# data[].attributes.body
Pro 2

School uniforms keep students focused on their education, not their clothes.

The National Association of Secondary School Principals stated that, “When all students are wearing the same outfit, they are less concerned about how they look and how they fit in with their peers; thus, they can concentrate on their schoolwork.” [15] A study by the University of Houston found that elementary school girls’ language test scores increased by about three percentile points after uniforms were introduced. [1]

Former US Secretary of State Hillary Clinton advocated school uniforms as a way to help students focus on learning: “Take that [clothing choices] off the table and put the focus on school, not on what you’re wearing.” [30] Chris Hammons, Principal of Woodland Middle School in Coeur d’Alene, ID, stated that uniforms “provide for less distraction, less drama, and more of a focus on learning.” [70]

# data[].attributes.body
Pro 2

School uniforms keep students focused on their education, not their clothes.

The National Association of Secondary School Principals stated that, “When all students are wearing the same outfit, they are less concerned about how they look and how they fit in with their peers; thus, they can concentrate on their schoolwork.” [15] A study by the University of Houston found that elementary school girls’ language test scores increased by about three percentile points after uniforms were introduced. [1]

Former US Secretary of State Hillary Clinton advocated school uniforms as a way to help students focus on learning: “Take that [clothing choices] off the table and put the focus on school, not on what you’re wearing.” [30] Chris Hammons, Principal of Woodland Middle School in Coeur d’Alene, ID, stated that uniforms “provide for less distraction, less drama, and more of a focus on learning.” [70]

# data[].attributes.headline
How much of the population of fish have went down of the years.

# data[].attributes.subject
How much of the population of fish have went down of the years.

# data[].attributes.attachment_link.title
Why Can't We See Evidence of Alien Life?

# data[].attributes.attachment_link.title
Neil deGrasse Tyson: Want to prove aliens exist? Do this

# data[].attributes.body
For example Homework stand for Half Of My energy Wasted On Random Knowledge
What school stand for school= Sincerity, Capacity, Honesty, Orderliness, Obedience, and Learning

# data[].attributes.body
If you see anyone doing stuff to Beau's slides, then report to Mrs. Pentz. Thank you, Dion Jones :)

# data[].attributes.headline
Well why school having more hours in school

# data[].attributes.subject
Well why school having more hours in school

# data[].attributes.body
Having free time during the school day allows the learning to develop and gives students a time to rest. With additional time in the school day, more time for play, recess and mindfulness this could be built into the daily schedule of students

# data[].attributes.body
Solid facts why Aliens exist

# data[].attributes.attachment_link.title
Don’t Think Aliens Are Real? These 6 Reasons Might Change Your Mind

# data[].attributes.attachment_link.description
We can’t be the only ones in the vast expanse of the cosmos ... right?

# data[].attributes.body
are aligators good for pets

# data[].attributes.body
to star with uniforms help kids to dress properly another good fact about wearing uniforms is that it helps kids that can,t afford lots of chlothes and helps them to not get bullyed for what they wear and dont have to spend time looking for expensive brands

# data[].attributes.body
Here's what I think Aliens would look like if they were real. ( in which they are) Also his Name is papochocolocoaw ( papa-chococo-aw)

# data[].attributes.attachment_link.title
Should we ban junk food in schools? We asked five experts

# data[].attributes.attachment_link.description
We asked five experts if there should be a nation-wide ban on junk food in schools. Four out of five said yes.

# data[].attributes.attachment_link.readable_text
Seventy-four percent of parents still purchase unhealthy drinks and side items for their kids when they visit fast-food chains, despite restaurants' commitments to offer healthier options with kids' meals, a new University of Connecticut study finds.

Researchers from the Rudd Center for Food Policy and Obesity at UConn surveyed the nation's four largest fast-food chains - McDonald's, Burger King, Wendy's, and Subway - for the study.

They found many fast-food restaurants still automatically provide soda and French fries with kids' meal orders and continue to widely promote their unhealthy options inside the restaurants on menu boards and signs. The healthier kids' meal sides and drinks available include fruit and yogurt and 100 percent juice, low-fat milk, and water.

"While most fast-food restaurants do have healthier kids' meal drinks and sides available, many do little to make parents aware of the healthier options or to encourage parents to choose the healthier options instead of unhealthy ones," said Jennifer Harris, lead author of the report and associate professor of allied health sciences. "If restaurants are serious about children's health, they will make the healthiest choice the easiest choice for parents and the most appealing choice for children."

The study surveyed approximately 800 parents in 2010, 2013, and 2016, asking about what they ordered for children between ages 2 and 11 in the past week. Sixty-one percent of those surveyed were moms aged 25 to 40, and most had two or more children in that age range.
Kids Are Eating Fast Food More Frequently
Researchers found children are eating fast food more often. In 2016, 91 percent of parents reported purchasing lunch or dinner for their child in the past week at one of the four largest chains, up from 79 percent in 2010. Families visited McDonald's the most.

Study authors say low cost and increased value of fast-food meals, convenience and easy access, and a documented increase in fast-food advertising to children could account for the increase in consumption of fast food meals.

"We know that fast food offers parents a convenient, affordable option for feeding their families. But restaurants have a responsibility to make these affordable, convenient foods healthier. Most fast-food meals - even kids' meals - have more fat, sugar, and sodium than children need, and eating this kind of unhealthy food can have negative health consequences over time, such as obesity, diabetes, heart disease, and other health issues," said Harris.
Other findings include:

Nearly all parents responded positively to healthier kids' meal policies at the specific restaurant they visited, and said the policy would make them purchase food for their child at that restaurant more often.

One-third of parents who purchased lunch or dinner for their child at a fast-food restaurant did not purchase a kids' meal, and this was true for both younger children (ages 2-5) and older children (ages 6-11). They purchased regular menu items, which include adult-sized portions and tend to be less nutritious than kids' meal items.

Fifty percent of children who received a kids' meal got a healthier side item, and 59 percent received a healthier kids' meal drink.

In general, parents are purchasing healthier options for their younger children (ages 2-5) than for older kids (ages 6-11) at fast-food restaurants. Across all three years studied, parents were significantly more likely to buy only a kids' meal, and not another menu item on top of it, for a younger child than for an older child (64 percent versus 46 percent, respectively). Parents were also more likely to receive a healthier drink when purchasing a kids' meal for a younger child than for an older child (66 percent versus 50 percent, respectively).

Some restaurants have implemented new practices that add on extra fat, sugar, and calories, such as providing desserts with kids' meals (some Dairy Queen and some Subway locations), or offering a dessert in place of a kids' meal toy (some Burger King locations).

"Given parents' positive attitudes about kids' meal policies, and how often families are visiting these restaurants today, fast-food companies have a substantial marketing opportunity to better promote the healthier options inside their restaurants," said Harris.

Since 2010, the four largest fast-food restaurant chains have pledged to offer healthier drinks and side options in kids' meals, and not list sugary soda as a kids' meal option on menu boards. A previous UConn Rudd Center study conducted in 2016 found wide variation in how well individual restaurant locations implemented those commitments.

Subway is the only fast-food restaurant studied that voluntarily includes only healthier side and drink options with kids' meals in their restaurants nationwide.

Study authors say restaurants should automatically provide healthy drinks and sides as the default choices with kids' meals, and point to the need for regulations that would mandate those policies.

The State of California, several cities and counties there, and cities such as Baltimore, Maryland, have all passed policies requiring restaurants to offer healthier drinks as the automatic option with kids' meals. New York City, Washington, D.C., and other municipalities are considering similar legislation. In Louisville, Kentucky, legislation was recently enacted requiring healthier drinks as well as fruit, vegetable, whole grain, or lean protein as part of a kids' meal.

Support for the study was provided by Healthy Eating Research, a national program of the Robert Wood Johnson Foundation. Co-authors include Maia Hyary, Yoon-Young Choi, and Nicole Seymour of the UConn Rudd Center.

# data[].attributes.attachment_link.title
More Kids are Eating Fast Food - and Not the Healthy Options - UConn Today

# data[].attributes.attachment_link.description
Seventy-four percent of parents still purchase unhealthy drinks and side items for their kids when they visit fast-food chains, despite restaurants' commitments to offer healthier options with kids' meals, a new University of Connecticut study finds.

# data[].attributes.attachment_link.title
Stephen Hawking's Last Inspiring Message To Humanity Before He Passed

# data[].attributes.attachment_link.readable_text
The average child in the United States receives their first cell phone around the age of 10. Some kids receive theirs before the age of 8, while others are teens before having one. In a Niche survey on the subject, only 1% of respondents said that they'd never owned a cell phone, compared to 42% who said they got their first cell phone between the ages of 14 to 17.

Cell phones aren't just for adults these days. With the structure of our society shifting toward information access, children must have resources available to them to be competitive at school. Teens might need a phone for their after-school job. Much like a driver's license has become a symbol of responsibility earned, that is how parents and kids treat cell phones.

Every child is different because maturity levels differ widely. Some teens may not be responsible with their phone, but some 8-year-olds could handle the technology with proper care. That is why the debate regarding these cell phones in the classroom pros and cons are essential to review.

List of the Pros of Having Cell Phones in the Classroom

1. Cell phones offer families added convenience with communication.
When kids have a cell phone, they can take with them to school. It becomes a useful communication tool. If a parent is running late to pick the child up, they can text their kids to let them know what is going on. It is a tool which allows children to inform their parents of where they are or who they're hanging out with that day. It helps you coordinate pickup times, juggle multiple schedules, and ensure everyone gets to where they need to be.

2. It offers a measure of safety for children who are fearful.
School shooting statistics in 2018 reached the highest levels since 1970 in the United States, with 82 incidents taking place. An incident in Parkland, Florida took the lives of 17 people. Lockdown drills are part of the usual school routine, just as air raid drills were a generation before. Kids are legitimately scared to go to school. When they have a cell phone, it gives them a chance to contact emergency authorities if an incident occurs at school. Although the odds are that a child won't go through an incident like this, having this tool makes it easier to get through the day.

3. Cell phones are fantastic research tools in the classroom.
When students have access to a cell phone, they may have instant access to the data available on the Internet. Kids who are curious about specific subjects can perform research instantly from their desk, table, or assigned station. Teachers can encourage cell phone use in the classroom by assigning specific tasks to students too. By assigning students to groups, then using a cell phone brought by a student, this tool offers unique ways to learn that may help kids become passionate about their education.

4. It offers a verification tool to students.
Students rely on the knowledge and wisdom of their teachers and textbook authors for a quality education. With the prevalence of misinformation available today (some would call it "fake news"), there is a need for data verification in the classroom today. Cell phones offer this as a possibility. They can look up something that their teacher or textbook told them to see if the information is accurate. The process of looking up the information then lodges that data into the learning centers of the brain, making it easier to recall in the future.

5. Students have access to more information thanks to cell phones.
The information access for students before cell phones entered the classroom was limited to encyclopedias, textbooks, and personal knowledge. You had to study these texts or listen to teachers to begin learning about specific subjects. Thanks to the presence of this technology, complete access to any subject is possible at schools today. Students can learn supplemental information about anything to include in their assignments.

6. Information access takes on new formats.
Older generations used to play different games in their classroom to facilitate learning. Hangman, charades, Bingo, Pictionary, and puzzles were often used to encourage student engagement with the curriculum. Cell phones take that concept to a different level, creating games where individual skill development happens while the intrinsic rewards of playing inspire higher levels of retainment. This technology can even help students learn new a new language thanks to free lessons provided by companies like LingoHut.

7. Cell phones create opportunities for social learning.
Being connected to friends through social media creates numerous positives for students today. It can be useful when engaging in homework collaboration. Kids can play games together to foster stronger bonds of communication. It connects kids who may not be able to see each other regularly. When there is a focus on the positive aspects of communication, mixed with some parental controls to limit content access, this advantage of using cell phones in the classroom is one to consider strongly.

8. It facilitates an individualized learning process.
The learning process must be highly individualized for it to be effective. Some students require silence to focus on the information presented to them. Others need music or white noise to stay on task. When mobile devices like cell phones are permitted in the classroom, they can be useful in the elimination of distractions. Although some kids will be distracted by the other options that this technology provides (games, social media, miscellaneous apps), with proper supervision, the benefits often outweigh the negatives.

9. Cell phones offer video learning access to the classroom.
Instead of investing in smart boards or video playback devices, schools can implement a bring-your-own-device policy for cell phones. This access creates opportunities for video learning that may not be available otherwise. Specific lessons are possible with this technology, creating an individualized learning environment even with 20+ students around. Headphones even reduce audio distractions for the other students in the classroom.

List of the Cons of Having Cell Phones in the Classroom

1. Children gain access to questionable content on cell phones.
Matt Walsh notes on his blog that child-on-child sexual assaults are increasing. One factor for this may be the exposure to pornography that is available to kids who don't have content protections installed on their devices. Among parents of children between the ages of 13 to 17, only 16% said they used parental controls to restrict cell phone use. Just 39% said they used those controls for the online activities of their teen.

Compared to computer use, those figures are staggering. 55% of parents use monitoring controls on their laptops or desktop computers at home. To avoid many of the negatives found with cell phone use, smartphones must be treated like the computers they are.

2. Cell phones open the possibility of cyberbullying.
We all encounter bullies throughout our lives. The issue with bullying will never likely go away, as most bullies act out because of their own uncertainties. When kids have access to a cell phone, then they are exposed to cyberbullying 24/7. Online apps, social media platforms, and other communication tools make it possible for cyberbullying to magnify its effect in ways that never happened before cell phones became widespread.

Having a cell phone in school increases the likelihood of bullying because of this access. Texts, voicemail, and online posts create new contact points which never existed before. When a bullying post is online, there's a good chance it will stay there forever.

3. There is a cost factor to consider.
The December 2018 rates for cell phone purchases through T-Mobile have the cost of a simple flip phone at $75. Purchasing an entry-level smartphone is $150. Even when these costs are broken into affordable monthly payments over 2+ years, there is the data plan and other elements of cell phone ownership to consider. Having cell phones in schools creates a divide between the "haves" and "have-nots" from a wealth perspective. Those who can afford this tool can use it for educational purposes. That creates a learning advantage over those who are struggling financially.

23% of students who own a cell phone do not have a smartphone in their possession. Only 65% of rural homes, compared to 83% of urban or suburban homes, own a smartphone which could be used in school. Unless districts fund cell phones for everyone, cost factors create education gaps with this technology.

4. Cell phones may create health concerns for students.
Children who receive exposure to the blue like produced by cell phone screens may have hyperactivity behaviors triggered. This technology provides a distraction in the classroom too, as most kids see a phone more as an entertainment device instead of it being a learning tool. Exposure to electronic screens can disrupt sleep patterns, create behavioral issues, and impact student weight if the device is used for too long.

Kids who use their cell phones at school, combined with other technologies, may spend over 10 hours each day in front of a screen of some type.

5. The use of a cell phone can be addicting to some students.
Cell phones offer kids access to social media platforms, talk, text, games, and much more. For some children, access to this tool is more than a distraction. It can become an addiction that impacts their learning potential and elements of their home life.

90% of teachers who have cell phones in the classroom say that the number of students with emotional challenges increased. Teens who spend 5 hours on a cell phone have a 71% higher risk of suicide compared to those who spend one hour per day. Even for eighth graders, there is a 27% higher depression risk with social media use through a cell phone.

6. Cell phones create risks outside of the classroom too.
According to statistics reported by TeenSafe, 58% of automotive crashes involve driver distractions for teens. 25% of all accidents in the U.S. are caused by texting while driving, resulting in almost 400,000 injuries. Texting behind the wheel is six times more dangerous than driving while intoxicated.

AAA released a poll showing that 94% of teen drivers know about the dangers of using a cell phone while driving, but 35% admit that they still choose these dangerous behaviors anyway. Teens are four times more likely than an adult to be in an accident or near-miss because of talking or texting on their phone. In 2016, 263 teens were killed because of distracting driving.

7. Cell phones open up a world of sexual predator contacts with kids.
Safewave published statistics about teen cell phone use and unwanted contacts with strangers. They found that 1 in 5 teens in the U.S. who are on the Internet regularly have received an unwanted communication involving sexual solicitation. Only 25% of the kids who had someone contact them for sex told their parents about the issue. Because 3 out of 4 kids above the age of 12 have regular access to a cell phone, contacts through social media platforms, text, and apps have a chance to rise.

Some kids are even meeting the people who contact them. 8% of teens say they met someone in real life when they met them online. 16% have said they've considered meeting someone.

8. It changes how kids perceive life when they have a cell phone.
We often think of our online communications as a sort of "Internet diary," except that is not the case. Most people only share the good things that happen to them throughout the day. The regular issues of life are then ignored. That structure creates the perspective that everyone else has a "perfect" life since each child deals with concerning issues every day in some way. That disconnect can lead to behavioral issues, distrust of their teachers, or concerns about the curriculum that is unwarranted. Cell phones in classrooms must be seen as tools, not a form of record-keeping.

9. Cell phones in the classroom may encourage cheating.
It only takes one search engine result to find an answer. If cell phones are permitted in classrooms during quizzes or testing, the temptation to cheat on an unknown answer may be too high for some students to overcome.

USA Today reports that one in three children in the United States uses a cell phone (or another device) to cheat. 60% of teens say they know or have seen others using connected devices in the classroom to cheat on exams or quizzes. Even school-owned devices created opportunities to cheat, with 54% of students saying they could access outside sides, including social media, on mobile devices that weren't their own.

These cell phones in the classroom pros and cons cannot provide an answer one way or the other about allowing this technology in schools. Some students may find it beneficial. Others may find it to be too distracting. With gaps in use coming from rural, small school districts, as well as impoverished urban areas, there are legitimate concerns about learning gaps occurring when using this technology. The bottom line is this: it is up to each teacher to decide if using cell phones benefits the lessons they teach.

Author Bio
Natalie Regoli is a child of God, devoted wife, and mother of two boys. She has a Masters Degree in Law from The University of Texas. Natalie has been published in several national journals and has been practicing law for 18 years.

# data[].attributes.attachment_link.title
18 Cell Phones in the Classroom Pros and Cons

# data[].attributes.attachment_link.description
The average child in the United States receives their first cell phone around the age of 10. Some kids receive theirs before the age of 8, while others are teens before having one.

# data[].attributes.attachment_link.title
Ancient Aliens: Incredible Area 51 Secrets Revealed (Season 15) | History

# data[].attributes.body
Space Exploration: The Age of Hubble

# data[].attributes.attachment_link.readable_text
The news of 1839 announcing the existence of a procedure to fix the images by chemical means caused a sensation: the daguerreotype was perceived as a prodigy. Other procedures soon appeared. The invention of the visiting card format and the standardization of practices opened the way to important photography studios specializing in portraiture.

The photography was used for documentary purposes: inventory missions, topographic surveys, identification cliches, scientific investigations and reports. Spread by books and the first illustrated magazines with photographic evidence, it accompanied industrial progress in the second half of the nineteenth century.

Quentin Bajac invites us to explore the limits and advances of photography's first fifty years and shows how some of the photographers of the time wanted it to be recognized as an art.
First photographic experiments
Around 1800, in England, Thomas Wedgwood managed to produce a negative black and white photograph in a darkroom on white paper or leather treated with silver nitrate, a white chemical that was known to darken when exposed to light. .

However, the image was not permanent, as it ended up completely darkening after a few minutes.
The first photograph
Photography, as we know it, was born in France in 1826 when Joseph Nicephore Niepce achieved the first photograph, "Point of view from the window at Le Gras". This image was made on a pewter sheet covered with bitumen diluted in lavender oil and recorded after 8 hours of exposure.

Daguerreotypes, emulsion plates, and wet plates occurred almost simultaneously in the mid-19th century after Niepce's discovery. These next three techniques were the ones that gave rise to the origin of modern photography.
The first color photograph
During the nineteenth century many chemists began to experiment to move from black and white photography to color photography. The first color photograph in history was baptized as "Tartan Ribbon" or "The Tartan Ribbon". This was taken in 1861 by photographer Thomas Sutton following the guidelines of British physicist James Clerk Maxwell.

The first color photograph was made with three negatives, which were obtained with blue, red and green filters. During development, these negatives were superimposed on a projection to create a single image.

This is how the first permanent color photograph was born in Great Britain, taken using a new 3-color additive system known as trichromacy.

However, this method did not fix the colors to the photo and, therefore, the first color photographic plate was patented in 1903 by the Lumiere brothers, which was brought to commercial markets in 1907 under the name Autochrome.

Years later, in 1935, the photographic plate was replaced by the first color photographic film invented by the Eastman Kodak Company and marketed as Kodachrome. But, in 1936 Agfa's version, called Agfa color, was here to stay.

# data[].attributes.attachment_link.description
The news of 1839 announcing the existence of a procedure to fix the images by chemical means caused a sensation: the daguerreotype was perceived as a prodigy. Other procedures soon appeared. The invention of the visiting card format and the standardization of practices opened the way to important photography studios specializing in portraiture.

# data[].attributes.attachment_link.title
Bizarre Alien Life Forms | Known Universe: Alien Contact

# data[].attributes.headline
What do other people think about Aliens Existing

# data[].attributes.subject
What do other people think about Aliens Existing

# data[].attributes.body
Members

741

5,768 posts

Posted September 6, 2011

My kids have lived in Crocs all summer. They hate wearing socks....they want something that they can just slip on and go. And I don't blame them. I have a pair of Toms that I have fallen in love with that I just slip on, with no socks. I literally wear them everywhere. I was thinking of getting them a pair of Toms each. For DD4, they would be $29. For DD7, they would be $38. Plus shipping. I know those are probably really good prices but I'm fairly cheap when it comes to kids shoes LOL.

But with summer coming to a close, the Crocs won't work all the time. I know we are in Florida, but it does cool off eventually LOL. And DD7 seems to get dirty feet due to the holes in the sides of the Crocs. She has to clean her feet upon coming home.

The Toms are meant to be worn without socks. Or I could get them a pair of slip on Vans that could be worn with socks. But they really don't like socks.

So how much do you spend on shoes for your kids?

# data[].attributes.headline
someone deleted my slide and I had a ton of useful work and its will take me a ton of time to find the websites and put them all up

# data[].attributes.subject
someone deleted my slide and I had a ton of useful work and its will take me a ton of time to find the websites and put them all up

# data[].attributes.body
and if you see anyone doing stuff they shouldn't then report them to Mrs. Pentz :(

# data[].attributes.body
baby pandas are at least 6-8 feet tall an adut pandas are 10-14 feet tall that is really tall

# data[].attributes.headline
paying students for good grade would encourage them  to keep doing good at class.when students are paid for good grades they learn that wo

# data[].attributes.subject
paying students for good grade would encourage them  to keep doing good at class.when students are paid for good grades they learn that wo

# data[].attributes.attachment_link.readable_text
Giant panda cub Fuhin, right, and her mother Rauhin are pictured at the Adventure World amusement park in the Wakayama Prefecture town of Shirahama, western Japan, on April 22, 2021. (Kyodo)

TANABE, Japan (Kyodo) -- Five-month-old giant panda Fuhin was displayed to the public Thursday at a western Japan zoo in the same room with her mother for the first time.

Fuhin weighed 157 grams when she was born on Nov. 22 at the Adventure World in Wakayama Prefecture, but she now weighs more than 8.5 kilograms. She started walking in March and her motor skills have developed, according to the zoo.

On Thursday, Fuhin walked about and played in the room while her mother Rauhin placidly ate her favorite bamboo shoots. They had previously been displayed to the public separately.

"She is so cute that I want to take her home. I hope she will grow up full of energy," cooed Masami Tsuji, a 46-year-old from Osaka Prefecture.

Due to the novel coronavirus pandemic, the zoo currently only allows 25 people to see the pandas at a time every four minutes.

# data[].attributes.attachment_link.title
Giant panda cub displayed in same room with mother in western Japan - The Mainichi

# data[].attributes.attachment_link.description
TANABE, Japan (Kyodo) -- Five-month-old giant panda Fuhin was displayed to the public Thursday at a western Japan zoo in the same room with her mother for the first time. Fuhin weighed 157 grams when she was born on Nov.

# data[].attributes.attachment_link.readable_text
Get the big sports news, highlights and analysis from Times journalists, with distinctive takes on games and some behind-the-scenes surprises, delivered to your inbox every week.

SIGN UP

# data[].attributes.attachment_link.description
Get the big sports news, highlights and analysis from Times journalists, with distinctive takes on games and some behind-the-scenes surprises, delivered to your inbox every week. SIGN UP

# data[].attributes.body
Ice skating the problem you can sprain your ancle

# data[].attributes.body
Ice scating you can learn how to do it from playing hockey

# data[].attributes.body
junk food

# data[].attributes.attachment_link.readable_text
Fast food or junk food is a generic term for all kinds of foods which are rich in energy, because they contain a lot of fat and sugar, as well as salt, but are relatively low in other important nutrients such as protein, fiber, vitamins, and minerals.

However, fast food is extremely attractive to most children because of the taste, comparatively lower price, and convenience (doesn't require any cooking or preparation). Since children typically do not understand how this kind of food negatively impacts their health, it can be quite addictive.

This article describes some important ways in which junk food harms children's health.

Negative Aspects of Junk Food

Regular junk food intake leads to long-term health problems such as obesity, accompanying emotional and self-esteem problems, and chronic illnesses in later life. A single fast food meal could add 160 and 310 extra kilocalories to the daily caloric intake for teenagers and younger children, respectively.

Lack of vitamins such as A and C, and minerals such as magnesium and calcium, encourage the development of deficiency diseases and osteoporosis, as well as dental caries due to higher sugar intake.

The presence of hazardous food coloring agents and/or unhealthy trans fats in many fast food items, and issues with food preparation safety, often complicate the issue further.

Food | Children's Health Crisis | NPT Reports

Atopy

Fast food intake more than three times a week is associated with greater odds of atopic disorders such as asthma, eczema or rhinitis, while asthma severity is almost 40% higher in teenagers and more than 25% in younger children.

Eating junk food 4-6 times a week leads to lower math and reading skills compared with the children who did not eat so much junk food.

Constipation

An overdose of calories, fats, sugars, and other carbohydrates in repeated meals changes the food desires of the child, and makes it less likely that the child will eat fibers, fruits, milk, and vegetables. This can result in greater chances of constipation.

Addiction

Eating a lot of fast food in childhood makes it hard to eat healthy in later life, even if related medical problems are already evident, because childhood food habits solidify by adulthood. The addictive taste of fast food makes it quite unlikely that the palate will later savor the less complicated and less spicy flavors of ordinary food.

Poor Academics

Fast food can lead to impaired academic performance because high sugar levels followed by sugar crashes and poor concentration levels make it difficult to accomplish tasks which need extended periods of focused attention. Blood sugar fluctuations can also result in mood swings and lack of alertness, lowering classroom participation.

Less Energy

Fast food can inhibit participation in extracurricular activities because it doesn't provide adequate nutrients for physical activity. Lack of physical activity not only keeps children out of peer groups but also impairs physical and mental health.

Depression

Obesity can result in lowered self-esteem, and perhaps depression. Some children who eat junk food are at risk of developing depression even without obesity. Depression in turn affects growth and development parameters, academic performance, and social relationships. It also results in a higher risk of suicide.

Sleep Disturbances

Pop and cola drinks often contain caffeine which can make bedtime an ordeal by postponing normal sleep-wake cycles.

Hyperactivity

Essential fatty acids are typically missing or lacking in fast foods. These include omega-3 and omega-6 polyunsaturated fatty acids which cannot be produced within the body, but are essential for the manufacture of cell membranes, and are also required in high concentrations within the brain and retina. The lack of such nutrients is thought to be associated with increased antisocial behavior, and perhaps with hyperactivity, though more research is needed to prove this.

Jamie Oliver TED Talk on Obesity and Food

Conclusion

Fast food intake definitely needs to be strictly controlled in children as it does no good and may do much harm. The antidote? Surprisingly, a simple increase in fruit intake can improve the mood and reduce the severity of atopic diseases. Stopping the marketing of junk foods directed at children with attractive characters and gifts may be one way to help children eat better. Another method is to make healthy food more easily available at affordable prices and in a more appealing format.

Further Reading

# data[].attributes.attachment_link.description
Fast food or junk food is a generic term for all kinds of foods which are rich in energy, because they contain a lot of fat and sugar, as well as salt, but are relatively low in other important nutrients such as protein, fiber, vitamins, and minerals.

# data[].attributes.body
this is about how thereare some heathy junk foods

# data[].attributes.attachment_link.readable_text
A high-protein snack will help you feel full for a long time compared to foods full of simple carbohydrates. Beef jerky is made by trimming as much fat from the meat as possible, seasoning it, then drying it. It's about as packed full of protein as you can get. If sodium is a concern for you, stick to the recommended serving. (Looking for variety? Consider some of these 11 jerky treats.)

# data[].attributes.attachment_link.description
We all crave junk food sometimes - fortunately not all junk food is equally bad for us. Pretzels, jerky, and even pork rinds can be healthier alternatives to potato chips and other snacks. Even a trip to McDonald's or Taco Bell can be OK if done right.

# data[].attributes.body
talks about the childes obisidy in school fast foods

# data[].attributes.attachment_link.readable_text
Abstract

Despite limited empirical evidence, there is growing concern that junk food availability in schools has contributed to the childhood obesity epidemic. In this paper, we estimate the effects of junk food availability on BMI, obesity, and related outcomes among a national sample of fifth-graders. Unlike previous studies, we address the endogeneity of the school food environment by controlling for children's BMI at school entry and estimating instrumental variables regressions that leverage variation in the school's grade span. Our main finding is that junk food availability does not significantly increase BMI or obesity among this fifth grade cohort despite the increased likelihood of in-school junk food purchases. The results are robust to alternate measures of junk food availability including school administrator reports of sales during school hours, school administrator reports of competitive food outlets, and children's reports of junk food availability. Moreover, the absence of any effects on overall food consumption and physical activity further support the null findings for BMI and obesity.

Keywords: Junk food, Competitive foods, Obesity

1. Introduction

The prevalence of childhood obesity in the US is at an all-time high with nearly one-third of all children and adolescents now considered overweight or obese ( Ogden et al 2008). Considerable attention has been focused on schools in an attempt to identify policy levers that will help reverse the obesity epidemic. In particular, the availability of "competitive foods", defined as foods and beverages available or sold in schools outside of the school lunch and breakfast programs, has been a much debated issue. On the one hand, opponents question the nutritional value of competitive foods and consider them the primary source of "junk foods" in schools. Indeed, the available evidence suggests that these foods are higher in fat compared with foods sold as part of the school meal programs ( Gordon et al 2007b, Harnack et al 2000, Wechsler et al 2000, Story, Hayes & Kalina 1996). On the other hand, supporters argue that revenues from these food sales provide much-needed funding for schools, especially in times of budgetary pressures ( Gordon et al 2007a).

The debate draws from largely cross-sectional research that rarely addresses the potential endogeneity of the school food environment. Our paper advances the literature by attempting to isolate the causal effect of junk food availability on children's food consumption and BMI. We use longitudinal data on BMI for a national sample of fifth graders from the Early Childhood Longitudinal Study - Kindergarten Class (ECLS-K) and an instrumental variables (IV) approach that leverages the well-documented fact that junk foods are significantly more prevalent in middle and high schools relative to elementary schools ( Finkelstein, Hill and Whitaker 2008). Plausibly exogenous variation in junk food availability across a cohort of fifth graders is identified using the grade structure in their schools. We argue that a fifth grader attending a combined (e.g. K-8, K-12) or middle school (e.g. 5-8) is more likely to be exposed to junk foods compared to a fifth grader in an elementary school (e.g. K-5, K-6), but that the school's grade span has no direct effect on a child's weight. First-stage regressions confirm that combined school attendance is a strong predictor of junk food availability. Further tests for instrument validity including an examination of sorting and peer effects support our use of the instrument.

We find that junk food availability has small positive associations with BMI and obesity in basic OLS models that only control for a limited set of covariates, but those associations become insignificant when controls for BMI at school entry and state fixed effects are added. Our IV models, which address potential bias in the OLS models, generate somewhat larger, albeit less precise, point estimates that are also not statistically significant. Even if the IV point estimates were statistically significant, they would still represent only minor increases in BMI and obesity, generally one-third of one percent. Moreover, reduced form estimates, which are more precisely estimated than IV estimates, provide further support because combined school attendance has no significant effects on 5 th graders' BMI and obesity. These results are robust to alternative measures of junk food availability and sample restrictions. The models also produce the expected findings on various falsification tests.

While we acknowledge their limitations, ancillary analyses of children's in-school junk food purchases, total consumption of healthy and unhealthy foods, and physical activity are consistent with our null findings for BMI and obesity. Our estimates suggest that the caloric contributions of in-school junk food purchases are likely to be small. Moreover, we find evidence consistent with substitution between in- and out-of-school consumption. Specifically, the total amount of soda and fast food consumed in- and out-of-school, is not significantly higher among those children with greater exposure to junk food in school (i.e. attending a combined school). And, finally, we find little support for the notion that children substitute calories from healthy foods or increase their physical activity to compensate for increased junk food intake.

The remainder of this paper is organized as follows. We first discuss junk food availability in schools and the findings from the existing literature in Section 2. Section 3 describes our data and relevant analysis variables. In Section 4, we describe our empirical strategy, which leverages longitudinal information on BMI and implements an instrumental variables approach to identify the causal impact of junk food availability. In Section 5, we first discuss our main results for children's BMI and obesity and then support these findings with robustness checks and falsification tests. We also present supporting evidence from models of in-school purchases of junk food, total consumption of various healthy and unhealthy items, and physical activity. Finally, Section 6 concludes with the policy implications of our findings.

2. Background and Literature

Competitive foods are sold through a la carte lines, vending machines, school canteens/stores, and fundraisers and, in contrast to the federally-reimbursable school meal programs, are not subject to federal nutritional standards. As a result, competitive foods account for much of the variation in the food environment across schools. Competitive foods are available in a large share of schools, although the availability of these foods varies significantly across elementary, middle, and high schools. For example, as many as 97% of high schools and 82% of middle schools have vending machines compared to only 17% of elementary schools ( Gordon et al 2007a). However, a la carte lines, which are the predominant source of competitive food sales, operate not only in most high (93%) and middle (92%) schools, but also in a large proportion of elementary schools (71%) ( Gordon et al 2007b).

Sales of competitive foods have the potential to generate significant revenues for schools. During 2005-2006, middle and high schools earned an average of $10,850 and $15,233, respectively, from a la carte sales alone ( Gordon et al 2007a). In addition, nearly a third of high schools and middle schools earned between $1,000-$9,999 during that same year from vending machines, another ten percent earned between $10,000-$50,000, and a small number earned in excess of $50,000 per year. These revenues may in turn be supplemented by on-site school stores and pouring contracts with beverage companies. While availability and revenues were less common in elementary schools, nearly half of elementary schools had pouring rights contracts, and competitive food sales from fundraising activities were also common.

The U.S. Department of Agriculture's regulations on competitive foods in schools had been comprehensive, but in 1983, a successful lawsuit by the National Soft Drink Association limited the scope of these regulations to food service areas during meal hours ( Institute of Medicine 2007). In recent years, several states, districts, and schools have enacted competitive food policies that are more restrictive than federal regulations. And, between 2003 and 2005, approximately 200 pieces of legislation were introduced in US state legislatures to establish nutritional standards in schools or to address the availability or quality of competitive foods ( Boehmer et al 2007). At the federal level, legislation was passed in 2004 requiring local education agencies to develop a "wellness policy" by 2006 that included nutrition guidelines for all of the foods available in schools. More recently, there has been debate in the US Congress over enacting an amendment to the farm bill that would further restrict the sale of unhealthy foods and beverages in schools ( Black 2007). At the local level, two of the largest school districts in the nation, New York City Public School District and Los Angeles Unified School District, imposed a ban on soda vending in schools in 2003 and 2004, respectively.

Despite the growing support for competitive food regulation, it is hard to deny opponents' claims that the evidence against competitive foods is limited. Existing research does show that competitive food availability is associated with a decline in nutritional quality of meals consumed at school ( Cullen et al 2000, Cullen & Zakeri 2004; Templeton, Marlette & Panemangalore 2005).1 However, less is known about the effects on overall diet quality (consumed both in and out of school) and children's weight. The literature does provide some evidence of substitution of caloric intake across meals and locations among adults ( Anderson and Matsa 2011), but the evidence is less clear regarding children for whom parental oversight can also play a role. Only Kubik and colleagues have examined 24 hour dietary recall (2003) and BMI (2005) among children, however these studies are based on small cross-sectional samples and do not address the potential endogeneity of the school food environment.2,3

The only effort to address endogeneity is in Anderson and Butcher (2006), who use national data on adolescents aged 14-20 years to examine whether various school food policies influence BMI (based on self-reported height and weight data). In the absence of a single data source containing information on school food policies and BMI among adolescents, the authors use a two-sample IV approach that employs county, state, and regional characteristics as instruments to capture budgetary pressures on schools. They find that a 10 percentage point increase in the proportion of schools in the county that offer junk foods leads to a 1 percent increase in BMI. But this effect is primarily driven by adolescents with an overweight parent, which the authors interpret as a measure of family susceptibility.4 Their IV approach constitutes an innovation over the literature, but the authors acknowledge that their results may be undermined by a weak first stage.

Our paper adds to the existing literature in its sample, methodology and scope. First, to our knowledge, ours is the only study that addresses the endogeneity of the school food environment among younger children. The focus on fifth graders is useful because junk food regulations are increasingly targeting elementary and middle schools.5 And our national sample of children provides a larger and more representative sample with significant variation in school environments. Second, our data contain actual measurements of children's height and weight, unlike the self-reports from other national datasets that have been used to examine this question previously. Third, our approach improves on the common cross-sectional designs by controlling for children's BMI at school entry and state fixed-effects, and leveraging variation in schools' grade spans to estimate IV models. Finally, unlike previous studies, we also provide evidence on the underlying mechanisms by examining effects on food consumption and physical activity.

3. Data

The ECLS-K is a panel dataset on a nationally representative cohort of kindergarteners in the U.S. who entered school in fall 1998. In the fall and spring of kindergarten and the spring of the first, third, and fifth grades, the study collected information from the children and their parents, teachers, and schools on children′s cognitive, social, emotional, physical development (including BMI), and their home, classroom, and school environments. One limitation is that the information on the school food environment and children's food consumption was collected only in the fifth grade. Our analysis sample includes the approximately 9,380 children attending the fifth grade in public and private schools in the 2003-04 school year.6 In this section, we describe the key variables for our analyses.

3.1. Dependent Variables Measuring BMI, Food Consumption and Physical Activity

Body Mass Index (BMI)

A distinct advantage of the ECLS-K is that it collected height and weight measurements from children at kindergarten (school) entry and in the spring of kindergarten and first, third, and fifth grades. Measurements are superior to self- or parent-reported height and weight data that may introduce non-random measurement error. These measurements are used to compute BMI, defined as weight in kilograms divided by height in meters squared. The average BMI in our sample during the fifth grade is 20.4 ( Table 1 ). Approximately 20% of the ECLS-K sample is categorized as obese - this is nearly identical to prevalence rates among 6-11 years olds from the 2007-8 National Health and Nutrition Examination Survey ( Ogden et al 2010).7

Junk Food Purchase in School

The food consumption questionnaire collected information on in-school junk food purchase during the fifth grade. These questions asked children about their purchases of sweets, salty snack foods, and sweetened beverages (hereafter, referred to as "soda") during the previous week.8 A substantial majority of the children did not purchase junk food in school during the reference week: 77% for sweets, 84% for salty snacks, and 88% for soda (see Appendix Table A1 ). But a large share of these children did not have junk food available in their schools (see Section 3.2). Conditional on availability, about half the sample purchased any of these unhealthy foods at least once a week in school. Among those who did purchase, the modal response was 1 to 2 purchases per week: 68 percent for sweets, 72 percent for salty snacks, and 70 percent for soda.9

Total Consumption of Selected Foods and Beverages

The child food consumption questionnaire asked about the frequency of overall consumption of specific food items during the past week. Children were asked to include foods they ate at home, at school, at restaurants, or anywhere else. We examine the consumption of two unhealthy items - soda and fast food, and six healthy food items - milk, green salad, potatoes10, carrots, other vegetables, and fruits. The percentage of children not consuming any soda or fast food during the previous week was 16 and 29 percent, respectively, with modal responses at 1 to 3 times per week (see Appendix Table A1 ). Among the healthy foods, green salad, carrots and potatoes were consumed most infrequently with nearly half of children reporting no consumption during the past week. The modal responses for the other healthy foods were 1 to 3 times during the past week.

3.2. Junk Food Availability

Detailed information on junk food availability in schools was collected from the school administrators and from children in the fifth grade. School administrators were asked whether students could purchase 17 individual food and beverage items, either from vending machines, school store, canteen, snack bar or a la carte items from the cafeteria during school hours. From these responses, we constructed an indicator variable of junk food availability in school that equals 1 if the administrator reports that students can purchase food and beverage items containing high sodium and/or sugar, including candy, chocolate, baked foods (e.g. cookies), salty snacks (e.g. potato chips), ice cream or frozen yogurt, or sweetened beverages during school hours, and zero otherwise.11 Based on these school administrator reports, approximately 61 percent of the children had junk food availability in school. For robustness checks, we also considered two alternative measures of availability. The first is based on whether the modal child at each school reports that foods containing sugar, salty snacks, or sweetened beverages can be purchased at school. Based on this measure, about 75 percent of the children had junk foods available. And the second is based on whether the administrator reports any of the following competitive food outlets operate in the school: vending machines, school stores, canteens, snack bars, and a la carte lines. About 60 percent of the sample had at least one competitive food outlet.12

4. Empirical Approach

4.1. Econometric Model

The relationship between junk food availability and children's BMI in fifth grade can be estimated cross-sectionally using the following linear regression model.

where, BMI iks, denotes fifth grade BMI for child i attending school k located in state s, JF k captures junk food availability in the child's school, X i and S k are the vectors of individual/family (gender, age, age interacted with gender, race/ethnicity, mother's education, household income) and school characteristics (private/public, percent minority, enrollment, urbanicity, state/region), respectively, and εiks is the error term. The child's baseline BMI (BBMI i) is included to address potential heterogeneity that can bias OLS estimates such as student demand for junk foods, genetic susceptibility, and sorting. Because junk food availability is collected only in fifth grade, we do not know the length of exposure during prior school years. Therefore, BMI at school entry is the preferred baseline because it is measured prior to any exposure to the school food environment. Finally, since states differ markedly in terms of obesity prevalence in their populations as well as the policy environment geared towards combating obesity, we include state fixed effects (θ s) to control for state-specific time-invariant unobserved heterogeneity that may be correlated with school food environments and children's weight.

The parameter of interest in Equation (1) is β ₁. Obtaining an unbiased estimate of β ₁ is challenging because the school food environment is not exogenous to the outcomes of interest. Schools that serve high-fat, energy-dense junk foods may differ on many observable and unobservable factors that are correlated with children's weight and dietary behavior. In particular, the decision to offer junk foods in schools may be influenced by a variety of factors including budgetary pressures, demands of the student population, parental involvement, and state/district policies. These factors could independently influence children's weight as well. For example, budgetary pressures may induce schools or districts to scale back or eliminate physical education programs, which might increase children's weight. As a result, coefficient estimates from the ordinary least squares (OLS) estimation of Equation 1 would be biased.

4.2. Addressing Endogeneity of Junk Food Availability in Schools

We address the potential endogeneity of junk food availability using instrumental variables. Specifically, we estimate the model in Equations (2.1) and (2.2) using Two-Stage Least Squares.

Equation 2.1 represents the first-stage regression where junk food availability (JF k) is regressed on the combined school attendance instrument (CS k), individual (X i) and school (S k) characteristics, baseline BMI (BBMI i), and state fixed effects (θ s). Equation 2.2 represents the second stage where children's BMI (or obesity) is regressed on the predicted availability of junk foods from the first stage (ĴF k) in addition to the common covariates.

We also report results from the reduced form, which regresses BMI or obesity directly on the instrument ( Equation 3). These results have the advantage of being unbiased and providing evidence of whether a causal relationship exists in the regression of interest.13

4.2.1. Instrument

Our sample consists of a single cohort of 5 th graders attending schools with a variety of grade spans. Given that junk food availability is significantly higher in middle and high schools compared to elementary schools, a potentially useful instrument for junk food availability is whether the 5 th grader attends a combined school (defined as the highest grade is seventh or higher) or whether the 5 th grader is in an elementary school (defined as highest grade is 5 th or 6 th). Our instrument considers only this dichotomy of school type: elementary versus combined. Over 70 percent of our sample attends elementary schools while the remainder attends combined schools usually with grade spans of K-8, K-12 and 5-8 (see Appendix Table A2 ).

For combined school attendance to be a valid instrument, it must be the case that the school's grade span has no direct effect on children's weight except through the junk food environment. One potential concern is that there may be unobserved factors that are correlated with both the likelihood of combined school attendance as well as BMI. For example, it is well known that states differ markedly in the prevalence of childhood obesity. But, states are also likely to differ in terms of factors that contribute to school grade span such as: (1) the size of the school-age population, (2) its distribution within the state, (3) differences in the educational systems and policies, as well as (4) education budgets. Similarly, school grade span can vary across urban versus rural areas (even within states), with the latter more likely to have combined schools largely because of a smaller school-age population. The inclusion of state and urbanicity dummies in our regressions controls for unobserved differences across states and across rural/urban areas that may be correlated with combined school attendance (or grade span, more generally) and BMI.

Another potential concern with this identification strategy is that variation in grade span exposes children to older peers who may influence obesogenic behaviors. Peers, defined broadly, have been shown to influence a wide range of adolescent behaviors and outcomes.14 However, of particular relevance to our identification strategy is the literature examining a specific type of peer effect, namely, the effect of exposure to older peers due to school grade span.

Several studies have examined peer effects on academic, social-behavioral and substance use outcomes by leveraging variation in school grade span ( Clark and Folk 2007; Clark and Loheac 2007; Eisenberg 2004; Bedard and Do 2005; Cook et al 2008). Most studies compare students in the same grade who attend middle versus combined schools or middle versus elementary schools.15 These studies generally find that 6 th or 7 th graders who attend middle school fare poorly compared to those who attend elementary or combined schools.16 However, we are not aware of any studies that compare children in the same grade level who attend elementary versus combined schools. The exception is Rickles (2005), whose findings suggest inconsistent effects of elementary versus combined schools attendance on achievement.

Furthermore, there is very limited evidence on the influence of older peers on food choices. Cullen and Zakeri (2004) compared changes in food consumption of 4 th graders who transitioned to middle school in 5 th grade and gained access to school snack bars to changes in food consumption of 5 th graders who were already in middle school. Fourth graders who transitioned to middle school consumed fewer healthy foods compared with the previous school year, but it is not clear whether this was due to the presence of older peers or the change in school food environment.

Overall, the literature suggests that the presence of older peers may adversely affect academic and social behavioral outcomes, but there is less evidence to support effects on their eating behaviors. Nevertheless, if such an effect exists, the potential bias in our IV estimates due to peer effects is likely to be upward. That is, 5 th graders might emulate older peers who are more likely to consume junk foods in school and would therefore tend to be overweight, independent of the school food environment. In that case, an insignificant finding is unlikely to be undermined.

4.2.2. Checks for Instrument Validity

Identification in our IV models relies on the assumption that, conditional on state and urbanicity dummies, the school's grade span does not influence BMI except through differences in the availability of junk foods. Districts typically determine the grade span at the time of the schools' opening based on a number of factors including transportation costs, length of bus ride, desired number of transitions, population size, site availability, preferred school size, and likelihood of parental involvement ( Paglin and Fager 1997) rather than children's health outcomes. Changes in grade span over time are possible, but infrequent and similarly-motivated. For example, in our ECLS-K sample, less than 4 percent of the children who remained in the same school between kindergarten and fifth grade experienced a grade-span change from combined to elementary school or vice-versa. While unlikely, it is nevertheless possible that schools may change grade span in response to children's physical size. Therefore, below we report results from several tests that support the validity of our instruments. These analyses are based on our preferred specification, which controls for the full set of covariates, including state and urbanicity dummies and baseline BMI.

First, we report first-stage estimates of the effect of our instrument - combined school attendance - on junk food availability in school. The first-stage estimates show that combined school attendance significantly increases the likelihood of junk food availability with an F-statistic on the instrument that exceeds 22 ( Table 2 ).

Second, since our instrument leverages across school variation we might be concerned that selection into different schools (or communities) might undermine the validity of our instrument. To test for differential selection into combined versus elementary schools, we regress BMI, obesity, test scores, social-behavioral outcomes, and parental involvement measured in kindergarten on combined school attendance in 5 th grade ( Table 3 ).17 Because these outcomes are determined prior to exposure to school, these comparisons allow us to test for selection. The results suggest that, conditional on observed characteristics, combined school attendance is uncorrelated with pre-exposure BMI, obesity, test scores, social-behavioral outcomes and parental involvement.

Third, another concern is that combined school attendance might generate peer effects on BMI, obesity, food consumption and physical activity, independent of junk food availability. We test for the presence of peer effects by regressing these outcomes on combined school attendance using only the sample of schools that do not offer junk foods ( Table 4 ). The results do not provide any support for peer effects on BMI, obesity, food consumption or physical activity.18

Overall, the instrument appears to be strongly predictive of junk food availability and there is no evidence that selection or peer effects threaten its validity.

5. Results

We now turn to our main results, which examine the effects of junk food availability on BMI and other outcomes. We first estimate basic OLS models of BMI and obesity, then augment with state fixed effects and baseline BMI to address omitted variable bias and selection, and finally estimate the IV and reduced form specifications (Section 5.1). In Section 5.2, we examine the sensitivity of our results to alternate measures of junk food availability and various sample restrictions. We also report findings from falsification tests. And finally, in Section 5.3, we describe results from ancillary regressions that explore the potential mechanisms underlying our BMI findings. In particular, we examine in-school and total consumption of selected foods and beverages and the availability of and participation in physical activity.

5.1. BMI and Obesity

Our main results focus on whether the availability of junk foods increases BMI and obesity among 5 th graders ( Table 5 ). Columns 1 and 4 in Panel A show the results of basic OLS regressions of log BMI and obesity, respectively, on junk food availability controlling for child, household, and school characteristics.19 These regressions yield a statistically significant increase in both BMI and obesity when junk food is available, although the point estimates are small. The inclusion of state fixed effects and urbanicity dummies (Panel A, columns 2 and 5) and then baseline BMI measured in kindergarten (Panel A, columns 3 and 6) eliminates the significant coefficients. The fully-specified OLS models have very small, precisely estimated, and statistically insignificant point estimates.

However, the coefficients from these OLS models may be biased if junk food availability is related to unobserved determinants of children's BMI. For example, districts with a large population of students at risk for obesity may adopt more stringent nutritional policies that reduce the availability of junk foods in school. In such situations, OLS regressions may show no significant relationship or even a negative relationship between junk food availability and BMI. OLS estimates might also suffer from attenuation bias due to the presence of measurement error in the junk food availability measures.

To address these issues, we estimate instrumental variables (IV) and reduced form regressions using grade span as the instrument: whether the 5 th grader attends a combined school with older peers.20 The IV point estimates are relatively larger than the OLS estimates, but less precisely estimated rendering them statistically insignificant ( Table 5 , Panel B).21, 22 IV estimates from models that do not control for state and urbanicity dummies and baseline BMI (columns 1 and 4) are much larger than those in our preferred specification (Columns 3 and 6), although they are not statistically significantly different from each other. Even if the IV point estimates in our preferred specification (columns 3 and 6) were significant, they would represent only small increases in BMI and obesity of less than one-third of one percent. Hausman tests that check for the endogeneity of junk food availability by comparing estimates from the fully-specified OLS regression with the IV cannot reject the null hypothesis that both estimates are consistent. Therefore, we also report the reduced form estimates of BMI and obesity regressed directly on our instrument ( Table 5 , Panel C). The coefficients on the instrument are close to zero and very precisely estimated, which further confirm the null findings. Given concerns about unobserved heterogeneity in the OLS specifications and the larger standard errors in the IV specifications, the reduced form estimates are preferred.

5.2. Sensitivity and Falsification Checks

We conducted a number of sensitivity analyses to test the robustness of our findings. In this section, we report results from a few key analyses and then turn to falsification tests.23 These analyses control for the full set of covariates, including state and urbanicity dummies and baseline BMI.

For the sensitivity analyses, we first re-estimate our BMI and obesity regressions with the two alternate measures of junk food availability ( Table 6 ). Both the child-reported measure of junk food availability and the school-administrator reported measure of competitive food outlet show no effect of junk food availability on BMI or obesity. Next, we re-estimate the models with the exclusion of three particular groups that might confound our instrument ( Table 7 ). First, because combined schools are much more likely to be private, our instruments may simply capture variation across public versus private schools students, even though the regressions control for private school attendance. We re-estimate the models on a sample that excludes children who attend private schools ( Table 7 , Panel A) and find no effects on BMI and obesity.24 Second, even though Section 4.2.2 suggests there are no peer effects on BMI and related behaviors, we test the sensitivity of our results to exclusion of the oldest peers (e.g., grade 9 or higher), but still find no evidence of an effect on BMI and obesity ( Table 7 , Panel B). Finally, children who switch schools for unobservable reasons potentially related to junk food availability may bias our estimates, but estimates from models that exclude children who changed schools between kindergarten and fifth grade confirm no effects ( Table 7 , Panel C). The point estimates from the OLS, IV and reduced form regressions for these sensitivity checks are essentially zero, though less precisely estimated in the IV models.25

As falsification tests, we examined whether junk food availability in the fifth grade influenced children's height in the fifth grade and their pre-exposure BMI. Height should clearly be unrelated. And indeed, the coefficients are essentially zero and insignificant ( Table 8 ). Because BMI and obesity in kindergarten is measured prior to exposure to junk foods in school, any effects would suggest unobserved heterogeneity. The OLS, IV and reduced form point estimates are close to zero (though the IV estimates are less precise) and the reduced form specifications also show no relationship ( Table 9 , Panel A). Results for BMI and obesity measured in first and third grade likewise confirm insignificant effects of junk food availability during fifth grade ( Table 9 , Panels B and C). However, because our data do not contain information on junk food availability prior to 5 th grade, these results are also consistent with the absence of junk foods in earlier grades.

5.3. Effects of Junk Food Availability on Food Consumption and Physical Activity

The consistent lack of significant findings for BMI and obesity raises questions regarding how the energy balance equation is affected by junk food availability. While we cannot measure children's energy intake and expenditure explicitly with these data, we can examine whether junk food availability influences general food consumption patterns and physical activity. Unlike BMI and obesity, the consumption and physical activity measures are based on parents' and children's reports. As a result, they are subject to measurement error and consequently produce noisier estimates particularly for the IV models. Nevertheless, they represent our best opportunity for understanding important mechanisms underlying our null finding. Therefore, for the in-school junk food purchases, total consumption, and physical activity analyses, we focus mainly on the reduced form results (though we provide OLS results for comparison).26

5.3.1 In-School Purchases and Overall Consumption

One potential explanation for our null findings for BMI and obesity may be that availability does not impact overall food consumption. This may happen for several different reasons. First, young children may not purchase significant amounts of junk food in school either due to limited access to such foods or fewer discretionary resources to purchase them. Second, children may not change their total consumption of junk food because junk food purchased in school simply substitutes for junk food brought from home. Or third, children may not change their overall consumption during the day, but simply substitute between junk food consumed in-school and out-of-school.

Unfortunately, we cannot completely separate out these possible explanations because the ECLS-K does not provide us with full information about the daily dietary intake of each child. However, we do have information about in-school purchases of foods with sugar, salty snacks, and sweetened beverages for those children with in-school availability. We also have total (in-school plus out-of-school) consumption of soda, fast food, and a variety of healthy foods for all children in the sample. While not definitive, we can use this information to gain some insight into underlying eating behaviors and lend support for our BMI and obesity findings.

Not surprisingly, our analysis of in-school consumption of junk foods does confirm that children purchase junk food when it is available.27 The OLS estimates show a significant relationship for purchases of all types of junk food when junk foods are available in schools ( Table 10 , Panel A). And the reduced form estimates show that children in combined schools are between 5 and 9 percentage points more likely to purchase junk foods compared to those in elementary schools Table 10 , Panel B).

To provide a sense of the caloric contribution of these purchases, we multiplied the increase in the probability of purchase from attending a combined school by the median number of times that food was purchased among children who purchased at least once, by the number of the calories per unit.28 Summing across the three junk food groups yields 50 calories per week (7 calories per day) from in-school junk food purchases. The caloric contribution of in-school purchases is much higher (435 calories per week or 62 calories per day for the median child) among children who purchase these foods (as opposed to merely having them available). But even the 62 calories per day represents less than a quarter (23 percent) of the daily discretionary calorie allowance (267 calories) for a moderately active fifth grader.29

It is possible that children substitute in-school purchases for snacks brought from home or eaten at home either due to satiation or parental monitoring. With our simple dietary recall measures, we cannot explicitly test the nature of potential substitution. We can, however, examine the total intake of soda and fast food consumed in and out of school. Soda is of particular interest because it is the only item for which children were asked about both their in-school and total consumption separately. Fast food, on the other hand, does not correspond exactly to the in-school snack food consumption categories. We find that junk food availability is not associated with significant increases in children's total consumption of soda or fast foods ( Table 11 , Columns 1 and 2).30 The OLS regressions show negative, though generally insignificant, estimates.31 More importantly, the reduced form estimates confirm that there is no relationship between combined school attendance and total consumption of soda and fast food. The fact that children who consume soda and other junk food in schools show no evidence of an increase in total consumption provides support for the substitution hypothesis. This finding is also consistent with the literature, which indicates that only 27 percent of soda and sweetened drinks consumed in elementary schools are bought at school compared to 67 percent brought from home ( Briefel et al 2009).

While BMI is a widely-used outcome measure, it does not capture nutritional changes. Just because children are not gaining weight does not mean that their diets are not adversely affected by junk food availability. If children are consuming junk food in lieu of healthy foods, there may still be concerns about their nutrition. Columns 3 through 8 of Table 11 examine whether children with in-school availability of junk foods consume less milk, green salad, carrots, potatoes, other vegetables, and fruit. The OLS results show no significant associations with junk food availability. Moreover, reduced form regressions also show that combined school attendance does not significantly impact total consumption of the healthy foods.32

6. Conclusion

Junk food availability is a prominent issue for middle and high schools in the U.S. However, there is also widespread legislation and regulation targeting junk foods even in elementary school ( Trust for American's Health 2009). Young children's access to junk foods in school is an important concern due to the strong correlation between childhood overweight and obesity in adolescence and adulthood ( Institute of Medicine 2005). In this paper, we examined whether junk food availability increased BMI and obesity among a national sample of 5th graders. Those 5th graders who attend a combined school are much more likely to have junk food availability relative to those in elementary school. While estimates from naïve models that only control for a limited set of covariates suggest a positive association between junk foods in school and BMI and obesity, fully-specified OLS models that control for BMI at school entry and state fixed-effects demonstrate no statistically or economically significant relationships among these young children. Likewise, the IV and reduced form models, which are not subject to the potential bias undermining OLS models, confirm the null findings for BMI and obesity. These results are not sensitive to various robustness checks including alternate measures of junk food availability and sample restrictions.

Finally, we provide further support for the null findings by examining in-school and overall food consumption patterns as well as physical activity. The null effects on BMI and obesity cannot be explained entirely by limited access or limited discretionary resources among young children because 5 th graders do purchase junk food when it is available in schools. However, our results suggest that the caloric contribution of in-school purchases is likely to be small. Moreover, we find no evidence of significant changes in the overall frequency of consumption of soda and fast food, which is consistent with children substituting in-school purchases of junk food for that taken from or eaten at home. Alternative explanations such as compensatory changes children's consumption of healthy foods and in their opportunities for and participation in physical activity do not appear to play a significant role in explaining our null findings for BMI and obesity.

Our findings may have implications in the current economic environment. Half of the states are projecting budget shortfalls that threaten staffing, compensation, extracurricular activities, and policy initiatives such as mandated limits on class size.33 Many schools subsidize their funding with revenue from the sale of junk foods. In total, elementary schools earn approximately $442 million annually from junk food sales ( Institute of Medicine 2007). In light of our findings, certain policy measures, such as outright bans on junk food sales (at least among elementary school children), might appear premature given that they remove a key source of discretionary funds.

While our results are robust, we caution that we could not consider the full range of consequences of junk food availability. Not only are the dietary intake measures in the ECLS-K limited, but we are also not able to examine whether related health outcomes such as diet quality or dental caries are influenced by junk food availability. Also, we are unable to examine the generalizability of our findings to older children who may have greater junk food access and intake both in and outside school. And finally, we could not consider whether exclusive contracts between schools and beverage/snack companies influence students' food choices in the longer run through product or brand recognition. Additional research is necessary to fully understand the potential consequences before costly legislation is implemented. Such research might also consider the consequences of junk food regulations on school finances and the extent to which these financial consequences could be mitigated by the sale of more nutritious alternatives or through alternative financing mechanisms.

​

Table A4

Externalizing
BP Score

Internalizing
BP Score

Self-Control/
Interpersonal Skills
Score

Reading
Score

Math Score

Combined school attendance

0.154**

0.059

−0.115*

0.146

0.767

[0.044]

[0.037]

[0.050]

[1.102]

[1.187]

Observations

2780

2730

2670

2910

3170

Acknowledgments

This research was funded by grants from the Robert Wood Johnson Foundation's Healthy Eating Research Program, NIH R01 HD057193, the Bing Center for Health Economics at RAND, and the RAND Labor and Population Program. All opinions are those of the authors and do not represent opinions of the funding agencies.

Footnotes

¹Other studies have examined the effects of price reductions, increases in availability, and promotion of low-fat foods in secondary schools on sales and purchases of these foods ( French et al 2004, 2001, 1997a, 1997b, Jeffery et al 1994) as well as their consumption ( Perry et al 2004) within experimental settings and found positive effects.

² Kubik et al (2003) find that a la carte availability in school is negatively associated with overall intake of fruits and vegetables and positively associated with total and saturated fat intake among 7 th graders attending 16 Minneapolis-St Paul schools. Using the same data, Kubik et al (2005) show that using competitive foods as rewards and incentives is positively associated with BMI.

³Also, using the ECLS-K, Fernandes (2008) found small positive associations between soda availability in schools and both in-school and overall soda consumption of fifth graders.

⁴ Their results for the other school policies, pouring rights contracts, and food and beverage advertisements are smaller and less precise.

⁵ For example, California's first nutrition policy (SB 677) implemented beverage standards for elementary and middle schools, not high schools.

⁶ All sample sizes have been rounded to the nearest 10 per the ECLS-K's restricted-use data agreement.

⁷Obesity is defined as BMI greater than the 95 th percentile for age and gender on the Center for Disease Control growth charts.

⁸ Sweets include candy, ice cream, cookies, brownies or other sweets; salty snack foods include potato chips, corn chips, Cheetos, pretzels, popcorn, crackers or other salty snacks, and sweetened beverages include soda pop, sports drinks or fruit drinks that are not 100 percent juice.

⁹ To validate the ECLS-K estimates, we examined the Third School Nutrition and Dietary Assessment Study (SNDA-III), which collected 24-hour dietary recall from 2,300 children attending a nationally representative sample of public schools in 2005. Similar to the ECLS-K, eighty percent of elementary school children reported no competitive food purchases. Among children who made a purchase, the median daily caloric intake from these foods was 185 calories. The SNDA estimate is higher than our ECLS-K estimates (62 calories reported in Section 5) because it includes healthy foods purchased from competitive food venues: for example, milk was by far the most popular item purchased from competitive food venues and yogurt also ranked highly.

¹⁰ The "potatoes" category excluded French fries, fried potatoes, and potato chips.

¹¹ The questionnaire separately asked about availability of high- and low-fat options for baked foods, salty snacks, and ice cream/frozen yogurt/sherbert. We include both the low- and high-fat options in our measure, however, in sensitivity analyses, we used only the high-fat versions to construct our school-administrator based measure of junk food availability and found results to be similar.

¹²We rely mainly on the first measure of junk food availability because it is the most specific with respect to the quality of foods and because school-level policies regarding junk food availability are frequently set by school principals and staff ( Gordon et al 2007a). We prefer this measure over the simple dichotomy of having any (unregulated) competitive food outlets because the outlet-based measure does not differentiate the type of foods sold (e.g. milk vs. soda). We also prefer it over the child-report because children who do not consume junk foods are less likely to accurately report availability and because children reported only the availability of any sweets, salty snacks, or sweetened beverages, but did not differentiate specific items (e.g. low-fat vs. high-fat).

¹³The value of reduced form regressions has been highlighted by Angrist and Krueger (2001) and, more recently, Chernozhukov and Hansen (2008) formally show that the test for instrument irrelevance in the reduced form regression can be viewed as a weak-instrument-robust test of the hypothesis that the coefficient on the endogenous variable in the structural equation is zero.

¹⁴This literature examines peer effects on a wide range of outcomes including substance use ( Lundborg 2006; Eisenberg 2004; Case and Katz 1991; Gaviria and Raphael 2001), crime ( Case and Katz 1991; Glaeser, Sacerdote, and Scheinkman 1996; Regnerus 2002), teenage pregnancy ( Crane 1991; Evans, Oates and Schwab 1992), discipline ( Cook et al 2008), academic achievement ( Hanushek et al 2003; Cook et al 2008), adolescent food choices ( Perry, Kelder, Komro 1993; Cullen et al 2001; French et al 2004) and weight ( Trogdon, Nonnemaker and Pais 2008).

¹⁵However, Clark and Loheac (2007) estimate how substance use behavior of students within the same school who are one year older influences adolescent substance use and find a positive relationship.

¹⁶One exception is Eisenberg (2004) who finds that 7 th and 8 th graders who attend schools with older peers are no more likely to use substances relative to those who attend schools with younger peers.

¹⁷We also examined unadjusted differences in children's individual, family and school characteristics during the 5 th grade (see Appendix Table A3 ). There were slight differences for some of the covariates. However, there was no overall pattern in the socioeconomic factors that would threaten the validity of the IV approach: that is, some differences imply better BMI outcomes for one group and others worse. For example, in our sample, elementary school students are more likely to be Hispanic and Asian while combined school students are more likely to be white. There are no differences in the share that are Black. Similarly, there is no consistent pattern in maternal education. Elementary school students are more likely to have poorly and highly educated mothers (less than high school, more than Bachelors).

¹⁸ To check whether these null findings are merely due to lack of power instead of absence of peer effects, we estimated the same models using social-behavioral outcomes and test scores as dependent variables because the literature finds evidence of peer effects on these outcomes. We were able to identify statistically significant peer effects on social-behavioral outcomes (but not test scores), which suggests that lack of power is an unlikely explanation for the finding of null peer effects on BMI and related outcomes.

¹⁹ In all models, we estimate robust standard errors clustered at the school level.

²⁰ In alternate analyses, we used continuous measures of the highest and lowest grades in the school as instruments. In these over-identified models, both instruments had a strong positive association with junk food availability (i.e. increases in the highest and lowest grades available at the school were strongly predictive of junk food availability). This approach yielded qualitatively similar results as the exactly-identified models (available upon request).

²¹ The IV regressions were also estimated without baseline BMI. The point estimates, first-stage F-statistics, and Hausman tests yield similar results (available upon request).

²²A concern with our IV specification estimated via two-stage least-squares is that our first stage models do not account for the dichotomous nature of the treatment variable ( Maddala 1983). Estimates from binary treatment effect IV models confirm that the effects of junk food availability on BMI are neither substantive nor significant (available upon request).

²³We also conducted additional sensitivity analyses not reported here. First, given that we do not know the exposure to junk food in previous grades and given concerns that genetic susceptibility may not have a constant proportional effect on BMI at every point in the life cycle, we controlled for 1 st or 3 rd grade BMI instead of BMI in Kindergarten and obtained similar results. Second, inclusion of controls for school meal participation did not change our findings. Third, we used BMI z-scores as the dependent variable to accurately control for age and gender influences on BMI and obtained qualitatively similar results. Fourth, we estimated quantile regressions to test whether the effects of junk food availability varied across the BMI distribution, but found no evidence for heterogeneous effects. Finally, we also re-estimated our BMI and obesity models separately for each gender. The results for junk food availability mirrored those for the full sample. The OLS, IV, and RF models show no significant effects of junk food availability for either boys or girls. Still we may be concerned about differential peer effects, for example, if girls are influenced by older peers' concerns about body image, which would bias our IV estimates downward. Restricting the sample to those boys and girls attending schools without junk food availability, the coefficients from the reduced form were nearly identical to those based on the full sample of boys and girls, which suggests that peer effects are not an issue even when regressions are gender-specific.

²⁴ Estimates based only on the sample of private schools yield small and statistically insignificant effects of competitive food availability on BMI in both OLS and IV specifications, although the F-statistics for the instrument in the first stage were smaller (Results available upon request).

²⁵ Hausman tests cannot reject the consistency of fully-specified OLS estimates in any of our sensitivity checks.

²⁶Although not shown, the IV (Wald) estimates are easily calculated by dividing the reduced form estimates in Table 10 - Table 12 by 0.2 (first stage estimate from Table 2 ). The IV coefficients are never significant in part due to the larger standard errors in the regressions of reported eating behaviors and physical activity.

²⁷ We dichotomize the in-school purchase variables and estimate linear probability models since much of the variation in junk food purchases at school occurs on the extensive margin.

²⁸ The median number of times an item is purchased in school among children who purchase at least once is 1.5 times (1-2 times per week). We assume that salty snacks add 140 calories (typical calories from a bag of potato chips), sweets add 200 calories (typically calories from a candy bar), and soda adds 150 calories. Given the limitations of the consumption data in the ECLS-K, we caution the reader to treat these caloric intake calculations as approximations.

²⁹Discretionary calories are the difference between an individual's total energy requirement and the energy necessary to meet nutrient requirements. According to Dietary Guidelines for Americans, the discretionary allowance for a 2000 calorie diet is 267 calories. See: http://www.health.gov/dietaryguidelines/dga2005/document/html/chapter2.htm#table3 accessed August 22, 2008.

³⁰ The total consumption variables are not dichotomized because there is sufficient variation on the intensive margin.

³¹ Negative binomial models with a binary treatment variable to account for the count-data distribution of the total consumption variable and the binary nature of junk food availability produced qualitatively similar results. (Results available upon request).

³² Given the limitations of the ECLS-K's consumption variables, we again examined the SNDA-III data and found no evidence that combined school attendance increases total caloric intake.

³³"Schools expect budget cuts as economy sours: State problems, decline in property values eat away at district funds". Available at: http://www.msnbc.msn.com/id/23116409/ (Accessed February 10, 2009).

Contributor Information

Ashlesha Datar, RAND Corporation, 1776 Main Street, P.O. Box 2138, Santa Monica, CA 90407, USA, gro.dnar@ratad, Phone: 1-310-393-0411 x7367, Fax: 1-310-260-8161.

Nancy Nicosia, RAND Corporation, 20 Park Plaza, 7th Floor, Suite 720, Boston, MA 02116, USA, gro.dnar@aisocin, Phone: 1-617-338-2059 x4227.

# data[].attributes.attachment_link.title
Junk Food in Schools and Childhood Obesity

# data[].attributes.attachment_link.description
Despite limited empirical evidence, there is growing concern that junk food availability in schools has contributed to the childhood obesity epidemic. In this paper, we estimate the effects of junk food availability on BMI, obesity, and related outcomes ...

# data[].attributes.attachment_link.readable_text
The benefits of playing hockey might be obvious to most people who are already deeply ingrained in the sport.

For those who have little or no experience with hockey, however, some convincing might be in order. After all, everyone who loves the sport now was a beginner with no exposure at one point.

With that in mind, here are five reasons parents should sign their kids up for 8U hockey:

# data[].attributes.attachment_link.description
The benefits of playing hockey might be obvious to most people who are already deeply ingrained in the sport. For those who have little or no experience with hockey, however, some convincing might be in order. After all, everyone who loves the sport now was a beginner with no exposure at one point.

# data[].attributes.body
his feet is broken

# data[].attributes.attachment_link.title
First Game New to Ice Hockey - What To Do And What Not To Do On Ice

# data[].attributes.headline
should kids and tenns spend alot of money on sneakers

# data[].attributes.subject
should kids and tenns spend alot of money on sneakers

# data[].attributes.attachment_link.title
Sneakerheads: Inside the World of High-Stakes Sneaker Trading

# data[].attributes.headline
The consequences of being addicted to video games. :(

# data[].attributes.subject
The consequences of being addicted to video games. :(

# data[].attributes.body
“Consequences of video game addiction can showcase in a number of ways, including wrist, neck and elbow pain, skin blisters, calluses and sleep disorders. Long-term addiction could lead to obesity, weakness or numbness in the hands (peripheral neuropathy) and even blood clots,”

# data[].attributes.body
they are NOT twins can you tell?

# data[].attributes.attachment_link.description
Recess is often sacrificed to make room for more academics. The research says that's a big mistake.

# data[].attributes.headline
should kids wear uniforms to school juan

# data[].attributes.subject
should kids wear uniforms to school juan

# data[].attributes.body
“Uniforms improve discipline, self-esteem and self-respect. They focus attention upon learning and away from such distractions as fashion competition and gang intimidation. Requiring uniforms enhances school security by permitting identification of non-students who try to enter the campus

# data[].attributes.body
I want to live with this

# data[].attributes.body
Pros and cons on junk food in school!

# data[].attributes.attachment_link.readable_text
Since you were young, you were taught that junk food is bad for you. So why do plenty of restaurants still serve it? Why is it still a very popular food choice for a lot of people? And most importantly, why do schools still serve it when they should be teaching students to have healthy eating habits? There are many reasons why junk food remains a staple food choice in today's society. For example, multiple food companies produce thousands of processed junk food so it is widely and readily available almost anywhere.

We can't expect that to stop anytime in the near future since that will shut down a lot of major corporations in the country and the affected businesses will certainly oppose that. But what about in schools, where the meal choices can ideally be more controlled? Should they implement a junk food ban in school cafeterias? Will it be the most beneficial move for the students, their families, and the educational institution? To determine where you stand on this issue, check out the advantages and disadvantages of making junk food available in schools.

List of Pros of Serving Junk Food in Schools

1. It allows schools to quickly prepare meals for a large number of students.
With the limited resources and manpower that schools have in preparing food, junk food is a beneficial alternative as it is easier and quicker to prepare. This also allows them to feed more students in a faster time, ensuring everyone is fed on time.

2. It provides a more affordable alternative.
Not everyone can afford gourmet meals and even fruits and vegetables every day. Junk food is just a cheaper option. And with students who have limited funds, they need affordable alternatives to make sure they get enough food while in school. Schools who have limited funds also don't have much choice but to serve more affordable junk food.

3. It gives variety to meals.
Most kids quickly get bored with things that don't give variety, and that includes food. Some might even prefer to go hungry rather than have greens all week long. Schools can still add junk food to the menu as a variety every now and then as long as they are cooked in a 'healthier' way.

List of Cons of Serving Junk Food in Schools

1. It is unhealthy.
It is common knowledge that junk food contains high levels of sugar, sodium, and harmful additives. Most are cooked in oil and some contain toxic preservatives to lengthen their shelf life.

2. It causes health problems.
One of the major causes of obesity in kids is an unhealthy diet composed mostly of junk food. Metabolic problems, diabetes, heart disease, high blood pressure, liver ailments, kidney disease, weak immune systems, hormonal imbalances, and cancer are some health problems associated with consuming junk food. Simply put, it's unhealthy.

3. It affects students' performance.
Junk food affects the physical and cognitive performance of children. They will have trouble concentrating and can become slow learners. They will have trouble coping up with physical activities and perform poorly in sports.

Unless the government, schools, parents, and the community can provide a better, healthier, and more affordable alternative to serving junk food, it will continue to be an issue.

# data[].attributes.attachment_link.description
Since you were young, you were taught that junk food is bad for you. So why do plenty of restaurants still serve it? Why is it still a very popular food choice for a lot of people? And most importa...

# data[].attributes.attachment_link.description
Certain images can trigger seizures, especially if someone is epileptic. How exactly does this happen? Read More: Japanese cartoon triggers seizures in hundreds of children http://www.cnn.com/WORLD/9712/17/video.seizures.update/ "The bright flashing lights of a popular TV cartoon became a serious matter Tuesday evening, when they triggered seizures in hundreds of Japanese children."

# data[].attributes.body
zoo animals which one would yall choose

# data[].attributes.attachment_link.title
Should parents pay kids for good grades?

# data[].attributes.attachment_link.readable_text
I am a planetary scientist and once astronaut candidate finalist (read: space nerd).

But I have something to confess: I do not want to live on Mars.

While certainly interesting scientifically (e.g., seasonally-varying polar caps; transient methane plumes; permafrost), Mars is not particularly compelling as a long-term human destination.

But there is another place in our solar system where conditions are right for a self-sustaining, long-term human settlement: Saturn's moon Titan.

Why Titan?

To start with, let's make clear that Titan is a moon that, in many ways, acts more like a planet. It has a thick atmosphere, with about 1.5 times the surface pressure of Earth's atmosphere. None of the 177 other moons in the solar system has such an atmosphere. Plus, Titan is the only place in the solar system, other than Earth, with stable surface liquids: Titan has lakes and seas on its surface. So Titan is a remarkable, and very Earth-like, world.

Titan's thick atmosphere is beneficial, because it means that you don't have to wear a bulky pressure suit while you're out and about on Titan. But the main reason I like it is simple: Titan's atmosphere will help us stay alive. Out in space, radiation is deadly. Energetic particles from the sun, and especially galactic cosmic rays (GCRs), penetrate human tissue, causing cancer and cognitive disorders. To stay within NASA's current cancer risk limits, astronauts can travel beyond Low Earth Orbit (LEO) for as much as 200 days; a Mars trip would likely be more like 600 days. But these damaging particles cannot make it to Titan's surface; they're absorbed by the atmosphere, meaning that it's a safe environment for humans. Mars's atmosphere is not thick enough to provide much shielding from GCRs - and Earth's moon has little in the way of an atmosphere - so humans living in those places would probably need to live underground in order to protect themselves from radiation.

People living on Titan could walk around (or, rather, bounce around - since the gravity is 14 percent of Earth's gravity, just a little less than at the moon) wearing suits to keep warm. It is cold on Titan (surface temperature of about -290 degrees F). And people would need to wear respirators to breathe oxygen, since the atmosphere is mostly nitrogen. The light on Titan is a little dim, like just after a sunset here on Earth, due to the haze particles in the thick atmosphere. People living on one hemisphere of Titan, the one always facing Saturn, would have beautiful views of the ringed planet.

A really fun (and potentially useful) thing is this: Thanks to the low gravity and thick atmosphere, people on Titan could easily fly under their own power if they strap wings to their arms! Future humans could also go boating on the lakes and seas, which are present primarily at higher latitudes.

Because it's so cold on Titan, all the water is frozen - the lakes and seas are composed of liquid methane and ethane. These hydrocarbons (like natural gas here on Earth) are in abundance on Titan - not only in the lakes and seas, but covering the surface and in the atmosphere. These hydrocarbons present a ready source of materials for building things, such as habitats, out of plastics. Humans could burn methane to produce energy, perhaps using a nuclear reactor to power electrolysis of water (since Titan's atmosphere doesn't contain the oxygen we would need for the methane combustion). Another chemical energy option is hydrogenation of acetylene (i.e. 3H ₂ + C ₂H ₂); both hydrogen and acetylene are present in Titan's atmosphere.

And we can consider using wind turbines for an alternate energy source. Titan's air density is roughly five times that of Earth, so the potential wind power is substantial. Though there isn't much wind at the surface of Titan (Cassini measurements indicate winds of just about 1 meter/sec; for comparison, an typical wind speed on Earth is roughly 4 meters/sec), the Huygens probe measurements showed winds of about 20 meters/sec at 40 km (about 25 miles) altitude - which means that tethered airborne wind stations could produce hundreds of megawatts of power.

Now, I realize that talking about sending humans to Titan is a pretty far-out idea. And there are a lot of obstacles to overcome, not the least of which is learning how humans will accomplish the entire reproduction process in microgravity. Also, growing food on Titan using crops as we do here on Earth will not be efficient given the lower solar flux reaching Titan's surface - and the already low efficiency of photosynthesis here on Earth. Humans on Titan will will need biotech and nontraditional foods. Perhaps future humans on Titan can invoke some type of artificial photosynthesis; maybe eat some hybrid algal food.

And before all of this, a big barrier is inertia in our government.

The 2014 National Academies report Pathways to Exploration, which discusses rationales and approaches for a U.S. human space exploration program, points out that "in the view of many observers, the human spaceflight program conducted by the U.S. government today has no strong direction," namely because pronouncements by several presidents about various space ventures (moon, Mars, asteroids) have not been matched to the commitment accompanying President Kennedy's 1961 direction to go the moon. A progressive human spaceflight program (to Titan, or anywhere) funded by a budget that barely keeps pace with inflation is simply not sustainable.

So if we want humans to go farther than Low Earth Orbit, that's a big hurdle to jump. In addition, there's the issue of getting humans to Titan in a timely manner. It took the Cassini spacecraft seven years to reach Saturn; if a human journey to Titan took seven years, the astronauts would likely succumb to radiation- and microgravity-related health issues (not to mention psychological problems). Thus, at the top of the technology needs list for our Titan settlement is propulsion - we need a way to get humans to Titan in under a year.

There are policy, budgetary and technological challenges to overcome in moving humans out of LEO. That said, the Pathways to Exploration report further points out that NASA's "horizon goal" is a human surface landingon Mars. And, while a worthy goal, I wonder: What then? After landing humans on Mars, what will be our next goal - living underground on Mars?

Here's an idea: Let's make our "horizon goal" the establishment of a self-sustaining human settlement on Titan, with a human surface landing on Mars a milestone on the path to our long-term destination.

Another confession: I'm a bit of an optimist.

Amanda Hendrix is a senior scientist at the Planetary Science Institute and co-author of Beyond Earth: Our Path to a New Home in the Planets, with Charles Wohlforth.

# data[].attributes.attachment_link.title
Confession Of A Planetary Scientist: 'I Do Not Want To Live On Mars'

# data[].attributes.attachment_link.description
I am a planetary scientist and once astronaut candidate finalist (read: space nerd). But I have something to confess: I do not want to live on Mars. While certainly interesting scientifically (e.g., seasonally-varying polar caps; transient methane plumes; permafrost), Mars is not particularly compelling as a long-term human destination.

# data[].attributes.body
"Whether it’s Math, Science, Geography, or Grammar,  students will approach learning all these subjects with a new enthusiasm and interest. Other classes can even come visit your classroom pets and your students can create special presentations about the animals."

# data[].attributes.body
Would you want this lunch?

# data[].attributes.body
wheather or not schools should be aloud to have fast food rstorons and the pros and cons of haveing a fast food restoront in school

# data[].attributes.attachment_link.readable_text
Whenever we discuss the hot topic about health of school students, the discussion revolve around consumption of fast food by students. Fast food or commonly called junk food is the most favorite meal of students of every age. They can call fast food joints by name if they are asked 'what type food do you like' or 'which is your favorite junk food?'. In broader terms, fast food can be described as a type of food that is processed and served very within minutes, for e.g. sandwiches, hamburgers, french fries, pizza, and noodles. It has been argued that fast food is not exactly as healthy as regular food. And school students are in the most crucial years of development physically as well as cognitively and it is really important to know what type of food they should consume and how it affects their health.

Here we discuss that based on the popular views should fast food be allowed to be served in schools or not.

Yes, fast food should be allowed in schools:

Fast food should be allowed in schools since every individual has the freedom and fundamental right to choose what they eat. Moreover, it is delectable and students love to enjoy it with their friends.

Fast food is not only easy to prepare but also takes less time and it can be arranged for a large number of students. It offers a lot of variety with different cuisines from many different countries and cultures presenting with many choices. This will save students from the regular monotonous and boring items. The raw material required is not so expensive and it makes for reasonably priced options. This is beneficial for those students who cannot afford expensive food stuff.

Fast food lets students consume fruits and vegetables as supplements which make for the nutrition value. Many food items are actually low on oil, carbohydrates, fat, and calories so there is no harm in eating this food stuff. We have been eating fast food for a long time and many people actually relish these dishes without showing any negative or harmful effect.

One big advantage is that the regular eaters know what exactly goes into the making of a particular product hence there would not be any doubt about what they are eating.

New items are now available that are even more healthy and come with choices for those who prefer vegetarian food. Students are wise and smart and they know what and how much to consume. Even few regular foods are not suited for all and might upset the stomach or cause other problems.

No, fast food should not be allowed in schools:

Fast food should not be allowed in schools as it would be consumed by young students who are ignorant of its harmful effects. If fast food is allowed in schools then they will be eating it daily which will harm their health as fast food is very high in calories, oil, carbohydrates, and fat which result in an increase in weight leading to obesity, lifestyle diseases, an imbalance in blood sugar lever etc.

Fast food is heavy in oil content and is prepared from processed ingredients. These are difficult to digest and get deposited inside the body. There is high quantity of preservatives and chemicals that are mixed with them so that they have long shelf life giving mostly stale and old food items.

There might be a few individuals who know about the exact ingredients that go into making a certain food product but not everyone is that well informed and they go by the taste and looks of it. Not much information is available about how these fast foods are prepared hence it is unsafe for consumption. This is also linked to the hygiene issue.

Teenagers are very much likely to be addicted to these foods and they might skip their meals at home keeping them away from the family lunch and dinner time.

How can school students Master the English language using easy methods
Real cost of school education in India and the role of government

# data[].attributes.attachment_link.description
Over the years there have been numerous debates over goodness and harm from Junk food for toddlers as well as teenagers. Here we discuss whether the debate on this hot topic is against fast food or in favour of Junk food.

# data[].attributes.body
What do you think should junk food be aloud in school?

# data[].attributes.body
Here are the benefits to having Classroom Animals.

# data[].attributes.attachment_link.readable_text
Classroom animals are wonderful resources for teachers to make learning fun in all subjects!

Pets Bring so Many New Ways to Learn

Whether it's Math ("how much does a hamster weigh?") or Science, ("what does a snake eat?") Geography ("what part of the world do ferrets come from?") or Grammar ("what words would we use to describe a goldfish?") students will approach learning all these subjects with a new enthusiasm and interest. Other classes can even come visit your classroom pets and your students can create special presentations about the animals.

Pets Enrich the Classroom Experience

Even kids with no exposure to animals or nature in their home environment can see, feel, touch and make connections to the wide world of animals.

Observing and caring for an animal instills a sense of responsibility and respect for life.

A pet brings increased sensitivity and awareness of the feelings and needs of others-both animals and humans.

Kids learn that all living things need more than just food and water for survival.

Students will see directly how their behavior and actions affect others.

Studies show that the presence of animals tends to lessen tension in the classroom.

A Child's Health, Education and Welfare

Caring for pets in the classroom is one way of improving school attendance and teaching children about responsibility.

Health & Education

It's official. Studies show that children from families with pets are better equipped to fight off infection than kids from non-pet households, showing significantly higher levels of immune system performance. When school attendance records were compared side by side, researchers discovered that kids with pets averaged more days at school every year than their pet-free counterparts.

The study also showed that kids turn to their pets for emotional well-being, with 40% of children choosing pet companionship when feeling down. Kids were also found to seek out their pets when feeling tired, upset, scared or lonely, and 53% of respondents said they enjoy doing homework with pets nearby. "Being around animals is extremely good for children", says Dr. Harvey Markovitch, pediatrician and editor of The Archives of Disease in Childhood. "They're good for morale, and teach children about relationships and about the needs of another living being - learning to care for a pet helps them to learn how to care for people". Studies show caring for pets aids in improving school attendance and teaching children about discoveryhealth.com

Studies show caring for pets aids in improving school attendance and teaching children about responsibility.
Kids and Pets-A winning combination!
Pets and Emotional Growth

Taking care of a pet provides opportunities for learning; builds a child's self-esteem and develops strong human animal bonds.

Pets Encourage Nurturing

Nobody enjoys being treated roughly. Kids soon learn that if they want to be liked and trusted by the family cat, they'll need to treat her carefully and kindly. This sort of training benefits all kids, but is especially important to small boys who don't often get the chance in our society to practice nurturing skills as girls do.

Pets Build Self Esteem

Helping to take care of a pet gives a child a sense of pride and accomplishment, especially if the animal is able to return the affection. Shari Young Kuchenbecker, Ph.D., research psychologist at Loyola Marymount University in Los Angeles, says, "The child who cares for a pet knows that what he does matters, and so he'll want to do more of it. The more successfully he feeds, walks, or emotionally bonds with the pet, the more confident he'll feel." In fact, studies conducted by the Waltham Centre have shown that children with pets have higher levels of self-esteem than those without pets.

Pets Teach Responsibility

Even a small child can begin to learn to care for the needs of another living being. Whether helping to empty a cup of dry kibble into the rabbit's bowl, or filling the hamster's water bottle, it's never too early to start teaching kids proper animal care. Of course, parents or teachers must monitor all pet care that the child carries out. Kids should be expected to fulfill their responsibilities, but when the inevitable slip-ups occur, we shouldn't make too much of a fuss; we should just point out that the pet was counting on him.

Pets Become Friends

Lots of animals such as cats, dogs and guinea pigs love human contact and can become a child's best buddy. Kids can even develop strong human animal bonds with non-responsive animals such as fish or turtles. These relationships help to strengthen a child's social skills, giving them the potential to do better in a school setting. (sesameworkshop.org)

There are many benefits to having classroom pets! Here are the benefits two teachers shared with us through our Pets in the Classroom Success Story Video Contest!

# data[].attributes.attachment_link.description
Classroom Pets Stimulate Learning Classroom animals are wonderful resources for teachers to make learning fun in all subjects! Pets Bring so Many New Ways to Learn Whether it's Math ("how much does a hamster weigh?") or Science,

# data[].attributes.attachment_link.readable_text
For some time now there has been a debate between block scheduling and shorter class periods. And there are excellent teachers and administrators on both sides. We all realize that there is no perfect decision to make. There are advantages and disadvantages to both concepts. So then, in light of the conflicting views, are shorter class periods better for students?

After many years teaching in many different school types and grade levels, I have some opinions and experience regarding this. And honestly, regardless of the school policy, I have been able to make all kinds of different schedules work with whatever class I was working with.

Are shorter class periods better for students? Yes, shorter class periods are better for students than large blocks of time. But having a block schedule in your classroom does not mean that you have to rigidly teach only one style and one subject during that block of time. There is great flexibility in any type of scheduling that your school requires in its policies.

But to add to my opinion and experience, I did some research and looked into what other teachers were saying and doing so that I could answer this question in the best way possible. And this article is the result of putting all of these things together in one report.

Here is a chart that will give you a summary of what my research showed:

The Problems with Longer Class Periods

Most kids have short attention spans. And with technology, they have gotten shorter instead of longer. This may not necessarily be a great thing, but it's still a thing. And somehow as teachers, we must reach our students in spite of it. Short class periods helps with that problem because the students aren't stuck in a chair for extended periods of time.

The vast majority of kids can wait 45-50 minutes between bathroom breaks and other classroom distractions. But when you make that time frame 1-2 1/2 hours long, you start to get a lot more distractions. But you also get squirmy kids who can't really sit for that long, let alone give you their undivided attention.

Even my college age son admits that it is hard to sit through a lecture that lasts for 90 minutes or more. And this is coming from someone who can sit and read a book for hours.

Actively learning takes energy and focus that is hard to keep going for such a long time. Because of this, there comes a time in a class that students are just no longer taking in the information they need. This is especially true in the younger grades (this is being implemented as young as 6th grade).

Why Shorter Class Periods are Better for Students

There are several reasons in addition to attention span issues that make shorter class periods better for students. I will highlight just a few of them here.

Boredom

First, the kids don't have time to get bored because they are always on the move. Boredom will still be an issue, especially for the subjects that certain kids just don't get into. That is something that the teacher's lesson planning has to work with. But you are at least eliminating one way that boredom can take hold in the classroom.

Paying Attention

Students also tend to be more tuned in because they are eager to see what comes next. Once again, this is where great lesson planning comes in in addition to shorter class times. Although it takes a little bit more thought and research initially, it is so worth being able to move smoothly from one subject to another without feeling like you have to drag your reluctant students along with you the whole day.

Physical Health

Next, the students have a chance to get up and stretch more often, which is so much better for their health. Sitting for extended periods of time is extremely unhealthy, especially in growing kids. This can still be done in a larger block, but if you are trying to teach a concept straight through that block, it can become very disruptive. And once one student asks to go the the restroom, guess how many follow after that?!

Absences

Another great reason for shorter class periods is that absences don't become such a huge deal when they aren't losing such a huge chunk of material. For example, if you happen to be teaching a critical concept in math when a student (or students) can't make it, then they have lost their ability to move on with the class. Any new concepts will be lost on them while they are trying to catch up on what they missed. This snowball effect can be very hard to get over.

Productivity

The time spent in class is more productive because everybody feels the need to be more on point. When larger blocks are being used, it tends to be much easier to take a more chill approach to learning, feeling like you have plenty of time left. Until you don't. And then you are scrambling to get the last details done.

On a shorter class schedule, there is more of a feeling of getting down to business. Because of this, the students tend to have their minds more sharpened and ready to go. They aren't walking in thinking that they have all the time in the world. Well, usually. Some students are going to be that way regardless.

Special Needs Friendly

For those students that have attention deficit disorder or the many other special needs that make sitting and learning difficult, block classes can be torture. This is true for them AND the teacher! You could spend more time trying to avert disaster than teaching your material. And by the end of the day, everyone in the class is frazzled from the controlled chaos.

Shorter class periods definitely make special needs in the classroom more manageable.

Why Shorter Class Periods are Better for Teachers Too

Because the kids aren't getting bored as often, the teachers aren't constantly trying to come up with things to keep them occupied in a more satisfying way.

We get more bathroom breaks too! Enough said!

Lesson planning is easier because you feel more like you are teaching to the material than teaching to the time. This makes the work more productive in the long run.

You don't have to worry as much about bringing kids who have been absent up to par so they can continue the ongoing work with the rest of the class.

Solutions that Work Amazingly Well

The bottom line is that most teachers cannot decide which method they would like to use based on what works best for them. The school administration will decide based on their research and advice from experts how they would like the school day to be scheduled.

But that does not mean that the teacher is unable to function the way they need to in the classroom and with the students.

The bottom-bottom line is that you have the same number of hours in a day regardless of which method you are required to use.

With a little bit of strategy, you can transform your block schedule back into a shorter class period schedule!

Making Your Block Schedule Look Like Smaller Class Periods

For those of you that are working in the block system, here are some suggestions to make it function more like a shorter class period day.

Here is an example of a block schedule that I got from the Newport News, Virginia school system:

The blocks of time are split into 80-minute increments. This looks like a huge amount of time for the students to be sitting and listening to you lecture. Because it is. This is where differentiated lesson planning and some creativity comes into play. You can read more about this in one of my articles here.

So here are some suggestions that will help you transform this block into more manageable time slots for you and your students.

Keeping Things Flexible

Just because that time slot is set apart for one subject doesn't mean that you can only teach to the class on that one subject for the whole time. You can use that time to do activities that will reinforce what you taught. They will retain these other activities many times better than you standing up there lecturing them. And life is better for them because there is variety.

Kids, especially in the younger and middle school grades, love to see how things tie in. So giving them the next activity and letting them tell you how they think it ties in is so much fun for them. And it's good for them too, because it is making them think outside the box.

The key to making this work for you is to not have to be spending all of your time online trying to figure out how you are going to get this type of program organized and the lesson plans completed.

It helps to have a go-to source that will let you plan in just a few minutes because they have done all of the legwork for you.

An Example

In the reading/literature realm, my website has a well-rounded curriculum section that will allow you to decide exactly what you want to do with your kids to expand your lesson. Most of the chapters of the books I did were completed in two-hour blocks. So you can expand to two days to complete all of the activities or just choose your favorite activities from the choices provided. There are several hours worth of options available.

You can see a sample of the activities that are provided if you click on this Sample Chapter link. Here is a list of what most of the chapters do include for activities:

1. Teacher Assistance sheet with expanded instructions for the activities

2. Comprehension Questions (worksheet or discussion)

3. Vocabulary worksheet

4. Vocabulary Visuals

5. Crossword Puzzle

6. Bible Lesson worksheet

7. Character Questions Worksheet

8. Snack Ideas (from small snacks to full meals)

9. Craft Ideas

10. Game/Activity Ideas

11. Homework worksheets

12. Memory Verse Poster

13. Famous Quote Poster

14. Essay Starter worksheet

15. Picture Starter worksheet

There is more in each chapter than you can possibly do with your class, which gives you creative control of your own classroom program.

But the best part is there is tons of material for you to use. And you will not have a problem filling your time slot, at least in the grammar/writing/reading realm.

Gaining Even More Time and Flexibility

One thing you can also do is add the craft project to the arts block in your day. And the game/activity can be added to the P.E. block of your day. You can even add it to your math program by using the story to make up a scenario for word problems or other concepts you are teaching your students. The kids will enjoy seeing the theme play out through the day, and you will regain even more time to do more things in your block of time. All of this is done without feeling like you have a huge block to fill because you have broken it down into manageable smaller time slots.

At the end of the day, it is your classroom program to do with as it works for you. The only constant you have is when your students have to be in other classes for the other time slots. Most schools give great flexibility, especially as they see your students thriving with the program you are doing with them.

# data[].attributes.attachment_link.title
Are Shorter Class Periods Better for Students? - Complete Literature

# data[].attributes.attachment_link.description
Yes, shorter class periods are better for students than large blocks of time. But having a block schedule in your classroom does not mean that you need to rigidly teach only one style and one subject during that block of time. There is great flexibility in any type of scheduling that your school requires in its policies.

# data[].attributes.body
why schools should have fast foods in schoools

# data[].attributes.attachment_link.readable_text
Working with local managers at Sweetgreen and restaurant designer RealFood Consulting, the Shah Foundation equipped the pilot schools with food preparation stations, dishwashing sinks, rice cookers, and combi-ovens, like the ones found in many fast-casual restaurants-at a cost of between $30,000 and $65,000 per kitchen. Wilson says these ovens, much more than traditional convection ovens, allow staff to cook food "to the right temp, the right consistency-ready to serve on the line."

Take broccoli, for example. To keep it from going soggy, it must be cooked fresh, then served and eaten almost immediately. It's simply not the same after being reheated or plastic-wrapped, Wilson said, and students barely touch it, if they take it at all. But on taco day at the Bradley, the broccoli out of the combi-oven is hot and crunchy, and students are not only requesting it in the lunch line, they're devouring it.

"Nothing screams 'success' more than when the vegetable is the dish that goes first," said Benavidez of Boston Public Schools.

In three of the test kitchens, there's something else you don't often see in school cafeterias: chefs. Besides the culinary skills they bring to the school kitchens, organizers of the pilot believe that when children see and engage with a formally trained chef, they're prone to make better food choices.

A Harvard study bears this out. In 2015, researchers from the T.H. Chan School of Public Health found that students were 20-30 percent more likely to choose and consume a fruit or vegetable when a chef was present than students in schools with no chef.
Effort Quickly Takes Off
In the Bradley school kitchen, chef Guy Koppe from Massachusetts-based food security nonprofit Project Bread is running the show. For years he has been working with Massachusetts schools to reform the way they feed kids. He said the pilot being tested is one of the most hopeful projects he's seen.

For one, he said, "the speed of the change feels different from the way things have gone in the past." The pilot launched in May, with chef-made meals being prepared at East Boston High School once weekly and delivered to the other three schools in what was being called a "hub and spoke model."

This fall, the organizers have been testing the feasibility of preparing and cooking the food at all the individual schools, and ramped up the program so that students at each of the pilot schools are now being served scratch-cooked meals five days a week. According to Ross, student participation in school lunches-which, in Boston, are provided free of charge to any student who wants them-was up 15 percent across the board at all four schools.

The speed of change is likely because, for the first time in years, there appears to be a unified front of food service officials, administration, parents, and advocacy groups involved.

Superintendent Tommy Chang made school food a priority when he took office in March of 2015, and last year he hired Benavidez as the district's food and nutrition services director-a position that had been left vacant for three years. A first step was bringing on a more healthful vendor to bring pre-made lunches to schools without kitchens. After a lengthy vetting process, the district tapped San Francisco-based vendor Revolution Foods. But, longer-term, Benavidez has a vision to "reset the way we serve meals to children."

# data[].attributes.attachment_link.title
Should School Cafeterias Be More Like Fast-Casual Restaurants? | Civil Eats

# data[].attributes.attachment_link.description
Working with local managers at Sweetgreen and restaurant designer RealFood Consulting, the Shah Foundation equipped the pilot schools with food preparation stations, dishwashing sinks, rice cookers, and combi-ovens, like the ones found in many fast-casual restaurants-at a cost of between $30,000 and $65,000 per kitchen.

# data[].attributes.body
1) mental health
2) Video
3) prevent it

# data[].attributes.headline
What bullying can do to peoples mental health.

# data[].attributes.subject
What bullying can do to peoples mental health.

# data[].attributes.attachment_link.readable_text
Bullying has affected children and teens for generations. But we've only recently understood bullying's mental health effects, which extend beyond the victim to bystanders who witness it and the bullies themselves.

What is bullying?

The Centers for Disease Control defines bullying as a form of "youth violence" toward a victim involving unwanted aggressive behavior from a bully (an individual or a group). At the heart of bullying is a power imbalance-whether perceived or actual-of social status, wealth, physical strength or size. Bullying can be repeated over periods of time, resulting in physical, psychological, social or educational harm.

The prolonged nature of bullying makes it different from one-time behaviors or isolated incidents like arguments and fights. Bullying behaviors include:

physical intimidation or harm-tripping, hitting, pushing or spitting on a victim

social exclusion, making fun of the victim, teasing, name calling and/or insults

threats, property destruction, making the victim do something s/he doesn't want to do

spreading rumors or lies about the victim

Cyberbullies torment their victims publicly, privately and/or anonymously through texting, apps, forums and gaming platforms. Rumors, threats and name calling are their usual weapons, but social media and texting allow cyberbullies to send victims explicit images, or send images of victims to others. They can also bombard victims with constant questions: Where are you? Who are you with? What are you doing?

Unless it's reported and removed, social media content is a permanent digital record that can cause problems for both victims and bullies. Teachers and parents may not notice cyberbullying until the problem becomes advanced.

Prevalence of Bullying

One in five students age 12-18 say they have been bullied. It happens often, at least once a week in 14% of public schools. Instances are highest for middle schools, followed by high schools and elementary schools.

An even greater number of teenagers experience bullying online. The Pew Research Center found that nearly two in three American teenagers have experienced cyberbullying. Because cyberbullying can be 24/7 and public, victims may feel they can never get away from it.

Children and teens at greater risk for being bullied are often thought of as "different" in appearance, sexual orientation, cultural identity or disability. They may be new to school and/or have fewer friends. Bullies themselves may be popular and well known, or on the outside looking in. They may be victims of past bullying or victims while they are bullying others. They're more likely to bully others if they have trouble following rules, their parents are less involved and/or they view violence as acceptable.

"59% of U.S. teens have been bullied or harassed online, and a similar share says it's a major problem for people their age. At the same time, teens mostly think teachers, social media companies and politicians are failing at addressing this issue."
Pew Research Center

Mental Health Effects of Bullying

Bullying can affect mental, physical and emotional health during school years and into adulthood. It can lead to physical injury, social or emotional problems and in some cases, even death.

Bullied children and teens are more likely to experience depression, anxiety and sometimes long-term damage to self-esteem. Victims often feel lonely. Some victims may fight back with extreme, sudden violence; stopbullying.gov reports that in 12 of 15 school shootings, the shooters had been bullied.

Bullies are at higher risk for anti-social, sometimes violent behaviors like getting into fights and destroying property. They often have problems with school, up to and including dropping out. They're more likely to abuse substances and alcohol. This can continue into adulthood, when they are more likely to abuse their partners and spouses, or their children, or to engage in criminal behavior.

Bully-victims-those who both bully and are bullied-suffer the most serious effects. They are at greater risk for mental and behavioral problems than those who are victims or bullies alone. Rates of depression, anxiety and suicide ideation and behaviors are greatest in this group.

Bystanders fall into one of two groups: those who act to stop bullying, and those who don't. The latter could be afraid of retaliation and upset because they wanted to intervene and didn't. They may experience increased anxiety and depression that can affect academic performance, and increase their use of substances, alcohol and tobacco. Bystanders who act to stop bullying, however, have beneficial outcomes, including increased self-esteem.

There is no direct correlation between bullying and suicide, which is usually not due to a single source of trauma. But bullying can contribute to the intense feelings of helplessness and hopelessness involved in suicidal behaviors. Victims or perpetrators who experience continued, frequent bullying are at greater risk for suicidal behavior. Bully-victims have the highest risk for suicidal behavior.

Bullying victimization is an example of toxic stress, especially when it is cumulative and occurs year after year.
Evans, et al., Journal of Child and Family Studies

The Importance of Addressing Bullying

Because of the potential mental health effects on everyone involved, it's important to heed the warning signs of bullying.

Children who are bullied may come home with unexplained injuries, "lost" books or damaged possessions. They may have trouble sleeping and lose interest in favorite activities. If they're afraid to enter the cafeteria at lunchtime, they may come home hungry. They might pretend illness to avoid school, affecting their academic performance. Some may avoid social interactions, while some may begin to bully others. Victims may try to cope by harming themselves or running away.

Bullies, on the other hand, may become more aggressive; their friends may include other bullies. Bullying behavior may be a mechanism to cope with stress or abuse in their lives. They may play the "blame game," resisting responsibility for their actions. Unexplained extra money or possessions are also warning signs.

Because bullying is traumatic for everyone concerned, it's important to address it as early as possible. Parents and teachers can work to ensure safety and prevent future bullying. Stress management and relaxation techniques can also help. Best Day's counselors are ready to help you and your child cope with any traumatic event. The first step is reaching out to our professionals so we can offer appropriate solutions and treatment.

How We Can Help You?

Best Day Psychiatry and Counseling is here to help you have a better day and find a better way. We treat a wide range of psychiatric conditions for both children and adults. Contact us today, we're ready to help:

Fayetteville: (910) 323-1543 * Fuquay-Varina: (919) 567-0684 * Raleigh: (919) 670-3939 * Greenville: (252) 375-3322

# data[].attributes.attachment_link.title
The Effects of Bullying on Mental Health - Best Day Psychiatry & Counseling

# data[].attributes.attachment_link.description
Bullying has affected children and teens for generations. But we've only recently understood bullying's mental health effects, which extend beyond the victim to bystanders who witness it and the bullies themselves. What is bullying? The Centers for Disease Control defines bullying as a form of "youth violence" toward a victim involving unwanted aggressive behavior from a bully (an individual or ...

# data[].attributes.headline
reasons and evidence why kids should get paid for good grades 

# data[].attributes.subject
reasons and evidence why kids should get paid for good grades 

# data[].attributes.attachment_link.readable_text
Paying kids an allowance for getting good grades is a controversial subject in some circles. Those who advocate it-like I do-have a variety of reasons for giving our children an academic allowance.

Some say, "What's the harm in paying kids for good grades? After all, isn't that what's done in corporate America every day, where employers pay for performance?" Other supporters note that an allowance for good grades requires kids to earn that money-instead of just passively receiving cash every week for doing nothing at all.

But opponents worry that paying a child for hitting the books sends the wrong message-namely, that the end grade is what's most important rather than a student's efforts, study habits or just having a pure love of learning.

Critics also say that an allowance tied to grades sets kids up to lack motivation, in school and elsewhere, unless cold, hard dollars are at stake.

While I understand those criticisms, I respectfully disagree with such concerns.

Here are five reasons I pay my children an allowance when they get good grades-and why you might consider doing so with your own kids.
1. It incentivizes them to maintain high grades
Let's be honest: Motivation comes in many ways and from a variety of sources. My two older kids, who are entering 12th and ninth grades, respectively, love to make the honor roll, to ace a tough test or a particularly challenging class and to excel in school in general.

But they also love to be financially rewarded for doing well.

My kids know that at the end of each marking period, if they have a 3.0 average or higher, they can expect a nice monetary payout for the term. As a result, the simple truth is: that money is a carrot dangling before them. Actually, it's more like a lingering incentive, hovering in the back of their minds when they might be tempted to slack off or to coast a bit toward the end of a class.

We give our children $20 for each A grade they get and $10 for each B. (No academic allowance is given for grades below a B.) Plus, they get $5 extra for an A+ or B+. And at the end of the entire school year, a "bonus allowance" gives them the chance to earn additional money for their overall GPA.

On more than one occasion, our "Academic Incentive Plan" (as my husband and I call it) has motivated our children to keep doing well in school and to finish strong.

By the way, we apparently aren't alone in this thinking.

According to a study on children and money conducted by the American Institute of CPAs, nearly half of all U.S. parents (48 percent) rewarded their kids financially for good grades. The average allowance for an A, among those who paid their kids, was $16.60.
2. It can actually save our family money in the future
Even though we are paying our children an allowance tied to their grades earned today, my husband and I are keenly aware that this strategy may actually save us big bucks down the road.

How is this possible?

We know that high-achieving students are more likely than other classmates to earn scholarships and merit-based aid when they enroll in college. And since paying kids for good grades can give them extra motivation to shoot for those, we consider it something of a strategic investment.

We recognize, of course, that a huge number of factors determine whether a student wins merit aid from a higher education institution or a third-party scholarship provider. But having excellent grades certainly tips the scales in their favor; at the very least, it can only help. It certainly won't hurt.

With my first-born daughter, who just finished her junior year in high school, I'm already seeing the potential for a financial bonanza due to her high grades and excellent test scores. When she took her PSAT exam this past school year, she tested at National Merit level-scoring in the top 1 percent of all test takers nationwide.

Some schools offer a "full-ride," or an all-expenses-paid college education, to National Merit Scholars. This is worth $25,000 to $50,000 a year or more depending on the college or university in question. As it turns out, two colleges that are high on her list, USC and Fordham, reward National Merit Scholars. USC gives a scholarship worth half its tuition ($23,781) and Fordham offers one for full tuition ($44,450).

Let's assume that my daughter gets into either school and is awarded those scholarship dollars. If her academic performance was rooted-even in the tiniest way-in her being having been a studious adolescent, then I will consider those dollars paid for grades well worth it.
3. and 4. It reinforces our financial values and reiterates the importance of education to my children
In my church, my pastor is fond of saying: "Show me someone's checkbook, and I'll show you that person's heart." The point is, you can tell a lot about what's important to an individual based on how he or she spends their hard-earned dollars.

And if there's one thing my kids know, it's that in our household, we have choices for how we spend our money.

For the things we prioritize -education, travel, retirement and so on-we gladly spend or allocate money. The things that don't matter to us-new cars, fancy clothes and keeping up with the Joneses-we put way, way on the back burner. As a result, we don't waste our funds on those items.

So by paying my kids when they get good grades, it reiterates the message we teach them about being conscious about financial decisions and spending money on things that really matter. It also sends a signal to my children that "Mommy and Daddy are serious about our education"-serious enough to put their money where their mouths are.
5. It makes my life less stressful
Finally, and I'm not ashamed to say this: Paying my kids for good grades makes my life far less stressful. I guess you could say it helps keep their teachers from having to contact me about grade issues.

I consider my kids' teachers my educational partners, and I value their time, expertise and passion. I also appreciate that, at the middle school level, teachers will let me know in a heartbeat when something goes wrong.

As a parent, honestly, I like to be the one to initiate contact, to visit my kids' classrooms, or inquire about how my children are doing. It's less fun when teachers initiate contact. I don't mean for the routine stuff; I mean for the problem stuff-like missing homework, forgotten assignments or grades that are slipping.

So, yeah, if paying my kids for good grades cuts down on the calls or emails home, then I'm all for that and for making my life a lot less stressful.

In a nutshell, these are the reasons I give my children an allowance when they receive high marks in school. Others may disagree, but it works well for our family.

Do I want my kids to enjoy and pursue learning for its own sake? Of course I do. That's why I'm heartened and amazed when my 8-year-old daughter writes poems and short stories-really good ones, in fact-simply because she likes to express her creativity. It's also why I'm awed when my 14-year-old son comes up with his latest scientific gadget or invention, the kind of stuff we really should think about patenting.

And it's why I secretly love it when-on weekends, and even occasionally on school nights-I sometimes walk into my 16-year-old daughter's bedroom past midnight only to find her stealthily engrossed in reading a good book (flashlight and all!), just because she's an avid reader and can't bear to go to sleep without knowing how a story ends.

So yes, it would be wonderful if my kids did all their book learning completely unprompted, the way they pursue some of their other interests outside the formalities of a classroom and structured homework. But here's a simple fact: kids aren't going to be totally passionate about every single class they must take in school.

As an adult, are you happy and gung-ho about every single thing you have to do? Of course not. That's why it doesn't bother me a bit to pay some extra bucks here and there for good grades, since I know an academic allowance really does help in more ways than one.
Lynnette Khalfani-Cox is a personal finance expert and co-founder of the free financial advice site AskTheMoneyCoach.com. Follow Lynnette on Twitter @themoneycoach and Google Plus.

# data[].attributes.attachment_link.title
5 Reasons to Pay Your Kids for Good Grades * EBONY

# data[].attributes.attachment_link.description
Paying kids an allowance for getting good grades is a controversial subject in some circles. Those who advocate it-like I do-have a variety of reasons for giving our children an academic allowance. Some say, "What's the harm in paying kids for good grades? After all, isn't that what's done in corporate America every day, where [...]

# data[].attributes.body
Junk food should not be banned! Kids should be able to have their own freedom in what they eat . "Fast food should be allowed in schools since every individual has the freedom and fundamental right to choose what they eat. Moreover, it is delectable and students love to enjoy it with their friends. ... Fast food lets students consume fruits and vegetables as supplements which make for the nutrition value.Dec 5, 2017"

# data[].attributes.body
would you want a pet panda

# data[].attributes.body
whitch is better  ducks or cats

# data[].attributes.attachment_link.readable_text
Why Mars?

At an average distance of 140 million miles, Mars is one of Earth's closest habitable neighbors. Mars is about half again as far from the Sun as Earth is, so it still has decent sunlight. It is a little cold, but we can warm it up. Its atmosphere is primarily CO2 with some nitrogen and argon and a few other trace elements, which means that we can grow plants on Mars just by compressing the atmosphere. Gravity on Mars is about 38% of that of Earth, so you would be able to lift heavy things and bound around. Furthermore, the day is remarkably close to that of Earth.

# data[].attributes.attachment_link.description
SpaceX designs, manufactures and launches advanced rockets and spacecraft. The company was founded in 2002 to revolutionize space technology, with the ultimate goal of enabling people to live on other planets.

# data[].attributes.body
Reasons for why Planet 9 exists

# data[].attributes.attachment_link.readable_text
PTI

WASHINGTON: The elusive 'Planet Nine' does exist, and may be 10 times the mass of the Earth and 20 times away from the Sun than Neptune, NASA scientists say.

Planet Nine could turn out to be our solar system's missing 'super Earth' - a planet with a mass higher than the Earth's, but substantially lower than the masses of ice giants Uranus and Neptune.

The signs so far are indirect, mainly its gravitational footprints, but that adds up to a compelling case, they said.

"There are now five different lines of observational evidence pointing to the existence of Planet Nine," said Konstantin Batygin, a planetary astrophysicist at California Institute of Technology (Caltech) in the US.

"If you were to remove this explanation and imagine Planet Nine does not exist, then you generate more problems than you solve. All of a sudden, you have five different puzzles, and you must come up with five different theories to explain them," said Batygin.

Six known objects in the distant Kuiper Belt, a region of icy bodies stretching from Neptune outward towards interstellar space, all have elliptical orbits pointing in the same direction, researchers said.

However, these orbits also are tilted the same way, about 30 degrees "downward" compared to the pancake-like plane within which the planets orbit the Sun, they said.

Computer simulations of the solar system with Planet Nine included show there should be more objects tilted with respect to the solar plane.

The tilt would be on the order of 90 degrees, as if the plane of the solar system and these objects formed an "X" when viewed edge-on.

Caltech graduate student, Elizabeth Bailey, showed that Planet Nine could have tilted the planets of our solar system during the last 4.5 billion years.

In the study published in the Astronomical Journal, researchers wondered why the plane in which the planets orbit is tilted about 6 degrees compared to the Sun's equator.

"Over long periods of time, Planet Nine will make the entire solar-system plane precess or wobble, just like a top on a table," Batygin said.

The last telltale sign of Planet Nine's presence involves the solar system's contrarians: objects from the Kuiper Belt that orbit in the opposite direction from everything else in the solar system, researchers said.

Planet Nine's orbital influence would explain why these bodies from the distant Kuiper Belt end up "polluting" the inner Kuiper Belt, they said.

"No other model can explain the weirdness of these high- inclination orbits," Batygin said.

"It turns out that Planet Nine provides a natural avenue for their generation. These things have been twisted out of the solar system plane with help from Planet Nine and then scattered inward by Neptune," said Batygin.

"The possibility of a new planet is certainly an exciting one for me as a planetary scientist and for all of us," said Jim Green, director of NASA's Planetary Science Division.

"This is not, however, the detection or discovery of a new planet," said Green.

"What we're seeing is an early prediction based on modelling from limited observations. It's the start of a process that could lead to an exciting result," he said.

# data[].attributes.attachment_link.title
Planet Nine does exist in our solar system: NASA

# data[].attributes.attachment_link.description
Washington, Oct 16 (IANS) NASA believes a ninth planet does exist that might be 10 times the mass of Earth and 20 times farther from the Sun than Neptune, debunking myths that the planet, dubbed 'Nibiru' by doomsayers, will end of the world.

# data[].attributes.attachment_link.provider_name
Resources for English Language Learners and Teachers | Pearson English

# data[].attributes.attachment_link.readable_text
Many schools across the world are enforcing bans on smartphones due to issues such as bullying, cheating and disruption in class. In July 2018, the French government even passed a law banning mobile phones in schools.

But are there any benefits to having phones in class? And is there a way to harness the available technology to enhance our students' learning?

Let's dive into the debate and explore both sides of the argument, alongside the attitudes of teachers, parents and students. We'll also offer some tips on how to prevent the misuse of smartphones in your classroom.

"Yes, mobile phones should be banned in schools..."

They create distraction in class
"... not having a strict policy on mobile phone use during the day is the temptation for students to go on their WhatsApp or Instagram during lessons."
A 2017 study suggested that over 90% of students use technology in class for purposes unrelated to their work. It's therefore not surprising that teachers often feel in competition for students' attention.

We spoke to Olivia Hunt who teaches geography at the British School of Barcelona and told us she agrees with the ban.

"As you can imagine, the problem with not having a strict policy on mobile phone use during the day is the temptation for students to go on their WhatsApp or Instagram during lessons," she says.

Mobile phones reduce productivity

One study from the London School of Economics showed that banning mobile phones in schools had a positive effect on test scores. They surveyed schools in four English cities and found that student performance in high stakes exams significantly increased.

Allowing phones contributes to bullying
"[when you ban mobile phones] the amount of online bullying and peer-on-peer abuse decreases."
Before mobile phones and internet connections, bullying was limited to face-to-face physical and verbal abuse. Now, cyberbullying can also follow students home, where they should feel safe. What's more, students can also take photos and videos and target other students and teachers anonymously.

Olivia says, "It's so important that they don't have their phones out in school - not just because of the distraction in class, but there are also problems with students filming each other or filming the teachers, taking pictures of the teachers...[when you ban mobile phones] the amount of online bullying and peer-on-peer abuse decreases."

Mobile phones also stir up other issues of privacy, safety and etiquette online. Issues like theft in the playground, sharing adult content, and the potential for blackmail.

'Mobile phone addiction' creates mental health issues
"It's a much needed eight-hour break from their mobile phones."
Some studies suggest a possible link between 'mobile phone addiction' and negative psychological effects such as sleep deficit, anxiety, stress and depression. A ban on mobiles would help reduce these risks.

As Olivia said, in an increasingly online world, 'school is a much needed eight-hour break from their mobile phones.'

"No, mobile phones should be allowed in schools..."

They can be used to enhance learning
"With increased access to learning resources, tools and information, students are drawn deeper into a topic than ever before."
One study in the UK argues that students are already using their mobile phones in school, so why not use them to enhance learning? It suggests that students found it both 'convenient' and 'useful' to have phones in class and used them for a multitude of activities such as research, organisation and calendars.

Technology is often reported to have a positive effect. One study entitled Teaching in a Digital Age advises that through technology, students are "drawn deeper into a topic than ever before. They can direct their own learning."

Classroom tools that require student interaction with their mobile phones are also popular with teachers and students. Apps such as Kahoot, Quizlet, Ed Puzzle and Mentimeter were just a few of the favourites.

We are preparing them for life after school

"They need to use apps in the classroom as part of the process... basically all the things that small businesses do."

Peter Freeth, a parent with teenage daughters spoke to the BBC and said that schools should be doing more to incorporate mobile phones in class, to help students prepare for their future work contexts.

"Schools expect children to do their homework on computers. They need to use apps in the classroom as part of the process, to watch videos, stream content, log attendance and participate in study groups. Basically, all the things that smart businesses do."

Providing a 'tech break' can be beneficial for students

A recent study into 'off-task' activity on phones in classrooms found that some students find a brief distraction a good way to help them refocus for the rest of the lesson.

Elena Neiterman, one of the authors of the study says, "They [students] felt it would be useful for them to maybe do their own thing for a couple minutes and then come back to the class."

Ways to prevent misuse of mobile phones in class

School policy varies between countries and schools. Some have already decided on a complete ban. Others have opted for an 'out of sight, out of mind approach'. If your school doesn't have a strict policy in place, here are some tips to help you keep mobile phone use under control.

Create a class contract: Class contracts can be useful in all areas of classroom management, but setting the boundaries of mobile phones early on can be useful later down the line.

Use a traffic light system: A green sign on the classroom door tells students to get phones out ready face up on the desk. Yellow sign and phones should be faced down and not used until instructed. And red sign - phones won't be needed and should be kept in bags.

Collect phones in at the beginning of school: Some schools opt for a hand-in at the start of the day and return at the end. That way students can still contact parents before and after school if necessary.

Block WiFi access: Teacher Michelle Dooley from Ireland told us that in her school "WiFi is blocked for students. If I want to use mobile phones in class and they require access to the internet, I can tell the IT department to unblock it."

Educate students about multi-tasking: Educating students about the negative effects of multitasking can help discourage students from using their mobiles.

Invite experts to talk about internet safety: Talk to your school about creating workshops with police and mental health experts to discuss issues of theft, safety and privacy.

Provide students with a tech-break: If you want to use mobile phones but are worried about students checking their notifications every five minutes, include a designated tech-break halfway through the class. Give students 60 seconds where they can check if they've missed anything important before going back to work.

What's your opinion on the big mobile phone debate? Are smartphones allowed at your school? Do you have any other tips for preventing misuse? Let us know in the comments.

References

Bolkan,S. Griffin, D.J. (2018) 'Catch and hold: instructional interventions and their differential impact on student interest, attention, and autonomous motivation'.

Beland, Louis-Philippe & Murphy, Richard, 2016. 'Ill Communication: Technology, distraction & student performance.'

Neiterman, E. & Zaza, C. (2019). 'A Mixed Blessing? Students' and Instructors' Perspectives about Off-Task Technology Use in the Academic Classroom.' The Canadian Journal for the Scholarship of Teaching and Learning

Bates, A.W. (2015) 'Teaching in a Digital Age: Guidelines for Designing Teaching and Learning' Vancouver BC

Walker, R. (2013). 'I don't think I would be where I am right now'. Pupil perspectives on using mobile devices for learning. Research in Learning Technology

Thomée, S. (2018) 'Mobile Phone Use and Mental Health. A Review of the Research That Takes a Psychological Perspective on Exposure'

# data[].attributes.attachment_link.title
Should smartphones be banned in schools? The big debate

# data[].attributes.attachment_link.description
Many schools across the world are enforcing bans on smartphones due to issues such as bullying, cheating and disruption in class. In July 2018, the French government even passed a law banning mobile phones in schools. But are there any benefits to having phones in class?

# data[].attributes.body
Leila s

# data[].attributes.attachment_link.title
Must Stop Bullying - Superhero - English - 30

# data[].attributes.body
"On a shorter class schedule, there is more of a feeling of getting down to business. Because of this, the students tend to have their minds more sharpened and ready to go. They aren't walking in thinking that they have all the time in the world."

# data[].attributes.attachment_link.readable_text
I'd like to meet the parent who HASN'T bribed their kids at least once.

We've all been there - a tricky situation where our kids simply WILL NOT do what we want them to.

So we tell them we'll give them something in return if they comply - a treat, more screen time, or money - just so they'll do what we need them to do.

These bribes are often used when the situation is critical - when major consequences are at stake if the kid doesn't comply.

Nothing fits that description more than school. How kids perform in school often determines where they go to college, what kind of profession they'll have, or even if they're able to graduate from high school.

So in order to motivate our kids to do their school work, the best way to get action is to pay them for good grades - right?

Well, yes and no.

First let's look at the "yes" part of that answer:

Research shows that paying kids for good grades often DOES improve them.

Initially.

When kids receive rewards - whether it's for doing chores, limiting screen time or doing well in school - there's almost always improvement. The floor is swept, the A is achieved, the test scores go up.

But the question is - even if kids are able to achieve an A in Pre-Algebra or get a top score on a standardized exam with the incentive of cash, what lesson does it teach and will those improvements last?

Psychological studies going back as far as the early 1970s have found that rewards programs often result in less engaged students. The studies show that students who receive rewards are being trained to do the minimum amount needed to get the reward - not developing an intrinsic love of learning that ultimately makes them more successful academically and as an adult.

Alfie Kohn, author of Punished by Rewards, told NPR: "research confirms that 'the bigger the reward, the more damage it does by encouraging students to focus on the goodies, not the learning. 'The more you use cell phones, T-shirts, money or whatever, the more you undermine motivation for becoming engaged and prolific learners,' he said."

The other downside to giving kids rewards is that they put the responsibility for learning on the parent - who needs to come up with more rewards for sustained results and also has to continue to monitor success.

As Richard Ryan, a professor at Rochester University told The Sunday Times: "If a parent were to say, 'I will give you this if you achieve all As', the child is likely to do it for that reward. It also means that subsequently, he will think, well, the only reason to learn is to get the reward. If I am not getting the reward that I want, I am not interested in learning."

And if a child decides the money is no longer worth the effort? The parent is out of luck.

What to do instead:

Carol Dweck, a psychologist and author, suggests to reward your child verbally. Once your child has achieved a goal, say how the effort and studying paid off and how you're proud he improved his grades.

Richard Ryan suggests that after a child does well, the parent can suggest a celebration, like going to a special restaurant for a meal. He argues that this is not a reward but just an acknowledgment and celebration of a goal achieved.

"A reward that acknowledges a great effort is more effective than one that is promised upfront for getting an A. Appreciation is always a better motivator than control. " Ryan says.

And if you have a kid who is completely unmotivated:

Amy McCready, the Founder of PositiveParentingSolutions.com, gave this advice in a New York Times article on how to manage a kid who is unmotivated to get homework done:

Make sure homework is done before screen time: Although screen time could be viewed as a reward, it's also teaching kids how to set priorities. Other activities that are more interesting to kids could be replaced for screen time.

Emphasize the action, not the grade: Focus on the effort your child has put into homework, however small, and praise that effort. Also, remind kids that persistence will pay off.

Give them the responsibility: letting children manage their own school work, for better or worse, is the best way to prepare them to navigate life's ups and downs and become who they want to be.

Interested in teaching your kids about money? The Kids Money Management Toolkit is all you need to begin giving your kids an allowance. In addition to guidance and advice, you'll also receive Save, Spend, and Share jar labels, a Kids Money Ledger, a Savings Challenge Sheet, a Jobs-for-Hire Sheet, and a Kids Allowance Contract. Click here to learn more.

# data[].attributes.attachment_link.title
Why Paying Kids to Get Good Grades Can Backfire - and What to do Instead

# data[].attributes.attachment_link.description
I'd like to meet the parent who HASN'T bribed their kids at least once. We've all been there - a tricky situation where our kids simply WILL NOT do what we want them to. So we tell them we'll give them something in return if they comply - a treat, more screen time, or money - just so they'll do what we need them to do.

# data[].attributes.attachment_link.description
RETHINK YOUR DRINK BEFORE YOU GO GROCERY SHOPPING Water Fruit-infused water Skim or 1% Milk Crystal Light Unsweetened Tea GREEN - HEALTHIEST CHOICE YELLOW - MO...

# data[].attributes.body
"As well as addiction, the following harmful effects have been found to be related to video game use: Increased aggressive thoughts and aggressive behaviors, particularly in children under age 10. Increased risk of light-induced seizures, musculoskeletal disorders of the upper extremities and increased metabolic rate".

# data[].attributes.body
Leila s

# data[].attributes.attachment_link.readable_text
All 50 U.S. states require schools to have a bullying prevention policy.

But a policy, alone, is not enough. Despite the requirement, there's been a slight uptick in all forms of bullying during the last three years. Bullying can look like experienced basketball players systematically intimidating novice players off the court, kids repeatedly stigmatizing immigrant classmates for their cultural differences, or a middle-school girl suddenly being insulted and excluded by her group of friends.

Bullying occurs everywhere, even in the highest-performing schools, and it is hurtful to everyone involved, from the targets of bullying to the witnesses-and even to bullies themselves. October is National Bullying Prevention Month, so it's a good time to ask ourselves: What are the best practices for preventing bullying in schools? That's a question I explored with my colleague Marc Brackett from the Yale Center for Emotional Intelligence, in a recent paper that reviewed dozens of studies of real-world bullying prevention efforts.

As we discovered, not all approaches to bullying prevention are equally effective. Most bullying prevention programs focus on raising awareness of the problem and administering consequences. But programs that rely on punishment and zero tolerance have not been shown to be effective in the U.S.; and they often disproportionately target students of color. Programs like peer mediation that place responsibility on the children to work out conflicts can increase bullying. (Adult victims of abuse are never asked to "work it out" with their tormentor, and children have an additional legal right to protections due to their developmental status.) Bystander intervention, even among adults, only works for some people-extroverts, empaths, and people with higher social status and moral engagement. Many approaches that educators adopt have not been evaluated through research; instead, educators tend to select programs based on what their colleagues use.

We found two research-tested approaches that show the most promise for reducing bullying (along with other forms of aggression and conflict). They are a positive school climate, and social and emotional learning.

Building a positive school climate

School climate can be difficult to define, though possible to measure. It is the "felt sense" of being in a school, which can arise from a greeting, the way a problem is resolved, or how people work together; it is a school's "heart and soul," its "quality and character." Schools with a positive climate foster healthy development, while a negative school climate is associated with higher rates of student bullying, aggression, victimization, and feeling unsafe.

The elements of a positive climate may vary, but may often include norms about feelings and relationships, power and how it is expressed, and media consumption. Social norm engineering is a conscious process that builds a positive culture among student peers and school adults that becomes self-reinforcing. Like a healthy immune system, a positive school climate promotes optimal health and reduces the chances of dysfunction or disease.

Leadership is key to a positive climate. Is bullying minimized as a "normal rite of childhood," or is it recognized as the harmful peer abuse that it is? Do leaders understand that uninterrupted, severe bullying can confer lifelong negative consequences on targets of bullies, bullies, and witnesses? Are school leaders committed to promoting all children's positive psychological health, or do they over-rely on punishing misbehavior? Can they discern between typical developmental processes that need guidance versus bullying that needs assertive intervention? Are educators empathic to their students, and do they value children's feelings?

Next, are teachers prepared to deal with bullying? Students consistently report that teachers miss most incidents of bullying and fail to help students when asked. A majority of teachers report that they feel unprepared to deal with classroom bullying. Some teachers bully students themselves, or show a lack of empathy toward children who are bullied. Teachers report that they receive little guidance in "classroom management," and sometimes default to the disciplinary strategies they learned in their own families growing up.

However, reforming school climate should involve all stakeholders-students and parents, as well as the administrators and teachers-so a school's specific issues can be addressed, and the flavor of local cultures retained. School climate assessments can be completed periodically to track the impact of improvements.

Advancing social and emotional learning

Social and emotional learning (SEL) is well known, and involves teaching skills of self-awareness, self-management, social awareness, responsible decision making, and relationships management. (Full disclosure: Brackett and I are affiliated with the SEL program RULER.)

Evidence-based SEL approaches have been shown to deliver cost-effective, solid results. Numerous meta-analyses, research reviews, and individual studies of hundreds of thousands of K-12 students show that SEL improves emotional well-being, self-regulation, classroom relationships, and kind and helpful behavior among students. It reduces a range of problems like anxiety, emotional distress, and depression; reduces disruptive behaviors like conflicts, aggression, bullying, anger, and hostile attribution bias; and it improves academic achievement, creativity, and leadership.

A study of 36 first-grade teachers showed that when teachers were more emotionally supportive of students, children were less aggressive and had greater behavioral self-control, compared to the use of behavior management, which did not improve student self-control. One meta-analysis showed that developing emotional competence was protective against becoming a victim of bullying; social competence and academic performance were protective against becoming a bully; and positive peer interactions were protective against becoming a bully-victim (one who has been bullied and bullies others). A series of longitudinal studies showed positive effects into midlife (e.g., fewer divorces, less unemployment) and even cross-generational effects of early SEL. Compared to a matched control group, the children of the adults who participated in the Perry Preschool Project had less criminal involvement and higher educational and employment achievement. A cost-benefit analysis of six SEL programs found them to be good investments, with $11 saved for every $1 spent.

Teachers also benefit from SEL. Those with emotional and social skills training have higher job satisfaction and less burnout, show more positive emotions toward their students, manage their classrooms better, and use more strategies that cultivate creativity, choice, and autonomy in their students. Teachers report that they want more SEL support to cultivate their own emotional and social skills, and to better understand their students' feelings. But few teacher training programs focus on growing the teachers' emotion regulation skills.

Bullying at different age levels

SEL approaches should be developmentally wise, since what is salient and possible for children changes at different ages.

For example, preschoolers are expelled from school at the highest rates of all, but the neurological hardware for their self-control is only just developing. Only then are the connections between the emotion circuitry and the more thinking regions of the prefrontal cortex beginning to be myelinated (insulated for faster connectivity), something that will take until the mid 20s to complete. An SEL program like PATHS or RULER that teaches young children language for feelings, and strategies for thinking before acting, can develop better self-regulation.

Sometimes, adults confuse normal developmental processes with bullying. For example, children begin to reorganize their friendships midway through elementary school, something that can naturally create hurt feelings and interpersonal conflict. It should not be misconstrued as bullying, though, which involves intentional, repeated aggression within an imbalance of power. Normal development also includes experimenting with power, and these normal dynamics should be guided safely toward developing a healthy sense of agency, rather than a hurtful exertion of power over someone else.

Finally, the onset of puberty marks the beginning of heightened sensitivity to social relationships, an especially important time to cultivate skills for kinder, gentler relationships. Unfortunately, this is the period when bullying spikes the highest. And while some strategies work well for younger children (for example, advising them to "tell a trusted adult"), this option may fail with teens, and the breakpoint seems to be around the eighth grade. Older teens require approaches that are less didactic and leverage their need for autonomy, while affirming their values and search for meaning. Physiologically, the brain changes during puberty confer a second chance for recalibrating their stress regulation system. That opportunity should be constructively seized.

Approaches should also take into account individual differences between children. Even SEL programs can stumble here, over-relying on just one or two emotion regulation strategies, like breathing or mindfulness. But children vary in their temperaments, sensitivities, strengths, and vulnerabilities. The best SEL approaches guide students toward discovering strategies that work best for them-strategies that are emotion- and context-specific, personalized, and culturally responsive. This approach requires unconventional flexibility on the part of the educators.

And, finally, approaches work best if they are not standalone pedagogies or from kits that end up in the classroom closet at the end of the year. In order to be effective, skills should become fully embedded across the curricula and the entire day, in all settings, and implemented by all adults-in other words, infiltrating the ecosystem. Only approaches used and taught as intended are successful.

Schools can't do this alone

Families matter, too. Bullying in schools sometimes arises from harsh parenting practices or sibling bullying at home.

Even parents' workplaces matter. Adults experience bullying in their workplaces at about the same rate as children in schools, and it's even found among teachers and in senior living communities. In other words, bullying is not just a childhood problem; it is a pervasive human problem. And children are not buffered from the wider social world-bullying of children who belong to groups targeted in the national political discourse has spiked on playgrounds nationwide.

Ultimately, we need a substantial shift in our mindsets about the importance of children and their feelings. Children are more likely to thrive when we nurture their humanity, and offer them language and strategies and values to help them identify, express, and, thus, regulate their feelings. When parents, teachers, and administrators gain new awareness into the complex roots of bullying and adopt new strategies for addressing it, schools can lead the way. The kids are counting on us.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

# data[].attributes.attachment_link.title
What Are the Best Ways to Prevent Bullying in Schools?

# data[].attributes.attachment_link.description
A new study identifies the most effective approaches to bullying prevention.

# data[].attributes.body
what is better pigs or cows

# data[].attributes.headline
should kids spend their allowance how they want

# data[].attributes.subject
should kids spend their allowance how they want

# data[].attributes.headline
if kids get good grades and  they get paid they will work even harder and make even better grades 

# data[].attributes.subject
if kids get good grades and  they get paid they will work even harder and make even better grades 

# data[].attributes.body
by:omar

# data[].attributes.body
Junk food should be banned! It will help stop health problems , can lower the IQ of students , can damage human body parts and organs , increases risk of having mental issues. "The sale of junk food in school canteen should be ban because to improve the students behavior. By banning junk foods in schools canteens could decrease the frequency of heart diseases. ... Junk foods increase extra fat and sugar level in our body leading to health problems like obesity and diabetes.Nov 25, 2018"

# data[].attributes.body
what is better cats or dogs

# data[].attributes.body
A bright side video

# data[].attributes.attachment_link.title
Why We Think Cell Phones Should Be Allowed in School

# data[].attributes.body
Advantage
"Space exploration allows us to prepare for potential hazards.
The universe is a vast place where hidden dangers could be lurking almost anywhere. Even if you consider only our solar system, there are asteroid and comet threats which could devastate our planet if an impact were to occur. Exploring space gives us an opportunity to locate these hazards in advance to prepare an encounter that could help to preserve our race."

Disadvantage
"Our current technology makes it dangerous to get into space in the first place.
Several agencies are developing “space tourism” packages that can take people in a comfortable aircraft to the very outer layers of our atmosphere, but that is not an exploration effort. We currently strap astronauts into a vehicle that gets attached to a very large rocket so that there is enough speed available to break the grasp of gravity."

# data[].attributes.body
Yes because it could help improve students health problems caused from junk food. "Banning junk food in schools could encourage students to eat more healthy food. This could reduce the prevalence of mental health problems among students. It also could improve the school performance of students."

# data[].attributes.body
"Banning junk food in schools could encourage students to eat more healthy food. This could reduce the prevalence of mental health problems among students. It also could improve the school performance of students."

# data[].attributes.body
are dog or cats better

# data[].attributes.body
1. Plastic
2. Bycatch
3. Overfishing

# data[].attributes.body
"This is the beginning of a new era in space exploration in which NASA has been challenged to develop systems and capabilities required to explore beyond low-Earth orbit, including destinations such as translunar space, near-Earth asteroids and eventually Mars."

"Humanity's interest in the heavens has been universal and enduring. Humans are driven to explore the unknown, discover new worlds, push the boundaries of our scientific and technical limits, and then push further. The intangible desire to explore and challenge the boundaries of what we know and where we have been has provided benefits to our society for centuries."

# data[].attributes.body
yeet

# data[].attributes.attachment_link.readable_text
Why did Columbus travel west? Why did Marco Polo head east? Because it is that pull, that unknown, that prospect of adventure that compels humans to seek new frontiers to explore.

There are a number of reasons to travel to Mars.

The first is the realization of an amazing dream! Sending a manned mission to Mars is a fantastic adventure. Imagine living on another planet, millions of miles from the Earth; looking up into the sky with the knowledge that one of the 'stars' is actually the planet you were born on. Who can even envision the incredible feeling of being the first human in history to step out of the capsule and leave your footprint on the surface of Mars? By this we implore you to not just think of that feeling for the astronaut, but the experience for all those watching back home. Those who observed Neil Armstrong land on the Moon all those years ago still remember every detail - where they were, who they were with and how they felt. The moment the first astronauts land on Mars will be our moment to remember.

A second reason is good, old-fashioned curiosity. Where did Mars come from? Can it teach us about Earth's history? Is there life on Mars? These are just three of the hundreds of burning questions for scientists all over the world.

Thirdly: progress. You could say that sending people to Mars is 'the next giant leap for mankind'. This mission will jumpstart massive developments in all kinds of areas, a few examples being in recycling, solar energy, food production and the advancement of medical technology.
Back to the FAQ overview

# data[].attributes.attachment_link.title
Why should we go to Mars? - A Mission to Mars - Mars One

# data[].attributes.attachment_link.description
Why did Columbus travel west? Why did Marco Polo head east? Because it is that pull, that unknown, that prospect of adventure that compels humans to seek new frontiers to explore. There are a number of reasons to travel to Mars. The first is the realization of an amazing dream!

# data[].attributes.body
"Parents can take a similar approach at home, teaching their children balance while also educating them about nutrition. “It’s important for our kids to understand it’s OK to occasionally have a treat."

# data[].attributes.body
"A typical American school day is six to eight hours starting between seven and nine a.m., which means students have to wake up early in the morning just to sit in a classroom for hours on end. Child Mind Institute, providing the highest quality evidence-based care to children and adolescents, has shown that school causes chronic sleep deprivation in teens which makes it more difficult to focus in class and affects the brain’s ability to consolidate. Other problems include not having enough time to study or do homework and giving less time to do other activities outside of school."

# data[].attributes.body
"Students often forget to turn off their phones in class, and ringing noises or text-message alerts disrupt learning and school work. Even if set to silent, cell phones can still cause distraction for students and educators, since text messaging has become a high-tech method of passing notes in school. As seen in the popular 2020 Netflix documentary The Social Dilemma, young people and even adults experience an addictive need to check their cell phones and notifications whenever the phone is available. This would point to the fact that even the mere presence of the cell phone can be distracting, even when the sound is turned off or if the phone is powered off altogether. The increased screen time has also been found to have harmful effects on learning and development."

# data[].attributes.attachment_link.readable_text
LOS ANGELES -- The scene Saturday at STAPLES Center was a sight to behold.

About 30 children ages 4 to 8, members of the Los Angeles Kings' Learn to Play Program, were on the ice, split amongst five stations. They were being instructed by former Kings players; forward Derek Armstrong, defenseman Mathieu Schneider, now special assistant to the executive director at the NHL Players' Association and forward Daryl Evans, now a Kings broadcaster.

The kids were taught a different hockey skill -- skating, shooting, passing -- at each station. Sometimes the players executed the drill, sometimes they fell, sliding along the fresh sheet of ice. No matter the success or failure the kids smiled. So did their instructors.

It will soon be a scene that will take place in each of the League's 31 markets. On Saturday, the NHL announced the adaptation of the Learn to Play Program on a League-wide basis.

The Learn to Play initiative was developed jointly by the League and the NHL Players' Association to offer more families a chance to experience youth hockey. It provides first-time participants between the ages of 4 and 8 free head-to-toe equipment, age-appropriate instruction and certified coaching, led by NHL alumni.

"The Learn to Play program from our perspective is all about reducing cost barriers and casting a wider net for first-time hockey participants, introducing the sport to people who may not have had an opportunity absent this program," NHL Deputy Commissioner Bill Daly said.

The program, based on successful repetition, is in eight NHL markets.

"In my estimation, this is one of the best programs the NHL and the NHLPA offer," said David Morehouse, president and CEO of the Penguins. "About 10 years ago, Sidney Crosby came to us and asked how can we make it more affordable for kids to play hockey, I'd like to try to help. So what we did was we went to a couple of our corporate sponsors, at the time, Dick's Sporting Goods and Reebok, now CCM, and together with Sidney we funded a program to provide free hockey equipment for kids in western Pennsylvania. We're in our 10th year, and every year it's over 1,000 kids.

"Those kids are learning basic values besides learning how to play hockey. The unique thing about this program is the NHL, the NHLPA, USA Hockey and Hockey Canada, the four of us all getting together. We can truly change and grow the game."

The League and the NHLPA, using its Industry Growth Fund, believes it can introduce new players to the game, but also introduce those players to a positive initial experience.

"I think there's probably a lot of people in this room that would agree that there's a negative culture in youth sports today, and from the first time a kid puts on a pair of skates, gets on a baseball field, picks up a basketball, everything is about winning and losing," Schneider said. "And what this program aims to do, and what we hope to do expanding in the future, is to change that culture, make it a fun, positive environment, give the kids a place where they can get great coaching, develop some of the life skills that sports teach you.

"It's not about becoming a great hockey player, it's about becoming a great person, and hockey is a vehicle to help you achieve your goals."

As the Learn to Play Program grows it will introduce more players to the game -- the goal is 30,000 annually, according to Daly -- and, by extension, more fans to the sport.

"There is no platform we have as far as visibility that's better than doing things with the League and its teams," said Dave Ogrean, executive director of USA Hockey. "They generate the exposure that we can't necessarily do on our own. So to have them to be doing what they are going to be doing in 24 U.S. markets, in those areas and around those areas, it is just going to give a real turbo boost to our efforts and you are going to see that growth start to ladder over the course of the next few years."

# data[].attributes.attachment_link.title
NHL to expand Learn to Play Program League-wide

# data[].attributes.attachment_link.description
About 30 children ages 4 to 8, members of the Los Angeles Kings' Learn to Play Program, were on the ice, split amongst five stations. They were being instructed by former Kings players; forward Derek Armstrong, defenseman Mathieu Schneider, now special assistant to the executive director at the NHL Players' Association and forward Daryl Evans, now a Kings broadcaster.