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Background: A number of school systems worldwide have proposed and implemented later school start times as a means of avoiding the potentially negative impacts that early morning schedules can have on adolescent students. Even mild sleep deprivation has been associated with significant health and educational concerns: increased risk for accidents and injuries, impaired learning, aggression, memory loss, poor self-esteem, and changes in metabolism. Although researchers have begun to explore the effects of delayed school start time, no one has conducted a rigorous review of evidence to determine whether later school start times support adolescent health, education, and well-being. Objectives: We aimed to assess the effects of a later school start time for supporting health, education, and well-being in high school students. Secondary objectives were to explore possible differential effects of later school start times in student subgroups and in different types of schools; to identify implementation practices, contextual factors, and delivery modes associated with positive and negative effects of later start times; and to assess the effects of later school start times on the broader community (high school faculty and staff, neighborhood, and families). Search methods: We conducted the main search for this review on 28 October 2014 and updated it on 8 February 2016. We searched CENTRAL as well as 17 key electronic databases (including MEDLINE, Embase, ERIC, PsycINFO, and Sociological Abstracts), current editions of relevant journals and organizational websites, trial registries, and Google Scholar. Selection criteria: We included any randomized controlled trials, controlled before-and-after studies, and interrupted time series studies with sufficient data points that pertained to students aged 13 to 19 years and that compared different school start times. Studies that reported either primary outcomes of interest (academic outcomes, amount or quality of sleep, mental health indicators, attendance, or alertness) or secondary outcomes (health behaviors, health and safety indicators, social outcomes, family outcomes, school outcomes, or community outcomes) were eligible. Data collection and analysis: At least two review authors independently determined inclusion and exclusion decisions through screening titles, abstracts, and full-text reports. Two review authors independently extracted data for all eligible studies. We presented findings through a narrative synthesis across all studies. When two or more study samples provided sufficient information to permit effect size calculations, we conducted random-effects meta-analyses to synthesize effects across studies. Results: Our search located 17 eligible records reporting on 11 unique studies with 297,994 participants; the studies examined academic outcomes, amount and quality of sleep, mental health indicators, attendance, and student alertness. Overall, the quality of the body of evidence was very low, as we rated most studies as being at high or unclear risk of bias with respect to allocation, attrition, absence of randomization, and the collection of baseline data. Therefore, we cannot be confident about the effects of later school start times. Preliminary evidence from the included studies indicated a potential association between later school start times and academic and psychosocial outcomes, but quality and comparability of these data were low and often precluded quantitative synthesis. Four studies examined the association between later school start times and academic outcomes, reporting mixed results. Six studies examined effects on total amount of sleep and reported significant, positive relationships between later school start times and amount of sleep. One study provided information concerning mental health outcomes, reporting an association between decreased depressive symptoms and later school start times. There were mixed results for the association between later school start times and absenteeism. Three studies reported mixed results concerning the association between later school start times and student alertness. There was limited indication of potential adverse effects on logistics, as the qualitative portions of one study reported less interaction between parents and children, and another reported staffing and scheduling difficulties. Because of the insufficient evidence, we cannot draw firm conclusions concerning adverse effects at this time. It is important to note the limitations of this evidence, especially as randomized controlled trials and high-quality primary studies are difficult to conduct; school systems are often unwilling or unable to allow researchers the necessary control over scheduling and data collection. Moreover, this evidence does not speak to the process of implementing later school starts, as the included studies focused on reporting the effects rather than exploring the process. Authors' conclusions: This systematic review on later school start times suggests several potential benefits for this intervention and points to the need for higher quality primary studies. However, as a result of the limited evidence base, we could not determine the effects of later school start times with any confidence. [Additional funding was provided by: (1) Department of Public Health Sciences, Canada; and (2) Canadian Institutes of Health Research and the Population Health Intervention Research Network, Canada.]

1Captain Jim

By Mary Grant Bruce

This book is about Norah Linton, her brother Jim, her father David and Jim's chum Wally from Australia. They all move to England during WWI because Jim and Wally want to fight in the war.<br /><br />When a Irish friend of the family dies, Norah inherits a big house in Surrey: Homewood. To keep up the Irishman's memory they want to use the house to help the war effort. They turn it into a home for "Tired People"--soldiers recovering from injuries, or soldiers on leave that have no family to go home to, can come here to have a good time and enjoy the country-side, so that they can go back to their regiments fully rested and restored.<br /><br />Unfortunately Jim and Wally are soon called upon to fight, leaving Norah and her father to take care of the Tired People. (Summary by wendy)

2Little Bush Maid

By Mary Grant Bruce

An Australian children's classic about life on a ranch around the same time of A Little Florida Lady, with a similarly plucky tomboy heroine. Also, like the latter story, expect some racial stereotyping of Asian and Aboriginal characters. (Summary by BellonaTimes)

Mary Grant Bruce was an Australian children's writer who spent one year collecting Aboriginal stories in Gippsland - a part of Victoria which it is thought had a dense population of the early Australians. Sadly, now there are no tribal people living, though their descendants are still around. This book contains 13 stories of the Gunaikurnai people, as told by their elders to the author. From the preface:<br> <em>Year by year the old black tribes are dying out, and many of their legends and beliefs are dying with them. These legends deal with the world as the blacks knew it; with the Bush animals and birds; the powers of storm, flood, fire, thunder, and magic, and the beings who they thought controlled these powers; with the sun, moon and stars; and with the life and death of men and women. <br> The folktales of a people are the story of its soul, and it would be a pity if the native races of our country were to vanish altogether before we had collected enough of their legends to let their successors know what manner of people lived in Australia for thousands of years before the white man came.</em> (From the Preface by Mary Grant Bruce with a little help from annise)

4Assault on Mount Everest, 1922

By Charles Granville Bruce, George Ingle Finch, Tom Longstaff, George Mallory, T. Howard Somervell and Francis Edward Younghusband

Personal narratives of climbing Mount Everest in 1922-1923. The expeditions did not reach the summit. The northern approach to the mountain was discovered by George Mallory and Guy Bullock on the initial 1921 British Reconnaissance Expedition. It was an exploratory expedition not equipped for a serious attempt to climb the mountain. With Mallory leading (and thus becoming the first European to set foot on Everest's flanks) they climbed the North Col to an altitude of 7,005 metres (22,982 ft). From there, Mallory espied a route to the top, but the party was unprepared for the great task of climbing any further and descended. The British returned for a 1922 expedition. George Finch climbed using oxygen for the first time. He ascended at a remarkable speed—290 metres (951 ft) per hour, and reached an altitude of 8,320 m (27,300 ft), the first time a human reported to climb higher than 8,000 m. Mallory and Col. Felix Norton made a second unsuccessful attempt. Mallory was faulted for leading a group down from the North Col which got caught in an avalanche. Mallory was pulled down too but survived. Seven native porters were killed. - Summary by Wikipedia

5Historic Ghosts and Ghost Hunters

By Henry Addington Bruce

The author describes popular ghost occurrences from a skeptical point of view, providing explanations based on recent scientific research (early 20th century), primarily in the field of psychology, like suggestion and hallucinations, using also his beliefs on mesmerism and telepathy. He finishes his book with a brief mention of ghost hunters and researchers into psychic phenomena. - Summary by Rapunzelina

6Benjamin Franklin: Self-Revealed, Volume 1

By William Cabell Bruce

His life was like a full five-act play—prophetic prologue and stately epilogue, and swelling scene imposed upon swelling scene, until the tallow chandler's son, rising from the humblest levels of human fortune to the highest by uninterrupted gradations of invincible success, finally becomes the recipient of such a degree of impressive homage as has rarely been paid to anyone by the admiration and curiosity of mankind. (from Introduction)

7Benjamin Franklin: Self-Revealed, Volume 2

By William Cabell Bruce

His life was like a full five-act play—prophetic prologue and stately epilogue, and swelling scene imposed upon swelling scene, until the tallow chandler's son, rising from the humblest levels of human fortune to the highest by uninterrupted gradations of invincible success, finally becomes the recipient of such a degree of impressive homage as has rarely been paid to anyone by the admiration and curiosity of mankind. (from Introduction)

Stories of Confederate soldiers of the Civil War that share the vivid accounts of valor, resolve, loyalty, and endurance. Using historical records and firsthand testimonies, this book offers an account of men facing overwhelming odds while performing deeds of cunning, daring, courage, and heroism on the battlefield. - Summary by Barry Eads