Astronomy Story Essay Example for Free

Astronomy Story Essay The day my life would change for ever was April 16th, 2013. This was the day that I left planet earth and embarked on one of the most important missions in NASA’s history. I should probably back up though, and explain to you how this came about. April 16th was sunny with only a few clouds in the sky, the smell of spring was in the air and with the end of second semester right around the corner, the quad was packed with people eager to catch some much desired sun rays. Unfortunately for me though I was stuck in astronomy. That day’s topic was our very own planet earth. Dr. Bozyan was lecturing about how planet Earth was actually very wet, that nearly 71% of earths surfaced is covered with water. I learned that while other worlds of the solar system have atmospheres, only Earths contains the oxygen that we humans and animals need to survive. I had really hoped that wasn’t true because I had big aspirations of one day living on mars. We learned about about the greenhouse effect and how clouds, snow, ice and sand reflect about 31% of the incoming sunlight back into space. The earth though also emits radiation into space because of its temperature. Fighting off the urge to day dream about the nice weather, I managed to also learn how Earths magnetic field produces a magnetosphere that traps particles from the solar wind. Like the motions of Earths tectonic plates, Earths magnetic field results from our planets internal heat. The last thing I wrote down in that class was a few interesting notes about how human activity such as Deforestation, burning of fossil fuels and industrial chemicals are damaging the ozone layer in the stratosphere. As I was seconds away from reaching freedom to the the spring air, Dr. Bozyan approached me and told me that she had a question for me. She was talking though in a soft almost secretive tone. She went on for about 10 minutes how she worked for a top secret NASA program that was interested in sending me on a mission. I laughed at that, it sounded like a calvin and Hobbs comic strip that I see in the Sunday paper. She went on and told me that the the great space race between Russia and the U.S.A. had never ended and that there was a race to gather observations from all nine planets in the solar system. They had top secret technology that would allow for this mission to be completed in only one week. The only catch was that it was so secret that I would be launching out of the URI planetarium that night, and that I couldn’t tell anybody where I was going. Me being the adventurous type decided this would be a great opportunity to become famous and in the process get to see some landmarks like the milky way and the man on the moon. Within hours I was in my very first space shuttle and on my way to the moon. The fastest time to the moon was 8 hours and 35 minutes by NASA’s New Horizons pluto mission. It was only going to take me 2 hours and 31 minutes and I was only supposed to stop at the moon for fuel because it was determined information about the outer planets was more important and we were trying to complete the mission in the quickest possible time. As the man on the moon figure approached within eye shot, I began to observe and take note of anything I could. Even though NASA had already explored the moon, that was no excuse for me not to absorb any observations of the moon for myself. I quickly began to observe that the moon was very dry and its surface was covered with plains and craters that is caused by the moon being bombarded by meteoric material also known as impact craters. As we touched down I quickly decided to throw on my space suit and check out the moon and its surroundings. I immediately found out that there was no atmosphere and no global magnetic field as it felt as if I were floating and that there was no gravity holding me down. There also appeared to be no liquid water of any kind. I realized that the 3476 km diameter of the moon was really just a spec in the cloudless pitch black sky of space. My last observation of the moon as my shuttle was just about done filling up was that it was pretty cold out. It was about -180 degrees Celsius that night, much colder then I was used too. Luckily though, I also packed my arctic ready winter hat and jacket. Next stop would be Venus. As the count down began to lift off I wondered if Venus had a â€Å"man on the moon†. On my way to Venus I decided that I should probably make myself a well deserved meal. I was gawking into the bag labeled food, in red sharpie that was handed to me right before take off, there was no pop tarts or my favorite barbecue chips . After much debate and thought, I narrowed my choice to a cup of NASA’S finest freeze dried ice cream. As we started to approach what I assumed was Venus but couldn’t tell until we landed because of the clouds that were hiding its surface from view. The first thing that I noticed was the size. It seemed to be about the same size of earth, I had always thought of Venus being smaller then earth. What I also observed, was that practically the whole surface was covered in lava! I felt like I was in some sort of sci-fi movie. Luckily for me I had a space suit because without it, I would have exploded. My Pressure meter on the left arm of my suit was telling me that the pressure was 90 atmospheres, which would be 90 times greater then the average air pressure at sea level on Earth. The temperature of Venus was very hot and I know that that was in my favor because if the temperature wasn’t so hot, the clouds would open up with a rain of sulfuric acid, and believe me I did not want that. I stored these mental snap shots in my head and finished the last of my notes and prepared for take off to Mercury. Mercury was definitely going to be one of the planets that I had to pay very close attention to when taking notes because only half of its surface had been viewed recently. Mercury was also going to be interesting to see because it has a very unique axis rotation, spinning three times on its axis for every two orbits around the sun. The first thing that I noticed on Mercury was that there was almost no atmosphere on the planet. That was pretty obvious because the planet looked life less and fried. I wrote in my observation notes that Mercury fried, literally because there was no atmosphere to protect against the harsh radiation of the sun. Mercury from my first view out the window reminded me a lot of the moon, there were craters every where. Mercury also from observation was definitely on the smaller side. As my time on Mercury was coming to a end, I realized that Mercury was a very boring planet to look at, only craters and low lying plains and cliffs. After the short trip from Mercury past Venus, Earth and the moon I approached Mars. I figured I could get a jump start on finding a future plot of land, for when humans were on Mars. As I approached Mars, I could see that the planet was full of craters. I was to stay on Mars for a full 12 hours while my rocket fueled up to make the trip to the outer planets. What I observed in those 12 hours was very interesting to me. I witnessed some incredible sights like vast canyons some 20,000 ft high, giant mountains and sand dunes. The air was very dusty and left a orange tint in the air. I quickly learned also that there was little atmosphere because as night started to fall tempters fell very rapidly and quickly well below 0. My rocket was fueled up again and it was time for take off. As I sat down in my space craft, I noticed that Mars definitely lived up to its nick name of the red planet because my white space suit was now covered in red dust. Just like that though, it was time to leave Mars and head straight to the big guys, Jupiter and Saturn. I quickly learned that Jupiter was just as advertised; very big! I could see Jupiter from my rocket almost the whole trip there. Jupiter was very bright definitely brighter then any star I had ever seen. I noticed the dark and light bands as they appeared from the space craft window, I learned later on that these are called belts( darker bands) and zones( lighter bands). Jupiter was very hard to land because there was no solid surfaces. Using a scientific tool on the space craft I was able to determined that Jupiter made up almost entirely of hydrogen and helium, with some other trace gases. For this case it was very hard for me to take observations since I could not actually get out and explore Jupiter. For the lack of mobility and time I was quickly just like that on my way to to explore the great ring planet of Saturn. While approaching Saturn the ring that it is most famous for was very visible, I actually managed to ta ke a photo with my space issued camera that was provided to me by NASA. Saturn was also huge although not as big as Jupiter it was definitely the second biggest thing I had ever seen, the first thing obviously being Jupiter. Like Jupiter I was unable to land on Saturn because of the chemical make up being mostly hydrogen and helium but the observations I was able to take away were that Saturn’s rings were made of thousands of narrow, closely spaced ringlets. Uranus and Neptune were next and if I wanted to make this trip in one week, I had to say good bye to the two gas giants and say hello to the trans-Saturnian planets. The two sister planets Uranus and Pluto were very much alike. My time on both planets were relatively the same experience. I was able to observe that both planets had many moons. Also the atmosphere on both planets was generally the same made up of mostly hydrogen and helium indicated by special tools on board the space craft. The one difference I did notice between these two sisters, is that Uranus actually rotates clock wise instead of counter clock wise. My visit with Uranus and Neptune was short and sweet. I packed my space craft and prepared it for lift off. 3..2..1 blast off were the words that I heard through the microphone that was hooked up with NASA. I awoke laying in the quad. The sun was high in the sky and there was a slight breeze. I realized that I had accidentally snoozed off in the quad, and what started off with me closing my eyes for 5 minutes to catch some rays ended with a nap that lasted 3 hours. I unfortunately soon realized quickly after that my amazing top secret to space was actually nothing more then a dream. There was no fame to come of it, and my professor never actually gave me the trust to go on this top secret mission. Although my trip to the solar system may not have been real, it will be something though that I will never forget.

The Use of Simulations in Education Essay -- Teaching Education Essays

The Use of Simulations in Education Abstract The purpose of my paper is to define simulations, discuss their value for educational purposes, and review some possible concerns regarding their use. Simulations Defined Simulations offer society the opportunity to play out strategic moves to see the outcome before actually committing oneself to a real-life plan. "They can, for instance, empower biologists to explore the growth of cells, network managers to analyze the flow of information, city planners to play through complex growth and pollution scenarios, school children to experience the fragility of food webs, and more" (Ioannidou and Repenning, 1999, p.1). Due to a desire to develop models that deal with highly, complex phenomena or issues, computer simulations were born. The basis for their creation was strongly linked with technological innovation. Increased access to computer simulation tools has therefore facilitated the exploration of complex issues, which were formerly beyond reach using the more traditional analytical methods (Windrum, 1999, p.1) Simulations have become a new way of communicating, much like e-mail only interactive. A simulation requires a computer with high resolution graphics, Internet access, and if using the web, interactive simulations can be accessed through web browsers (Ioannidous and Repenning, p.1). According to Ioannidou and Repenning, simulations are a powerful communication tool for exchanging complex ideas. "When packaged as Java applets, simulations are also a good way to convey these ideas everywhere and support distance learning" (p.1). One recent example of a simulation that we, as a class, had the opportunity to investigate was posted on the list s... ...quires more than just good software. For business and industry [as well as education], to take real advantage of this software, they have to show a real commitment to training and education" (Garnet, p. 3). References Chapman, Kenneth; Sorge, Christine. (1999). Can a simulation help achieve course objectives? An exploratory study investigating differences among instructional tools. Journal of Education for Business: Vol. 74 (pp. 225). Garnett, Jeremy. (1999). The last word on simulation. IIE Solutions: Vol. 31 (p. 45). Ioannidou, Andri; Repenning, Alexander. (1999). End-User programmable simulations. Dr. Dobbs Journal: Vol. 24 (p. 40). Lopez, Asbel. (1999). Pretending for real. UNESCO Courier: Vol. 52 (p. 14). Windrum, Paul. (1999). Simulation models of technological innovation. American Behavioral Scientist: Vol. 42 (p. 1531).

A Creative Response to Belonging

Ryan’s Story – Untitled so far You stay in your room like a locked away Rapunzel. Well not locked in fact – matter of the choice rather. It’s like fiery dragons attack you every time you attempt to escape your temple. You study, you work, study again, read some, then you study some more. It’s the same repetitive routine throughout your days between the same four egg-white walls. ‘No common sense! ’ you are told. ‘None what-so-ever’, burns your delicate skin. What are you supposed to do? Visit the Wizard of Oz and ask for a glass brain? Or maybe obsess with Thomas Paine for a week or two? No, only the flame throwers presented at the exit is awaiting your so called ‘enlightenment’ – and even the pain isn’t crossed knuckles with humiliation. You feel trapped but simultaneously free – free from any such connection with the fire you have been accustomed to or rather such societal dictatorship controlling your every thought, presenting a more confused, liberated Rapunzel. You are somewhat connected with surrounding people despite the closed door. An interconnected spider’s web comes to mind, perhaps behind a series of branches and scuffled leaves. Even though you are somewhat acquainted with these people, you can never seem physically ‘connected’ with them. Maybe it’s the closed door? Or maybe it’s the fact that you over-analyse everything until the point where self-disappointment slaps your red hard across the face. All you want is to be alone, far from what these people think, but yet want to be a part of the envious spider’s web large enough for your contribution but possibly not strong enough. You think of a similar case of Emily Dickinson. She wants to post her letter, she wants to publish her poetry but in the end she doesn’t because of fear. Fear of what other people may think if it, ever so lonely in her secluding room. That similar closed door painful to think about, but comforting to realise collectively. What people think of you, it’s a scary thought really. What thoughts scatter around in other’s brains, without your control or prejudice. You look outside your window, rather similar to the day before. A sky filled with cloud secluding the sun’s precious touch. The lime tree half dying, half growing in the midst of an insect infested environment. The green grass connected to the thin line of stalk, reaches higher to the sky then your window does, awkwardly enough. You refrain from such a scene and reach back into one of your books awaiting another life far from here – rather to the City of Invention you are peculiar about. If ever you yourself were to write a novel, short story, poem, script or anything of the sort – it would be one of such power and profit. The antagonist would be a devilish character, somewhat misunderstood in more ways than one Then maybe your dragons could have spot for fame – a Rocky Horror show without the horror†¦Ã¢â‚¬ ¦. wait, maybe with the horror as well. The devilish character’s name would be Thomothius, Thom for short. He would attempt to escape the cannibalistic village he was forced to inhabit. A woman, always admired by Thom would stop him in his tracks and lure him underground. There she would drill question upon answer into Thom’s poor glass brain until Thom were to surface again as a farfetched Steven King character. From this point in time, villagers notice this strange happening and fear for their lives. (Cannibals fearing their lives, who could imagine? ) The King and Queen Dragonheart would encompass their power upon the false notions of their people and hang poor Thom for the villagers to see like the mouldy and grass infested socks pegged to the clothes line in the corner of your window. This of course will create peace and prosperous tranquillity to roam around the various blood-stained streets, never really understanding what evil was present. Not really profitable when rethought about. Here you fall out of this novel and back into the silent pages you hold. Your silent tear will continue to rise like condensation, above all morals and belief that confide in your pride. From this, what is needed to be understood? It is that you will not find your Mr Darcy stuck between the space between your window and your room. It is that you will not have a happy ending unless you face your demons, or in this case dragons. Yet you remain silent in your room, thinking of how this Thom could be the only person you can really connect with.

Fastest Growing Sport in America Lacrosse - 792 Words

The fastest growing sport in America is lacrosse, and in order to play lacrosse, it is important to first understand the physics of the game. Lacrosse players around the world use physics while playing without even thinking about it. With no knowledge of physics, it would be pretty difficult to master the fastest game on two feet. One of the worlds greatest scientist, Isaac Newton, established three laws dealing with physics, and using these laws will make it possible for a lacrosse player to understand what he or she needs to do in order to throw a ball. Newtons first law deals with inertia, his second law deals with the relationship between mass, acceleration and force, and his third law deals with opposite reactions. When talking about lacrosse, it is essential to cover Newton’s first law, his second law, and his third law in order to understand the physics behind throwing a lacrosse ball. . Lacrosse can be a very simple game, as long as you know the physics behind throwing a ball. We first see Newton’s laws in action when we look closer at throwing and catching. Newtons first law states that â€Å"an object in motion will stay in motion until acted upon by an outside force.† (Cutnell 88) In terms of lacrosse, the object in motion is the ball and the outside force is the air resistance, gravity, or an opposing players stick stopping the ball. A ball, when thrown to a teammate, is stopped by their stick. If the players stick did not catch or stop the ball, the ballShow MoreRelatedA Letter To Associated Students Of Western Oregon University1216 Words   |  5 Pagescreated and sources designed for school-sponsored athletics, i.e. the sports action lottery. But because they have not always had the best record, they do not always get the best athletes. Athletes are going to choose a school based on location, majors, scholarships and most importantly rec ord, not on the size of the budget. 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Report about Students Complaints about Campus Parking Problem at FIU

Introduction This report is about the parking problem raised by the Florida International University (FIU) students to the president. It affected many students within the institution. The problem has been persistent since 1980 when the number of student’s enrollment increased to 12000 from 5500 while parking increased 6000 from 5500 in 1972. The students have been facing a lot of challenges because almost half them misses parking spaces. Due to this complain from the students, we were assigned the responsibility to write a report about the problem and the possible solutions or recommendations. Fig 1: Comparison of students to the available parking space From the findings and data we collected, there was no parking problem from 1972 to 1975; this is seen from the data in figure one that, the number of commuter students enrolled equals to the number of students parking space available of 5500. The university management enrolled students according to the available parking spaces. The problem started in 1980 when 12000 students were enrolled and the available parking space increased to 6000. Half of the students could get parking space. From 1980 to 2005, many students have been missing parking space. We found out the following. Year  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Number of commuter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Number of student   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Students enrolled  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   parking spaces 1985  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   19500  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   6500 1990  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   28000  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   7000 1995  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   37500  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   7500 2000  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   45000   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7500 2005  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   45000  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   7500 The data I found shows that more than 35000 students miss parking space at Florida International University by the year 2005. Fig 2: Complaints from the students From the survey as we gather the information about the student’s complaints, we found out from the students we interviewed the following information: 28000 of the total students which represent 64% complain of inadequate number of student’s parking space. These were the majority of the students and they wanted more parking spaces. 7650 students complain that, there were too many faculty spaces not utilized or used and the students should be allowed to park there. This represented 17% of the total student’s population. 15% of the total population had an issue with the students without decals. They complained that, there were inadequate attempts to keep students who have no decals from using the spaces. 1800 student’s complaint of the poor or dim marking lines which led to disorganized parking. This represented only 4% of the total student’s population. This information on the pie chart above is important in understanding why the students complain of the unavailable parking space and why it should be expanded. Fig 3: A survey on the number of faculty, staff and the number of students that are in the university In 2010, we conducted a survey and found out that, there were many students, staff and faculty that make up the population. We found out that, there were 2974 full time faculty and had adequate parking space. There were 14602 part time faculty and had excess parking space and some times there are empty parking spaces and students are not allowed to park their. The university students were 45, 833 and they were the majority. From the graph above, we found out that many students lack parking space while both faculty (full and part time) had excess parking spaces. Fig 4: Effects of the improvement to public transportation As we gather information trying to understand about the problem the students was complaining about, we asked the other students, staff and faculty at Florida International University (FIU) their feeling about public transport. We found out the following responses: 28% (4932) believed that it will increase the perception of safety. Majority of them had a feeling that it will reduce time to commute, 5634 (31%) believed that it will lower fare cost and 6% say it be convenient due to more stops. 852 (5%) said it will improve on cleanliness while 18% (3278) believe it will be convenient because there will be fewer transfers. The pie chart above explains the perception of different students on the public transport. Recommendations or solutions On the graph, the university management should increase student’s parking space. If the space for expansion is not enough, public transport system can be introduced in the university where all students will not be allowed to use private vehicles. From the second figure, the unutilized faculty spaces for parking, the students should be allowed to use them. Also, the faculty parking space should be reduced or there should be different parking for students, faculty and staff. From the third graph, the student being the majority, they should use the public transport so that we avoid university parking being congested. The university management should buy university buses that will be used to pick students from their places of residence at some designated points that will be convenient to most of the students. From the last pie chart, most students favored public transport because it will reduce on the fare. This was supported by 31% of the students. Most of the people who use public transport believe that it will increase the perception of safety; hence we recommend that, students should use public transport.

Platos Allegory Of The Cave And The Matrix By The Wachowskis

Plato once said that, â€Å"Ignorance [is] the root and stem of all evil†. Ignorance is the cause of everything that is wrong and bad in the world since people are unable to see the truth. If people start breaking free from ignorance, mankind will become happier and more transparent. In the short story, â€Å"Allegory of The Cave† by Plato and The Matrix by the Wachowskis, they portray the idea that in order to gain enlightenment, one must break free from ignorance; which opens himself to knowledge; this new truth must then be shared with others for the good of mankind. The cave dweller and Neo both live a life of ignorance by thinking that their world is real, when in reality their world is keeping them from seeing the truth. Both Neo and the†¦show more content†¦Inside his workspace is a cubicle that is identical to the other cubicles on his floor. There are many cubicles in rows of each other. Neo and his coworkers are all trapped in the world of their work. The workers all do the same thing, they work in the same building and work in identical offices. Neo talks to his boss and his boss wants Neo at a specific time. Everyone in the office building is dressed up nicely and dressed uniformly. The color of the offices were gray and monotone(Wachowski). The idea of people being ignorant is seen here because they are all acting and working the same exact way. The colors show how dull and unexciting their life is. It shows that instead of living a life of risk they are living a life as people with no personality. When Neo’s boss t alks to him, he is telling Neo what to do and how to act. Instead of Neo having free choice, he is ordering him to get to work on time and to do work. Neo knows something is wrong in his world. Morpheus tells Neo that â€Å"There’s a splinter in [Neo’s] mind [that is] driving [him] mad†(Wachowski). Neo knows that there is something wrong about his world. He is staying ignorant because he isn’t doing anything to get out of this state. The ignorance is â€Å"driving [Neo] mad† which proves that he is conforming to ignorance. The splinter demonstrates that Neo knows something is wrong about his world which causes him to get mad and find truth. Those people who are ignorant won’t be able to breakShow MoreRelated Breaking Free in The Matrix Essay1115 Words   |  5 PagesBreaking Free in The Matrix      Ã‚  Ã‚  Ã‚   Eighteenth-century Enlightenment philosopher Jean-Jacques Rousseau begins his infamous discourse The Social Contract by stating, Man is born free; and everywhere he is in chains. One thinks himself the master of others, and still remains a greater slave than they. 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Health Safety And Well Being free Samples †MyAssignmenthelp.com

Question: Discuss about the Health Safety And Well Being. Answer: Introduction Economic disadvantage makes children vulnerable. It usually has a magnified effect since it interacts with other disadvantages to threaten child development. These effect has been examined using family process or family stress models. Economically disadvantaged children are usually at risk for several socioemotional disadvantages. They also tend to form insecure attachment relationships, behavior problems and also greater physiological markers of stress(Barnett). Economic disadvantage contributes a great deal to poor results eventually in the final examinations of the children. The education system offers opportunities for children to have wider experiences and also interact with different social levels. Children tend to inherit the social position of their parents and then they may go even higher as adults (Beaver, M., Brewster, J., Jones, P., 2001, p.534). Economic disadvantage can be defined by the lack of employment of the mother of the child. It can also be deduced from the health and level of education of the mother and also from the eligibility for free school meals of the child. Economically disadvantaged children mostly have poor speech and language as compared to other children of the same age and in the same stage of development. Some of these children usually have teenage or young parents. These children may be under the care of someone else other than their parents for example their grandparents. They may also have been born in a family that is known to be involved in crime (Barnett). Strategies Educators have got some strategies at their disposal to work with this group of children. For the 3 years old bracket, they may put in place a school meals programme. In this way they will supplement the diets of the children attending their school. When the children are well fed in school they will not miss attending and will also long to attend to enjoy a meal they would otherwise have missed out on at home. This meal is not a replacement to meals from home but just an additional one. Another strategy is using integrated services for the economically disadvantaged children. The children can be kept longer in school so that they can enjoy that they lack at home. They can have their nap in school under the teachers watch and then have a play afternoon with the schools toys. In this way, their curiosity will be roused and in that way they will find school fun. The children will also learn how to share and also team spirit from their play interactions (Nicaise). Another strategy that can be adopted for the three year olds is to develop skills in the children so that they can easily adapt to their coursework in primary school. A very key skill to be developed here is language skills. Language skills will come in very handy for the children because their primary school coursework will be manageable. For the children lacking good language skills they will lag far much behind thus failing their final exams. Another strategy would also be to increase the contact between the teachers and the childrens parents. Hence the birth of parent teacher associations. This ensure that the parents and the teachers can work hand in hand in the childrens development. For those families that see harder hit economically, social workers can intervene so as to implement a home-based intervention programme. In this way the mothers gain confidence in the home and they also educate their children outside class. This task should not only be left to the teacher for it to be effective. Thus the childs language and communication skills will be superior allowing them to compete effectively in the primary school course work(Nicaise). Educators can use language play elicitation games to improve the verbal and social abilities of the three year olds. The children are guided into playing word creation games, creating rhymes, word switching and hyperbolic play as well. These games allow the educators to assess the childrens verbal and peer interaction skills. From the results it was concluded that the childrens verbal skills scores were related with the scores they received in their wordplay sessions (Read, 2017). There is also a huge need to ensure that there is available staff to institute these strategies otherwise they will just remain on paper. The early childhood teachers need to be attracted, retained and developed. There is a need to provide them with the necessary skills through training. They should also have good working conditions and salaries as well as future plans to promote them in their careers. There has also been an argument against free childcare for all parents by the state. Some proponents suggest that it should be directed at the disadvantaged children only since they need it the most. These people claim that by availing it for all, has made it expensive by international standards especially towards the parents. In this way, low cost childminders have been driven out of the market. Thus, the report concludes that though the amount of regulation over the quality of childcare has increased, it has not necessarily resulted in producing better outcomes. A report found out that the numbers of new teachers for the early years education are dwindling drastically. This can be assigned to the reason that the new graduates are put off by the very low salaries offered for those jobs. There is therefore a need for the government to invest in that sector to safeguard the future workforce of the country. If the disadvantaged children are not helped at that juncture in their early ages, there is a risk of them falling behind and staying behind for the rest of their lives. This is due to the shortage of nursery school teachers. For the success of the early year intervention strategies to succeed, there is a huge need to develop a strong workforce of early years teachers who will deliver high quality training to the children(save the children). The teachers and students require better spaces for learning to take place efficiently. This is key to ensure that the strategies are implemented properly. Poor learning conditions will damage the students health and their education will suffer. These poor conditions may also lead to teachers quitting citing them to be crowded and stressful. Thus proper design should be placed high on the priority list and to be constantly reviewed (Royal Institute for British Architects). Conclusion Various studies have revealed that there is a large proportion of children who start primary school without sufficient language skills for their educational success. For most disadvantaged children, high quality early education is their best bet to learning early language skills since their homes and social interactions do not offer this. Thus, once their foundations in English and Maths are secured they have a much better chance at attaining success in their future academic aspirations. These children will therefore compete effectively with other children from more privileged backgrounds. They will therefore have a better chance of changing their social status and not merely remaining in the same level their parents are at. Education in this case is the key to success(Early Language Development and Children's Primary School Attainment in English and Maths). References Barnett, M. (n.d.). Economic Disadvantage in Complex Family Systems: Expansion of Family Stress Models. NCBI. Beaver, M. B. (2001). Babies and Young Children: Diploma in ChildCare and Education. Nelson Thorne. Early Language Development and Children's Primary School Attainment in English and Maths. (n.d.). Retrieved from Save the Children: https://www.savethechildren.org.uk/resources/online-library/early-language-development-and-children%E2%80%99s-primary-school-attainment-english Nicaise, I. D. (n.d.). Success for all? Education-Line. Read, K. J. (2017). Journal of Early Childhood Research. (n.d.). Royal Institute for British Architects. (n.d.). save the children. Ting, T. C. (n.d.). Policy Developments in Pre-School Education in Singapore: A Focus on the Key Reforms of Kindergarten Education. International Journal of Child Care and Education Policy.