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This article from Science Daily falls under the health topic of safety and preventing unintentional injury because it explains how psychology can be used to help prevent unintentional childhood accidents. Dr. Schwebel states, in the article, that stopping just one risk factor can prevent an entire injury. Risk factors are categorized into 3 groups: environment-based, caregiver-based, and child-based factors. each of these risk factors contributes to almost every injury.

This article is important because it gives insight into how injuries can be prevented. Teachers can take this article into consideration when designing their classrooms to make sure that they can prevent as many risk factors as possible.

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Injuries have overtaken infectious disease as the leading cause of death for children worldwide, and psychologists have the research needed to help predict and prevent deadly childhood mishaps, according to a presentation at the annual convention of the American Psychological Association.

"Many different factors contribute to unintentional injuries, so if we are able to stop just one of these risk factors, the injury could be prevented," said David C. Schwebel, PhD, of the University of Alabama Birmingham, who presented at the meeting. "By using novel behavioral strategies, we can possibly prevent injuries that have previously been seen as unavoidable accidents."

Injuries were responsible for the deaths of over 11,000 and emergency room visits by more than 6.7 million American children in 2017, according to the Centers for Disease Control and Prevention. The Global Burden of Disease project estimates that more than 2 million children under age 19 worldwide died as a result of injuries in 2017. While these numbers represent all injuries, the presentation focused on only unintentional injuries (i.e., accidents) instead of intentional injuries such as suicide, homicide and abuse.

Schwebel outlined a model that psychologists could use to reduce accidental injuries in children. The model groups risk factors in three categories: environment-based, caregiver-based and child-based factors. Each category contributes in some form to almost every incident, according to Schwebel, and preventing just one risk factor could stop an injury from occurring.

Environment-based factors can include many different aspects of the environment with which children interact. For example, children could choke on toys if they are not designed well or be harmed in a car accident due to an incorrectly installed car seat.

Schwebel described one case where he and his colleagues reduced an environmental risk by comparing the look and shape of bottles containing either juice or torch fuel. Children were shown many bottles, some with torch fuel and others with juice, and were asked if they would drink them or not. Children tended to identify liquids in clear plastic bottles as drinks and those in opaque containers as not drinks. After the findings were published, there were evident changes in the torch fuel industry as fuel began to be sold in dark opaque bottles.

Caregiver-based factors can involve anyone who is supervising a child, including parents, teachers, babysitters or even lifeguards. According to Schwebel, preschool teachers can often be underpaid and fatigued from the intense work of supervising children all day and sometimes use outdoor playground time as a break for themselves, allowing children to run free, even though the majority of injuries at preschools occur on playgrounds.

"To solve this problem, we developed the Stamp in Safety Program where children wear a nametag, and teachers have stamps to reward the children on their nametags for engaging in safe behavior," he said. "While on the surface this seems to focus on rewarding children for safe behavior, its primary goal is to get teachers engaged and paying attention."

Child-based factors include motor skills, how children perceive their environment and how they interact with others. These skills vary greatly by age, so different approaches are needed when confronting risks. For example, 7-year-olds struggle more with the cognitive demands of crossing the street than 14-year-olds. Interventions for child-based factors can include reinforcing common parenting practices such as teaching children how to cross the street safely or showing them how to interact with stray dogs.

How the specific situations targeted for interventions are chosen can be a mixed bag, said Schwebel. For example, the idea for a program on drowning prevention came after Schwebel observed lifeguards while his own kids were playing at a pool. Other intervention ideas are drawn from the personal experiences and ideas brought to him by his students, such as the Stamp in Safety program.

And while psychological researchers are essential, this work will require collaboration across a variety of disciplines, said Schwebel. Throughout his research, Schwebel has worked with computer scientists, visual artists, electrical engineers, biostatisticians, physicians, epidemiologists and others.

"Globally, we are amid an unprecedented decrease in health burden from communicable and infectious diseases. As the world develops, health risks change," said Schwebel. "Psychologists have the expertise, the needed behavioral theory, and the needed methodologies to understand and take steps to prevent the significant health burden of unintentional injuries."

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children's health; accident and trauma; attention deficit disorder; infant's health; child psychology; child development; learning disorders; educational psychology

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Psychology can help prevent deadly childhood accidents: Injuries the leading cause of death among children worldwide, expert says

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Injuries have overtaken infectious disease as the leading cause of death for children worldwide, and psychologists have the research needed to help predict and prevent deadly childhood mishaps, according to a presentation at the annual convention of the American Psychological Association.

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This article from Heart.org connects the physical activity health topic and explains the importance of physical activity. The article mentions that being active is a natural mood lifter and helps relieve stress and anxiety. Staying physically fit keeps you healthy and keeps the doctors away because it lowers blood pressure, improves blood flow, and boosts levels of cholesterol. regular activity can also help you quit smoking, boosts your energy levels, and help you fall asleep better.

This article is important because it describes the importance of physical activity and all the benefits that come with regular exercise. Students sit for a large portion of the day in the classroom, so allowing the students to get up and move around will help them learn in the classroom and relieve some built-up energy from the day and move around.

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We know that staying active is one of the best ways to keep our bodies healthy. But did you know it can also improve your overall well-being and quality of life?

Here are just a few of the ways physical activity can help you feel better, look better and live better. Because, why not?

It's a natural mood lifter.

Regular physical activity can relieve stress, anxiety, depression and anger. You know that "feel good sensation" you get after doing something physical? Think of it as a happy pill with no side effects! Most people notice they feel better over time as physical activity becomes a regular part of their lives.

It keeps you physically fit and able.

Without regular activity, your body slowly loses its strength, stamina and ability to function properly. It's like the old saying: you don't stop moving from growing old, you grow old from stopping moving. Exercise increases muscle strength, which in turn increases your ability to do other physical activities.

It helps keep the doctor away.

Stand up when you eat your apple a day! Too much sitting and other sedentary activities can increase your risk of heart disease and stroke. One study showed that adults who watch more than 4 hours of television a day had an 80% higher risk of death from cardiovascular disease.

Being more active can help you:

lower your blood pressure

boost your levels of good cholesterol

improve blood flow (circulation)

keep your weight under control

prevent bone loss that can lead to osteoporosis

All of this can add up to fewer medical expenses, interventions and medications later in life!

It can help you live longer.

It's true, 70 is the new 60... but only if you're healthy. People who are physically active and at a healthy weight live about seven years longer than those who are not active and are obese. And the important part is that those extra years are generally healthier years! Staying active helps delay or prevent chronic illnesses and diseases associated with aging. So active adults maintain their quality of life and independence longer as they age.

Here are some other benefits you may get with regular physical activity:

Helps you quit smoking and stay tobacco-free.

Boosts your energy level so you can get more done.

Helps you manage stress and tension.

Promotes a positive attitude and outlook.

Helps you fall asleep faster and sleep more soundly.

Improves your self-image and self-confidence.

Helps you spend more time outdoors.

The American Heart Association recommends at least 150 minutes of moderate-intensity aerobic activity each week. You can knock that out in just 30 minutes a day, 5 days a week. And every minute of moderate to vigorous activity counts toward your goal.

So, this is easy! Just move more, with more intensity, and sit less. You don't have to make big life changes to see the benefits. Just start building more activity into your day, one step at a time.

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Why is physical activity so important for health and well-being?

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There are so many reasons why regular activity boosts your health. Read to learn what those are and how you can incorporate exercise into your day.

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The website Edutopia wrote an article that coincides with the health topic Death/Greif/Loss and provides 5 tips to support a grieving student. The first tip is to help students understand the situation that happened and the language to use when describing the situation. the second tip is to approach older children about the situation because they have been overlooked if it is an immediate family member and may need care from a trusted adult. the third tip is to allow students to express the pain they are feeling and not to try and take the pain away. The fourth and fifth tips are to reach out to the caregivers to share how the student is coping in school and to provide learning support because concentrating in the classroom may be difficult to do after a major, emotional event.

This article is important because no one knows when the inevitable will happen. For those who are older, it’s a bit easier to understand but young children don’t and it’s an adult's job to help them through the process. Teachers can use the tips in the article to better support students who are grieving to ensure they don’t develop mental health disorders or withdraw.

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Chris Park of the New York Life Foundation and Dr. David Schonfeld of the National Center for School Crisis and Bereavement offer five tips to help teachers deal with grieving students.

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This article from the CDC pertains to the health topic of mental and emotional health and it gives an overview of what mental health in children looks like, its symptoms, and if it can be treated or not. Mental disorders in children cause serious effects on their development and reaching of emotional milestones. Some common mental disorders that children may have are ADHD, anxiety, and behavior disorders. These mental disorders may be noticed when showing difficulties playing with others, learning in the classroom, speaking, or how the child handles emotions.

This article is important because students can learn about different mental disorders and how to better understand them whether a classmate, family member or themselves has one. Teachers can use this article to make themselves knowledgeable on the different mental disorders students may have. They can learn how to help students work through difficulties and try to help them heal or cope.

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Centers for Disease Control and Prevention

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Being mentally healthy during childhood means reaching developmental and emotional milestones and learning healthy social skills and how to cope when there are problems. Mentally healthy children have a positive quality of life and can function well at home, in school, and in their communities.

Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, which cause distress and problems getting through the day. Many children occasionally experience fears and worries or display disruptive behaviors. If symptoms are serious and persistent and interfere with school, home, or play activities, the child may be diagnosed with a mental disorder.

Mental health is not simply the absence of a mental disorder. Children who don't have a mental disorder might differ in how well they are doing, and children who have the same diagnosed mental disorder might differ in their strengths and weaknesses in how they are developing and coping, and in their quality of life. Mental health as a continuum and the identification of specific mental disorders are both ways to understand how well children are doing.

What are common childhood mental disorders?

Among the more common mental disorders that can be diagnosed in childhood are attention-deficit/hyperactivity disorder (ADHD), anxiety (fears or worries), and behavior disorders.

Learn more about childhood mental disorders, symptoms, and treatment.

Other childhood disorders and concerns that affect how children learn, behave, or handle their emotions can include learning and developmental disabilities, autism, and risk factors like substance use and self-harm.

Read more about related conditions.

What are the symptoms of childhood mental disorders?

Symptoms of mental disorders change over time as a child grows, and may include difficulties with how a child plays, learns, speaks, and acts, or how the child handles their emotions. Symptoms often start in early childhood, although some disorders may develop during the teenage years. The diagnosis is often made in the school years and sometimes earlier; however, some children with a mental disorder may not be recognized or diagnosed as having one.

Can childhood mental disorders be treated?

Childhood mental disorders can be treated and managed. There are many treatment options based on the best and most current medical evidence. Parents and doctors should work closely with everyone involved in the child's treatment-teachers, coaches, therapists, and other family members. Taking advantage of all the resources available will help parents, health professionals, and educators guide the child towards success. Early diagnosis and appropriate services for children and their families can make a difference in the lives of children with mental disorders.

Get help finding treatment

If you have concerns about a child, you can use these resources to help you find a healthcare provider familiar with treatment options.

Who is affected?

Childhood mental disorders affect many children and families. Boys and girls of all ages and ethnic/racial backgrounds and living in all regions of the United States experience mental disorders. Based on the National Research Council and Institute of Medicine report, which gathered findings from previous studies, it is estimated that in 2007, 13-20% of children living in the United States (up to 1 out of 5 children) experienced a mental disorder in a given year, costing individuals, families, and society an estimated $247 billion per year.

What is the impact of mental disorders in children?

Mental health is important to overall health. Mental disorders are chronic health conditions-conditions that last a long time and often don't go away completely-that can continue through the lifespan. Without early diagnosis and treatment, children with mental disorders can have problems at home, in school, and in forming friendships. Mental disorders can also interfere with a child's healthy development, causing problems that can continue into adulthood.

Public health includes mental health

Supporting children's mental health also includes making sure children meet developmental milestones, understanding what to do when there is a concern, supporting positive parenting strategies, and improving access to care.

CDC works with partner agencies to better understand mental health and mental disorders and the impact they have on children.
Read more about research on children's mental health.
What you can do

Parents: You know your child best. Talk to your child's healthcare professional if you have concerns about the way your child behaves at home, in school, or with friends.

Youth: It is just as important to take care of your mental health as it is to take care of your physical health. If you are angry, worried or sad, don't be afraid to talk about your feelings and reach out to a trusted friend or adult.

Healthcare professionals: Early diagnosis and appropriate treatment based on updated guidelines are very important. There are resources available to help diagnose and treat children's mental disorders.

Teachers/school administrators: Early identification is important so that children can get the help they need. Work with families and healthcare professionals if you have concerns about the mental health of a child in your school.

Resources

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Learn more about mental health, mental disorders, treatments, prevention, and public health research on children's mental health.

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Why People Get More Colds and Flu in Winter

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Why People Get More Colds and Flu in Winter

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This article from CNN relates to the health topic of personal health and wellness and talks about how people keep getting colds and the flu in the winter and explains how scientists figured out why this occurs. Scientists have found out that the reason why people have more colds in the winter is that the cold air damages the immune system. When we breathe in with our noses, the cold air compromises our immune response. The drop in temperature kills the bacteria and virus-fighting cells in our noses allowing more germs to get into our immune systems.

This article is important for students to know what new findings are being made about current health issues. Teachers can inform students about this issue using the article and then demonstrate ways the students can keep themselves happy and healthy.

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Editor's Note: Get inspired by a weekly roundup on living well, made simple. Sign up for CNN's Life, But Better newsletter for information and tools designed to improve your well-being.

A chill is in the air, and you all know what that means - it's time for cold and flu season, when it seems everyone you know is suddenly sneezing, sniffling or worse. It's almost as if those pesky cold and flu germs whirl in with the first blast of winter weather.

Yet germs are present year-round - just think back to your last summer cold. So why do people get more colds, flu and now Covid-19 when it's chilly outside?

In what researchers are calling a scientific breakthrough, scientists behind a new study may have found the biological reason we get more respiratory illnesses in winter. It turns out the cold air itself damages the immune response occurring in the nose.

"This is the first time that we have a biologic, molecular explanation regarding one factor of our innate immune response that appears to be limited by colder temperatures," said rhinologist Dr. Zara Patel, a professor of otolaryngology and head and neck surgery at Stanford University School of Medicine in California. She was not involved in the new study.

In fact, reducing the temperature inside the nose by as little as 9 degrees Fahrenheit (5 degrees Celsius) kills nearly 50% of the billions of virus and bacteria-fighting cells in the nostrils, according to the study published Tuesday in The Journal of Allergy and Clinical Immunology.

"Cold air is associated with increased viral infection because you've essentially lost half of your immunity just by that small drop in temperature," said rhinologist Dr. Benjamin Bleier, director of otolaryngology at Massachusetts Eye and Ear and an associate professor at Harvard Medical School in Boston.

"it's important to remember that these are in vitro studies, meaning that although it is using human tissue in the lab to study this immune response, it is not a study being carried out inside someone's actual nose," Patel said in an email. "Often the findings of in vitro studies are confirmed in vivo, but not always."

A hornet's nest

To understand why this occurs, Bleier and his team and coauthorMansoor Amiji,who chairs the department of pharmaceutical sciences at Northeastern University in Boston, went on a scientific detective hunt.

A respiratory virus or bacteria invades the nose, the main point of entry into the body. Immediately, the front of the nose detects the germ, well before the back of the nose is aware of the intruder, the team discovered.

At that point, cells lining the nose immediately begin creating billions of simple copies of themselves called extracellular vesicles, or EV's.

"EV's can't divide like cells can, but they are like little mini versions of cells specifically designed to go and kill these viruses," Bleier said. "EV's act as decoys, so now when you inhale a virus, the virus sticks to these decoys instead of sticking to the cells."

Those "Mini Me's" are then expelled by the cells into nasal mucus (yes, snot), where they stopinvading germs before they can get to their destinations and multiply.

"This is one of, if not the only part of the immune system that leaves your body to go fight the bacteria and viruses before they actually get into your body," Bleier said.

Once created and dispersed out into nasal secretions, the billions of EV's then start to swarm the marauding germs, Bleier said.

"It's like if you kick a hornet's nest, what happens? You might see a few hornets flying around, but when you kick it, all of them all fly out of the nest to attack before that animal can get into the nest itself," he said. "That's the way the body mops up these inhaled viruses so they can never get into the cell in the first place."

A big increase in immune power

When under attack, the nose increases production of extracellular vesicles by 160%, the study found. There were additional differences: EV's had many more receptors on their surface than original cells, thus boosting the virus-stopping ability of the billions of extracellular vesicles in the nose.

"Just imagine receptors as little arms that are sticking out, trying to grab on to the viral particles as you breathe them in," Bleier said. "And we found each vesicle has up to 20 times more receptors on the surface, making them super sticky."

Cells in the body also contain a viral killer called micro RNA, which attack invading germs. Yet EVs in the nose contained 13 times micro RNA sequences than normal cells, the study found.

So the nose comes to battle armed with some extra superpowers. But what happens to those advantages when cold weather hits?

To find out, Bleier and his team exposed four study participants to 15 minutes of 40-degree-Fahrenheit (4.4-degree-Celsius) temperatures, and then measured conditions inside their nasal cavities.

"What we found is that when you're exposed to cold air, the temperature in your nose can drop by as much as 9 degrees Fahrenheit. And that's enough to essentially knock out all three of those immune advantages that the nose has," Bleier said.

In fact, that little bit of coldness in the tip of the nose was enough to take nearly 42% of the extracellular vesicles out of the fight, Bleier said.

"Similarly, you have almost half the amount of those killer micro RNA's inside each vesicle, and you can have up to a 70% drop in the number of receptors on each vesicle, making them much less sticky," he said.

What does that do to your ability to fight off colds, flu and Covid-19? It cuts your immune system's ability to fight off respiratory infections by half, Bleier said.

You don't have to wear a nose sock

As it turns out, the pandemic gave us exactly what we need to help fight off chilly air and keep our immunity high, Bleier said.

"Not only do masks protect you from the direct inhalation of viruses, but it's also like wearing a sweater on your nose," he said.

Patel agreed: "The warmer you can keep the intranasal environment, the better this innate immune defense mechanism will be able to work. Maybe yet another reason to wear masks!"

In the future, Bleier expects to see the development of topical nasal medications that build upon this scientific revelation. These new pharmaceuticals will "essentially fool the nose into thinking it has just seen a virus," he said.

"By having that exposure, you'll have all these extra hornets flying around in your mucous protecting you," he added.

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Scientists finally know why people get more colds and flu in winter | CNN

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Editor's Note: Get inspired by a weekly roundup on living well, made simple. Sign up for CNN's Life, But Better newsletter for information and tools designed to improve your well-being. A chill is in the air, and you all know what that means - it's time for cold and flu season, when it seems everyone you know is suddenly sneezing, sniffling or worse.

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This article from BBC is about smoking and falls under the prevention of tobacco use health topic. The article gave statistics stating that cigarette use has been going down from 14% in 2020 to 13.3% in 2021 for ages 18 and up. This is good, but people are starting to use vapes instead of cigarettes and the number of people using vapes ages 16 and up is rising. Vapes are too new to have extensive research on their long-term effects, unlike smoking.

this article is important because students younger and younger are experimenting with smoking and vaping and some even do it on school grounds. teachers need to be made aware of the effects of these devices and try to stop children from experimenting with such lethal devices.

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The decrease in the numbers of smokers may be partly due to more people turning to electronic cigarettes, James Tucker, data and analysis for social care and health division at the ONS, said.

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Number of smokers drops as vaping rises, data shows

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The decrease in the numbers of smokers may be partly due to more people turning to electronic cigarettes, James Tucker, data and analysis for social care and health division at the ONS, said.

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This article from Harvard T.H. Chan falls under the healthy eating health topic because it describes what your plate should look like when eating to be healthy. The plate is split up between vegetables, whole grains, fruits, protein, and healthy oils. Under each portion, it gives a list of what to eat for example under whole grains it lists whole grain pasta or rice. At the end of the article, it also mentions being active because it is an important aspect of nutrition.

This article is important because it provides a layout of how people should be eating to have a healthy diet. As a teacher, the students are the teachers' responsibility for 8 hours of the day, so when the students are at school they need to make sure that they are getting in the correct nutrients.

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Use the Healthy Eating Plate as a guide for creating healthy, balanced meals-whether served at the table or packed in a lunch box. Click on each section of the interactive image below to learn more.

Looking for a printable copy? Download one here, and hang it on your refrigerator to serve as a daily reminder when planning and preparing your meals! Translations of the Healthy Eating Plate are also available in over 25 languages.

Building a Healthy and Balanced Diet

Make most of your meal vegetables and fruits - ½ of your plate.
Aim for color and variety, and remember that potatoes don't count as vegetables on the Healthy Eating Plate because of their negative impact on blood sugar.

Go for whole grains - ¼ of your plate.
Whole and intact grains-whole wheat, barley, wheat berries, quinoa, oats, brown rice, and foods made with them, such as whole wheat pasta-have a milder effect on blood sugar and insulin than white bread, white rice, and other refined grains.

Protein power - ¼ of your plate.
Fish, poultry, beans, and nuts are all healthy, versatile protein sources-they can be mixed into salads, and pair well with vegetables on a plate. Limit red meat, and avoid processed meats such as bacon and sausage.

Healthy plant oils - in moderation.
Choose healthy vegetable oils like olive, canola, soy, corn, sunflower, peanut, and others, and avoid partially hydrogenated oils, which contain unhealthy trans fats. Remember that low-fat does not mean "healthy."

Drink water, coffee, or tea.
Skip sugary drinks, limit milk and dairy products to one to two servings per day, and limit juice to a small glass per day.

The red figure running across the Healthy Eating Plate's placemat is a reminder that staying active is also important in weight control.
The main message of the Healthy Eating Plate is to focus on diet quality:

The type of carbohydrate in the diet is more important than the amount of carbohydrate in the diet, because some sources of carbohydrate-like vegetables (other than potatoes), fruits, whole grains, and beans-are healthier than others.

The Healthy Eating Plate also advises consumers to avoid sugary beverages, a major source of calories-usually with little nutritional value-in the American diet.

The Healthy Eating Plate encourages consumers to use healthy oils, and it does not set a maximum on the percentage of calories people should get each day from healthy sources of fat. In this way, the Healthy Eating Plate recommends the opposite of the low-fat message promoted for decades by the USDA.

Your Questions Answered

Are the relative sizes of the Healthy Eating Plate sections based on calories or volume?

The Healthy Eating Plate does not define a certain number of calories or servings per day from each food group. The relative section sizes suggest approximate relative proportions of each of the food groups to include on a healthy plate. They are not based on specific calorie amounts, and they are not meant to prescribe a certain number of calories or servings per day, since individuals' calorie and nutrient needs vary based on age, gender, body size, and level of activity.

How can I apply this guide if I don't eat my meals from a single plate?

As the name suggests, the Healthy Eating Plate is visualized as a single plate, however it can be used as a guide for creating healthy, balanced meals-no matter which type of dishware is used!

For example, while you wouldn't consume soup on a plate-you can consider the relative sizes of each section when choosing what to add to the pot before serving in a bowl: make about half of your ingredients a variety of colorful vegetables (carrots, celery, spinach, tomatoes, sautéed in olive oil), and the other half a mix of whole grains (such as farro) and a healthy protein (such as beans).

Or maybe you're eating your meal in courses, or as multiple dishes in smaller sizes: a plate of grilled fish over brown rice; a green side salad filled with veggies; and some fruit for a sweet end to the meal.

Portioning a meal into separate components is also common when packing a lunchbox-especially for kids.

There are many cultures around the world in which people may not eat their meals from a plate. Although our translations of this guide maintain the single-plate graphic, we encourage its use for creating healthy, balanced meals in context of cultural and individual customs and preferences.

What about alcohol? Isn't alcohol supposed to be good for you in small amounts?

For some people, moderate alcohol consumption can offer health benefits, whereas for others alcohol may pose risks. Learn more about the risks and benefits of alcohol.

Who created the Healthy Eating Plate?

The Healthy Eating Plate, created by nutrition experts at the Harvard T.H. Chan School of Public Health and editors at Harvard Health Publications, was designed to address deficiencies in the U.S. Department of Agriculture (USDA)'s MyPlate. The Healthy Eating Plate provides detailed guidance, in a simple format, to help people make the best eating choices.

The Healthy Eating Plate is based exclusively on the best available science and was not subjected to political or commercial pressures from food industry lobbyists. Learn more about how the Healthy Eating Plate compares to the USDA's MyPlate.

Will following the Healthy Eating Pyramid and Healthy Eating Plate guidelines really make me healthier?

According to research done at Harvard Chan School of Public Health and elsewhere [1-3], following the guidelines presented through the Healthy Eating Pyramid and Healthy Eating Plate can lead to a lower risk of heart disease and premature death:

In the 1990s, the USDA's Center for Nutrition Policy and Promotion created the Healthy Eating Index "to measure how well American diets conform to recommended healthy eating patterns." [4] A score of 100 meant following the federal recommendations to the letter while a score of 0 meant totally ignoring them.

To see how well the principles embodied in the Healthy Eating Pyramid stacked up against the government's advice, researchers at the Harvard Chan School of Public Health created an Alternate Healthy Eating Index with a scoring system similar to the USDA's index. They then compared the two indexes, using information about daily diets collected from more than 100,000 female nurses and male health professionals taking part in two long-term studies.
The eleven components assessed by the Alternate Healthy Eating Index were dairy products; vegetables; fruit; nuts & seeds; bread/grains; meat, poultry & fish; cholesterol; fat; sodium; alcohol; and multivitamins.

Men who scored highest on the USDA's original Healthy Eating Index (meaning their diets most closely followed federal recommendations) reduced their overall risk of developing heart disease, cancer, or other chronic disease by 11% over 8 to 12 years of follow-up compared to those who scored lowest. Women who most closely followed the government's recommendations were only 3% less likely to have developed a chronic disease. [5]

In comparison, scores on the Alternate Healthy Eating Index did appear to correlate more closely with better health in both sexes. Men with high scores (those whose diets most closely followed the Healthy Eating Pyramid guidelines) were 20% less likely to have developed a major chronic disease than those with low scores. Women with high scores lowered their overall risk by 11%. Men whose diets most closely followed the Healthy Eating Pyramid lowered their risk of cardiovascular disease by almost 40%; women with high scores lowered their risk by almost 30%.

In a 2014 study looking at trends in diet quality among adults in the U.S., researchers using the Alternate Healthy Eating Index found that there was steady improvement from 1999 to 2010, but that overall dietary quality remains poor. [6]

Two studies offer further evidence of the disease prevention benefits that accrue from following a diet similar to one based on the Healthy Eating Pyramid:

A study that tracked 7,319 British civil servants for 18 years found that men and women with the highest scores on the Alternate Healthy Eating Index had a 25% lower risk of dying from any cause, and a 42% lower risk of dying from heart disease, than people with the lowest scores. [3]

Another observational study in 93,676 post-menopausal women found that following a Healthy Eating Pyramid-style diet (as measured by adherence to the Alternative Healthy Eating Index) was superior to following a low-fat diet at lowering cardiovascular disease and heart failure risk. [1]

Permissions for Use

The Healthy Eating Plate image is owned by Harvard University. The downloadable version may be used, without permission, for educational and other non-commercial uses with proper attribution, including the following copyright notification and credit line:
Copyright © 2011, Harvard University. For more information about The Healthy Eating Plate, please see The Nutrition Source, Department of Nutrition, Harvard T.H. Chan School of Public Health, www.thenutritionsource.org, and Harvard Health Publications, www.health.harvard.edu.

References

1. Akbaraly TN, Ferrie JE, Berr C, Brunner EJ, Head J, Marmot MG, Singh-Manoux A, Ritchie K, Shipley MJ, Kivimaki M. Alternative Healthy Eating Index and mortality over 18 y of follow-up: results from the Whitehall II cohort. The American journal of clinical nutrition. 2011 May 25;94(1):247-53.

2. Belin RJ, Greenland P, Allison M, Martin L, Shikany JM, Larson J, Tinker L, Howard BV, Lloyd-Jones D, Van Horn L. Diet quality and the risk of cardiovascular disease: the Women's Health Initiative (WHI). The American journal of clinical nutrition. 2011 May 25;94(1):49-57.

3. McCullough ML, Feskanich D, Stampfer MJ, Giovannucci EL, Rimm EB, Hu FB, Spiegelman D, Hunter DJ, Colditz GA, Willett WC. Diet quality and major chronic disease risk in men and women: moving toward improved dietary guidance. The American journal of clinical nutrition. 2002 Dec 1;76(6):1261-71.

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5. Continuous Update Project Report Summary. Food, Nutrition, Physical Activity, and the Prevention of Colorectal Cancer, 2011.

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Last reviewed January 2023
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Use the Healthy Eating Plate as a guide for creating healthy, balanced meals-whether served at the table or packed in a lunch box. Click on each section of the interactive image below to learn more...

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This article is from the Planned Parenthood website that fits under the Gender and Sexual Identity health topic because it talks about the difference between gender and sexual identity. Sexual identity is a label we are given at birth based on our genetic makeup while gender is society's expectation about how people are supposed to act. This article also talks about the topic of gender identity which is how you feel on the inside, putting sexual identity aside. The article explains how the chromosomes are ordered in our DNA to create our sexual identity.

This article is important because it is necessary to know the difference between gender and sexual identity because more kids are becoming more comfortable with themselves and are starting to realize who they are at younger ages. As a teacher, it is important to allow students to be whoever they want to be and encourage them to do so.

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There's a lot more to being male, female, or any gender than the sex assigned at birth. Your biological or assigned sex does not always tell your complete story.

What are the differences between sex, gender, and gender identity?

It's common for people to confuse sex, gender, and gender identity. But they're actually all different things.

Sex is a label - male or female - that you're assigned by a doctor at birth based on the genitals you're born with and the chromosomes you have. It goes on your birth certificate.

Gender is much more complex: It's a social and legal status, and set of expectations from society, about behaviors, characteristics, and thoughts. Each culture has standards about the way that people should behave based on their gender. This is also generally male or female. But instead of being about body parts, it's more about how you're expected to act, because of your sex.

Gender identity is how you feel inside and how you express your gender through clothing, behavior, and personal appearance. It's a feeling that begins very early in life.

What's assigned sex (aka "biological sex")?

Assigned sex is a label that you're given at birth based on medical factors, including your hormones, chromosomes, and genitals. Most people are assigned male or female, and this is what's put on their birth certificates.

When someone's sexual and reproductive anatomy doesn't seem to fit the typical definitions of female or male, they may be described as intersex.

Some people call the sex we're assigned at birth "biological sex." But this term doesn't fully capture the complex biological, anatomical, and chromosomal variations that can occur. Having only two options (biological male or biological female) might not describe what's going on inside a person's body.

Instead of saying "biological sex," some people use the phrase "assigned male at birth" or "assigned female at birth." This acknowledges that someone (often a doctor) is making a decision for someone else. The assignment of a biological sex may or may not align with what's going on with a person's body, how they feel, or how they identify.

The factors that determine our assigned sex begin as early as fertilization.

Each sperm has either an X or a Y chromosome in it. All eggs have an X chromosome.

When sperm fertilizes an egg, its X or Y chromosome combines with the X chromosome of the egg.

A person with XX chromosomes usually has female sex and reproductive organs, and is therefore usually assigned biologically female.

A person with XY chromosomes usually has male sex and reproductive organs, and is therefore usually assigned biologically male.

Other arrangements of chromosomes, hormones, and body parts can happen, which results in someone being intersex.

What's gender?

Gender is much bigger and more complicated than assigned sex. Gender includes gender roles, which are expectations society and people have about behaviors, thoughts, and characteristics that go along with a person's assigned sex.

For example, ideas about how men and women are expected to behave, dress, and communicate all contribute to gender. Gender is also a social and legal status as girls and boys, men, and women.

It's easy to confuse sex and gender. Just remember that biological or assigned sex is about biology, anatomy, and chromosomes. Gender is society's set of expectations, standards, and characteristics about how men and women are supposed to act.

What's gender identity?

Your gender identity is how you feel inside and how you express those feelings. Clothing, appearance, and behaviors can all be ways to express your gender identity.

Most people feel that they're either male or female. Some people feel like a masculine female, or a feminine male. Some people feel neither male nor female. These people may choose labels such as "genderqueer," "gender variant," or "gender fluid." Your feelings about your gender identity begin as early as age 2 or 3.

Some people's assigned sex and gender identity are pretty much the same, or in line with each other. These people are called cisgender. Other people feel that their assigned sex is of the other gender from their gender identity (i.e., assigned sex is female, but gender identity is male). These people are called transgender or trans. Not all transgender people share the same exact identity.

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There's more to gender than sex assigned at birth. What's biological sex or assigned sex? What does Female, Male, and Intersex mean?