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Adolescents today face a widespread chronic health problem: sleep deprivation. Although society often views sleep as a luxury that ambitious or active people cannot afford, research shows that getting enough sleep is a biological necessity, as important to good health as eating well or exercising. Teens are among those least likely to get enough sleep; while they need on average 9 1/4 hours of sleep per night for optimal performance, health and brain development, teens average fewer than 7 hours per school night by the end of high school, and most report feeling tired during the day (Wolfson & Carskadon, 1998). The roots of the problem include poor teen sleep habits that do not allow for enough hours of quality sleep; hectic schedules with afterschool activities and jobs, homework hours and family obligations; and a clash between societal demands, such as early school start times, and biological changes that put most teens on a later sleep-wake clock. As a result, when it is time to wake up for school, the adolescent's body says it is still the middle of the night, and he or she has had too little sleep to feel rested and alert.

The consequences of sleep deprivation during the teenage years are particularly serious. Teens spend a great portion of each day in school; however, they are unable to maximize the learning opportunities afforded by the education system, since sleep deprivation impairs their ability to be alert, pay attention, solve problems, cope with stress and retain information. Young people who do not get enough sleep night after night carry a significant risk for drowsy driving; emotional and behavioral problems such as irritability, depression, poor impulse control and violence; health complaints; tobacco and alcohol use; impaired cognitive function and decision-making; and lower overall performance in everything from academics to athletics.

The Biology of Adolescent Sleep

Research shows that adolescents require at least as much sleep as they did as children, generally 8 1/2 to 9 1/4 hours each night (Carskadon et al., 1980). Key changes in sleep patterns and needs during puberty can contribute to excessive sleepiness in adolescents, which can impair daytime functioning. First, daytime sleepiness can increase during adolescence, even when teens' schedules allow for optimal amounts of sleep (Carskadon, Vieri, & Acebo, 1993). Second, most adolescents undergo a sleep phase delay, which means a tendency toward later times for both falling asleep and waking up. Research shows the typical adolescent's natural time to fall asleep may be 11 pm or later; because of this change in their internal clocks, teens may feel wide awake at bedtime, even when they are exhausted (Wolfson & Carskadon, 1998). This leads to sleep deprivation in many teens who must wake up early for school, and thus do not get the 8 1/2 - 9 1/4 hours of sleep that they need. It also causes irregular sleep patterns that can hurt the quality of sleep, since the weekend sleep schedule often ends up being much different from the weekday schedule as teens try to catch up on lost sleep (Dahl & Carskadon, 1995).

Adolescents in Study Show Changing Sleep Patterns

Since the 1970s, there has been a growing awareness of the changes in sleep patterns as children transition to adolescence. In a study at a summer sleep camp at Stanford during the 1970s, boys and girls who enrolled at 10-12 years of age were monitored every year for 5-6 years. While researchers had thought older children would need less sleep during the 10 hour nocturnal window they were given, from 10 pm to 8 am, they found that regardless of age, the children all slept about 9 1/4 of the 10 hours. As they progressed through adolescence, participants continued to get the same amount of sleep, but they no longer woke spontaneously before the end of the sleep window at 8 am (Carskadon et al., 1979). In addition, when the Multiple Sleep Latency Test (MSLT)-given at designated periods throughout the day to determine the speed of falling asleep, to measure sleepiness-was given to the adolescents, they showed more alertness at 8 pm than earlier in the day, and even greater alertness at 10 pm. Also, at midpuberty, adolescents became sleepier in the middle of the day. According to the tests, more mature adolescents showed signs of reduced alertness during the day even though they slept an equivalent amount at night (Carskadon et al., 1980).

Changes in Melatonin

Another experiment, conducted by Dr. Mary A. Carskadon of Brown University, found that more mature adolescents had later circadian rhythm timing, based on melatonin secretions in saliva samples. This finding shows that melatonin secretion occurs at a later time in adolescents as they mature; thus, it is difficult for them to go to sleep earlier at night. The melatonin secretion also turns off later in the morning, which makes it harder to wake up early (Carskadon et al., 1998).

Another important finding from many studies is that the circadian timing system can be reset if light exposure is carefully controlled (Carskadon et al., 1997). In studies where adolescents are paid to keep a specific sleep schedule and wear eyeshades to exclude light during evening hours, measurements of melatonin secretion show that the rhythm had moved significantly toward a designated time. This means that with time, effort, and money, researchers can get adolescents to reset their clocks. This approach, however, is not necessarily realistic for teens who have full and busy lives. Nevertheless, the interaction of light exposure and sleep timing is important to keep in mind.

A Widespread and High-Impact Part of Teens' Lives

Findings of the tendency for adolescent sleep patterns to be delayed have been reported not only in North America, but also in South America, Asia, Australia and Europe (Andrade & Menna Barreto, 2002; Carskadon & Acebo, 1997; Ishihara, Honma & Miyake, 1990; Bearpark & Michie, 1987; Strauch & Meier, 1988; LeBourgeois et al., 2005; Thorleifsdottir et al., 2002). The diversity of such research supports the view that intrinsic developmental changes play a role in delayed sleep patterns in adolescents. This biological shift sets the stage for other social and environmental conditions that make it easier for these adolescents to stay awake at night and wake up sleepdeprived. The effects of changing sleep patterns are compounded by the demands older students face in academics, extracurricular activities, social opportunities, after-school jobs, and other obligations.
"Sleep isn't a priority for teenagers, and it typically isn't made one by parents or schools."
-Jodi Mindell, PhD, Director of Graduate Program in Psychology, St. Joseph's University and Children's Hospital of Philadelphia

The School Start Time Issue

Adolescent sleep deprivation is largely driven by a conflict between teens' internal biological clocks and the schedules and demands of society. Therefore, it makes sense to look at school start times, which set the rhythm of the day for students, parents, teachers and members of the community at large.
"Given that the primary focus of education is to maximize human potential, then a new task before us is to ensure that the conditions in which learning takes place address the very biology of our learners."
Mary A. Carskadon, PhD, Director of E.P. Bradley Hospital Research Laboratory and professor in Department of Psychiatry and Human Behavior at Brown University School of Medicine

Research on School Start Times and Biology

In a project spearheaded by Dr. Mary A. Carskadon and colleagues, researchers investigated what would happen to sleep and circadian rhythms in a group of young people for whom the transition from junior high to senior high required a change in school starting time from 8:25 am to 7:20 am (Carskadon et al., 1998).

The 25 students completed the study at two time points, in the spring of 9th grade and autumn of 10th grade. The students kept their usual schedules, wore small activity monitors on their wrists, and kept diaries of activities and sleep schedules for two consecutive weeks. At the end, participants came to Carskadon's sleep lab for assessment of the onset phase of melatonin secretion, an overnight sleep study, and daytime testing with MSLT. The in-lab sleep schedule was fixed to each student's average school night schedule, based on data from the wrist monitors.

Carskadon and colleagues found that in the 10th grade:

On a typical school morning, the students woke up earlier for high school, but only 25 minutes earlier instead of the 65 minutes reflected in the start time change.

Sleep onset times did not change, and averaged about 10:40 pm in both 9th and 10th grade.

The average amount of sleep on school nights fell from 7 hours 9 minutes to 6 hours 50 minutes, which is significant because the students were already accumulating a sleep deficit.

Nearly one-half of the 10th graders showed a reversed sleep pattern on the morning MSLT. This pattern is similar to the sleep disorder narcolepsy, moving immediately into REM sleep before non-REM sleep. The 12 students who showed this pattern did not have narcolepsy, but they did have a mismatch between their school day waking times and their circadian rhythms. Indeed, at 8:30 in the morning, they fell asleep within three minutes.

None of the students made an optimal adjustment to the new schedule; none was sleeping even 8 1/4 hours on school nights.

"Even without the pressure of biological changes, if we combine an early school starting time-say 7:30 am, which, with a modest commute, makes 6:15 am a viable rising time-with our knowledge that optimal sleep need is 9 1/4 hours, we are asking that 16-year olds go to bed at 9 pm. Rare is a teenager that will keep such a schedule. School work, sports practices, clubs, volunteer work, and paid employment take precedence. When biological changes are factored in, the ability even to have merely 'adequate' sleep is lost," Carskadon explains.

School Start Time Initiatives and Outcomes

In 2014, National Sleep Foundation (NSF) worked with U.S. Representative Zoe Lofgren to introduce legislation that addresses the relationship between school start times and adolescent health, wellbeing and performance. We encourage you to contact your Representatives and urge them to support this bill.

Collaborating in the Best Interests of Students

Many schools across the country are working to synchronize school clocks with students' body clocks, so that teens are in school during their most alert hours and can achieve their full academic potential. Working to bring school start times in line with teens' sleep needs presents a number of challenges and opportunities. Individual communities can vary greatly in their priorities and values; factors to consider include bell schedules of elementary and middle schools; transportation; athletic programs and extracurricular activities; use of schools for community activities; student employment; and safety issues for younger students who either may be waiting for a bus in the dark or need supervision of older siblings after school. There are also safety issues for older students, since violent activities, sex, recreational use of alcohol or drugs, and criminal and other risky behaviors frequently occur between 2 and 4 pm, according to data from the Federal Bureau of Investigation. It is also important that any consideration of a school start time change takes into account the impact on families, including transportation, dependence on teens' income, chores and other family responsibilities, and teens' mood and behavior at home.

Changing a school's start time involves a wide array of people-parents, teachers, students, principals, school boards, superintendents, counselors and healthcare professionals, among others. The impact is felt at a community level, but it is also felt individually, and the individuals who are affected need to have their views heard and acknowledged so that discussions can move forward in search of common ground.

Obviously, moving bell times is one major step in a larger picture of ensuring that adolescents get the sleep they need. It will not put more hours in the day, so it is important for teens to know about their sleep needs and have the skills to make a conscious effort to get a good night's sleep. Many teens assume they are expected to function with a lack of sleep, but sleep is not optional; it is biologically necessary. If sleep is incorporated into educational efforts, teens will be armed with information that will enable them to use a later school start time to their advantage.

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Later School Start Times: Benefits & Cons - Sleep Foundation

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Adolescents today face a widespread chronic health problem: sleep deprivation. Although society often views sleep as a luxury that ambitious or active people cannot afford, research shows that getting enough sleep is a biological necessity, as important to good health as eating well or exercising.

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Should it be a sport?

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Being a Cheerleader - Is Cheerleading a Sport? - Varsity.com

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Every cheerleader gets fired up when someone sparks the "Is cheerleading a sport?" debate. Whether it's a football player in one of your classes, a teacher who talks down about cheerleading, or a friend who doesn't understand why you're not involved in something else "more athletic," you want people to know that cheerleaders are athletes.

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https://en.wikipedia.org/wiki/Fish_as_food

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http://www.onegreenplanet.org/animalsandnature/10-alarming-facts-about-overfishing/

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Who Was Thomas Jefferson?

Thomas Jefferson was the primary draftsman of the U.S. Declaration of Independence, the nation's first secretary of state and the second vice president (under John Adams). As the third president of the United States, Jefferson stabilized the U.S. economy and defeated pirates from North Africa during the Barbary War. He was responsible for doubling the size of the United States by successfully brokering the Louisiana Purchase. He also founded the University of Virginia.

Early Life

Jefferson was born on April 13, 1743, at the Shadwell plantation located just outside of Charlottesville, Virginia.

Jefferson was born into one of the most prominent families of Virginia's planter elite. His mother, Jane Randolph Jefferson, was a member of the proud Randolph clan, a family claiming descent from English and Scottish royalty.

His father, Peter Jefferson, was a successful farmer as well as a skilled surveyor and cartographer who produced the first accurate map of the Province of Virginia. The young Jefferson was the third born of 10 siblings.

As a boy, Jefferson's favorite pastimes were playing in the woods, practicing the violin and reading. He began his formal education at the age of nine, studying Latin and Greek at a local private school run by the Reverend William Douglas.

In 1757, at the age of 14, he took up further study of the classical languages as well as literature and mathematics with the Reverend James Maury, whom Jefferson later described as "a correct classical scholar."

College of William and Mary

In 1760, having learned all he could from Maury, Jefferson left home to attend the College of William and Mary in Williamsburg, Virginia's capital.

Although it was the second oldest college in America (after Harvard), William and Mary was not at that time an especially rigorous academic institution. Jefferson was dismayed to discover that his classmates expended their energies betting on horse races, playing cards and courting women rather than studying.

Nevertheless, the serious and precocious Jefferson fell in with a circle of older scholars that included Professor William Small, Lieutenant Governor Francis Fauquier and lawyer George Wythe, and it was from them that he received his true education.

Becoming a Lawyer

After three years at William and Mary, Jefferson decided to read law under Wythe, one of the preeminent lawyers of the American colonies. There were no law schools at this time; instead aspiring attorneys "read law" under the supervision of an established lawyer before being examined by the bar.

Wythe guided Jefferson through an extraordinarily rigorous five-year course of study (more than double the typical duration); by the time Jefferson won admission to the Virginia bar in 1767, he was already one of the most learned lawyers in America.

Monticello

In 1770, Jefferson began construction of what was perhaps his greatest labor of love: Monticello, his house atop a small rise in the Piedmont region of Virginia. The house was built on land his father had owned since 1735.

In keeping with the interests of one of America's greatest "Renaissance Men" - Jefferson's interests ranged from botany and archaeology to music and birdwatching - Jefferson himself drafted the blueprints for Monticello's neoclassical mansion, outbuildings and gardens.

More than just a residence, Monticello was also a working plantation, where Jefferson kept roughly 130 African Americans in slavery. Their duties included tending gardens and livestock, plowing fields and working at the on-site textile factory.

Thomas Jefferson's Children

From 1767 to 1774, Jefferson practiced law in Virginia with great success, trying many cases and winning most of them. During these years, he also met and fell in love with Martha Wayles Skelton, a recent widow and one of the wealthiest women in Virginia.

The pair married on January 1, 1772. Thomas and Martha Jefferson had six children together, but only two survived into adulthood: Martha, their firstborn, and Mary, their fourth. Only Martha survived her father.

His six children with Martha, however, were not the only children Jefferson fathered.

Sally Hemings

History scholars and a significant body of DNA evidence indicate that Jefferson had an affair - and at least one child - with one of his slaves, a woman named Sally Hemings, who was in fact Martha Jefferson's half-sister.

Sally's mother, Betty Hemings, was a slave owned by Jefferson's father-in-law, John Wayles, who was the father of Betty's daughter Sally. It is overwhelmingly likely, if not absolutely certain, that Jefferson fathered all six of Sally Hemings' children.

Most compelling is DNA evidence showing that some male member of the Jefferson family fathered Hemings' children, and that it was not Samuel or Peter Carr, the only two of Jefferson's male relatives in the vicinity at the relevant times.

Political Career

The beginning of Jefferson's professional life coincided with great changes in Great Britain's 13 colonies in America.

The conclusion of the French and Indian War in 1763 left Great Britain in dire financial straits; to raise revenue, the Crown levied a host of new taxes on its American colonies. In particular, the Stamp Act of 1765, imposing a tax on printed and paper goods, outraged the colonists, giving rise to the American revolutionary slogan, "No taxation without representation."

Eight years later, on December 16, 1773, colonists protesting a British tea tax dumped 342 chests of tea into the Boston Harbor in what is known as the Boston Tea Party. In April 1775, American militiamen clashed with British soldiers at the Battles of Lexington and Concord, the first battles in what developed into the Revolutionary War.

Jefferson was one of the earliest and most fervent supporters of the cause of American independence from Great Britain. He was elected to the Virginia House of Burgesses in 1768 and joined its radical bloc, led by Patrick Henry and George Washington.

In 1774, Jefferson penned his first major political work, A Summary View of the Rights of British America, which established his reputation as one of the most eloquent advocates of the American cause.

A year later, in 1775, Jefferson attended the Second Continental Congress, which created the Continental Army and appointed Jefferson's fellow Virginian, George Washington, as its commander-in-chief. However, the Congress' most significant work fell to Jefferson himself.

Declaration of Independence

In June 1776, the Congress appointed a five-man committee (Jefferson, John Adams, Benjamin Franklin, Roger Sherman and Robert Livingston) to draft a Declaration of Independence.

The committee then chose Jefferson to author the declaration's first draft, selecting him for what Adams called his "happy talent for composition and singular felicity of expression." Over the next 17 days, Jefferson drafted one of the most beautiful and powerful testaments to liberty and equality in world history.

The document opened with a preamble stating the natural rights of all human beings and then continued on to enumerate specific grievances against King George III that absolved the American colonies of any allegiance to the British Crown.

Although the version of the Declaration of Independence adopted on July 4, 1776, had undergone a series of revisions from Jefferson's original draft, its immortal words remain essentially his own: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights; that among these are Life, Liberty, and the pursuit of Happiness."

After authoring the Declaration of Independence, Jefferson returned to Virginia, where, from 1776 to 1779, he served as a member of the Virginia House of Delegates. There he sought to revise Virginia's laws to fit the American ideals he had outlined in the Declaration of Independence.

Jefferson successfully abolished the doctrine of entail, which dictated that only a property owner's heirs could inherit his land, and the doctrine of primogeniture, which required that in the absence of a will a property owner's oldest son inherited his entire estate.

DOWNLOAD BIOGRAPHY'S THOMAS JEFFERSON FACT CARD

Separation of Church and State

In 1777, Jefferson wrote the Virginia Statute for Religious Freedom, which established freedom of religion and the separation of church and state.

Although the document was not adopted as Virginia state law for another nine years, it was one of Jefferson's proudest life accomplishments.

Governor of Virginia

On June 1, 1779, the Virginia legislature elected Jefferson as the state's second governor. His two years as governor proved the low point of Jefferson's political career. Torn between the Continental Army's desperate pleas for more men and supplies and Virginians' strong desire to keep such resources for their own defense, Jefferson waffled and pleased no one.

As the Revolutionary War progressed into the South, Jefferson moved the capital from Williamsburg to Richmond, only to be forced to evacuate that city when it, rather than Williamsburg, turned out to be the target of British attack.

On June 1, 1781, the day before the end of his second term as governor, Jefferson was forced to flee his home at Monticello (located near Charlottesville, Virginia), only narrowly escaping capture by the British cavalry. Although he had no choice but to flee, his political enemies later pointed to this inglorious incident as evidence of cowardice.

Jefferson declined to seek a third term as governor and stepped down on June 4, 1781. Claiming that he was giving up public life for good, he returned to Monticello, where he intended to live out the rest of his days as a gentleman farmer surrounded by the domestic pleasures of his family, his farm and his books.

Notes on the State of Virginia

To fill his time at home, in late 1781, Jefferson began working on his only full-length book, the modestly titled Notes on the State of Virginia.

While the book's ostensible purpose was to outline the history, culture and geography of Virginia, it also provides a window into Jefferson's political philosophy and worldview.

Contained in Notes on the State of Virginia is Jefferson's vision of the good society he hoped America would become: a virtuous agricultural republic, based on the values of liberty, honesty and simplicity and centered on the self-sufficient yeoman farmer.

Thomas Jefferson's Slaves

Jefferson's writings also shed light on his contradictory, controversial and much-debated views on race and slavery. Jefferson owned slaves through his entire life, and his very existence as a gentleman farmer depended on the institution of slavery.

Like most white Americans of that time, Jefferson held views we would now describe as nakedly racist: He believed that blacks were innately inferior to whites in terms of both mental and physical capacity.

Nevertheless, he claimed to abhor slavery as a violation of the natural rights of man. He saw the eventual solution of America's race problem as the abolition of slavery followed by the exile of former slaves to either Africa or Haiti, because, he believed, former slaves could not live peacefully alongside their former masters.

As Jefferson wrote, "We have the wolf by the ears, and we can neither hold him nor safely let him go. Justice is in one scale, and self-preservation in the other."

Minister to France

Jefferson was spurred back into public life by private tragedy: the untimely death of his beloved wife, Martha, on September 6, 1782, at the age of 34.

After months of mourning, in June 1783, Jefferson returned to Philadelphia to lead the Virginia delegation to the Confederation Congress. In 1785, that body appointed Jefferson to replace Benjamin Franklin as U.S. minister to France.

Although Jefferson appreciated much about European culture - its arts, architecture, literature, food and wines - he found the juxtaposition of the aristocracy's grandeur and the masses' poverty repellant. "I find the general fate of humanity here, most deplorable," he wrote in one letter.

In Europe, Jefferson rekindled his friendship with John Adams, who served as minister to Great Britain, and Adams' wife, Abigail Adams. The educated and erudite Abigail, with whom Jefferson maintained a lengthy correspondence on a wide variety of subjects, was perhaps the only woman he ever treated as an intellectual equal.

Jefferson's official duties as minister consisted primarily of negotiating loans and trade agreements with private citizens and government officials in Paris and Amsterdam.

After nearly five years in Paris, Jefferson returned to America at the end of 1789 with a much greater appreciation for his home country. As he wrote to his good friend, James Monroe, "My God! How little do my countrymen know what precious blessings they are in possession of, and which no other people on earth enjoy."

Secretary of State

Jefferson arrived in Virginia in November 1789 to find George Washington waiting for him with news that Washington had been elected the first president of the United States of America, and that he was appointing Jefferson as his secretary of state.

Besides Jefferson, Washington's most trusted advisor was Treasury Secretary Alexander Hamilton. A dozen years younger than Jefferson, Hamilton was a New Yorker and war hero who, unlike Jefferson and Washington, had risen from humble beginnings.

Jefferson's Political Party

Rancorous partisan battles emerged to divide the new American government during Washington's presidency.

On one side, the Federalists, led by Hamilton, advocated for a strong national government, broad interpretation of the U.S. Constitution and neutrality in European affairs.

On the other side, the Republican political party, led by Jefferson, promoted the supremacy of state governments, a strict constructionist interpretation of the Constitution and support for the French Revolution.

Washington's two most trusted advisors thus provided nearly opposite advice on the most pressing issues of the day: the creation of a national bank, the appointment of federal judges and the official posture toward France.

On January 5, 1794, frustrated by the endless conflicts, Jefferson resigned as secretary of state, once again abandoning politics in favor of his family and farm at his beloved Monticello.

Jefferson as Vice President

In 1797, despite Jefferson's public ambivalence and previous claims that he was through with politics, the Republicans selected Jefferson as their candidate to succeed George Washington as president.

In those days, candidates did not campaign for office openly, so Jefferson did little more than remain at home on the way to finishing a close second to then-Vice President John Adams in the electoral college, which, by the rules of the time, made Jefferson the new vice president.

Besides presiding over the U.S. Senate, the vice president had essentially no substantive role in government. The long friendship between Adams and Jefferson had cooled due to political differences (Adams was a Federalist), and Adams did not consult his vice president on any important decisions.

To occupy his time during his four years as vice president, Jefferson authored A Manual of Parliamentary Practice, one of the most useful guides to legislative proceedings ever written, and served as the president of the American Philosophical Society.

Presidency

John Adams' presidency revealed deep fissures in the Federalist Party between moderates such as Adams and Washington and more extreme Federalists like Alexander Hamilton.

In the presidential election of 1800, the Federalists refused to back Adams, clearing the way for the Republican candidates Jefferson and Aaron Burr to tie for first place with 73 electoral votes each. After a long and contentious debate, the House of Representatives selected Jefferson to serve as the third U.S. president, with Burr as his vice president.

The election of Jefferson in 1800 was a landmark of world history, the first peacetime transfer of power from one party to another in a modern republic.

Delivering his inaugural address on March 4, 1801, Jefferson spoke to the fundamental commonalities uniting all Americans despite their partisan differences. "Every difference of opinion is not a difference of principle," he stated. "We have called by different names brethren of the same principle. We are all Republicans, we are all Federalists."

Accomplishments

President Jefferson's accomplishments during his first term in office were numerous, remarkably successful and productive.

In keeping with his Republican values, Jefferson stripped the presidency of all the trappings of European royalty, reduced the size of the armed forces and government bureaucracy and lowered the national debt from $80 million to $57 million in his first two years in office.

Nevertheless, Jefferson's most important achievements as president all involved bold assertions of national government power and surprisingly liberal readings of the U.S. Constitution.

Louisiana Purchase

Jefferson's most significant accomplishment as president was the Louisiana Purchase. In 1803, he acquired land stretching from the Mississippi River to the Rocky Mountains from cash-strapped Napoleonic France for the bargain price of $15 million, thereby doubling the size of the nation in a single stroke.

He then devised the wonderfully informative Lewis and Clark Expedition to explore, map out and report back on the new American territories.

Tripoli Pirates

Jefferson also put an end to the centuries-old problem of Tripoli pirates from North Africa disrupting American shipping in the Mediterranean. During the Barbary War, Jefferson forced the pirates to capitulate by deploying new American warships.

Notably, both the Louisiana Purchase and the undeclared war against the Barbary pirates conflicted with Jefferson's much-avowed Republican values. Both actions represented unprecedented expansions of national government power, and neither was explicitly sanctioned by the Constitution.

Second Term as President

Although Jefferson easily won re-election in 1804, his second term in office proved much more difficult and less productive than his first. He largely failed in his efforts to impeach the many Federalist judges swept into government by the Judiciary Act of 1801.

However, the greatest challenges of Jefferson's second term were posed by the war between Napoleonic France and Great Britain. Both Britain and France attempted to prevent American commerce with the other power by harassing American shipping, and Britain in particular sought to impress American sailors into the British Navy.

In response, Jefferson passed the Embargo Act of 1807, suspending all trade with Europe. The move wrecked the American economy as exports crashed from $108 million to $22 million by the time he left office in 1809. The embargo also led to the War of 1812 with Great Britain after Jefferson left office.

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Thomas Jefferson was the primary draftsman of the U.S. Declaration of Independence, the nation's first secretary of state and the second vice president (under John Adams). As the third president of the United States, Jefferson stabilized the U.S. economy and defeated pirates from North Africa during the Barbary War.

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https://school-uniforms.procon.org/

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The United States is the second most obese industrialized country in the world. 39.6% of American adults in 2016 were obese, compared to 14% in the mid-1970s. Obesity accounts for 19.8% of deaths and 21% of healthcare spending in the United States.

Proponents contend that obesity is a disease because it meets the definition of disease; it decreases life expectancy and impairs the normal functioning of the body; and it can be caused by genetic factors.

Opponents contend that obesity is not a disease because it is a preventable risk factor for other diseases; is the result of eating too much; and is caused by exercising too little. Read more background...

Pro & Con Arguments

Pro 1

Obesity meets the definition of disease.

The American Medical Association's 2013 "Council on Science and Public Health Report" identified three criteria to define disease: 1. "an impairment of the normal functioning of some aspect of the body;" 2. "characteristic signs and symptoms;" and 3. "harm or morbidity." Obesity causes impairment, has characteristic signs and symptoms, and increases harm and morbidity. Scott Kahan, MD, MPH, Director of the National Center for Weight and Wellness and Preventative Medicine Physician at Johns Hopkins University, stated obesity "satisfies all the definitions and criteria of what a disease and medical condition is... The one difference is that people who have obesity have to wear their disease on the outside."
Read More

Pro 2

Obesity, like other diseases, impairs the normal functioning of the body.

People who are obese have excess adipose (or fat) tissue that causes the overproduction of leptin (a molecule that regulates food intake and energy expenditure) and other food intake and energy mediators in the body, which leads to abnormal regulation of food intake and energy expenditure. Obesity can impair normal mobility and range of motion in knees and hips, and obese patients make up 33% of all joint replacement operations. Obesity is also linked to reproductive impairment, contributing to sexual dysfunction in both sexes, infertility and risk of miscarriage in women, and lower sperm counts in men.
Read More

Pro 3

Obesity decreases a person's life expectancy and can cause death, like other diseases.

Obesity in adults can lead to three years' loss of life. Extreme obesity can shorten a person's life span by 10 years. A July 13, 2016 Lancet meta-study found that even moderate obesity led to an increased chance of early death: 29.5% for men (compared to 19% for men of normal BMI weight) and 14.6% for women (compared to 11%). The authors calculated that one in five premature deaths in North America could be avoided if obese people were normal BMI weights. The Surgeon General reports an estimated 300,000 deaths per year may be attributed to obesity. People who are obese have a 50-100% increased risk of death from all causes.
Read More

Pro 4

Obesity can be a genetic disorder such as sickle-cell anemia and Tay-Sachs, which are classified as diseases.

Researchers have identified 79 genetic syndromes associated with obesity. Studies have shown that obesity can be inherited like height. Genetic disposition plays a large role in determining if a person will be obese. A May 2014 study published in the Journal of Molecular Psychology linked higher rates of obesity to the "fat mass and obesity association" (FTO) gene. The FTO gene reportedly lowers activity in the part of the brain that "controls impulses and the response to the taste and texture of food," so people with the gene are more likely to eat more fatty foods and eat more impulsively as they age. A 1990 study published in the New England Journal of Medicine on body mass in twins not raised in the same home concluded, "genetic influences on body-mass index are substantial, whereas the childhood environment has little or no influence." In addition to genetic predisposition, almost 10% of morbidly obese people have defects in the genes that regulate food intake, metabolism, and weight.
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Pro 5

Government entities and major medical groups recognize obesity as a disease.

The Food and Drug Administration (FDA), the American Heart Association, the American College of Cardiology, and the Obesity Society, the National Heart, Lung, and Blood Institute (NHLBI), and the American College of Gastroenterology (ACG) have identified obesity as a disease. Even the Internal Revenue Service (IRS) recognizes obesity as a disease so weight loss expenses may be counted as a medical deduction from taxes. On June 18, 2013, the American Medical Association recognized obesity as "a disease requiring a range of medical interventions to advance obesity treatment and prevention."
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Pro 6

Physicians from as early as the 17th century have referenced obesity as a disease.

English physician Thomas Sydenham (1624-1689) wrote, "Corpulency [obesity] may be ranked amongst the diseases arising from original imperfections in the functions of some of the organs." William Wadd, a 19th century British surgeon and medical author, wrote, "when in excess-amounting to what may be termed OBESITY-[fat] is not only in itself a disease, but may be the cause of many fatal effects, particularly in acute disorders." In the Feb. 12, 1825 issue of The Medical Advisor and Guide to Health and Long Life, Robert Thomas, a 19th century doctor, wrote "Corpulence, when it arrives at a certain height, becomes an absolute disease."
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Con 1

Obesity is a preventable risk factor for other diseases and conditions, and is not a disease itself.

Like smoking is a preventable risk factor for lung cancer and drinking is a preventable risk factor for alcoholism, obesity is a preventable risk factor for coronary heart disease, stroke, high blood pressure, type 2 diabetes, cancers (like endometrial, breast, and colon), high cholesterol, high levels of triglycerides, liver and gallbladder disease, incontinence, increased surgical risk, sleep apnea, respiratory problems (like asthma), osteoarthritis, infertility and other reproductive complications, complications during pregnancy and birth defects, and mental health conditions. Women who gain 20 pounds or more between age 20 and midlife double their risk of postmenopausal breast cancer. For every 2 pound weight increase, the risk of developing arthritis rises 9-13%. Preliminary research and anecdotal evidence from doctors suggest that obesity is the second most significant risk factor for COVID-19 (coronavirus) after older age. Young adults who are obese and contract COVID-19 are more likely to be hospitalized, even if otherwise healthy. Doctors theorize that compromised respiratory function, compression of the diaphragm, lungs, and chest capacity, and low-grade inflammation already present in people with obesity increase their risk of contracting COVID-19.
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Con 2

Obesity is a side effect, not a disease.

Obesity can be caused by hypothyroidism, Cushing's syndrome, Prader-Willi syndrome, polycystic ovary syndrome, arthritis, increased insulin levels (from carbohydrate-heavy diets or diabetes treatments) and depression. Certain drugs like antidepressants, anti-seizure medications, diabetes medications, anti-psychotic medications, antihistamines, anticonvulsants, steroids, beta blockers, and contraceptives can cause obesity. Obesity can also be caused by lack of sleep (or sleep debt), ingesting endocrine disrupters (such as BPA, DDT, and phthalates), consuming high-fructose corn syrup, a lack of temperature variation (due to air conditioners and heaters), and quitting smoking.
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Con 3

Many obese people live long, healthy lives.

A 2013 Lancet article noted that as many as one third of obese people are "healthy obese," meaning that despite being significantly overweight they have normal cholesterol and blood pressure levels, and no sign of diabetes. Obese people tend to go to the doctor more and have regular checks for other risk factors and diseases. Many people with a BMI (Body Mass Index; a measure of body fat based on height and weight) in the obesity range are not physically impaired and live normal lives. BMI does not take into account the overall health of the individual and can identify fit, muscular people as obese because muscle weighs more than fat.
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Con 4

Obesity is the result of eating too much.

The suggested daily caloric intake for 31-50-year-olds is 1,800 calories for women and 2,200 calories for men. In 2009-2010, 30-39-year-old women consumed an average 1,831 calories (which is 1.7% over the recommendation) while men of the same age consumed an average 2,736 calories per day (which is 22% over the recommendation). The average American restaurant meal portion size is four times as large as portions in the 1950s and 96% of entrees at chain restaurants exceed dietary guidelines for fat, sodium, and saturated fat, with some almost exceeding daily intakes in one meal. The body is doing what it has evolved to do by converting excess calories into fat cells. The CDC recommends reducing consumption of sugar drinks (like sodas) and high-energy-dense foods to prevent and reduce obesity. The Mayo Clinic states, "Having a diet that's high in calories, eating fast food, skipping breakfast, eating most of your calories at night, drinking high-calorie beverages and eating oversized portions all contribute to weight gain."
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Con 5

Obesity is the result of sedentary lifestyles.

Compared to 40 years ago, people today spend more time commuting, sitting in front of a computer, watching television, playing video games, and generally exercising less. In 1960 50% of jobs required moderate physical activity compared to just 20% of jobs in 2011; the other 80% in 2011 required little or no physical activity. This shift represents 120-140 fewer calories burned per day, which closely aligns with the nation's overall weight gain trends. Men expended 142 fewer calories daily and weighed 32.8 pounds more in 2003-2006 than in 1960-1962, while women expended 124 fewer calories daily and weighed 25.13 pounds more in 2003-2006 than in 1960-1962.
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Did You Know?

1. In 2013 the United States was the most obese OECD nation with 36.2% of Americans falling into the obese category.

2. In Nov. 2013, the US Surgeon General reported an estimated 300,000 deaths per year may be attributed to obesity. Obesity was the third leading cause of death in 2009, after high blood pressure and smoking.

3. Nationally, in 2017, 15.8% of American youth aged 10-17 were categorized as obese, including 22.5% of black youth, 20.6% of Hispanic youth, 12.5% of white youth, and 6.4% of Asian youth.

4. The US healthcare costs of obesity and obesity-related preventable diseases are estimated to be between $147 billion and $210 billion per year.

5. In 1994 all US states had obesity rates at 19% or lower. By 2010, no state reported an obesity rate under 19%. By 2017, 29 states had levels over 30%.

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The United States is the second most obese industrialized country in the world. 39.6% of American adults in 2016 were obese, compared to 14% in the mid-1970s. Obesity accounts for 19.8% of deaths and 21% of healthcare spending in the United States.

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https://www.beefitswhatsfordinner.com/nutrition

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http://healthyeating.sfgate.com/good-reasons-not-eat-beef-3936.html

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https://www.theatlantic.com/health/archive/2012/01/the-evidence-for-a-vegan-diet/251498/

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https://www.peta.org/issues/animals-in-entertainment/cruel-sports/hunting/