. Rivera, Animal Rights Expert

Dress Codes in Schools †Dressing for Success

Dress Codes in Schools – Dressing for Success Free Online Research Papers Smiling and happy faces come through the doors of the school. All of them are teenagers with similar needs and similar purposes. They come to learn to be successful men and women in the future, yet when they are looked upon; their differences show they are not united. When entering the school, you will notice that students are separated in areas like the classroom, the hallways, and the cafeteria. Students are not separated by their race or color of skin, but by their manners of dressing. At many schools, it becomes easy to divide students into groups; there are groups of students who wear clothes that are as pretty as they are expensive. â€Å"Pretty† appears to many as name brand clothes that expose more flesh than necessary. Likewise, there are students famously known as â€Å"skaters,† with chains around their hands, pockets, and waists. Additionally, they often wear pants that are baggy enough to fit two people and threaten to fall down their hips. There are also those who manage to be between those two extreme categories and dress casually. For those reasons, with the implementation of a dress code, students will have to follow strict guidelines in dressing appropriately. For Instance, schools can elimina te the wearing of chains and mandate wearing fitted belts. Therefore, the implementation of a dress code for elementary and secondary public schools offers several benefits that have a positive effect on the school community. The anxiety over safety in public schools has led school administrators in the direction of implementing strict dress codes and uniform policies. Despite long-standing attention to the problem, there is a growing perception that not all public schools are safe places of learning, and media reports highlight specific school-based violent acts. Crime in and around schools threatens the well being of students, school staff, and communities. Many may argue that dress codes threaten students’ individual rights of free expression; nevertheless, it is the responsibility of school officials to create a safe learning environment for children (Paliokas, 7). Children wearing expensive or fashionable clothes such as Nike, G-Unit, Guess, and Baby Phat Jeans become victims of theft. Dress codes offer many benefits that forbid competition and violence among students. Competition among students regarding clothing turns violent and certain fashion accessories or attire is used as weapons or as a means to conceal weapons. For example, oversized shirts and baggy pants can be easily used to hide guns, knives, and drugs that can be carried into schools. In order to reduce violence, many schools have implemented a dress code with the hope to prohibit students from wearing a wide range of specific items including gang related attire and insigma, such as bandannas, certain colors, and hats. Additionally, implementing a strict dress code assists school officials to identify nonstudents, trespassers, and other visitors. Mandating a dress code has huge effects on the educational environment. California’s Long Beach School District has seen noticeable improvement with descending crime rates since the implementation of a mandatory student dress policy. Statistics show that crime has decreased by ninety-one percent, suspensions have decreased by ninety percent, sex offenses have been reduced by ninety-six percent, and vandalism is down sixty-nine percent (Daniels, 22). Academic success is another reason to employ a dress code in elementary and secondary public schools. Wearing a uniform to school takes the center of attention away from what students wear and places it more on what the student is learning. Students who are focused on the school environment as opposed to what their peers are thinking of their clothes will have better test scores. However, when a student is worried about whether or not they are going to get assaulted to and from school or at school because of gear their grades begin to soar downhill. Some students will then lose interest on academics and focus more so toward the undue stress of other student’s cruel behaviors toward them. Implementing a school uniform will be a success because all students will look similar and students will concentrate on their academic performance in school. According to Daniels, â€Å"Students dress policy also reduces the cost of clothing for students† (Daniels, 27). Many families do not have the money to buy expensive clothing for their children to wear to school. Thus, parents benefit because they are saving money on no longer having to buy the latest fashions. Most school uniforms are cost effective and easily accessible for parents to obtain. Furthermore, a parent shopping for children becomes an effortless task because they are following strict guidelines when purchasing clothing for school. For example, at Lansing School District’s, Pattengill Middle School, children can only wear certain colored pants and shirts. The acceptable colors for pants are blue, black, brown, and beige. The hues for shirts are navy blue, light blue, red, black, and white. Many school districts have turned to dress codes and uniform policies to promote a better learning environment. Statistics prove that school related criminal incidents have decreased significantly and academic performance has been enhanced. The learning process is uninterrupted with the fashionable clothing and accessories because all students are dressed alike. Also, many families cannot afford expensive clothing and as a result of an implemented dress code, parents do not have to feel pressured into buying high end clothing. For that reason, a dress code serves several purposes that promote a more positive outcome than negative for the learning environment. Research Papers on Dress Codes in Schools - Dressing for SuccessStandardized TestingHip-Hop is ArtPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenUnreasonable Searches and SeizuresRelationship between Media Coverage and Social andGenetic Engineering19 Century Society: A Deeply Divided EraAnalysis of Ebay Expanding into AsiaThe Relationship Between Delinquency and Drug Use

Affect of Exercise and Diet on Youth Fiitness Research Paper

Affect of Exercise and Diet on Youth Fiitness - Research Paper Example ducators, scholars, trainers and health care professionals emphasize the importance of physical activity and appropriate diet for progressively achieving optimal physical development, health and fitness outcomes particularly for growing children aged 5 to 17 years. Children and adolescents need to develop different basic skills to become good athletes, before training in a particular sport. This is known as multilateral development, â€Å"and it is one of the most important training principles for children and youth† (Bompa, 2000, p.3). Basic physical skills include running, jumping, throwing, catching, tumbling and balancing, and these contribute to children achieving physical coordination. Thesis Statement: The purpose of this research paper is to investigate youth fitness and physical development based on diet and physical activity. The promotion of multilateral physical development of children enhancing biomotor abilities such as strength, power, endurance, speed, flexibility, coordination and agility will be examined. Nutrition is defined as as â€Å"the total of the processes of ingestion, digestion, absorption, and metabolism of food and the subsequent assimilation of nutrient materials into the tissues† (Jeukendrup & Gleeson, 2010, p.2). To ensure that children and young people have optimal reserves of energy, a balanced diet that provides nutrients from all the food groups is essential. â€Å"Food provides nutrients that have one or more physiological or biochemical functions in the body† (Jeukendrup & Gleeson, 2010, p. 2). The six different categories of nutrients are: carbohydrates, fats, proteins, vitamins, minerals and water. Among these, the macronutrients are: carbohydrate, fat, protein and water, present in comparatively large amounts of more than a few grams in the human diet; while the micronutrients are: minerals and trace elements, of which 1 gram or less is required per day. The three main functions of nutrients can be classified as: the

Peter Eisenman House II Essay Example | Topics and Well Written Essays - 500 words

Peter Eisenman House II - Essay Example This paper will proceed to compare the salient points of â€Å"Cardboard Architecture: House I and House II† to support or criticize the building (Appendix A) built by Sita Sanders of Catskills as a college project. Eisenman insisted on the notion of conceptual archituecture as similar to cardboard architecture for its underlying formal relationships going beyond mere shapes nor conventional signs but â€Å"a set of archetypal relationships which affect our most basic sensibilities about our environment,† (Eisenman, 25). The same can be said of Sita Sanders’ house built to look like a mound of earth or a hill, complete with grasses that grew on its roofs. It was described as â€Å"†¦one-room straw-bale †¦right next to her mother’s house,† (Green, P 3). While it has doors, walls, windows, and metal beams that represent the conceptual house, it blends well to its environment, or the architect’s desire on how to make it look like and f unction – beyond a home but a response to pressing needs to address: global warming, extreme cold during winter, improvement of the natural habitat.