Smartphones for Teenagers

22 March 2016

Smartphones for Teenagers

Pro

A hotly debated subject is smartphones for teens, I take the position that parents should give Teenagers smartphones, not only does it help them at school but it can help their safety, they can communicate with friends/family all around the world and it is a form of entertainment.

My evidence for that it helps their safety, yes I know that you can get cyber bullied and texts from strangers, but it can also help them, for example their parents can put a GPS on their son/daughter. Almost every smartphone has a GPS and if not then are many apps that will allow you to do on the app store. Another reason it helps your safety is that you can phone/text your parents wherever you are so if you get lost you can phone someone. Another reason it can help your safety is that you can get taxis and the metro easier, for example before you didn’t know what metro line to get on but know you can search it up to find out, also it helps with taxis because before you would get any taxi, you have no idea who the person is and they could do terrible things to you, but now with a smartphone you can get an app with taxi drivers you can trust. Another reason that it helps your safety is that if there is a fire then you can phone the firemen and also if they are in accident and are the only one conscious then you can phone the ambulance, you would not be able to do that without a smartphone.

My evidence for that it helps academically is that if teenagers are struggling and can not ask anyone to explain they can search it up and then they know how to do it. Also it teaches them new stuff, using a personal experience that I learned how to help and do a rainbow, Healy and how to play many songs on the guitar watching videos. Yes you can do that on a computer or an iPad, but with a smartphone you normally have it with you wherever you go so that means you can watch it wherever you are, your friend’s house etc.. Another reason it helps you academically is that there are loads of free lessons on the internet, for example I learnt how to divide decimals doing this. As well if you are sick one day then you can ask your classmate/teacher what you did that day and what you can do so you can study what you were meant to be doing at school that day.

My evidence that it is good for socialising is that if you are a shy person then you can talk to people without making eye contact and things like that. For example imagine that you are super shy and you do not like making eye contact, well then with a smartphone you can message people without making eye contact. Another reason I think having a smartphone helps you socially is that you can message your family/friends wherever they are in the world, so your friends in your old school or your family in other countries. If you are struggling to make friends in your new school then you can message your friends in your old school. Another reason that having a smartphone helps you socially is that many teenagers have things, such as Snapchat, Skype, WhatsApp, Facebook etc., so then you can get in touch with your friends easier and meet up with them during the weekend.

Evidence for it is a form of entertainment is that you can use it long car rides for example on the bus to school and it takes some time and you have no friends on the bus then it is a form of entertainment as well as when you are on long flights. Also there are many games need creativity, quick thinking and problem solving, yes due to the phone you might get less face to face time with family but it can be solved with a time limit. Also there are many games on the app store which are educational that can teach you multiplication, division, stories etc..

You know how your parents are always going back in my childhood we played outside all day and roam around free. But things change, now there are more skyscrapers and more motorways and less places to roam around free, before you could get the metro at a younger age and go around the town by yourself at a younger age then. Also a really important thing to do is that you have to be careful, if you get emails from strangers, tell your parents. That is really important, a way to prevent this is that your parents have access to your email/texts and that you must tell them immediately. Also another important thing is to have a limit, if not teenager get easily distracted. For example you can not take the phone into your room after dark, no phone at the table and during family time. Also not all games are bad. Yes, even though they are quite expensive, there are many things you can do, so a solution to that is that you can get hand me downs, for example I could get my Dad’s old phone and then you do not have to pay so much money for the kids. To make kids not cheat during class is easy, when kids enter the class when they have tests they have to be checked, because sometimes it is more than just bringing in a phone, but a calculator, notes from friends who did the test already. Also you need to keep your password secret, because if not your friends can log on to your computer and post silly posts. So to prevent this you should keep your password secret. That is why I think smartphones are good for teenagers and that it can help their academics, safety, great fun and can communicate with their families and friends wherever they are.

You vs Pressure

 Pressure from Competitive Sports

To start us off, close your eyes and imagine this scene. You are at a football game, the sun glaring down at you, beads of sweat racing down your cheek as you cheer your team on. In fact, your son is in this team. The ball flies into the net and the crowd goes wild. You go ecstatic, screaming your head off until realising, that the players are all 8 years old and you are sitting in a set of bleachers, alongside a crowd that consists of 3 people. Believe me, my mom used to go pretty wild.

 Onto a more serious note, many people believe that children receive pressure that could emotionally and physically scar them for life, but I believe that certain types of pressure can boost a child’s performance, mentally and physically.  Pressure at a young age helps you prepare for the real world and when you start to gain responsibilities. Pressure to practice and get better helps children make themselves into adults. 

Competitive sports not only teaches the values of resilience but it also reinforces it. This is significant because this skill teaches kids to give their all in the toughest of times and deliver results under pressure. “I feel very lucky to have got involved in sport when I was quite young. I was ten when my parents took me to an open athletics day in Sheffield where I got the opportunity to try athletics for the first time and instantly fell in love with sport. This was the start of something that gave me focus and determination throughout my teenage years.” (Ennis-Hill, 2015). This shows that child athletes start to gain a sense of determination and dedication. 

I also have to agree that pressure can be harmful in many ways. Being an avid participator in competitive sports, I have experienced many failures and had to deal with large amounts of mental trauma after huge losses. I was devastated for the first few days but in the end of the day, it’s just a game. Through all the injuries and failures, you learn the values of teamwork, sportsmanship and resilience and this is what my argument is built around.

On the topic of injuries, there really aren’t that many serious injuries in the world of child competitive sports. Allyson Pollock, a physician and public-health professor conducted a study determining the dangers of rugby. She found out that a child playing 15 matches a season had 1 in 6 chance of getting injured (2014). This is important because many believe that kids get injured constantly. 

In most but not all sports, teams are required. Teams play a huge part in dealing with pressure. Whether or not you are friends with your teammates, if you ever lose a big game or have too much pressure on your head, having a team experiencing the same thing honestly gives you some comfort. In 4th grade, my football team and I were in the finals for under 11 football. We were all nervous yet excited, blood rushing through our veins, itching to get onto the field. Long story short, my team and I lost. We were devastated. Being in 4th grade and not losing a single game in our entire season, we didn’t know how to react. I still remember the way I walked off that pitch, a look of regret and heartbreak on my face. But I knew that my team was feeling the exact same thing and knowing that if we were a team and were going to go down together, gave me a little bit of redemption.

In conclusion, I believe that positive pressure from peers and adults can shape a child into a more mentally strong and resilient person and can give them values that will turn them into adults. I can also acknowledge the fact that the majority of children quit sports not because of pressure or injuries, or rather just not liking that/those sport/sports. 

Technology at break times

An issue that is hotly debated is whether technology should or shouldn’t be used in break times. I think that by making kids not use their technology, they can be more social with other friends in school and at the same time save their eyes. You could also spend the time doing something physical, because break and maybe PE are the only to times of day during the full 8 hours of school that you can actually do some physical exercise. While some say that using technology at break can have multiple functions and ways to improve your learning, it can also be very damaging to yourself. Students should try and avoid using technology at break times and schools should have specific days where students are allowed on their digital devices.

I think that Schools should not use technology at break because when you use technology at break times and times that you should be taking a rest from work, you can damage your brain more than you think. When you use your brain or eyes for too long at a time, it can damage the way you perform in later lessons. “Downtime is to the brain what sleep is to the body,” said Dr. Rich of Harvard Medical School. “But kids are in a constant mode of stimulation.” This means break times are and should be for taking breaks, not for spending the time on a screen which you probably have been doing on the period before. By doing some sort of physical activity during break time, you are essentially improving your mental focus for the next class. Scientists have proven that performing physical exercise before classes stimulate specific parts of the brain, helping the child stay more focused during the class.

Scientists have proven that taking short breaks is mentally better for learning, so if you do not give you brain a break, what you are basically doing is working it too much. By not taking your eyes of the screen, you are also damaging your eyes by not letting them have a break. Computer eye problems are common. “Somewhere between 50% and 90% of people who work at a computer screen have at least some symptoms of eye trouble.” This shows that even if we are not straining our eyes, even just by working at a computer in school, Computers and technology damage our eyes anyway, so why make it worse? Yes I understand, that using technology at break times and be a way to finish up homework, and yes I know that some people will use them for video games which can be good, which is why I am proposing the following; Schools should assign a specific day, either once a week, once every two weeks, or once a month, depending on how much the school uses technology in their curriculum.

As an add on to all of this, by not using technology at break times, you can socialise with people, and if you want evidence on this, “Socialising during lunch is a desirable activity and should be included in the time allotted. Socialising allows time for students to relate to others, provides a break in routine and allows students to return to afternoon classes refreshed.” Says Dr. Conklin. Another reason here why not using technology at break times helps you academically. Socialising is a natural habit, and right now what we are doing using technology as an excuse to keep to yourself.

All in all, while using technology at break can be a way to do things you couldn’t at home, it is harmful to you and by not using technology, you can, and will be overall a better student in class, save your eyes and use break times for break.

Having The Freedom To Choose The Sports Done in P.E.

I take the position that middle school students should be allowed to choose the sports we do in P.E. While kids get the required amount of physical exercise with the variety of sports given to us, middle school students are not enjoying P.E. classes because of the sports they don’t enjoy or are struggling in. The UWCSEA P.E. department should allow the freedom for middle school students to choose their own sports units in the P.E curriculum, because firstly, middle school students are starting to not enjoy P.E classes, and are pushing themselves to do things they don’t want to. Secondly, students’ self esteem is becoming lower because of how uncomfortable they feel when they’re doing the sports they’re not good at.

One critical reason middle school students should be allowed to choose their P.E curriculum is because students are starting to not enjoy P.E classes, and P.E classes are meant to be fun. Penelope Trunk, author of the article “Forced Gym Hates Exercise”, says: “Kids who don’t have any gym yearn for exercise during the day and they generally know what they like, team sports or individual sports, rigorous or methodical... Kids who are forced to do a certain type of exercise generally dislike exercise in the same way that kids who are forced to learn a certain way that’s not appropriate to them start to hate learning.” (Trunk, 2013). This is important to notice because that quote summarizes what I feel like in P.E. class. I don’t usually like the way we are being forced to learn the sports that we don’t take any sort of interest in, and I find myself become quite tense. I think the author’s intention was to tell P.E. coaches and parents that kids that have to follow the system of P.E. units get tired of doing forced sports. A study conducted by the Women's Sport and Fitness Foundation (WSFF) interviewed 1,500 kids and found that over half (51 percent) of girls are “put off physical activity by their experiences of school sport and P.E. lessons.” (Alamy, 2012). This is significant because 51 percent is a lot of girls that don’t like sports just because of their experiences, which is saddening because kids should be able to enjoy sports without any obstacles in the way.

Another crucial reason middle school students should have the right to pick the sports they do in the P.E. curriculum is because kids’ self esteem is decreasing because of how unconfident kids are feeling when doing sports they’re not good at or not fond of. I have personal experience. I really find myself engaged in some sports that we do, such as basketball or badminton. They are really fun, interesting sports which I wouldn’t mind doing in P.E. classes. I feel I strive in these sports and really like them. However, I feel that P.E. units I have such as touch rugby and volleyball are really challenging for my abilities, and I dread P.E. and feel uncomfortable when attempting to do the sports. Furthermore, I know some people like my classmate Piper, that really like touch rugby and volleyball, and some people that despise basketball and badminton. This is important to notice because I feel this can relate to everyone, even outside of the P.E. subject. You can be really talented at humanities, but struggle in maths. It’s exactly the same for P.E. units. Also, Sarah Harris, contributor to the Mail Online, found a research at that was conducted at the University of Bedfordshire in the UK. They found that almost half of middle school teachers (42 per cent) say that their students don’t enjoy PE lessons, and that thirty-nine per cent of children across the UK have a negative attitude towards being physically active by the age of 16, according to a survey of 400 middle school teachers. This shows that many middle school students’ interest in P.E. is decreasing, because it says that by the age of 16, the children have lost their attention towards P.E. At this age, children are going through adolescence and while we’re going through this transition, we start to make many decisions that usually stick through to the end of adolescence. P.E. is a subject in school that shouldn’t be ignored, and is crucial to our health, but with people losing interest in it, it’s not gonna benefit their mental health (e.g. feeling better about your body) if children are not interested at such a young age.

I do agree that their is no need to change the system of the current P.E. units. In the survey I conducted within my mentor class, most if not all the respondents generally said they didn’t mind the P.E. sports we had in school, and 12.5% of the peers said no to changing the sports curriculum. The P.E. units we’ve been having have been quite successful throughout many years and there have been no complaints. Also, I do understand how painful organizing everyone into these sports would be, let alone organizing middle school students into different P.E. classes. But don’t we want all kids to be comfortable, confident and contented when they’re playing sports? Isn’t that what sports are meant to be doing? Offering this opportunity to select what sports we can do would help achieve this goal.

Middle school students should be able to have the rights to choose the sports they want to do. I take the position that while middle school students stay fairly fit with the P.E. units given to us, we are having to follow the system of sports that some kids aren’t eager to do. The UWCSEA P.E. department should provide the rights for middle school students to choose their own sports units in the curriculum.

I do understand that it’s gonna be very chaotic to organize the sports for 620 students. Also, most kids still like the P.E. units. However, there are kids still struggling out there. I’m proposing an idea which can help solve this issue. We can treat P.E. class as a health society; kids who are keen athletes can have the opportunity to sign up for hardcore sports, and other kids who are less eager to do tough sports can choose ones they want to do so they feel better about themselves.

Why You Should Give Your Teen More Independance

Dear parents,

I am here to tell you why you should give your child more independence and space while in their teenage years. Child independence is very important in a teen’s life during their transition into adulthood. Teens need to learn important life skills/lessons such as decision making, money saving and time management.

I have no experience in giving children independence because I don't have a child but I can just imagine how hard it must be letting them go. This is an important and difficult time in all parents lives, but for the teen it is a lot harder. They will feel happy and sad, excited but scared and most of all they will miss you being their ‘protector’. You as their parent and guardian have to help and guide them along the way.

Firstly, between the ages of 10 to 15 your child will be going through many mental changes. Your child is almost definitely going to make many mistakes as they grow up and start to discover/understand their true self. Making mistakes is definitely ok, actually, research shows that making mistakes is the best way to learn in life. A Raising Kids and Independence article says that, “Your child needs to make some mistakes, to explore and have new experiences. This will help him learn life’s lessons and continue to shape his brain’s development.” This shows how important it is to let your child be independant and discover things themselves, even if that means making mistakes along the way. It is Important to show you teen that you do not expect perfectness from them.

Secondly, teen’s need to learn important life skills such as decision making. A teen can not depend on their parents to make all their important decisions for them, because in their later life when they are in university or a job, they will have to make many important life changing decisions. It is very important that they learnt how to do these skills in their early life, where if they make a mad decision it won’t affect their life drastically, this comes with independence.

Thirdly, teen’s need to learn the skills of money saving. An interesting Investopedia article shows just one of the many reasons why it is important to save money. “If you get sick and need expensive health care that your insurance doesn’t cover, you’ll have a way to pay for it even though you can’t work while you’re getting treatment. And knowing that you have options because of the money you’ve socked away can give you even more peace of mind.” Other reasons for teens to save money, is to cover insurance, college funds, saving for housing, loans to be paid off and there are many more. Just think about this, do you really want your child to be depending on you for money, do you want your child to be living off bank loans or in debt.

My final reason why teens need to be given independance id for them to learn how to manage their time and not procrastinate. Encourage your teen to be responsible for his or her own time. Ask questions like, “How much time do you need for homework?” “How long to do you need to unwind after school?” If the answers to the question is “None” and “Until midnight”, you need to sit down with your teen and have a conversation about how to fit everything into an orderly time table. I am pretty sure you don’t want your child to be running around to classes late or have forgotten to finish important essays and not handing things in on time. A suggestion for helping your child from a Teenagers Independance article is, “You may want to let her try out her schedule through, say, one grading period. If grades go down, the schedule needs work and maybe more supervision from you.” There are many ways you can help your child manage time but sometimes you need to let them figure out a way themselves, something that works for them.

In conclusion, all though letting your child go and giving them more independence may be a scary and worrying time, it will greatly help them in the future. They will need to learn important life skills such as time management, money saving , and decision making. You can help them learn these but at some point they need to discover these things on their own but all the time with your encouragement and support, especially when they make mistakes. Always be there as their parent and protector in the hard times, have their back and support them when times get really though. But most importantly, don’t be afraid to sit down and talk with your child about how everything is going.

Thank you for reading,

From Nadia

Bibliography:

"Raising Independance in Teens." Raisingchild.net.au. N.p., 05 Nov. 2012. Web. 19 Mar. 2016. <http://raisingchildren.net.au/articles/independence_teenagers.html>.

Fontinelle, Amy. "Why Saving Money Is Important | Investopedia."Investopedia. N.p., 18 Mar. 2015. Web. 19 Mar. 2016. <http://www.investopedia.com/articles/personal-finance/031215/why-saving-money-important.asp#ixzz43KviW66F>.

"Huckleberry House." Teenagers and Independence. N.p., n.d. Web. 19 Mar. 2016. <http://huckhouse.org/parents/teenagers-and-independence/>.

Homework Balance

In a world where students are receiving increasing pressure to perform well academically, one of the biggest points of arguments that this pressure shows up is in homework. For many students, this drudgery seems like a torturous repetition of the already long school day. But even the students who hate homework most seem to acknowledge that there is some benefit to doing homework. In fact, for many students homework is a necessary reinforcement of concepts learnt at school through practice. But what is really going on? Is homework a great tool for students to continue learning even at home, or is it just an enormous time sink in the lives of already busy students? The evidence seems to say that schools should not give too much homework to students as this can cause stress, lack of personal time, and lessened interest in academics. Instead, schools should occasionally assign a small amount of balanced and relevant homework based on the individual student’s needs. This paper will argue in favour of a balanced and differentiated approach to homework, that hones in on the needs of individual students without overwhelming others with the unnecessary workload.

The first reason students should not receive too much homework is that it can cause stress. According to Youki Terada, a research trend tracker who holds a Master’s in Education and has studied educational research, one of the biggest drawbacks of homework is the fact that it can cause “...physical and emotional fatigue…” (Terada, 2015). He also mentions that homework “...can cut into sleep time…” and “...can increase pressure from parents to perform well…” The fact that we see homework causing fatigue and actually cutting into sleep time for students shows that there is a problem here. What is most important to see is that the homework that causes the most stress is rote memorisation homework - similar repeated exercises with only small amounts of changes. These repeated exercises tend to be, from my and other students’ experiences, very tedious and long tasks that are unhelpful to learning reinforcement. All this kind of homework does is cause stress without benefit. Instead, what should happen is a small but focused amount of homework - for example, according to Monica Fuglei, an adjunct faculty member of Arapahoe Community College in Colorado, effective mathematics homework “...should have a small number of varied exercises.” (Fuglei, 2013). The small amount prevents any possibility of stress while the varied exercises are even more effective for students to reinforce understanding and make analytical connections between concepts.

The second reason students should not receive too much homework is that it takes away from personal time. According to Trevor Pilgrim, a retired Principal of The Lodge School (a secondary/high school in Barbados), homework often “...disturbs family life…” and “...keeps them [students] up late at night…” (Pilgrim, 2013). He also says that it is important for students to “...relax, play and pursue sports and hobbies…”. These are major issues with homework, and how much time students have to spend on them. According to Terada, the average High School Student spends almost seven hours a week doing homework. Doing the calculations (not including weekends, which under most normal circumstances should be free for all students) that means students spend 1.4 hours a day doing homework. After a long, seven hour school day and co-curricular activities or sports for most students, 1.4 hours can often be the 1.4 hours before bed. There isn’t even time for them to go talk with their family or relax! This can often contribute again to feelings of fatigue, tiredness and stress in students - according to Antranik, a personal health trainer, “Stress and the lack of time go hand in hand. When we feel we don’t have enough time, we often panic!” (Antranik, 2013). One of the contributors to this problem is the fact that many teachers, especially in Middle and High schools underestimate what they call a “twenty minute task”. After a school day, student’s minds are tired and this task can take up to thirty minutes. Multiply that by four and we get two hours of homework. This is way too much - some teachers may not completely understand the busy lives of students. However, this can be fixed - homework that is set with outside activities, extra time and the three other pieces of homework from in mind, combined with effective homework practices like varied exercises and relevant work can make homework less of a time sink and more of a helpful tool to foster student learning.

The third reason students should receive less homework is because it can decrease interest in academics. Already mentioned is the problem of most homework being tedious rote memorisation. No student enjoys these kinds of tasks and might end up viewing academical knowledge as mostly just memorised information of no relevance to their own lives. Akshat Jain, a student from UWCSEA has mentioned that with regards to rote math practice, he “...feels frustrated, annoyed and angry with this kind of homework. I think this kind of homework is quite useless for my personal learning.” And it isn’t just him. Many students cry out similar complaints, and the evidence backing up these complaints is definitely stable - many students forget things within a summer of learning them because they have no interest in committing these things to memory. While some skeptics will say that learning to do things that are unenjoyable is an inevitable part of life, this is only true up to a certain extent, and after that, it can, in fact, be a detriment to student learning. Academics on their own in school already seem irrelevant and detached - according to a survey conducted on LiveScience.com, two out of three High School students report that they are bored in class every day, and 75% reporting that they do not find the material they are learning interesting (Bryner, 2007) - and homework is definitely not helping to correct this image.

So what can be done to fix this? Eliminating homework is not an option. John Bishop, author of the book Goal Setting for Students mentioned many important benefits of homework in his article entitled Ten Benefits of Homework. The most prominent include how homework “...teaches students about time management...how to set priorities...how to problem solve...how to work independently…” (Bishop, n.d.). These are things that can’t be learned elsewhere but are important life skills that students must eventually understand one way or the other. By eliminating homework, we throw the baby out with the bathwater. What is important for homework is that we don’t set too much of it, and what we do set is “...engaging, relevant, and supports learning…” (Terada, 2015). The best way to do this lies in several answers. Fuglei lists these examples: the flipped classroom - “...where students engage the lecture material outside of the classroom and then classroom time is dedicated to what would have been homework under the traditional setup. Teachers are then free to allow students to work in groups or individually, visiting each group and testing their mastery along the way.”, spaced repetition - “Spaced repetition covers and revisits material over time in ways that traditional homework has not, revisiting material that has been covered in the recent and distant past to reinforce a student’s knowledge base.”, and retrieval practice - “Retrieval practice can lead to interesting assignments like the role-playing homework described in “How to Create Effective Homework,” in which students adopted a historical persona. Their drive to maintain their character extended into their motivation for completing homework.” The flipped classroom is the most effective way to do this but requires a lot of logistical changes to happen. On the other hand, spaced repetition is something that can be easily implemented into the current homework regiment. Retrieval practice is something that can be done both in and out of class - one example being that of our school, where in Humanities Class, we engage with history through role-playing, like acting out the various parts of the Feudal System, exploring the differences between the English Longbow and the French Crossbow during the Hundred Years’ War by having a simulated battle, and learning about the Age of Exploration by role-playing a selected explorer. These are examples which many students can attest to enjoying, myself included, but yet we learn so much from them. Critics will argue that much of the benefit of homework has been lost by changing its format, and while this may be true in some scenarios, such as standardised testing where rote learning is what is most necessary, for other types of learning like skill development, this type of homework is much more effective. When it comes to assigning effective homework, there is no excuse - teachers are spoilt for choices.

In conclusion, homework is a widely but incorrectly used tool. While there are many benefits and positives to be derived from it, right now, it is overused, as can be seen through its damaging effects on students - effects like stress, detraction of time and boredom. But homework is at the same time a tool with great potential for improving student learning - it has many benefits for rote learning and things which cannot be done in class, as well as providing teachers with a progress chart for viewing their students on. While others claim that the only solution to this problem is to eliminate homework, I contend that that is like throwing the baby out with the bathwater, and that the true solution for most cases is to instead change the amount of homework quantitatively, and change how it is done qualitatively - so that there is less homework that is more relevant, personalised and interesting for students. This is something that must be done - homework can only be most effective when assigned in a differentiated and balanced manner and it is important for students to get their learning in the most effective manner, so this must be implemented in whatever way possible.

Bibliography

1. Bishop, John. "10 Benefits of Homework." HotChalk Lesson Plans Page. HotChalk Lesson Plans Page, n.d. Web. 13 Mar. 2016.
2. Fuglei, Monica. "Ending the Homework Debate: Expert Advice on What Works." Concordia Portland Online. Concordia Online Education, 28 Nov. 2013. Web. 13 Mar. 2016
3. Pilgrim, Trevor. "Homework: Harmful or Helpful?" Eduflow. Eduflow, 03 Oct. 2013. Web. 13 Mar. 2016.
4. Terada, Youki. "Research Trends: Why Homework Should Be Balanced."Edutopia. Edutopia, 31 July 2015. Web. 13 Mar. 2016.
5. Bryner, Jeanna. "Most Students Bored at School." LiveScience. TechMedia Network, 28 Feb. 2007. Web. 16 Mar. 2016.
6. Antranik. "Time and Stress." Antranikorg. N.p., 20 Jan. 2013. Web. 16 Mar. 2016.