Jumping Rope in Physical Education Settings Essay Example for Free

Jumping Rope in Physical Education Settings Essay This article by Susan B. Nye was written to educate all students that jumping rope is an activity that can be fun and enjoyable. The overall layout of this article I thought was well constructed. The article begins with background information about jumping rope and why it is important to incorporate jumping rope in the classroom as well as why it is considered a lifelong physical activity. Then the article shifts toward the basics of jump roping which is laid out in an easy to follow guideline. Moving on, the article shifts to the safety procedure that comes with jumping rope. Then lastly, the article shifts to more advanced jump roping activities that can be played that are fun for all students once each student has shown that they understand the basics and the Ready-Set-Jump protocol. The safety procedure that this article focuses on is described by Susan B. Nye in a three step process called the â€Å"Ready-Set-Jump† protocol. The author did a great job when writing this article so that either a public or private schools can understand and incorporate jumping rope into the classroom. The article states that jumping rope is an inexpensive way to engage students in a lifelong physical activity. After reading that I was shocked to believe that jumping rope was considered a lifelong physical activity. I also did not know that according to this article that depending on the students jumping pace, an individual can burn an estimated 11 calories per minute. Along with burning calories I did not realize that there are different various types of rope: beaded, speed long handled ropes that were mentioned in this article. The beaded jump ropes are designed for beginning learners because they have a slower rotation rate. They are also better jump ropes for rougher surfaces. Speed jump ropes are inexpensive which can be fit into even the smallest school budgets. The benefits of the speed ropes are that they turn easier and can be easily adjusted to fit all students. The long handled jump ropes are great for beginning to perform tricks such as the criss-cross. The one aspect of the article I really did enjoy reading was the explanation of the safety procedures that are associated with jumping rope. The article describes the safety procedure for jumping rope as a â€Å"ready-set-jump† protocol. The goal of the â€Å"Ready-Set-Jump† is for students to utilize this protocol outside of class to remain safe and have fun. The ready stage in the safety protocol reminds students to fit their own jump rope and to correctly hold the jump rope. Holding the handle by your thumb and index finger is the proper way to hold the jump rope. Correctly measuring the jump rope is another key component to the safety protocol for jumping rope. I did not know this but there are three different measurements: standard, chest and lower rib cage when measuring for the correct jump rope length. The standard measurement is for the beginning learners; the shorter the rope the faster the revolutions per second. The second stage in the safety protocol is called â€Å"set†. In this stage students reinforce self space. The proper self space when jumping rope is two feet above your head, three feet on each side of your body and five feet in front and behind of the individual. The last stage of the safety protocol is simple it allows the students to know that it is time to jump rope and have fun. Jumping rope is considered being a high impact activity that requires coordination, balance and endurance. Jumping rope may be hard for younger students simply because it requires two skills: rope turning and jumping. The most effective way to implement jumping rope in your classroom is to teach it as a station or an instant activity but for short amounts of time no more than three to five minutes long. In conclusion, I totally agree with this article that if implemented properly in the classroom, jumping rope can be a high impact and inexpensive way to engage students in a lifelong physical activity. The author of this article did a great job with the overall organization of the information because it was in an easy to follow format for anyone to read. I can honestly say after reading this article I have a greater knowledge of how effective incorporating jumping rope can be in the classroom for all students.

Free

Freedom of the Will Essay Edwards’ Freedom of the Will may be construed as a psychological discourse. As an annihilation of false views of the Will that prevailed in his century and in the present, in order that men may learn how to have Christian belief and be saved, and as a reply to the discourse of Arminian Minister Whitby, this work is indeed evangelical. Edwards has put emphasis on the â€Å"faculty of choice† (Tappan 1839, 16), the Will which the mind chooses as being judged by the faculty of understanding. Although this discourse may not be as authoritative as Calvin’s Institutes, the author of Freedom of the Will is undeniably one of the great and enduring masters when religious emotion is being talked about. When it comes to reasoning in his work, Edwards can never be more crafty. Simply put, Freedom of the Will is the work of a genius. In the section where Edwards distinguished Will from Desire, he has agreed with the argument of Locke but he has put more understanding and correlation connecting these two things. I do not suppose, that Will and Desire are words of precisely the same signification: Will seems to be a word of more general signification, extending to things present and absent. Desire respects something absent†¦ A man never, in any instance, wills any thing contrary to his desires, or desires any thing contrary to his will. (Edwards 1754, 2) In his discourse, Edwards has analyzed and made into view that although Will and Desire are distinguishable from each other, these two are in fact the same faculty of the man’s soul where the Will is being determined by the â€Å"strongest motive† (Edwards 1754, 4) acting over the man’s soul and thereby choosing what is, at that moment seems good to Him, which is his inclination. With this attack on the common arguments in his Freedom of the Will, Edwards is meritorious of all the credits. Moreover, in the section where Edwards has discussed on the deliberate and free choice of Man to do something â€Å"evil and painful† (Colonial and Revolutionary Literature, n/d), he has offered his readers sharp logic. He has noted that if the Man errs it is due to his free choice given the full knowledge of good and happiness versus evil and pain and such an action, to choose evil with suffering, is monstrous and is very incomprehensible. As this can be logical, it is also very difficult to practice. Man generally chooses the good but circumstances do not allow him to stay choosing and practicing the good. Analyzing the discourse, Freedom of the Will speaks of the truth. Edwards is no optimist when it comes to his philosophies. He has made it a point in his discourse that evil do exist in this world and how his teachings sprouted from a deep hatred of evil. The thing which makes sin hateful, is that by which it deserves punishment; which is but the expression of hatred†¦. Thus, for instance, ingratitude is hateful and worthy of dispraise, according to common sense; not because something as bad, or worse than ingratitude, was the cause that produced it; but because it is hateful in itself, by its own inherent deformity. (Edwards 1754, 65) On the last note, the discourse has came up with and is correlated to what are called â€Å"ethics or the rules† (Tappan 1839, 265), which are not compelled to be obeyed by everyone but impose a strong power upon the conscience of the majority, especially those who believes in an Almighty being and those who do not want to feel the uneasiness of the evil and the persecuting nature of the Man. Disobedience to these manly imposed rules are considered as a â€Å"state of sinfulness† (Tappan 1839, 265) or the corruption of human sensitivity disposed to violate the harmony and fitness of the spiritual constitution. Bibliography Henry Philip Tappan, A Review of Edwardss Inquiry into the Freedom of the Will (New York: J. S Taylor, 1839). Jonathan Edwards, The Freedom of the Will (Florida: Soli Deo Gloria, 1754). The Colonial and Revolutionary Literature; Early National Literature, Part I (The Cambridge History of English and American Literature in 18 Volumes (1907–21). Volume XV.

Live Motion Capture

Live Motion Capture The method that records a live motion event, which then is being translated into usable mathematical conditions by tracking a number of key points that are being combined in space over time to get a single three-dimensional representation performance is called Motion Capture. To simplify the meaning of this technology, it enables the use of real performance to a digital one. Everything that exist in our world and has actual motion could be then captured; each moving part of that subject has its key points that provide the motion. When that technology is being used on a human as an instance, key points are the actual joints and they work as pivot points and connections for the bones. Usually when that is being done, all of the sensors, potentiometers or markers identify the points and that transmits the data to the main device. The performance that is being used to get a character to life is called performance animation, and motion capture is related to the actual technology that coll ects the motion. To conduct that, motion capture needs to be done and then that is being transmitted to the 3D character. That being said, mocap obtains all of the information that represents motion, while the performance animation on the other hand, is the final deliverable of a character created by the performer. Menache, A. (2011). Understanding motion capture for computer animation. Burlington, MA, Morgan Kaufmann. Motion Capture is known as Motion tracking and in most cases as `Mocap`, in any case it is actually 3D Animation. The process in which recordings of human movement are translated into digital form by recording every pivot point on the actor/actresses body. After this footage is filmed it is then translated onto a 3D model. Since the 1970`s that technology has improved drastically and Performance Capture is a term referred to when Motion Capture animates small human features such as fingers, expressions and facial features. That process is actually very time consuming. For instance, the performance capture in 2009 20th Century Fox award winning film â€Å"Avatar†, took over 15 years to create and the reason for that is that the amount of sensors that were used to portray these expressions was immense. The concept of animation dates back to more than a thousand years ago when Chinese zoetrope-type device was built to produce the illusion of motion from a burst succession of stat ic images. To present, everyone is familiarized with the different types of animation, from traditional hand-drawn image frames, to the Claymation or technology of Stop Motion. Until the arrival of the Computer Graphics that has not shifted for all that time. The most known categories of character animation to date are three. The first category consists of algorithmic and model-driven approaches. An example is the dynamic physics-based model, like reverse pendulum. The second category is the digital key-framing and hand driven, a workflow alike the original animation creation but with the assist of 3D creation tools. Motion Capture is the last category, it was first developed in the late 1970`s but it hasn`t been recognized as a revolutionary animation technique until the mid 1980`s when it was used for entertainment purposes. Inspired by â€Å"Rotoscoping†, an old time consuming animation technique that was being used in the early 1900`s, in which the animation would track m ovement frame to frame. In the field of entertainment Motion Capture is considered as the descendant of that same technique, which is still being used by some traditional animation studios to duplicate realistic motion from movie footage over to a cartoon characters. For centuries some of the motion capture technologies have been used in different ways, most known for its medical and military purposes. Originally it was examined by the Military to track head rotations of pilots by electromagnetic motion capture. Capturing motion could be done in few different ways. A lot of them use camera systems that produce digitized views of the performance, which afterwards is used to combine the location of the key points represented by one or more markers. Other way of capturing motion is being made by using electromagnetic fields or ultrasound to track a group of sensors. Also available is the mechanical system, which is based on the linked structures or the armatures that use potentiometers to identify the rotation of every link. Menache, A. (2011). Understanding motion capture for computer animation. Burlington, MA, Morgan Kaufmann Motion Capture input systems Prosthetic That is probably one of the first methods that have been used for capturing motion from various parts of the human anatomy. These methods include simple switching type of motion detection systems as well as complex tracking systems. If it wasn`t for the complex mechanical needs and the performance inhibiting qualities which are generally associated with such designs the latter type of prosthetic motion capture could be an ideal approach. Nonetheless, this method uses armatures which have to be attached all over the performers body. Afterwards they are being connected to each other by using a series of rotational and linear encoders. Once that process is complete all the encoders are connected to an interface that simultaneously reads all the encoders and prevents data loss. In the end through a set o f trigonometry functions the actual performer`s motion is being analyzed. (http://www.siggraph.org/education/materials/HyperGraph/animation/character_animation/motion_capture/motion_optical.htm) Acoustic This is a complex method that involves the use of audio receivers. Large amount of audio transmitters are strapped to performers body. Each receiver calculates the time that it takes for the sound to travel from each transmitter. In the 3D space the distance of the receivers is being measured to provide a point in the dimension. Normally the optical systems are occupied by occlusion problems which in that case is none existent and is considered as and advantage. (http://www.siggraph.org/education/materials/HyperGraph/animation/character_animation/motion_capture/motion_optical.htm) Magnetic This is one of the most used methods for performance capture. In that case it is used a centrally located transmitter, as well as large amount of receiver that are strapped on to various parts of the performers body. Once that is complete the receivers measure their spatial relationship to the transmitter. Every receiver is linked to an interface that can sync to prevent data skew. Each receiver then obtains the data stream which consists of 3D positions and orientations for each other. That data is usually applied to an inverse kinematics systems to an animated skeleton. The magnetic method shares the same advantage as the audio method, it lacks occlusion problems. (http://www.siggraph.org/education/materials/HyperGraph/animation/character_animation/motion_capture/motion_optical.htm) Electromagnetic Motion Capture is one of the more technical type of Motion Capture relying on transmitters and receivers to track movement. Optical Optical Motion Capture is another type of motion capture, it requires the actor or actresses to wear reflective sensors over a tight â€Å"Mocap Suit†. They would then proceed with their act an at that time several cameras will be tracking th e reflective pads. Recently, that type of motion capture has become quite popular. The advantage of that method is that it doesn`t require any sort of cables and the actor can perform freely. That system requires over three cameras, each of which is equipped with its own light so that it can illuminate the field of view for the specific camera. A frame buffer is being used that is connected and synchronized with each camera. The computer receives view from each camera in order to measure a 3D position of each marker. (http://www.siggraph.org/education/materials/HyperGraph/animation/character_animation/motion_capture/motion_optical.htm)

Air Pollution :: essays research papers

Air Pollution CFish Mr. Nollen Biology 2B 8 May, 1996 The Problem Contamination of the atmosphere by gaseous, liquid, or solid wastes or by-products that can endanger human health and the health and welfare of plants and animals, or can attack materials, reduce visibility, or produce undesirable odors. Among air pollutants emitted by natural sources, only the radioactive gas radon is recognized as a major health threat. A byproduct of the radioactive decay of uranium minerals in certain kinds of rock, radon seeps into the basements of homes built on these rocks. According to recent estimates by the U.S. government, 20 percent of the homes in the U.S. harbor radon concentrations that are high enough to pose a risk of lung cancer. Each year industrially developed countries generate billions of tons of pollutants. The level is usually given in terms of atmospheric concentrations or, for gases in terms of parts per million, that is, number of pollutant molecules per million air molecules. Many come from directly identifiable sources; sulfur dioxide, for example, comes from electric power plants burning coal or oil. Others are formed through the action of sunlight on previously emitted reactive materials. For example, ozone, a dangerous pollutant in smog, is produced by the interaction of hydrocarbons and nitrogen oxides under the influence of sunlight. Ozone has also caused serious crop damage. On the other hand, the discovery in the 1980s that air pollutants such as fluorocarbons are causing a loss of ozone from the earth's protective ozone layer has caused the phasing out of these materials. Current information about the problem The tall smokestacks used by industries an utilities do not remove pollutants but simply boost them higher into the atmosphere, thereby reducing their concentration at the site. These pollutants may then be transported over large distances and produce adverse effects in areas far from the site of the original emission. Sulfur dioxide and nitrogen oxide emissions from the central and eastern U.S. are causing acid rain in New York State, New England, and eastern Canada. The pH level, or relative acidity, of many freshwater lakes in that region has been altered so dramatically by this rain that entire fish populations have been destroyed. Similar effects have been observed in Europe. Sulfur dioxide emissions and the subsequent formation of sulfuric acid can also be responsible for the attack on limestone and marble at large distances from the source. The worldwide increase in the burning of coal and oil since the late 1940s has led to ever increasing concentrations of carbon dioxide. The resulting "greenhouse effect", which allows solar energy to enter the atmosphere but reduces the remission of infrared radiation from the earth, could

The Race to Understanding and Manipulating DNA :: Exploratory Essays Research Papers

Early 1953. Three labs, two in England and one in California, raced to discover the structure of deoxyribose nucleic acid. At Cal Tech in Pasadena, California, Linus Pauling had recently discovered the alpha-helix. Now he was turning his attention to DNA. At King's College in the University of London, Maurice Wilkins and Rosalind Franklin, although hampered by their inability to get along with one another, had taken actual pictures of DNA using x-rays and were hot on the trail. The most unlikely pair in the race, a 24-year-old American biologist and a 36-year-old English physicist, were also close to identifying the elusive molecule, although they were forbidden from directly working on it. And so the race intensified for the secret of life itself. Get Ready, Get Set... Mendel and Pea Plants The events leading up to this race actually began with an Austrian monk named Johann Gregor Mendel. Although in reality Mendel wanted to be a high school teacher, he failed the mandatory examination three times and decided to become a monk to pursue his studies in the peace of a monastery (Asimov, Genes 11). Interested in the inheritance of characteristics, he began working with pea plants in 1857. He crossed true-bred plants and then their offspring and recorded the results. From these results he established general rules or laws for inheritance. He worked for eight years and with over ten thousand different plants (Arnold 20). Looking for a sponsor for his work, Mendel sent his paper to noted botanist Wilhelm von Nageli. Nageli sent it back after barely glancing at it (Nageli died in 1891 and would be remembered, not for his own vast scientific work, but for his failure to pay attention to Mendel) (Asimov, Genes 19-20). Mendel finally did publish his results in the magazine of the National History Society of Brunn in 1866 (Arnold 7). Other botanists paid little or no attention to his work, and his ideas about inheritance became lost for thirty-four years. Mendel became the abbot of his monastery in 1868 and was too busy and discouraged to continue his experiments. He died in 1884, never knowing that he would be touted as the "father of modern genetics." The Early Work on DNA In 1869, just after Mendel had quit working with plants, a 25-year-old Swiss chemist, Johann Friedrich Miescher, discovered a substance called nuclein inside cells. This substance was later found to be attached to a protein which was named "histone" from the Greek word meaning "cell.

Disentangling Genres Essay -- Literature Essays Literary Criticism

  Ã‚  Ã‚   When asked to explain what distinguishes one literary genre from another, aficionados of a particular genre sometimes answer, "I know it when I see it." It may be true that some devotees develop a sixth sense in identifying a literary work as belonging to a specific genre. However, uncommunicated intuitive knowledge does little to either define relatively new or fledgling genres, or distinguish   break- away genres, such as exploration and science fiction from the similar or closely related "parent" genres of travel and adventure, and fantasy, respectively.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     The better defined a genre, the less likely a reader will be to mistake one genre for another and the more likely a selection will match a person's expectations. However, the age old literary function of genre, to provide an interpretive framework for readers, is sometimes secondary to the business imperative that a text be marketed in the most profitable manner. Since some genres have a higher readership than other, publishers may have a   financial motivation for marketing a novel in a particular genre although readers may be mislead.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To increase interest, authors also frequently write books which exploit public interest or current trends.   Edgar Allan Poe's only novel, The Narrative of Arthur Gordon Pym of Nantucket, capitalizes on the recent expeditions to the South Pole. However, the novel's journey and destination are largely superfluous to the action of the plot.   The story is a suspenseful fantasy of dark visions, darker actions and ghostly visitations from the living dead. Although some readers and critics consider it a science fiction novel, Pym is primarily a compilation of the many gothic plot devices of Poe's short... ...orks Cited Abrahams, M.H. A Glossary of Literary Terms. Ft. Worth TX: harcourt,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Brace College Publishers, 1999. Aldiss, Brian and Wingrove, David. The Trillion Year Spree.   Ã‚  Ã‚   Poughkeepsie,   NY: House of Stratus, 2001. Disch, Thomas M. The Dreams Our Stuff is Made Of.NY, NY: Simon and Schuster, 2000. Freedman, Car. Critical Theory and Science Fiction. Hanover, NH: UP of New England, 2000. "Macpherson, James."   E-Library. 1.2 (2002 ): Online. Internet. 14   Ã‚  Ã‚  Ã‚  Ã‚   April 2002  Ã‚     Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.encyclopedia.com/html/M/MacphersJ.asp Mann, George. The Mammoth Encyclopedia. NY,NY: Carrol and Graf, 2001. Nelson, Brain R. Western Political Thought. Inglewood Cliffs NJ:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prentice-Hall,1982. White, Craig. Syllabus LITR5738:Literature of Space and Exploration    ts. University of Houston Clear Lake. Houston TX.   

Working Adolescents

Whether an adolescent should be working during their high school years or not, one cannot be absolute with hiss answer.   These question can be best answered when one looks at its advantages and disadvantages, their workplace, nature of the job and number of hours should also   be considered.I do believe there is a place for it provided that the workplace is owned by the family.   Exposing an adolescent to the nature of their own business, which in the later he has no choice but to be part of it, is of great advantage.   This is considering that in the early age he will be learning the mechanics, and system of the business which will prepare him for the future.Though the problem would be, being a family member the tendency to over familiarity is unavoidable, and the person can be a subject to exploitation in terms of time, and may also be to mental harassment, through insults and words of impatience, just like in the outside workplace when   in the midst, crisis will arise employers tend to hurl insults.   Tendency to abuses is really existing elsewhere!Inevitably the high school years are crucial to the social and emotional development of both boys and girls.   Although there are benefits one can earn when working while adolescent, such that it provides lessons about responsibility, punctuality, to some degree independence, interacting with the public, and the list goes on, and for sure finances. (Moskowitz, 2000).However, Fineran (2002) reported that a study was conducted and results described adolescents experiencing with sexual harassment while working part time and attending high school.   In a sample of 712 high school students, 25% of the 372 students while working part-time report experiencing sexual harassment.And effects of sexual harassment during a first job showed may also negatively affect a child's self-esteem, and self confidence, anger, irritability, social isolation helplessness and anxiety, depression, tension, and nervousness (Fitgerald,1933), Gutek and Koss(1993) proposed a posttraumatic stress disorder model for understanding the mental health consequences of sexual harassment.(Moskowitz, 2000) also added that it would also affect the adolescent's identity formation in addition to placing him or her in physical danger of assault and trauma.   Results revealed that there are difference in the experience of sexual harassment by gender, work relation, and emotional reaction.Fineran (2002) furthermore reported that girls are significantly more upset and threatened by the sexual harassment they experienced at work than boys.The same report mentioned that mental harassment also occurs when they are insulted by their supervisors, coworkers and customers.   Looking to these, both are detrimental to the development of adolescence to adulthood.   A negative impact has somehow embedded in them.In an article entitled Adolescent in the Workplace, stated that indeed working has been shown to be associated wit h both positive and negative consequences for adolescents. Working may increase responsibility, self-esteem, and independence and may help children and adolescents learn valuable work skills.Employment that is limited in intensity (usually defined as 20 hours or less per week) during high school years has been found to promote postsecondary educational attainment. Many studies show positive links between working during high school and subsequent vocational outcomes, including less unemployment, a longer duration of employment after completing schooling, and higher earnings.However, high-intensity work (usually defined as more than 20 hours per week) is associated with unhealthy and problem behaviors, including substance abuse and minor deviance, insufficient sleep and exercise, and limited time spent with families.Furthermore, children and adolescents may be exposed to many work-related hazards that can result in injury, illness, or death. Their inexperience, as well as physical, co gnitive, and emotional developmental characteristics, may also play a part in the risk of injury faced by young workers.Injury may also result from a physical mismatch between the size of the child or adolescent and the task: for example, machinery that was designed for adult males may be too large or heavy for children or adolescents to handle safely.According to NIOSH the most common types of injuries and illness are sprains and strains, cuts and lacerations, contusions and abrasions, heat burns, and fractures and dislocations.   R. Belville, S. H. Pollack, J. H. Godbold and P. J.Landrigan concluded that occupational injuries are substantial and under recognized contributor to the continuing epidemic of injury among adolescent.Besides Rosalie Bakken in her article entitles Ups and Downs mentioned that although it is widely believed that having a job builds character in young people, it can also provide opportunities for youth to learn specific job skills, save money for college, develop trusting and healthy relationships with non-family adults, and experience feelings of reward and intellectual stimulation.But the same studies showed that employment does not necessarily lead to healthy social or moral development. This is especially true when a young person's very first experience in the work force involves stress, long hours, and menial tasks.Most jobs held by youth do not provide many opportunities for youth to think creatively or to solve challenging problems or make independent decisions. In addition, research has shown that earning an independent income does not mean that youth are learning to use their money wisely. In fact, their personal income may provide working adolescents with greater opportunities to purchase alcohol, drugs or cigarettes.Rosalie Bakken also cited that a notable characteristic of working adolescents is that they move in and out of the labor market, changing jobs and work schedules frequently, in response to changes in employers ' needs, labor market conditions, and circumstances in their own lives.This to some degree makes them very unstable and unstructured, leading to very unorganized life, without routines in schedule and activities.   Looking for another job, to cope with loses financially, has added to the tensions and pressures in schools and even in this area of his life -working as adolescent.Considering that an adolescent needs to do good in his studies and at the same time be working for several hours, in addition to his load in school means a lot of pressure to an adolescent.And may therefore distract him from his studies and his focus will be divided, which is to the advantage both to him, and the teacher who will be relating with him in all his academic requirements. In fact it was also shown that a high level of work during adolescence has been found to be associated with decreased eventual educational attainment.Although on sessions where the teachers discuss on social awareness, the teach er may enjoy interacting with him, considering his exposure in the workplace.For the parents, the fact that they are relieve in some sense in supporting to their adolescence, their sense of dignity as a provider also diminishes, and since the child spends time outside in school added with the time in work lessen their time together.   This is of very great disadvantage, the fact that the child should be learning and be influenced a lot from their parents at this age, instead they got it from the workplace.However, in the midst of working institutions so much abuses and harassment are going on, which I would say not an advantage for an adolescent to work.If working is the only solution that an adolescent can enter and sustain his way to high school, then I believe he should.   Though it really means a lot of difficulties.   When he dares to, as much as possible things should be defined and determine carefully.The determining factors are the type of job an adolescent takes, and the number of hours worked. The job should be meaningful to the teen in some genuine way, and it should not interfere with time needed for schoolwork or family interaction. Teenagers' needs for adequate nutrition, exercise and rest should not be compromised by a job. (Bakken, 2001)Teens should look for a job that will be challenging, interesting, and that will provide them with opportunities to use the skills they have and learn new ones. The job atmosphere should be supervised by an adult and should allow the adolescent to come into frequent contact with healthy adult role models. (Mortimer et al, 1996)Finally, working adolescents should not also relate with their parents their work experiences, allow the to monitor any changes in their grades, attitudes, or behaviors.BIBLIOGRAPHYBakken, Rebecca, Ph.D. 2001. Adolescents at Work. From the   Ups and Downs of Adolescents: A Newsletter about and for Young People, Parents and Concerned Adults.http://www.ianr.unl.edu/ianr/fcs/upsdowns/ upsaug01.htm