Night

The scope of rivalry in the industry was global with Italian luxury goods companies accounting for 27% of industry sales In 2005, French luxury goods companies controlling 22% of the industry, Swiss companies holding a combined market share of 1 9%, and U. S. Companies accounting for 14% of industry revenues. Most luxury goods manufacturers were vertically Integrated Into the operation of retail stores. Signature Like Airman, Versa, and other designers were handcrafted under the supervision of the designer. Coach products and diffusion lines offered by other luxury companies were produced by low-cost contract manufacturers.

Traditional luxury consumers in the U. S. Ranked in the top 1% of wage earners with household incomes of $300,000 or better, a growing percentage of luxury goods consumers earned substantially less, but still aspired to own products with higher levels of quality and styling. Manufacturers of the finest luxury goods sought to exploit middle-income consumers’ desire for such products by launching “diffusion lines” that offered “affordable” or “accessible” luxury . Key differentiating features Include product quality, Image and reputation, customer service, styling, and store ambiance. ) What Is competition Like In the luxury goods Industry? What competitive forces seem to have the greatest effect on industry attractiveness? What are the competitive paeans that rivals are using to try to outnumber one another in the marketplace? Is the pace of rivalry quickening and becoming more intense? Why or why not? The competition for luxury goods is strong due to low barriers for entry One of the competitive forces that have a great effect on industry attractiveness is the threat of new entrants and how hard it is to build up brand name that can compete with the likes of Coach, Louis Button, Dolce & Cabana, and Versa.

Another Luxury items are known for their quality and their status. It can prove as difficult for new entrants to build this status. Even If their product is high quality competing against well established brands may be challenging. Another competitive force can be the bargaining power with suppliers. Some leather manufactures would rather be linked to larger brand names such as Coach and Louis Button. The competitive weapons that rivals are using to try to outnumber one another in the marketplace are mostly Some brands my use celebrity star power to help them sell products and promote the brand image.

New fashion trends and product innovation is another weapon used in the luxury industry. Some brands hold annual fashion shows to promote the attest fashion trends. Lastly providing superior customer can lead to customer satisfaction as well as brand loyalty. 3) How is the market for luxury handbags and leather accessories changing? What are the underlying drivers of changed how might those driving forces change the industry? The market for the luxury handbags and leather accessories is highly competitive. The market for luxury handbags and leather accessories is changing rapidly.

The middle class is expanding and become younger and they are gaining disposable income. They also have different perspective on change, the are more educated when it comes to their finances , and are knowledgeable about the latest fashion trends. The drivers of change The growing demand for ‘accessible luxury goods in developed countries. Consumer tendencies to adopt a “Trade up, trade down” shopping strategy had allowed spending on luxury goods to grow at four times the rate of overall spending in the United States.

Both retailers and luxury goods manufacturers had altered their strategies in response to the changing buying preferences of middle-income consumers in the U. S. Rising incomes in developing economies. In 2004, the worldwide total number of shoulder with assets of at least $1 million increased by 7% to reach 8. 3 million. The number of millionaires was expected to increase another 23% by 2009 to reach 10. 2 million. With much of the increase in new wealth occurring in Asia and the Eastern Europe, demand for luxury goods in emerging markets was projected to grow at annual rates approaching 10%.

Rising incomes and new wealth had allowed Chinese consumers to account for 11% of all luxury goods purchases in 2004. The Chinese market for luxury goods was predicted to increase to 24% of global revenues by 2014, which would make it the world’s largest market for luxury goods. Increase in counterfeiting of luxury goods. In 2006, more than $500 billion worth of counterfeit goods were sold in countries throughout the world. About two-thirds of all counterfeit goods were produced by manufacturers in China. 4. What key factors determine the success of makers of fine ladies handbags and leather accessories?

Luxurious image and reputation for quality. Luxury goods companies were required to possess adequate brand-building skills to develop and maintain an image of luxury. In addition, the procurement and production processes of luxury goods companies must ensure the company’s products were of the finest quality. Luxury lacked a prestigious image and reputation for quality. Fashionable and distinctive designs. Luxury handbags manufacturers and marketers were also required to maintain a fresh lineup of distinctively-styled products.

Most luxury goods manufacturers retained their most popular items in their product lines for years (and sometimes decades). The development of distinctive and voguish handbags and leather accessories resulted from the artistic talents of developers and the ability of marketers to match creative efforts with consumer preferences. Aesthetically-pleasing store design and ambiance. Purchasers of luxury handbags expected to shop in retail stores that were aesthetically-pleasing and that provided a comfortable shopping environment. ND interior design elements of the store helped shape the company’s overall image. Superior customer service. As with the need for visually-pleasing store designs, luxury handbag retailers were required to maintain knowledgeable and polite sales staffs. Sales personnel were critical to consumers’ purchasing experience, since they had the ability to influence the shopper’s attitude and comfort level, recommend handbags for different occasions and apparel, and inform the customer about special order items.

Luxury goods makers were also required to offer retail customers high- quality after-the-sale service in the event a handbag or leather accessory needed to be returned or repaired. 5) What is Coach’s strategy to compete in the ladies handbag and leather accessories industry? Has the company’s competitive strategy yielded a sustainable competitive advantage? If so, has that advantage translated into superior financial and market performance? Coach’s strategy to compete is based on to image, product quality, styling, customer service, and attractive retail stores.

Also Coach’s production outsourcing arrangements gives them the ability to price its handbags between $200-$500, giving them a cost advantage. Discount factory stores allows Coach to maintain a year-round full price in its full price retail stores. This increased Coach’s growth. These stores out preformed full price stores in terms of comparable store sales growth during 2005 and 2006, with comparable factory store sales increasing by 31. 9% during 2006 and comparable full price store sales increasing by 12. 3% during the year. Coach distributed handbags for sale to department stores in the U.

S. Coach had eliminated 00 department store accounts between 2002 and 2006 as the share of the U. S. Retail market held by department stores declined from about 30% in 1990 to approximately 20% in 2000. Coach’s wholesale distribution in international markets involved department stores, freestanding retail locations, shop-in-shop locations, and specialty retailers in 18 countries with Japan making up the majority of Coach’s international sales. Coach products in Japan were sold in shop-in-shop department store locations, full price Coach stores, and Coach factory stores.

The company had 118 retail locations in Japan in 2006. Coach’s expansion plan for Japan called for at stores to 15. Coach management believed Japan could support 180 stores and that the increase in stores would allow the company to increase its market share in Japan to 15%. As of late-2006, the company’s strategy had yielded a 1400% increase in its stock price since the October 2000 PIP 6) What are the resource strengths and weaknesses of Coach Inc.? What competencies and capabilities does it have that its chief rivals don’t have?

What new market opportunities does Coach have? What threats do you see to the company’s future wellbeing? Coach’s resource strengths/competencies/capabilities Design process that developed new products based upon market research rather than artistic preferences of an individual designer. Procurement contracts that guaranteed the company access to the highest quality leathers. Offshore production contracts that delivered high product quality and low manufacturing costs. Licensing agreement with the Moved Group to make Coach-branded watches available in Coach retail stores.

Licensing agreement with Similar Corporation that gave Similar the right to manufacturer and market Coach-branded ladies footwear. In 2006, Coach footwear was available in 500 locations in the U. S. , including department stores and Coach retail stores. Licensing agreement with Monarch Aware that made Coach- branded aware and sunglasses available in Coach retail stores, department stores, and specialty aware stores. Coach frames for prescription glasses were sold through Marathon’s network of optical retailers.

Strategic alliance with Lutz & Pathos to make women’s knitwear available in Coach stores. Licensing agreement with Esteem Lauder Company to develop a Coach-branded fragrance. In-house architectural roof that created designs for Coach retail stores. Attractive store designs that were rated 10th among luxury brands in a 2006 Luxury Group survey of 2,000 wealthy shoppers. Direct-to-consumer channels in the U. S. That included 218 full price stores, 86 factory stores, Internet sales, and catalog sales. Wholesale accounts with approximately 900 department stores in the U. S. 18 retail stores in Japan 108 wholesale locations in international markets outside Japan Largest seller of luxury handbags in the U. S. With a 25% market share Second largest seller of luxury handbags in Japan with an 8% market share Coach’s resource weaknesses/ competitive deficiencies and liabilities Coach is not present in Europe Products for men accounted for only 2% of the company’s 2006 sales Business cases accounted for only 1% of sales in 2006 Luggage accounted for only 1% of sales in 2006 Coach’s market opportunities Pursue growth in rapidly growing international markets for luxury goods such as India and China.

Further expansion into additional product categories to leverage the Coach brand name. Develop retail locations in Europe Develop new product lines targeted to men External threats to Coach’s future well being Consumers may find diffusion lines offered by more prestigious luxury goods makers more appealing than Coach products. Any recessionary effects in the U. S. Or Japan may cause middle-income consumers to abandon aspirations for luxury goods. Factory stores. 7.

What recommendations would you make to Eel Frankfort to improve the company’s competitive position in the industry and its financial and market performance? The company should continue to develop distinctive and fashionable handbags since rivalry includes an important focus on the distinctiveness and quality of products. It’s important that they continue to produce a steady stream of actionable handbags every month or more often. The design teams should also develop new lines and new models of existing lines to sustain growth in sales.

Nightingale’s Spirituality in Practice

Binbin Zheng

Vanguard University

Nightingale’s Spirituality in Practice

Spirituality is an abstract concept, however may be encountered on a daily basis. The first time when I came across the meaning of spirituality was in a survey to choose a most spiritual person among students at high school. As English is my second language, I did not fully understand the concept.

Therefore, before integrating spiritual care to patient, what spirituality is shall be defined first. In a conference for spiritual care, spirituality is defined as “an aspect of humanity, the search for the significant or sacred, and being inclusive of philosophical, religious, spiritual, and existential issues that arise in the clinical” (Puchalski, et al., 2009, p. 886-887).

Furthermore, Ruth Beckmann Murray and Judith Proctor Zenter described spirituality as “trying to be in harmony with the universe, and strives for answers about the infinite, and comes into focus when the person faces emotional stress, physical illness, or death” (1989). The definition the I concur the most is that “the core of a person’s being and usually is conceptualized as a ‘higher’ experience or a transcendence of oneself” (Maul & Schmidt, 2004, p. 2).

Thus, how is physical health related with spirituality?

According to the survey that presented by Maddox, most people believe in prayer and God would intervene the disease. However, the principles behind are not clearly revealed (2002).Mauk and Schmidt suggested that “suffering is an ongoing state that affects a person’s sense of well-being” (2004).

It usually causes the person to become low in spirit if they are physically ill. Just as Nightingale defined health as “not only to be well, but to be able to use well every power we have to use” CITATION Mas12 l 2052 (Masters, 2012). Nightingale stress to not limit nursing to administration of medications and other procedural care, but care for patients holistically with the spiritual care as well. Her 13 canons revolutionized nursing, and stayed applicable for current nursing.

Nightingale’s could be inferred from her theory that even an ill person shall not be treated as an object. Nightingale perceived the care needed to be delivered from the patients’ point of view.Nightingale’s theory was not invented by herself just sitting and writing about nursing, she took good care of the sick and wounded, even at late night, she made rounds to check on patients’ condition.

Nightingale’s parents opposed her calling to care for the suffering, poor, and physically ill people. She convinced her parents in the end and became a nurse. While Nightingale was working as a nurse in the battlefield, she was distrusted by the other healthcare team. Nightingale was not discouraged; on the other hand, she strived to improve the care for the patient at that time.

Nightingale went the extra mile for her regular job responsibilities. The effort, care, and love that Nightingale gave helped her to earn the other healthcare team and even soldiers’ respect. Nightingale was intelligent and well-educated, moreover, her passion and her spirituality drived her to accomplish all the changes not only in nursing but in the entire healthcare system. One outstanding quality she had was the scrutiny with the patients’ point view.

As the little details and signs that were missed by most nurses, Nightingale discerned those clues, subsequently figured out the root cause of the phenomenon.A good patient scenario where Nightingale’s theory could be applied both to the physical and spiritual will be hospice patient. Mr. M is a 52-year-old Chinese who was recently admitted for hospice due to end-stage liver cancer.

His wife passed away 5 years ago due to heart attack, they did not have any child. (Mr. M lives by himself in a one-bedroom house in a safe community. He used to keep things that were even broken and expired in the living room. Newspapers and magazines are lying on the dining table chaotically, dirty laundry filed up on a broken massage chair.

However, the bed is always made, and a picture of his wife is on the bed dresser. The window blinds are closed most of the time, and there is only one lamp in living room and another one in bedroom. The house is not well lit normally. There is no paintings or photos on the wall. The house in general feels gloomy.) Mr. M expressed that he misses his wife in addition to the symptoms of side effects from chemotherapy and deteriorating condition.

Mr. M is a Christian, he has not been to a church since his wife’s death, his niece and brother are the only people visits him weekly. Mr. M usually watches news on TV during daytime, and goes to bed early in the evening.Both nursing care and spiritual care could be applied for Mr. M’s scenario using Nightingale’s nursing theory. Using her 1st canon “Ventilation and warmth” CITATION Mas12 l 1033 (Masters, 2012).

Do Not Go Gentle into That Good Night” by Dylan Thomas BY Lolo-H poem “Do Not Go Gentle into That Good Night” by Dylan Thomas Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light. Though wise men at their end know dark is right, Because their words had forked no lightning they Do not go gentle into that good night. Good men, the last wave by, crying how bright Their frail deeds might have danced in a green bay, Wild men who caught and sang the sun in flight, And learn, too late, they grieved it on its way,

Grave men, near death, who see with blinding sight Blind eyes could blaze like meteors and be gay, And you, my father, there on that sad height, Curse, bless, me now with your fierce tears, I pray. Dylan Thomas was a Welsh poet who died tragically young but left a powerful legacy of work. This poem, written to Thomas’s dying father, has a strict structure, but an unconventional message. Thomas encourages his father to rebel and struggle against death, what he calls the “dying of the light. ” Although written for his father, Dylan Thomas himself ironically died the year after his father.

Poetry-poem 12. 1 2010: This lesson plan is the property of the Mensa Education ; Research Foundation, www. mensafoundation. org. It is provided as a complimentary service to the public. Reproduction and distribution without modification are allowed. Images, links and linked content referenced herein are the property of the originating entities. Taking it apart Thomas sees lite as a day – death is the closing ot that day, and the dying of the light is the sunset and coming night. Notice the pairing of lines 1 ; 3. Gentle matches rage; good with dying; and night with light.

This is a mythological allusion to the gods who could throw lightning bolts and have the skies tremble at the sound of their voice. In this stanza, Thomas says that even though men accept that they are mortal and should die (“Death is right”), he still encourages a rebellion against it. Stanza 2 talks about how wise men approach death. This stanza is about how “good” men do. They see the things they did in life reflect like light off of a bay. Rather than being useless, it is the old, near dead, “grave” men who can really see. “Gay’ here means “happy’ or “carefree. “

Notice the oxymorons here: “blinding sight” and “blind eyes. ” There is also a simile comparing eyes that “blaze like meteors. ” Curse, bless, me now witn your tierce tears, I pray. From the general men discussed in the previous stanzas, Thomas narrows to his father in this stanza, pleading with him to fight against death, pleading with him to still be “fierce. ” The lines that have been separated throughout the poem come together in the last couplet to reinforce the theme of the poem. Poetry-poem 12. 2 Memorizing it The form of this poem is called a villanelle. It has only two end rhyme sounds.

The irst and third lines of the stanzas rhyme, and the second line rhymes with all other second lines. A villanelle ends with a rhyming couplet, and has nineteen lines – divided into five tercets and one quatrain at the end. The strict villanelle structure and rhyme scheme make this poem particularly easy to memorize, particularly since the last line of the tercets are repetitive: you get five lines memorized for the price of two! You actually get more than that because the line “Do not go gentle into that good night” appears in the poem four times. Using a highlighter or colored pencil, underline the lines that are repeated.

The new venue will specialize in high-energy themes and will offer beer, wine and an array of liquors and mixed drinks. In addition, the venue will sell nonalcoholic beverages such as soft drinks, Juices and bottled water. A “casual” food menu consisting mostly of appetizers and small entrees ranging in cost from six to nine dollars will also be available. The initial hours of operation will be 6:00 P. M. to 2:00 A. M. , four nights a week. The establishment will draw primarily from the student population at State University while attracting guests and visitors from outside the area as well.

Market Analysis Summary The Spot will focus on college-age women who are looking for a high energy, fun nightclub environment to socialize and dance. Of course, we are also focused on college-age men but it has been our observation that the club scene is driven by where women choose to spend their money when they go out with friends. At present, none of the local bars create an environment that is responsive to the entertainment demands of this core customer group. This also extends to the areas surrounding the university that we expect will attract new customers to the Spot.

Our strategy is simple, we intend to succeed by giving our core customers (college-age women) exactly what they want in a nightclub. 5. 1 Competitive Edge There are three elements to The Spot’s competitive edge. The first is the location which is in easy walking distance for the entire university community. The area around The Spot is already a regular place students gather to socialize in the evening. The second is the exceptional management team that has extensive experience and success managing nightclubs and bars. The third is our focus on attracting our core customer in every aspect of our planning.

The Spot will have the following to attract and retain our core customers: A larger ladies room area. Beyond its traditional uses, it’s also a place of social gathering and conversation. As a result, we will add additional square footage to this part of the venue including a couch, TV, music, and plenty of social space. Floor design. No doubt, females are more observant of design, and the impression it conveys, than males are. Therefore, careful consideration will be put into everything from colors, to fabrics, and materials. Music. This is a critical one.

We will hire DJs who have the best satisfaction rate with the female clientele. 5. 2 Sales Strategy There will be a grand opening weekend March of 2002, which the cover charge will be waved for all women customers. We will then establish a traditional Ladies Night, every wednesday. The cover charge will be $10. This is cheaper than the downtown clubs. Our sales strategy is to open earlier and provide entertainment to bring in an early crowd before 10 P. M. Comedians and Comedy Acts will be booked into the early evening time slot. We will also have contests sponsored by businesses and products

Night “Today everything is possible, even the crematoria.  This compound hyperbole describes Elie Wiesel’s memoir of all the treacherous events that took place during the holocaust. Elie witnessed the whole experience first-hand. Weisel titled the book Night, evoking both literal and symbolic descriptions of his dark ordeal as a holocaust victim and survivor. “That’s it, God is no longer with us. ”  In this excerpt, Elie Wiesel used syntax to figuratively exaggerate the despair the Jews faced.

Although all Jews felt that God was either no longer there or simply did not exist, this quote was used as a hyperbole to make a seemingly inferior race feel the heat of a religious upheaval. “Never shall I forget that first night in camp, which has turned my night into one long night seven times sealed. ”  By using hyperbole, this excerpt lets Wiesel express this symbolic complex sentence to exaggerate the agonizing feeling of the holocaust being one long and dark quandary. “Never shall I forget those moments which murdered my god and my soul and turned my dreams to dust.  By giving the personification that his dreams were turned to dust helps us as readers understand the full extent of the gruesome nature that had changed the lives of millions forever. This book is a perfect example of Man’s inhumanity to man. Babies were shot and burned right in front of Elie. This could be like someone kicking a puppy in front of you and knowing you can’t do anything to stop it. The book title Night helps us as readers understand the dark, outstretched gloomy nature of the holocaust, and the symbolic side of the emotion being felt during war.

The holocaust was full of remorseful and dark memories like the night sky is black. Elie’s book titled Night truly shows how terrifying this war was. “Over there, that’s where you’re going to be taken. That’s you’re grave. Over there. ”  This literal compound sentence was an excerpt from the book. Its literal effect on readers helped us understand that the thought of death could not be escaped. There was no place the Jews could go, and nothing Jews could do to escape the horrific thought of a horrifying death. Whether this be starvation, a bullet to the chest, or the rematorium, the thought of death haunted them all. What was described as one of the scariest things happening during this time were men turning on family members. Between killing for a piece of bread and abandoning parents or children for being weak, the holocaust had men acting not as men, but as wild animals. Also on the literal side the excerpt “Never shall I forget that smoke. ”  The smoke that represented where he could have died, and the smoke that turned innocent infant children into nothing more than a diminishing pile of ash.

During the holocaust men were not treated as such. To the eyes of German SS soldiers Jews were merely dirt. Wiesel’s symbolic side of the book was shown through personification, hyperbole, syntax and a variety of various sentence structures such as using ways to describe how dark and gloomy his “long nights” stay at camp was. The title also brought out the more literal side like the smoke he swore never to forget. The symbolic and literal nature of the title Night was a description like no other of Elie Wiesel’s journey through hell.

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. 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 “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. “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 “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 “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 “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 hygiene 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 weekday 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 population (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 disturbances 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 “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 Hipic 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.

Kelly Johnson ENGL 3000-006 Remien March 5, 2010 Paper 1 The Confusion of Dreams You are falling faster and faster through the pale blue sky with no parachute and nothing to grab on to. The shards of rock below seem to get sharper and sharper as a wave of terror and hopelessness takes over. You are just moments away from certain death when all of the sudden you wake up and realize it was all a dream. In William Shakespeare’s A Midsummer Night’s Dream, he uses the power of dreams to construct the possibility of an alternate reality.

A Midsummer Night’s Dream has many crude elements, which may have been offensive to many members of the audience, possibly causing the removal of his play. In order to combat this potential problem, Shakespeare adds Puck’s final speech to serve as an apology. Instead of using a simple apology though, Shakespeare attempts to convince the audience members they too were in a dream by linking the audience to the characters of the play, powerful discourse and imagery. All of these elements allow the reader or viewer to feel at ease instead of resentment as the play commences.

The final speech of A Midsummer Night’s Dream at first seems out of place. As this play is a comedy, Oberon’s final speech appears to be the perfect ending. However, the last words go to Puck, the fairy responsible for all of the mischief seen throughout the play, as he tries to fill the audience with a sense of peace by playing with the idea of dreams. In concurrence with the title, dreams are a dominant element throughout the play. Instead of the lovers questioning anything that previously happened, they just accept they all had the same dream, which allows them to happily continue with their lives as all peace was restored.

This speech offers an extension of the possibility that it was all a dream to the audience. Puck calls on the audience to think, “That you have but slumbered here/ While these visions did appear” (5. 1. 417-418). Puck and the other fairies were able to mend all of the problems between the lovers and this speech should do just the same for the audience. If everything previously witnessed is only a dream, then there is no need for outrage and “all is mended” (5. 1. 416). By creating a dream-like environment, the focus turns from the drama that unfolded throughout the play to the mystical and humorous occurrences.

This enables the audience to feel sense of closure. In addition to relating the audience to the characters, the use of discourse aids to the dream-like sense. Throughout A Midsummer Night’s Dream, the way language is used plays an important role in the message Shakespeare is portraying and the final speech is no different, with the language used mirroring the language throughout the play. The final lines of the play extend upon the use of binary opposites. Throughout this speech, Puck offers conflicting ideas that cause further confusion for the audience, similar to the way dreams are viewed as perplexing upon waking up.

Puck insists “And, as I am an honest Puck, If we have enearned luck Now to scape the serpent’s tongue, We will make amends ere long; Else the Puck a liar call. ” (5. 1. 415-420) The contraction between “honest” and “liar” is blatant and it is impossible to be both. Additionally, while this is an apology as Puck attempts to gain the audience’s trust, this speech is filled with dangerous images, such as “serpent’s tongue;” adding a sense of doubt and unease. This confusion further adds to the dream-like sense Shakespeare is trying to create.

In addition to the binary opposites that are used, this speech is spoken in such a way that it has a feeling of a lullaby. After suggesting the fact everything previously witnessed may have been a dream, Puck utters the lines “And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend, If you pardon, we will mend. ” (5. 1. 419-422) While throughout the play, various other characters spoke lyrically, these lyrically spoken lines sound like something out of a lullaby, as if Puck wants the audience to once again fall asleep and dream as to possibly forget everything that had just transpired.

Unlike the supernatural magic that was used on the characters throughout the play, Puck is attempting to use the magic of words to get the audience to do and think as he pleases. Using the words “weak and idle,” “yielding” and “Gentles” make the audience feel at peace and willing to do what Puck is asking of them. In addition to the form used, Shakespeare uses the images of shadows in this complex apology. The use of imagery throughout A Midsummer Night’s Dream, including the final speech, plays a powerful role in the underlying meaning of the play.

In the first lines of his short monologue, Puck states “If we shadows have offended, Think but this, and all is mended- That you have but slumbered here While these visions did appear. ” (5. 1. 415-418) Instead of referring to the actors as a people, he calls them “shadows. ” The fairies, whose presence has often been mysterious and murky, throughout the play have directed the course of events that transpired. Therefore, it would make sense to the audience to want to follow what Puck is saying, as in the moment, it is the most natural thing to do.

Similar to many of the other aspects of this speech, this proposes that what had just happened was simply the work of each person’s imagination. In this sense, Puck is therefore leaving it up to the audience to decide if what they have just witnessed is good or bad. The “shadows” simply exist; it is up to the audience to give them meaning that relates to each of their lives, just as the characters in the play did. The final speech of A Midsummer Night’s Dream wants to make the audience feel as though they were dreaming, which is accomplished by linking the audience to the characters, discourse and imagery.

Puck’s final monologue of A Midsummer Night’s Dream is more than just a simple apology. Even with the darker images and contradictions of the speech, it provides closure for the audience. Just as the characters in the play were able to think everything happened was simply a dream and continue to go about with their lives, Shakespeare is attempting to instill the same belief in the audience and hoping they enjoy the happy ending. Works Cited Shakespeare, William, and Russ McDonald. A Midsummer Night’s Dream. New York, N. Y. : Penguin, 2000. Print.