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University of Pittsburgh study: Harsh verbal discipline is not effective

Moi really didn’t want to touch that “Tiger Mom” kerfuffle because having read some selected passages culled from excerpts of Amy Chua’s “memoirs” of raising her daughters moi’s first thought was that girlfriend possibly needed her medication adjusted. Annie Murphy Paul provides a more balanced approach to Ms. Chua’s biography in the Time article, “Tiger Moms’, Is Tough Parenting Really the Answer?

Most surprising of all to Chua’s detractors may be the fact that many elements of her approach are supported by research in psychology and cognitive science. Take, for example, her assertion that American parents go too far in insulating their children from discomfort and distress. Chinese parents, by contrast, she writes, “assume strength, not fragility, and as a result they behave very differently.” In the 2008 book A Nation of Wimps, author Hara Estroff Marano, editor-at-large of Psychology Today magazine, marshals evidence that shows Chua
is correct. “Research demonstrates that children who are protected from grappling with difficult tasks don’t develop what psychologists call ‘mastery experiences,’ ” Marano explains. “Kids who have this well-earned sense of mastery are more optimistic and decisive; they’ve learned that they’re capable of overcoming adversity and achieving goals.” Children who have never had to test their abilities, says Marano, grow into “emotionally brittle” young adults who are more vulnerable to anxiety and depression.
Another parenting practice with which Chua takes issue is Americans’ habit, as she puts it, of “slathering praise on their kids for the lowest of tasks — drawing a squiggle or waving a stick.” Westerners often laud their children as “talented” or “gifted,” she says, while Asian parents highlight the importance of hard work. And in fact, research performed by Stanford psychologist Carol Dweck has found that the way parents offer approval affects the way children perform, even the way they feel about themselves.
Dweck has conducted studies with hundreds of students, mostly early adolescents, in which experimenters gave the subjects a set of difficult problems from an IQ test. Afterward, some of the young people were praised for their ability: “You must be smart at this.” Others were praised for their effort: “You must have worked really hard.” The kids who were complimented on their intelligence were much more likely to turn down the opportunity to do a challenging new task that they could learn from. “They didn’t want to do anything that could expose their deficiencies and call into question their talent,” Dweck says. Ninety percent of the kids who were praised for their hard work, however, were eager to take on the demanding new exercise.
http://content.time.com/time/magazine/article/0,9171,2043477,00.html

Still, some of Chua’s comments to her daughters are very hard to take and border on abusive in moi’s opinion. Paul reports that Chua is turning the dial back a degree.

Bonnie Rochman wrote the provocative Time article, Take This, Tiger Mom!

It’s been a year since the “Tiger mom” roared onto the scene, sharing how she compelled her kids to practice the piano for hours sans potty breaks and denied them frivolous activities like playdates.
In her best-selling book, Battle Hymn of the Tiger Mother, Yale professor Amy Chua made the case that overly indulgent parents — you know who you are: maybe you let your kids play the occasional video game or allow them to spend the night at a friend’s house — can beget only spoiled and unmotivated children.
Now a fellow academic — and Chinese mother — is refuting that tough-as-nails approach, urging parents to let kids be kids. Girls, it turns out, just wanna have fun. And so do boys.
Happiness is actually pretty important for children, says Desiree Baolian Qin, an assistant professor in the Department of Human Development and Family Studies at Michigan State University.
In two upcoming papers accepted for publication, Qin and her co-authors have looked at the experiences of Chinese-American children and found that high-achieving Chinese students were more depressed and anxious than white children.
http://healthland.time.com/2012/01/17/take-this-tiger-mom/#ixzz1jsm3NUFu

The question is how to find a balance between “Tiger Mom” and phony self-esteem.

Science Daily reported in the article, Using Harsh Verbal Discipline With Teens Found to Be Harmful:

Many American parents yell or shout at their teenagers. A new longitudinal study has found that using such harsh verbal discipline in early adolescence can be harmful to teens later. Instead of minimizing teens’ problematic behavior, harsh verbal discipline may actually aggravate it.
The study, from researchers at the University of Pittsburgh and the University of Michigan, appears in the journal Child Development.
Harsh verbal discipline happens when parents use psychological force to cause a child to experience emotional pain or discomfort in an effort to correct or control behavior. It can vary in severity from yelling and shouting at a child to insulting and using words to humiliate. Many parents shift from physical to verbal discipline as their children enter adolescence, and harsh verbal discipline is not uncommon. A nationally representative survey found that about 90 percent of American parents reported one or more instances of using harsh verbal discipline with children of all ages; the rate of the more severe forms of harsh verbal discipline (swearing and cursing, calling names) directed at teens was 50 percent.
Few studies have looked at harsh verbal discipline in adolescence. This study found that when parents use it in early adolescence, teens suffer detrimental outcomes later. The children of mothers and fathers who used harsh verbal discipline when they were 13 suffered more depressive symptoms between ages 13 and 14 than their peers who weren’t disciplined in this way; they were also more likely to have conduct problems such as misbehaving at school, lying to parents, stealing, or fighting….
http://www.sciencedaily.com/releases/2013/09/130904094024.htm?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+sciencedaily%2Ftop_news+%28ScienceDaily%3A+Top+News%29&utm_content=FaceBook

Here is the press release from the University of Pittsburgh:

September 4, 2013
Yelling Doesn’t Help, May Harm Adolescents, Pitt-Led Study Finds
Impact of harsh verbal discipline similar to that of physical discipline, researchers report
Contact:
Adam Reger
reger@pitt.edu
412-624-4238
Cell: 412-802-5908
PITTSBURGH—Most parents who yell at their adolescent children wouldn’t dream of physically punishing their teens. Yet their use of harsh verbal discipline—defined as shouting, cursing, or using insults—may be just as detrimental to the long-term well-being of adolescents.
Ming-Te WangThat’s the main finding of a new study led by Ming-Te Wang, assistant professor of psychology in education in the University of Pittsburgh’s School of Education and of psychology in Pitt’s Kenneth P. Dietrich School of Arts and Sciences. The results were published online today in the journal Child Development.
Research has shown that a majority of parents use harsh verbal discipline at some point during their child’s adolescence. Relatively little research has been done, however, into understanding the effects of this kind of discipline.
The paper, coauthored by Sarah Kenny, a graduate student in the University of Michigan’s Institute for Social Research, concludes that, rather than minimizing problematic behavior in adolescents, the use of harsh verbal discipline may in fact aggravate it. The researchers found that adolescents who had experienced harsh verbal discipline suffered from increased levels of depressive symptoms, and were more likely to demonstrate behavioral problems such as vandalism or antisocial and aggressive behavior.
The study is one of the first to indicate that harsh verbal discipline from parents can be damaging to developing adolescents.
Perhaps most surprising, Wang and Kenny found that the negative effects of verbal discipline within the two-year period of their study were comparable to the effects shown over the same period of time in other studies that focused on physical discipline.
“From that we can infer that these results will last the same way that the effects of physical discipline do because the immediate-to-two-year effects of verbal discipline were about the same as for physical discipline,” Wang said. Based on the literature studying the effects of physical discipline, Wang and Kenny anticipate similar long-term results for adolescents subjected to harsh verbal discipline.
Significantly, the researchers also found that “parental warmth”—i.e., the degree of love, emotional support, and affection between parents and adolescents—did not lessen the effects of the verbal discipline. The sense that parents are yelling at the child “out of love,” or “for their own good,” Wang said, does not mitigate the damage inflicted. Neither does the strength of the parent-child bond.
Even lapsing only occasionally into the use of harsh verbal discipline, said Wang, can still be harmful. “Even if you are supportive of your child, if you fly off the handle it’s still bad,” he said.
Another significant contribution of the paper is the finding that these results are bidirectional: the authors showed that harsh verbal discipline occurred more frequently in instances in which the child exhibited problem behaviors, and these same problem behaviors, in turn, were more likely to continue when adolescents received verbal discipline.
“It’s a vicious circle,” Wang said. “And it’s a tough call for parents because it goes both ways: problem behaviors from children create the desire to give harsh verbal discipline, but that discipline may push adolescents toward those same problem behaviors.”
The researchers report that parents who wish to modify the behavior of their teenage children would be better advised to communicate with them on an equal level, explaining their worries and rationale to them. Parenting programs, say the authors of the study, are well positioned to offer parents insight into the ineffectiveness of harsh verbal discipline, and to offer alternatives.
The researchers conducted the study in 10 public middle schools in eastern Pennsylvania over a two-year period, working with 967 adolescents and their parents. Students and their parents completed surveys over a period of two years on topics related to their mental health, child-rearing practices, the quality of the parent-child relationship, and general demographics.
Significantly, most of the students were from middle-class families. “There was nothing extreme or broken about these homes,” Wang stressed. “These were not ‘high-risk’ families. We can assume there are a lot of families like this—there’s an okay relationship between parents and kids, and the parents care about their kids and don’t want them to engage in problem behaviors.”
Males comprised 51 percent of the study subjects, while 54 percent were European American, 40 percent African American, and 6 percent from other ethnic backgrounds.
The paper, “Longitudinal Links Between Fathers’ and Mothers’ Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms,” which appeared online in the journal Child Development on Sept. 4, is scheduled to appear in the March/April 2014 print issue of the journal. The research was supported by grants from the National Institute on Drug Abuse at the National Institutes of Health.

Citation:

The above story is based on materials provided by Society for Research in Child Development, via EurekAlert!, a service of AAAS.
Note: Materials may be edited for content and length. For further information, please contact the source cited above.
________________________________________
Journal Reference:
1. Ming-Te Wang, Sarah Kenny. Longitudinal Links Between Fathers’ and Mothers’ Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms. Child Development, 2013; DOI: 10.1111/cdev.12143

The question is how to find a balance between “Tiger Mom” and phony self-esteem.

In No one is perfect: People sometimes fail, moi said:
The Child Development Institute has a good article about how to help your child develop healthy self esteem. A discussion of values is often difficult, but the question the stage parent, over the top little league father, or out of control soccer mom should ask of themselves is what do you really and truly value? What is more important, your child’s happiness and self esteem or your fulfilling an unfinished part of your life through your child? Joe Jackson, the winner of the most heinous stage parent award saw his dreams fulfilled with the price of the destruction of his children’s lives. Most people with a healthy dose of self esteem and sanity would say this is too high a price.

Letting Go

Sarah Mahoney wrote a good article at Parents.Com http://childdevelopmentinfo.com/parenting/self_esteem/ about four ways to let go of your kids and she describes her four steps, which she calls Independence Day. Newsweek also has an article on the fine art of letting go http://www.thedailybeast.com/newsweek/2006/05/21/the-fine-art-of-letting-go.html
Remember it is your child’s life and they should be allowed to realize their dreams, not yours.
https://drwilda.wordpress.com/2011/12/06/no-one-is-perfect-people-sometimes-fail/

The goal should be:

A healthy child in a healthy family who attends a healthy school in a healthy neighborhood ©

Is the self-esteem movement just another education fad?
https://drwilda.wordpress.com/2012/01/18/is-the-self-esteem-movement-just-another-education-fad/

‘Tiger mothers’ should tame parenting approach
http://esciencenews.com/articles/2012/01/10/tiger.mothers.should.tame.parenting.

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

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COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

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Tags: 'Tiger Mom', Abuse, amy chua, annie murphy paul, “Tiger Moms’, Discipline, Harsh Discipline, Is Tough Parenting Really the Answer?, May Harm Adolescents, psychology today magazine, research, science, Take This, The Child Development Institute, Using Harsh Verbal Discipline With Teens Found to Be Harmful, Verbal Abuse, Yelling Doesn’t Help

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Categories Dr Wilda

Princeton University study: Poverty saps mental resources

1 Sep

Moi wrote in 3rd world America: The link between poverty and education:
Moi blogs about education issues so the reader could be perplexed sometimes because moi often writes about other things like nutrition, families, and personal responsibility issues. Why? The reader might ask? Children will have the most success in school if they are ready to learn. Ready to learn includes proper nutrition for a healthy body and the optimum situation for children is a healthy family. Many of society’s problems would be lessened if the goal was a healthy child in a healthy family. There is a lot of economic stress in the country now because of unemployment and underemployment. Children feel the stress of their parents and they worry about how stable their family and living situation is.
The best way to eliminate poverty is job creation, job growth, and job retention. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty http://www.adb.org/documents/assessing-development-impact-breaking-cycle-poverty-through-education For a good article about education and poverty which has a good bibliography, go to Poverty and Education, Overview http://education.stateuniversity.com/pages/2330/Poverty-Education.html There will not be a good quality of life for most citizens without a strong education system. One of the major contributors to poverty in third world nations is limited access to education opportunities. Without continued sustained investment in education in this state, we are the next third world country.

3rd world America: The link between poverty and education

Amina Khan wrote in the LA Times article, Poverty can sap brainpower, research shows:

Whether you’re a New Jersey mall rat or a farmer in India, being poor can sap your smarts. In fact, the mental energy required to make do with scarce resources taxes the brain so much that it can perpetuate the cycle of poverty, new research shows.
The findings, published in Friday’s edition of the journal Science, indicate that an urgent need — making rent, getting money for food — tugs at the attention so much that it can reduce the brainpower of anyone who experiences it, regardless of innate intelligence or personality. As a result, many social welfare programs set up to help the poor could backfire by adding more complexity to their lives.
“I think it’s a game changer,” said Kathleen Vohs, a behavioral scientist at the University of Minnesota’s Carlson School of Management, who wasn’t involved with the study.
There’s a widespread tendency to assume that poor people don’t have money because they are lazy, unmotivated or just not that sharp, said study coauthor Sendhil Mullainathan, a behavioral economist at Harvard University.
“That’s a broad narrative that’s pretty common,” Mullainathan said. “Our intuition was quite different: It’s not that poor people are any different than rich people, but that being poor in itself has an effect.”
The problem is that it’s hard to devise experiments to test this, said Eric J. Johnson, a psychologist…..
http://www.latimes.com/science/la-sci-poverty-iq-20130831,0,2261441.story

Here is the press release from Princeton:

Poor concentration: Poverty reduces brainpower needed for navigating other areas of life
Posted August 29, 2013; 02:00 p.m.
by Morgan Kelly, Office of Communications
Poverty and all its related concerns require so much mental energy that the poor have less remaining brainpower to devote to other areas of life, according to research based at Princeton University. As a result, people of limited means are more likely to make mistakes and bad decisions that may be amplified by — and perpetuate — their financial woes.
Published in the journal Science, the study presents a unique perspective regarding the causes of persistent poverty. The researchers suggest that being poor may keep a person from concentrating on the very avenues that would lead them out of poverty. A person’s cognitive function is diminished by the constant and all-consuming effort of coping with the immediate effects of having little money, such as scrounging to pay bills and cut costs. Thusly, a person is left with fewer “mental resources” to focus on complicated, indirectly related matters such as education, job training and even managing their time.
In a series of experiments, the researchers found that pressing financial concerns had an immediate impact on the ability of low-income individuals to perform on common cognitive and logic tests. On average, a person preoccupied with money problems exhibited a drop in cognitive function similar to a 13-point dip in IQ, or the loss of an entire night’s sleep.
Research based at Princeton University found that poverty and all its related concerns require so much mental energy that the poor have less remaining brainpower to devote to other areas of life. Experiments showed that the impact of financial concerns on the cognitive function of low-income individuals was similar to a 13-point dip in IQ, or the loss of an entire night’s sleep. To gauge the influence of poverty in natural contexts, the researchers tested 464 sugarcane farmers in India who rely on the annual harvest for at least 60 percent of their income. Each farmer performed better on common fluid-intelligence and cognition tests post-harvest compared to pre-harvest.
But when their concerns were benign, low-income individuals performed competently, at a similar level to people who were well off, said corresponding author Jiaying Zhao, who conducted the study as a doctoral student in the lab of co-author Eldar Shafir, Princeton’s William Stewart Tod Professor of Psychology and Public Affairs. Zhao and Shafir worked with Anandi Mani, an associate professor of economics at the University of Warwick in Britain, and Sendhil Mullainathan, a Harvard University economics professor.
“These pressures create a salient concern in the mind and draw mental resources to the problem itself. That means we are unable to focus on other things in life that need our attention,” said Zhao, who is now an assistant professor of psychology at the University of British Columbia.
“Previous views of poverty have blamed poverty on personal failings, or an environment that is not conducive to success,” she said. “We’re arguing that the lack of financial resources itself can lead to impaired cognitive function. The very condition of not having enough can actually be a cause of poverty.”
The mental tax that poverty can put on the brain is distinct from stress, Shafir explained. Stress is a person’s response to various outside pressures that — according to studies of arousal and performance — can actually enhance a person’s functioning, he said. In the Science study, Shafir and his colleagues instead describe an immediate rather than chronic preoccupation with limited resources that can be a detriment to unrelated yet still important tasks.
“Stress itself doesn’t predict that people can’t perform well — they may do better up to a point,” Shafir said. “A person in poverty might be at the high part of the performance curve when it comes to a specific task and, in fact, we show that they do well on the problem at hand. But they don’t have leftover bandwidth to devote to other tasks. The poor are often highly effective at focusing on and dealing with pressing problems. It’s the other tasks where they perform poorly.”
The fallout of neglecting other areas of life may loom larger for a person just scraping by, Shafir said. Late fees tacked on to a forgotten rent payment, a job lost because of poor time-management — these make a tight money situation worse. And as people get poorer, they tend to make difficult and often costly decisions that further perpetuate their hardship, Shafir said. He and Mullainathan were co-authors on a 2012 Science paper that reported a higher likelihood of poor people to engage in behaviors that reinforce the conditions of poverty, such as excessive borrowing.
“They can make the same mistakes, but the outcomes of errors are more dear,” Shafir said. “So, if you live in poverty, you’re more error prone and errors cost you more dearly — it’s hard to find a way out.”
The first set of experiments took place in a New Jersey mall between 2010 and 2011 with roughly 400 subjects chosen at random. Their median annual income was around $70,000 and the lowest income was around $20,000. The researchers created scenarios wherein subjects had to ponder how they would solve financial problems, for example, whether they would handle a sudden car repair by paying in full, borrowing money or putting the repairs off. Participants were assigned either an “easy” or “hard” scenario in which the cost was low or high — such as $150 or $1,500 for the car repair. While participants pondered these scenarios, they performed common fluid-intelligence and cognition tests.
Subjects were divided into a “poor” group and a “rich” group based on their income. The study showed that when the scenarios were easy — the financial problems not too severe — the poor and rich performed equally well on the cognitive tests. But when they thought about the hard scenarios, people at the lower end of the income scale performed significantly worse on both cognitive tests, while the rich participants were unfazed.
To better gauge the influence of poverty in natural contexts, between 2010 and 2011 the researchers also tested 464 sugarcane farmers in India who rely on the annual harvest for at least 60 percent of their income. Because sugarcane harvests occur once a year, these are farmers who find themselves rich after harvest and poor before it. Each farmer was given the same tests before and after the harvest, and performed better on both tests post-harvest compared to pre-harvest.
The cognitive effect of poverty the researchers found relates to the more general influence of “scarcity” on cognition, which is the larger focus of Shafir’s research group. Scarcity in this case relates to any deficit — be it in money, time, social ties or even calories — that people experience in trying to meet their needs. Scarcity consumes “mental bandwidth” that would otherwise go to other concerns in life, Zhao said.
“These findings fit in with our story of how scarcity captures attention. It consumes your mental bandwidth,” Zhao said. “Just asking a poor person to think about hypothetical financial problems reduces mental bandwidth. This is an acute, immediate impact, and has implications for scarcity of resources of any kind.”
“We documented similar effects among people who are not otherwise poor, but on whom we imposed scarce resources,” Shafir added. “It’s not about being a poor person — it’s about living in poverty.”
Many types of scarcity are temporary and often discretionary, said Shafir, who is co-author with Mullainathan of the book, “Scarcity: Why Having Too Little Means So Much,” to be published in September. For instance, a person pressed for time can reschedule appointments, cancel something or even decide to take on less.
“When you’re poor you can’t say, ‘I’ve had enough, I’m not going to be poor anymore.’ Or, ‘Forget it, I just won’t give my kids dinner, or pay rent this month.’ Poverty imposes a much stronger load that’s not optional and in very many cases is long lasting,” Shafir said. “It’s not a choice you’re making — you’re just reduced to few options. This is not something you see with many other types of scarcity.”
The researchers suggest that services for the poor should accommodate the dominance that poverty has on a person’s time and thinking. Such steps would include simpler aid forms and more guidance in receiving assistance, or training and educational programs structured to be more forgiving of unexpected absences, so that a person who has stumbled can more easily try again.
“You want to design a context that is more scarcity proof,” said Shafir, noting that better-off people have access to regular support in their daily lives, be it a computer reminder, a personal assistant, a housecleaner or a babysitter.
“There’s very little you can do with time to get more money, but a lot you can do with money to get more time,” Shafir said. “The poor, who our research suggests are bound to make more mistakes and pay more dearly for errors, inhabit contexts often not designed to help.”
The paper, “Poverty impedes cognitive function,” was published Aug. 30 by Science. The work was supported by the National Science Foundation (award number SES-0933497), the International Finance Corporation and the IFMR Trust in India
http://www.princeton.edu/main/news/archive/S37/75/69M50/index.xml?section=topstories

Citation:

Sciencewww.sciencemag.org
Science 30 August 2013:
Vol. 341 no. 6149 pp. 976-980
DOI: 10.1126/science.1238041
• Research Article
Poverty Impedes Cognitive Function
1. Anandi Mani1,
2. Sendhil Mullainathan2,*,
3. Eldar Shafir3,*,
4. Jiaying Zhao4
+ Author Affiliations
1. 1Department of Economics, University of Warwick, Coventry CV4 7AL, UK.
2. 2Department of Economics, Harvard University, Cambridge, MA 02138, USA.
3. 3Department of Psychology and Woodrow Wilson School of Public and International Affairs, Princeton University, Princeton, NJ 08540, USA.
4. 4Department of Psychology and Institute for Resources, Environment and Sustainability, University of British Columbia, Vancouver, British Columbia V6T 1Z4, Canada.
1. ↵*Corresponding author. E-mail: mullain@fas.harvard.edu (S.M.); shafir@princeton.edu (E.S.)
• Abstract
• Editor’s Summary
The poor often behave in less capable ways, which can further perpetuate poverty. We hypothesize that poverty directly impedes cognitive function and present two studies that test this hypothesis. First, we experimentally induced thoughts about finances and found that this reduces cognitive performance among poor but not in well-off participants. Second, we examined the cognitive function of farmers over the planting cycle. We found that the same farmer shows diminished cognitive performance before harvest, when poor, as compared with after harvest, when rich. This cannot be explained by differences in time available, nutrition, or work effort. Nor can it be explained with stress: Although farmers do show more stress before harvest, that does not account for diminished cognitive performance. Instead, it appears that poverty itself reduces cognitive capacity. We suggest that this is because poverty-related concerns consume mental resources, leaving less for other tasks. These data provide a previously unexamined perspective and help explain a spectrum of behaviors among the poor. We discuss some implications for poverty policy.
• Received for publication 19 March 2013.
• Accepted for publication 23 July 2013.
Read the Full Text
The editors suggest the following Related Resources on Science sites
In Science Magazine
• Perspective Psychology The Poor’s Poor Mental Power
o Kathleen D. Vohs
Science 30 August 2013: 969-970.

Moi wrote in 3rd world America: Money changes everything:
Sabrina Tavernise wrote an excellent New York Times article, Education Gap Grows Between Rich and Poor, Studies Say:

It is a well-known fact that children from affluent families tend to do better in school. Yet the income divide has received far less attention from policy makers and government officials than gaps in student accomplishment by race.
Now, in analyses of long-term data published in recent months, researchers are finding that while the achievement gap between white and black students has narrowed significantly over the past few decades, the gap between rich and poor students has grown substantially during the same period.
“We have moved from a society in the 1950s and 1960s, in which race was more consequential than family income, to one today in which family income appears more determinative of educational success than race,” said Sean F. Reardon, a Stanford University sociologist. Professor Reardon is the author of a study that found that the gap in standardized test scores between affluent and low-income students had grown by about 40 percent since the 1960s, and is now double the testing gap between blacks and whites.
In another study, by researchers from the University of Michigan, the imbalance between rich and poor children in college completion — the single most important predictor of success in the work force — has grown by about 50 percent since the late 1980s.
The changes are tectonic, a result of social and economic processes unfolding over many decades. The data from most of these studies end in 2007 and 2008, before the recession’s full impact was felt. Researchers said that based on experiences during past recessions, the recent downturn was likely to have aggravated the trend.
“With income declines more severe in the lower brackets, there’s a good chance the recession may have widened the gap,” Professor Reardon said. In the study he led, researchers analyzed 12 sets of standardized test scores starting in 1960 and ending in 2007. He compared children from families in the 90th percentile of income — the equivalent of around $160,000 in 2008, when the study was conducted — and children from the 10th percentile, $17,500 in 2008. By the end of that period, the achievement gap by income had grown by 40 percent, he said, while the gap between white and black students, regardless of income, had shrunk substantially.
Both studies were first published last fall in a book of research, “Whither Opportunity?” compiled by the Russell Sage Foundation, a research center for social sciences, and the Spencer Foundation, which focuses on education. Their conclusions, while familiar to a small core of social sciences scholars, are now catching the attention of a broader audience, in part because income inequality has been a central theme this election season.
http://www.nytimes.com/2012/02/10/education/education-gap-grows-between-rich-and-poor-studies-show.html?emc=eta1

Teachers and schools have been made TOTALLY responsible for the education outcome of the children, many of whom come to school not ready to learn and who reside in families that for a variety of reasons cannot support their education. All children are capable of learning, but a one-size-fits-all approach does not serve all children well. Different populations of children will require different strategies and some children will require remedial help, early intervention, and family support to achieve their education goals. https://drwilda.com/2012/02/11/3rd-world-america-money-changes-everything/

ALL children have a right to a good basic education.

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Tags: 3rd World America, Asian Development Bank, Casey Foundation, current-events, Education Gap Grows Between Rich and Poor, environment, politics, Poverty, Poverty and Education, Poverty can sap brainpower, Poverty Impedes Cognitive Function, research shows, science, Studies Say

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Categories Dr Wilda

Back to school: Head lice

24 Aug

Your children are not the only ones headed back to school. Some families will get a rude shock when they discover that their child has picked up an infection of head lice. According to the American Association of Pediatrics (AAP) Clinical Report on head lice:

A 1997 report estimated that approximately 6 to 12 million infestations occur each year in the United States,4 but this number was based on sales of pediculicides and is most likely an overestimation. Anecdotal reports from the 1990s estimated annual direct and indirect costs totaling $367 million, including remedies and other consumer costs, lost wages, and school system expenses. More recently, treatment costs have been estimated at $1 billion.5 Head lice are not a health hazard or a sign of poor hygiene and, in contrast to body lice, are not responsible for the spread of any disease. http://pediatrics.aappublications.org/content/early/2010/07/26/peds.2010-1308

In 2010, the AAP updated its guidance regarding head lice:

AAP Offers Updated Guidance on Treating Head Lice
6/26/2010

Head lice are often a fact of life for school aged children. While inconvenient, head lice cause no medical harm and can be effectively treated. A revised clinical report from the American Academy of Pediatrics (AAP), “Head Lice,” published in the August print issue of Pediatrics (published online July 26), clarifies and updates protocols for diagnosis and treatment, and provides guidance for the management of children with head lice in the school setting. Head lice are not a health hazard or a sign of poor hygiene and, in contrast to body lice, are not responsible for the spread of any disease. No healthy child should be excluded from or miss school because of head lice, and no-nit policies for return to school should be abandoned. Informed school nurses can help with diagnosis and suggestions about treatment. Because head lice are usually transmitted by head to head contact, parents should carefully check a child’s head before and after attending a sleepover or camp where children share sleeping quarters. There are many ways to treat active infestations, but not all products and techniques have been evaluated for safety and effectiveness. One percent permethrin lotion is recommended as initial treatment for most head lice infestations with a second application 7 10 days after the first. Parents and caregivers should make sure that any treatment chosen is safe; preferred treatments would be those which are easy to use, reasonably priced, and proven to be non toxic. All products must be used exactly according to manufacturer’s instructions. Your pediatrician can help with diagnosis, treatment choices and management of difficult cases.
###
The American Academy of Pediatrics is an organization of 60,000 primary care pediatricians, pediatric medical subspecialists and pediatric surgical specialists dedicated to the health, safety and well-being of infants, children, adolescents and young adults. For more information, visit http://www.aap.org.
http://www.aap.org/en-us/about-the-aap/aap-press-room/pages/AAP-Offers-Updated-Guidance-on-Treating-Head-Lice.aspx?nfstatus=401&nftoken=00000000-0000-0000-0000-000000000000&nfstatusdescription=ERROR%3a+No+local+token

The Centers for Disease Control (CDC) have a wealth of information about head lice. In Frequently Asked Questions (FAQs), the CDC advises:

What are head lice?
The head louse, or Pediculus humanus capitis, is a parasitic insect that can be found on the head, eyebrows, and eyelashes of people. Head lice feed on human blood several time a day and live close to the human scalp. Head lice are not known to spread disease.
Who is at risk for getting head lice?
Head lice are found worldwide. In the United States, infestation with head lice is most common among pre-school children attending child care, elementary schoolchildren, and the household members of infested children. Although reliable data on how many people in the United States get head lice each year are not available, an estimated 6 million to 12 million infestations occur each year in the United States among children 3 to 11 years of age. In the United States, infestation with head lice is much less common among African-Americans than among persons of other races, possibly because the claws of the of the head louse found most frequently in the United States are better adapted for grasping the shape and width of the hair shaft of other races.
Head lice move by crawling; they cannot hop or fly. Head lice are spread by direct contact with the hair of an infested person. Anyone who comes in head-to-head contact with someone who already has head lice is at greatest risk. Spread by contact with clothing (such as hats, scarves, coats) or other personal items (such as combs, brushes, or towels) used by an infested person is uncommon. Personal hygiene or cleanliness in the home or school has nothing to do with getting head lice.
What do head lice look like?
Head lice have three forms: the egg (also called a nit), the nymph, and the adult.
Egg/Nit: Nits are lice eggs laid by the adult female head louse at the base of the hair shaft nearest the scalp. Nits are firmly attached to the hair shaft and are oval-shaped and very small (about the size of a knot in thread) and hard to see. Nits often appear yellow or white although live nits sometimes appear to be the same color as the hair of the infested person. Nits are often confused with dandruff, scabs, or hair spray droplets. Head lice nits usually take about 8-9 days to hatch. Eggs that are likely to hatch are usually located no more than ¼ inch from the base of the hair shaft. Nits located further than ¼ inch from the base of hair shaft may very well be already hatched, non-viable nits, or empty nits or casings. This is difficult to distinguish with the naked eye.
Nymph: A nymph is an immature louse that hatches from the nit. A nymph looks like an adult head louse, but is smaller. To live, a nymph must feed on blood. Nymphs mature into adults about 9-12 days after hatching from the nit.
Adult: The fully grown and developed adult louse is about the size of a sesame seed, has six legs, and is tan to grayish-white in color. Adult head lice may look darker in persons with dark hair than in persons with light hair. To survive, adult head lice must feed on blood. An adult head louse can live about 30 days on a person’s head but will die within one or two days if it falls off a person. Adult female head lice are usually larger than males and can lay about six eggs each day.
Where are head lice most commonly found?
Head lice and head lice nits are found almost exclusively on the scalp, particularly around and behind the ears and near the neckline at the back of the head. Head lice or head lice nits sometimes are found on the eyelashes or eyebrows but this is uncommon. Head lice hold tightly to hair with hook-like claws at the end of each of their six legs. Head lice nits are cemented firmly to the hair shaft and can be difficult to remove even after the nymphs hatch and empty casings remain.
What are the signs and symptoms of head lice infestation?
• Tickling feeling of something moving in the hair.
• Itching, caused by an allergic reaction to the bites of the head louse.
• Irritability and difficulty sleeping; head lice are most active in the dark.
• Sores on the head caused by scratching. These sores can sometimes become infected with bacteria found on the person’s skin.
How did my child get head lice?
Head-to-head contact with an already infested person is the most common way to get head lice. Head-to-head contact is common during play at school, at home, and elsewhere (sports activities, playground, slumber parties, camp).
Although uncommon, head lice can be spread by sharing clothing or belongings. This happens when lice crawl, or nits attached to shed hair hatch, and get on the shared clothing or belongings. Examples include:
• sharing clothing (hats, scarves, coats, sports uniforms) or articles (hair ribbons, barrettes, combs, brushes, towels, stuffed animals) recently worn or used by an infested person;
• or lying on a bed, couch, pillow, or carpet that has recently been in contact with an infested person.
Dogs, cats, and other pets do not play a role in the spread of head lice.
How is head lice infestation diagnosed?
The diagnosis of a head lice infestation is best made by finding a live nymph or adult louse on the scalp or hair of a person. Because nymphs and adult lice are very small, move quickly, and avoid light, they can be difficult to find. Use of a magnifying lens and a fine-toothed comb may be helpful to find live lice. If crawling lice are not seen, finding nits firmly attached within a ¼ inch of base of the hair shafts strongly suggests, but does not confirm, that a person is infested and should be treated. Nits that are attached more than ¼ inch from the base of the hair shaft are almost always dead or already hatched. Nits are often confused with other things found in the hair such as dandruff, hair spray droplets, and dirt particles. If no live nymphs or adult lice are seen, and the only nits found are more than ¼-inch from the scalp, the infestation is probably old and no longer active and does not need to be treated.
If you are not sure if a person has head lice, the diagnosis should be made by their health care provider, local health department, or other person trained to identify live head lice.
How is head lice infestation treated?
More on: Treatment
Is infestation with head lice reportable to health departments?
Most health departments do not require reporting of head lice infestation. However, it may be beneficial for the sake of others to share information with school nurses, parents of classmates, and others about contact with head lice.
I don’t like my school’s “no-nit” policy; can CDC do something?
No. CDC is not a regulatory agency. School head lice policies often are determined by local school boards. Local health departments may have guidelines that address school head lice policies; check with your local and state health departments to see if they have such recommendations.
Do head lice spread disease?
Head lice should not be considered as a medical or public health hazard. Head lice are not known to spread disease. Head lice can be an annoyance because their presence may cause itching and loss of sleep. Sometimes the itching can lead to excessive scratching that can sometimes increase
Can head lice be spread by sharing sports helmets or headphones?
Head lice are spread most commonly by direct contact with the hair of an infested person. Spread by contact with inanimate objects and personal belongings may occur but is very uncommon. Head lice feet are specially adapted for holding onto human hair. Head lice would have difficulty attaching firmly to smooth or slippery surfaces like plastic, metal, polished synthetic leathers, and other similar materials.
Can wigs or hair pieces spread lice?
Head lice and their eggs (nits) soon perish if separated from their human host. Adult head lice can live only a day or so off the human head without blood for feeding. Nymphs (young head lice) can live only for several hours without feeding on a human. Nits (head lice eggs) generally die within a week away from their human host and cannot hatch at a temperature lower than that close to the human scalp. For these reasons, the risk of transmission of head lice from a wig or other hairpiece is extremely small, particularly if the wig or hairpiece has not been worn within the preceding 48 hours by someone who is actively infested with live head lice.
Can swimming spread lice?
Data show that head lice can survive under water for several hours but are unlikely to be spread by the water in a swimming pool. Head lice have been seen to hold tightly to human hair and not let go when submerged under water. Chlorine levels found in pool water do not kill head lice.
Head lice may be spread by sharing towels or other items that have been in contact with an infested person’s hair, although such spread is uncommon. Children should be taught not to share towels, hair brushes, and similar items either at poolside or in the changing room.
Swimming or washing the hair within 1-2 days after treatment with some head lice medicines might make some treatments less effective. Seek the advice of your health care provider or health department if you have questions. http://www.cdc.gov/parasites/lice/head/gen_info/faqs.html

The CDC discusses treatment of head lice in Treatment Frequently Asked Questions (FAQs):

Is mayonnaise effective for treating head lice?
CDC does not have clear scientific evidence to determine if suffocation of head lice with mayonnaise, olive oil, margarine, butter, or similar substances is an effective form of treatment.
If the treatment for head lice doesn’t seem to be working, does this mean the lice are resistant and I need a different treatment?
The following are several common reasons why treatment for head lice may fail sometimes:
1. Misdiagnosis. The symptoms are not caused by an active head lice infestation.
2. Applying the treatment to hair that has been washed with conditioning shampoo or rinsed with hair conditioner. Conditioners can act as a barrier that keeps the head lice medicine from adhering to the hair shafts; this can reduce the effectiveness of the treatment.
3. Not following carefully the instructions for the treatment that is used. Some examples of this include not applying a second treatment if instructed to do so, or retreating too soon after the first treatment before all the nits are hatched and the newly hatched head lice can be killed. Another reason is retreating too late after new eggs have already been deposited.
4. Resistance of the head lice to the treatment used. The head lice may have become resistant to the treatment. If the treatment used does not kill the head lice, your health care provider and pharmacist can help you be sure the treatment was used correctly and may recommend a completely different product if they think the head lice are resistant to the first treatment.
5. Reinfestation. The person was treated successfully and the lice were eliminated, but then the person becomes infested again by lice spread from another infested person. Sometimes reshampooing the hair too soon (less than 2 days) after correctly applying and removing permethin can reduce or eliminate any residual (continued) killing effect on the lice.
Is there a treatment recommendation for certain age groups?
Before treating young children, please consult the child’s doctor, or the health department for the recommended treatment based on the child’s age and weight.
Are there any side effects from using these chemical treatments for head lice?
Treatments for head lice are generally safe and effective when used correctly. Some treatments may cause an itching or a mild burning sensation caused by inflammation of the skin on the scalp. Most products used to treat head lice are pesticides that can be absorbed through the skin. Therefore, all medicines used for the treatment of lice should be used with care and only as directed.
Is it necessary to remove all the nits?
No. The two treatments 9 days apart are designed to eliminate all live lice, and any lice that may hatch from eggs that were laid after the first treatment.
Many nits are more than ¼ inch from the scalp. Such nits are usually not viable and very unlikely to hatch to become crawling lice, or may in fact be empty shells, also known as casings. Nits are cemented to hair shafts and are very unlikely to be transferred successfully to other people.
However, parents may choose to remove all nits found on hair for aesthetic reasons or to reduce the chance of unnecessary retreatment.
More on: Head Lice Treatment
Where can I go to have the nits removed from hair?
CDC does not make recommendations about businesses that may offer such services. Your health care provider or local health department may be able to provide additional guidance. Removal of all nits after successful treatment with a pediculicide is not necessary to prevent further spread of head lice. Removal of nits after treatment with a pediculicide may be done for aesthetic reasons, or to reduce diagnostic confusion and the chance of unnecessary retreatment. Because pediculicides are not 100% ovicidal (i.e. do not kill all the egg stages), some experts recommend the manual removal of nits that are attached less than1 cm of the base of the hair shaft.
Why do some experts recommend bagging items for 2 weeks?
Head lice survive less than one or two days if they fall off the scalp and cannot feed. Head lice eggs (nits) cannot hatch and usually die within a week if they do not remain under ideal conditions of heat and humidity similar to those found close to the human scalp. Therefore, because a nit must incubate under conditions equivalent to those found near the human scalp, it is very unlikely to hatch away from the head. In addition, if the egg were to hatch, the newly emerged nymph would die within several hours if it did not feed on human blood.
However, although rarely necessary, some experts recommend that items that may be contaminated by an infested person and that cannot be laundered or dry-cleaned should be sealed in plastic bag and stored for 2 weeks to kill any lice that already are present or that might hatch from any nits that may be present on the items.
Should my pets be treated for head lice?
No. Head lice do not live on pets. Pets do not play a role in the spread of head lice.
Should household sprays be used to kill adult lice?
No. Using fumigant sprays or fogs is NOT recommended. Fumigant sprays and fogs can be toxic if inhaled or absorbed through the skin and they are not necessary to control head lice.
Do I need to have my home fumigated?
No. Use of insecticide sprays or fogs is NOT recommended. Fumigant spray and fogs can be toxic if inhaled or absorbed through the skin and they are not necessary to control head lice.
Routine house cleaning, including vacuuming of carpeting, rugs, furniture, car seats, and other fabric covered items, as well as laundering of linens and clothing worn or used by the infested person is sufficient. Only items that have been in contact with the head of the infested person in the 48 hours before treatment need be considered for cleaning.
Should I have a pest control company spray my house?
No. Use of insecticide sprays or fogs is NOT recommended. Fumigant spray and fogs can be toxic if inhaled or absorbed through the skin and they are not necessary to control head lice.
Routine vacuuming of floors and furniture is sufficient to remove lice or nits that may have fallen off the head of an infested person.
Will laundering kill head lice?
Washing, soaking, or drying items at a temperature greater than 130°F can kill both head lice and nits. Dry cleaning also kills head lice and nits. Only items that have been in contact with the head of the infested person in the 48 hours before treatment should be considered for cleaning.
Although freezing temperatures can kill head lice and nits, several days may be necessary depending on temperature and humidity; freezing is rarely (if ever) needed as a means for treating head lice.
Which medicine is best?
If you aren’t sure which medicine to use or how to use a particular medicine, always ask your physician, pharmacist, or other health care provider. CDC does not make recommendations about specific products. When using a medicine, always carefully follow the instructions contained in the package or written on the label, unless the physician and pharmacist direct otherwise. http://www.cdc.gov/parasites/lice/head/gen_info/faqs_treat.html

Resources:

Head Lice
http://kidshealth.org/parent/infections/common/head_lice.html

Head Lice.org
http://www.headlice.org/

10 Things to Know About Head Lice
http://inhealth.cnn.com/quick-guide-to-head-lice/10-things-to-know-about-head-lice/

Head lice don’t take summer off http://www.cnn.com/2013/06/17/health/head-lice

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Tags: AAP, American Association of Pediatrics, Back to school: Head lice, body lice, Centers for Disease Control, Head Lice, research, science, treating head lice

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Study: Troubled teens likely to be successful entrepreneurs

23 Aug

Moi wrote in A possible model for corporate involvement in the inner city: Carolee Adams reported in the Education Week article, Internship Pairs Detroit Students With GM Retirees:

The Cody team is one of 11 in the Student Corps in what started as a summer employment program, but morphed into a comprehensive experience that combines service, life-skills education, and mentoring. All told, 110 high school students, 60 retirees, and 12 college interns are involved in this, its first year. Since 2010, when the GM Foundation gave $27 million to the United Way to create “networks of excellence” in a handful of high-need area schools, company liaisons have been working with students. Last fall, the idea of a summer internship program emerged.
GM retirees, who oversee the teams, give encouragement to students who are growing up in a city that just filed for bankruptcy, where many grocery stores have bars on the windows, unemployment is higher than the national average at 16.3 percent, and about one-third of the population lives below the poverty line.
“It’s not like this everywhere,” Mr. Wright told his charges in a mentoring session during lunch. “Until you see something different [from Detroit], that’s the way you think it is.”
Broad Exposure
Company officials wanted to do more for schools than write a check. So they turned to Mike DiGiovanni, 65, a retired GM executive, and asked him to become the director of the Student Corps and recruit fellow retirees.
“Our program is unique because it’s not just putting kids to work, it’s teaching them about life,” said Mr. DiGiovanni “It’s giving them a paid internship and GM on their résumé to set them up for life. This is about exposing them to the skills and education they need to succeed in life.”
The retirees wanted the summer to be about more than cleaning up parks. The organizers soon realized the breadth of retiree talent and considered how to fill rainy days with activities, said Heidi Magyar, the manager of Student Corps. Also, the company had miscalculated the caliber of the students—most have aspirations to go to college—so the program expanded in response.
“These kids have grit. They are determined to be successful in life,” said Mr. DiGiovanni. “Their need and drive was way beyond what we anticipated.”
Research solidly shows that having a mentor can help students from disadvantaged backgrounds who often don’t have the support system and social capital needed to make it in college, said David Conley, the director of the Center for Educational Policy
Research at the University of Oregon, in Eugene. Mentors “take something that is abstract and make it real,” he said.
The transition process from high school to college is far more complex and demanding than most schools acknowledge, said Mr. Conley. In these kinds of programs, students learn skills that help them feel more in control of their lives, which is a huge step in the process of getting ready for college, Mr. Conley said…..http://www.edweek.org/ew/articles/2013/08/07/37career.h32.html?tkn=ZRSF2oKy2uM74XRBHRHnMIyyPZ0JBSHWUR4u&cmp=clp-edweek&intc=es

The GM program is not only an example of corporate involvement, but it provides mentors and guidance to children who may be at-risk. https://drwilda.com/2013/08/08/a-possible-model-for-corporate-involvement-in-the-inner-city-gm-and-detroit/

The National Center for Policy Analysis reported in the article, Troubled Teens Are More Likely to Be Successful Entrepreneurs:

Smart, rule-abiding teenagers are less likely to become successful entrepreneurs than equally intelligent teens who engage in illicit activities, according to new research. In a working paper published by the National Bureau of Economic Research, economists Ross Levine and Yona Rubinstein examine what it takes to become an entrepreneur and whether entrepreneurship pays off in terms of wages. Using data from the March Supplements of the U.S. Census Bureau’s Current Population Survey and the National Longitudinal Survey of Youth, they look at the cognitive, non-cognitive and family traits of self-employed individuals who have incorporated businesses and compare it to the characteristics of salaried workers and the self-employed who don’t have incorporated businesses, says the Wall Street Journal.
Previous research on entrepreneurs has looked at the entire population of self-employed workers, which, Levine and Rubinstein say, doesn’t distinguish between a hot dog vendor and Michael Bloomberg. The process of incorporating a business (making it a separate entity under the law) can be lengthy and expensive.
• The economists argue that self-employed workers who incorporate their businesses show the intent and agency to start a new, profitable venture and are therefore more representative of entrepreneurship than those who haven’t incorporated their businesses.
• Furthermore, not many self-employed workers switch from unincorporated to incorporated and vice versa, the economists say, providing more support for the idea that incorporation coincides with an entrepreneurial venture.
The economists find that self-employed workers with incorporated businesses were almost three times more likely to engage in illicit and risky activities as youth than were salaried workers.
• These behaviors include but aren’t limited to shoplifting, marijuana use, playing hooky at school, drug dealing and assault.
• In addition, the self-employed with incorporated businesses exhibited greater self-esteem, scored higher on learning aptitude tests, were more educated and were more likely to come from high-earning, two-parent families than other employment types.
The economists find that individuals who left their salaried jobs to start incorporated businesses work more hours but also earn more per hour than other employment types, and those who start successful incorporated enterprises enjoy substantially larger boosts in earnings relative to their own wages as salaried workers.
Source:
Khadeeja Safdar, “Troubled Teens Make More Successful Entrepreneurs,” Wall Street Journal, August 14, 2013. http://blogs.wsj.com/economics/2013/08/14/troubled-teens-make-more-successful-entrepreneurs/?mod=e2fb
Ross Levine, Yona Rubinstein, “Smart and Illicit: Who Becomes an Entrepreneur and Does It Pay?” http://www.nber.org/papers/w19276
National Bureau of Economic Research, August 2013.
http://www.ncpa.org/sub/dpd/index.php?Article_ID=23515

Citation:

Smart and Illicit: Who Becomes an Entrepreneur and Does it Pay?
Ross Levine, Yona Rubinstein
NBER Working Paper No. 19276
Issued in August 2013
NBER Program(s): CF LS
We disaggregate the self-employed into incorporated and unincorporated to distinguish between “entrepreneurs” and other business owners. The incorporated self-employed have a distinct combination of cognitive, noncognitive, and family traits. Besides coming from higher-income families with better-educated mothers, the incorporated—as teenagers—scored higher on learning aptitude tests, had greater self-esteem, and engaged in more aggressive, illicit, risk-taking activities. The combination of “smarts” and “aggressive/illicit/risk-taking” tendencies as a youth accounts for both entry into entrepreneurship and the comparative earnings of entrepreneurs. In contrast to a large literature, we also find that entrepreneurs earn much more per hour than their salaried counterparts.
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There are character traits which are common to entrpreneuers.

Leslie Fiegler posted The 14 Character Traits of the Entrepreneur:

1. A burning passion or intense drive to succeed.

A powerful drive to create success, wealth, legacy or fame is the primary motivator for most entrepreneurs. They are intensely passionate about what they do, almost to the point of fanaticism. Their goals are set high and when attained, are reset even higher. Money is not usually sought for its own sake, but as way of keeping score.

2. The ability to adapt to changing circumstances.

Rather than resisting or resenting change, entrepreneurs have the ability to easily adapt to changing circumstances and conditions. In fact, many entrepreneurs thrive on change. On the negative side, some are so thrilled by change that they will force it, even when things are going perfectly.

3. The need for autonomy.

Some people just need to be their own boss. While many employees see a job as providing security, entrepreneurs see a job as a form of economic slavery and prefer to have personal autonomy to economic security. The worst part about being your own boss is that the expectations for your job function are set higher than for everyone else. The best part about being your own boss is that if you don’t like your orders, you can change them anytime you please.

4. Decisiveness.

The ability to make decisions, sometimes quickly, is a key component of the entrepreneurial personality. This willingness to make, and hold to, a decision is a necessary leadership skill. The awareness that there may be better decisions at any choice point does not result in the indecisiveness that other people often demonstrate.

5. A sense of personal destiny.

Most entrepreneurs have more than just a strong desire to mold their personal destiny; they have a strong belief in their ability to create their own destiny by their own choices and actions. If they are among the few who believe in a set fate or predetermined destiny, they believe that they are fated or destined to be successful.

6. Energy.

Entrepreneurs are energetic. They put in more work hours than most people. They also often play hard and competitively. You won’t find many entrepreneurial couch potatoes. They are usually too busy working or playing to be spectators. This high personal energy level translates as constant enthusiasm and personal charisma. This enthusiasm and charisma attracts other people into the game plan of the entrepreneur.

7. Enterprising.

Entrepreneurs are dealmakers. They make deals with themselves. (When I reach a certain goal, I will reward myself with…). They make deals in their personal relationships. (A movie date is as much a contract as a business deal.) And, of course, they love to make business deals. They seem to be always negotiating something with somebody.

8. A desire for personal growth.

Entrepreneurs are learners and self-improvers. They are always on the lookout for ways to get the competitive edge, to become better at doing what they do, to develop new skill sets or understandings. They understand that what you have depends upon what you do and what you are able to do depends upon who you are. They work constantly to become more.

9. A highly developed intuition.

Most entrepreneurs rely more on gut feelings to make decisions than they do on conscious analysis of a situation. Even though they may be highly analytical and like to accumulate lots of data, their actual decisions are usually based on what feels right. A recent survey of top level executives and company owners reported that most high income decision makers gather as much information as possible and consult with their Master Mind team, but in the end, make decisions based on gut feelings or intuition.

10. Opportunity seeking.

Most people wait for the right opportunity to present itself. The true entrepreneur is always on the lookout for yet another new opportunity. It is often just a matter of perspective. There is the famous story (usually attributed to Joseph Bata) about the shoe company who sends an employee to a country in Africa to ascertain if there is a market for their shoes. The representative reports back, “There is no shoe market here. These people don’t even wear shoes.” The boss, on hearing this news, exclaims, “This is wonderful. No one has any shoes yet. What a huge opportunity!”

11. Perseverance and determination.

This is a big attribute. The obstacles that cause many people to quit are minor setbacks for the true entrepreneur. Winners persist. Losers desist. It is often that simple personality difference that separates the happy successful person from the frustrated failure. There is no better way to state the importance of persistence than to quote Calvin Coolidge, “Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent.”

12. Problem solving.

When others focus on existing problems, entrepreneurs focus on possible solutions. There is always a solution. There is always a problem. For most people, a problem is an impediment. For the entrepreneur, a problem is an opportunity to discover or create a better solution.

13. Risk tolerance.

The entrepreneur has a high tolerance for risk. The average person is afraid of doing something in case they fail. The true entrepreneur knows that failing to attempt something is a greater failure than trying and not succeeding. In fact, they often don’t even realize that they are taking a risk. What others may judge as a risky situation, entrepreneurs see as an opportunity for a higher reward.

14. A strong sense of self-confidence.

Many people will look at a successful person and see a big ego and think that this superstar has a big ego because he/she is successful. In fact, most successful people have a very high level of self-esteem before they achieve success. They know in their hearts that they deserve success. The lack of sufficient self-esteem and self-confidence is what inhibits many people in their quest for success. Entrepreneurs (and other winners) are confident in their ability to achieve their ideals. http://www.lesliefieger.com/articles/entrepreneur_character.htm

See, Therapy Helps Troubled Teens Rethink Crime
http://www.npr.org/blogs/health/2013/07/02/188646607/therapy-helps-troubled-teens-rethink-crime?utm_medium=Email&utm_source=share&utm_campaign=

It is going to take coordination between not only education institutions, but a strong social support system to get many of these children through school. This does not mean a large program directed from Washington. But, more resources at the local school level which allow discretion with accountability. For example, if I child is not coming to school because they have no shoes or winter coat, then the child gets new shoes and/or a coat. School breakfast and lunch programs must be supported and if necessary, expanded. Unfortunately, schools are now the early warning system for many families in crisis. In addition, to families and schools, corporate support can be useful in helping to move at-risk children into the mainstream.

Resources:
10 Personality Traits Every Successful Entrepreneur Has http://www.businessinsider.com/traits-of-successful-entrepreneurs-2013-2

The Four Essential Personality Traits Of Every Entrepreneur http://www.forbes.com/sites/meghancasserly/2012/10/11/the-four-essential-personality-traits-of-every-entrepreneur/

‘Becoming A Man’ course: Helping young African-American men avoid prison https://drwilda.com/2013/07/03/becoming-a-man-course-helping-young-african-american-men-avoid-prison/

Study: The plight of African-American boys in Oakland, California

Study: The plight of African-American boys in Oakland, California

Schott Foundation report: Black and Latino boys are not succeeding in high school https://drwilda.com/tag/african-american-male/

We give up as a society: Jailing parents because kids are truant https://drwilda.wordpress.com/2011/12/18/we-give-up-as-a-society-jailing-parents-because-kids-are-truant/

Jonathan Cohn’s ‘The Two Year Window’ https://drwilda.wordpress.com/2011/12/18/jonathan-cohns-the-two-year-window/

Who says Black children can’t learn? Some schools get it

Who says Black children can’t learn? Some schools get it

Inappropriate discipline: The first step on the road to education failure https://drwilda.com/2011/12/13/inappropriate-discipline-the-first-step-on-the-road-to-education-failure/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

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COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/
Dr. Wilda Reviews © http://drwildareviews.wordpress.com/
Dr. Wilda © https://drwilda.com/

Tags: business, economy, education, entrepreneurs, research, science, The 14 Character Traits of the Entrepreneur, Traits of entrepreneurs, Troubled Teens Are More Likely to Be Successful Entrepreneurs, Who Becomes an Entrepreneur and Does it Pay?

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Categories Dr Wilda

Virginia Mason Hospital study: Carbon monoxide can pass through dry wall

21 Aug

Carbon monoxide poisoning can kill. Marijke Vroomen Durning wrote in the Forbes article, Carbon Monoxide, A Silent Killer: Are You Safe At Home?

Every year, 20,000 to 30,000 people in the United States are sickened by accidental carbon monoxide poisoning and approximately 500 people die, many in their own home. Carbon monoxide is colorless, odorless, and tasteless. It cannot be detected by humans without the help of a detector.
A new study, released today in the Journal of the American Medical Association (JAMA), has found that carbon monoxide easily passes through gypsum wallboards (also called drywall), the material used to finish walls and ceilings in most residential homes. The porous material does nothing to stop the gas from seeping through.
Here’s where the problem gets worse: Twenty-five states require that residents have a carbon monoxide alarm in their homes but in December 2012, 10 states exempted residences that don’t have an internal carbon monoxide-producing source, such as a gas stove or fireplace, or an attached garage in which a car could be left idling. This move worries toxicologists who fear that these exemptions may give people a false sense of security. It’s believed that removing the requirement for all homes to have such alarms will lead to an increased number of accidental carbon monoxide poisonings, particularly in multi-unit buildings.
http://www.forbes.com/sites/marijkevroomendurning/2013/08/20/carbon-monoxide-a-silent-killer-are-you-safe/

Here is the press release from Virginia Mason Hospital:

News Releases
Researchers Prove Carbon Monoxide Penetrates Gypsum Wallboard
SEATTLE – (Aug. 21, 2013) — Carbon monoxide (CO) from external sources can easily penetrate gypsum wallboard (drywall) commonly used in apartments and houses, potentially exposing people indoors to the toxic, odorless, tasteless gas within minutes, concludes a study conducted at Virginia Mason Medical Center.
These findings, which underscore the importance of CO alarms in single-family and multi-family homes, are published in today’s edition of the Journal of the American Medical Association. Authors of the study are Neil B. Hampson, MD; James R. Holm, MD; and engineer Todd G. Courtney, of the Virginia Mason Center for Hyperbaric Medicine.
Their research casts doubt on the assumption that the risk for CO poisoning inside a residence is eliminated if there is no apparent internal source of the gas. They determined that carbon monoxide from an external source, such as an electrical generator operating in an adjacent apartment or an automobile engine running in an attached garage, can pass through drywall ceilings and walls because gypsum wallboard is highly porous. CO also penetrates painted drywall, albeit more slowly, the researchers determined.
Their study is believed to be the first to examine the ability of carbon monoxide to diffuse through gypsum wallboard. Gypsum particles contain microscopic pores that are many times larger than CO molecules, allowing these dangerous molecules to easily penetrate drywall.
“There are numerous media reports describing simultaneous CO poisonings in different units of multifamily dwellings,” the authors note. Even though carbon monoxide might have traveled through ventilation ducts, hallways, elevator shafts or stairways in some cases, this was not possible in every case due to configurations of the buildings, they add. This raised the question whether CO could pass through drywall.
Many states are enacting legislation mandating residential CO alarms, although some have exempted structures if there is no apparent indoor carbon monoxide source (i.e., fuel-burning appliances, fireplaces, etc.). This action is dangerous, authors of the study caution, because occupants of multifamily dwellings, for example, can bring sources of CO production into their units and put themselves and people in neighboring units in harm’s way.
Since January 2013, Washington state law has required carbon monoxide alarms be installed in most existing single-family homes, as well as hotels, motels and apartments. The alarms must be located outside, and near, each separate sleeping area.
Carbon monoxide poisoning causes about 500 accidental deaths annually in the U.S.
About Virginia Mason Medical Center
Virginia Mason Medical Center, founded in 1920, is a nonprofit regional health care system in Seattle that serves the Pacific Northwest. Virginia Mason employs more than 5,300 people and includes a 336-bed acute-care hospital; a primary and specialty care group practice of more than 460 physicians; satellite locations throughout the Puget Sound area; and Bailey-Boushay House, the first skilled-nursing and outpatient chronic care management program in the U.S. designed and built specifically to meet the needs of people with HIV/AIDS. Benaroya Research Institute at Virginia Mason is internationally recognized for its breakthrough autoimmune disease research. Virginia Mason was the first health system to apply lean manufacturing principles to health care delivery to eliminate waste and improve quality and patient safety.
To learn more about Virginia Mason Medical Center, please visit Facebook.com/VMcares or follow @VirginiaMason on Twitter. To learn how Virginia Mason is transforming health care and to join the conversation, visit our blog at VirginiaMasonBlog.org.
Media Contact:
Gale Robinette
Virginia Mason Media Relations
(206) 341-1509
gale.robinette@vmmc.org

See:

Drywall No Barrier Against CO Poisoning http://www.medpagetoday.com/PublicHealthPolicy/EnvironmentalHealth/41091

The Centers for Disease Control and Prevention posted information about Carbon Monoxide Poisoning:
Frequently Asked Questions

What is carbon monoxide?

Carbon monoxide, or CO, is an odorless, colorless gas that can cause sudden illness and death.
Where is CO found?
CO is found in combustion fumes, such as those produced by cars and trucks, small gasoline engines, stoves, lanterns, burning charcoal and wood, and gas ranges and heating systems. CO from these sources can build up in enclosed or semi-enclosed spaces. People and animals in these spaces can be poisoned by breathing it.
What are the symptoms of CO poisoning?
The most common symptoms of CO poisoning are headache, dizziness, weakness, nausea, vomiting, chest pain, and confusion. High levels of CO inhalation can cause loss of consciousness and death. Unless suspected, CO poisoning can be difficult to diagnose because the symptoms mimic other illnesses. People who are sleeping or intoxicated can die from CO poisoning before ever experiencing symptoms.
How does CO poisoning work?
Red blood cells pick up CO quicker than they pick up oxygen. If there is a lot of CO in the air, the body may replace oxygen in blood with CO. This blocks oxygen from getting into the body, which can damage tissues and result in death. CO can also combine with proteins in tissues, destroying the tissues and causing injury and death.

Who is at risk from CO poisoning?

All people and animals are at risk for CO poisoning. Certain groups — unborn babies, infants, and people with chronic heart disease, anemia, or respiratory problems — are more susceptible to its effects. Each year, more than 400 Americans die from unintentional CO poisoning, more than 20,000 visit the emergency room and more than 4,000 are hospitalized due to CO poisoning. Fatality is highest among Americans 65 and older.
How can I prevent CO poisoning from my home appliances?
• Have your heating system, water heater and any other gas, oil, or coal burning appliances serviced by a qualified technician every year.
• Do not use portable flameless chemical heaters (catalytic) indoors. Although these heaters don’t have a flame, they burn gas and can cause CO to build up inside your home, cabin, or camper.
• If you smell an odor from your gas refrigerator’s cooling unit have an expert service it. An odor from the cooling unit of your gas refrigerator can mean you have a defect in the cooling unit. It could also be giving off CO.
• When purchasing gas equipment, buy only equipment carrying the seal of a national testing agency, such as the CSA Group .
• Install a battery-operated or battery back-up CO detector in your home and check or replace the battery when you change the time on your clocks each spring and fall.

How do I vent my gas appliances properly?

• All gas appliances must be vented so that CO will not build up in your home, cabin, or camper.
• Never burn anything in a stove or fireplace that isn’t vented.
• Have your chimney checked or cleaned every year. Chimneys can be blocked by debris. This can cause CO to build up inside your home or cabin.
• Never patch a vent pipe with tape, gum, or something else. This kind of patch can make CO build up in your home, cabin, or camper.
• Horizontal vent pipes to fuel appliances should not be perfectly level. Indoor vent pipes should go up slightly as they go toward outdoors. This helps prevent CO or other gases from leaking if the joints or pipes aren’t fitted tightly.

How can I heat my house safely or cook when the power is out?

• Never use a gas range or oven for heating. Using a gas range or oven for heating can cause a build up of CO inside your home, cabin, or camper.
• Never use a charcoal grill or a barbecue grill indoors. Using a grill indoors will cause a build up of CO inside your home, cabin, or camper unless you use it inside a vented fireplace.
• Never burn charcoal indoors. Burning charcoal — red, gray, black, or white — gives off CO.
• Never use a portable gas camp stove indoors. Using a gas camp stove indoors can cause CO to build up inside your home, cabin, or camper.
• Never use a generator inside your home, basement, or garage or near a window, door, or vent.
How can I avoid CO poisoning from my vehicle?
• Have a mechanic check the exhaust system of my car every year. A small leak in your car’s exhaust system can lead to a build up of CO inside the car.
• Never run a car or truck in the garage with the garage door shut. CO can build up quickly while your car or truck is running in a closed garage. Never run your car or truck inside a garage that is attached to a house and always open the door to any garage to let in fresh air when running a car or truck inside the garage.
• If you drive a vehicle with a tailgate, when you open the tailgate, you also need to open vents or windows to make sure air is moving through your car. If only the tailgate is open CO from the exhaust will be pulled into the car.
http://www.cdc.gov/co/faqs.htm

It is more important than ever for those living in multi-unit homes to have carbon monoxide detectors in each unit.

Consumer Search offers tips about buying a carbon monoxide monitor in How to Buy a Carbon Monoxide Detector:

What the best carbon monoxide detector has
• Audio alarm. Devices certified by Underwriters Laboratories (UL) have a minimum 85-decibel horn that can be heard within 10 feet.
• Interconnectivity. Interconnecting units are helpful in large homes because they communicate with one another; when one alarm detects a hazard, it triggers them all to sound an alarm. To work properly, all units must be made by the same manufacturer. While traditionally hardwired, battery-operated wireless interconnecting units are now available.
• Five-year sensor lifespan. The sensors on carbon monoxide detectors do wear away over time. Expect your unit to last at least five years. The better models have an end-of-life timer to alert you when the unit needs to be replaced. Kidde’s newest CO detectors, released in March, last for 10 years.
• Long warranty. Carbon monoxide detectors can malfunction, and the best units come with a warranty of at least five to seven years.
• Digital display. UL-certified carbon monoxide detectors are designed to sound an alarm if they sense CO levels of 70 parts per million (ppm) or higher. Exposure of 100 ppm for 20 minutes may not affect healthy adults. However, people with cardiac or respiratory problems, infants, pregnant women and the elderly may be harmed by lower concentrations. A device with a digital display can show these concentrations and give you the peace of mind.
• Testing functionality. CO detectors should be tested once a month. The best detectors have a test/silence button to test the device and also silence the alarm in the event of a false alarm.
Know before you go
What are the regulations in your state or municipality? Most states require a carbon monoxide detector to be installed in new homes or before the sale of a home. Some require hardwired or plug-in units to have battery backup in the case of a power outage. The National Conference of State Legislatures is a good resource for determining what regulations apply to you.
How are your current carbon monoxide detectors installed? Detectors may be hardwired, plugged into an outlet or battery operated, depending on the model. Some plug-in and hardwired units use batteries as a backup during a power failure and will not operate if they are not installed. If your current carbon monoxide detectors are hardwired, you will most likely want to keep that system. Otherwise, battery-operated and plug-in models are the easiest to install.
Do you need a smoke alarm, too? If you also need a smoke alarm, a combination smoke and carbon monoxide alarm might be best. Decide whether you need the smoke alarm to use ionization or photoelectric technology. The U.S. Fire Administration provides background on the different technologies.
How many alarms do you need? CO alarms should be installed in a central location outside each sleeping area and on every level of the home, according to the National Fire Protection Association, which also recommends interconnecting all alarms.
Does your unit meet safety standards? Check to see that the detector is certified by an independent testing agency such as Underwriters Laboratories or Canadian Standards Association.
http://www.consumersearch.com/carbon-monoxide-detectors/how-to-buy-a-carbon-monoxide-detector

The Virginia Mason study shows how important carbon monoxide detectors are.

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Tags: A Silent Killer: Are You Safe At Home?, american medical association, Carbon Monoxide Poisoning, climate, Drywall No Barrier Against CO Poisoning, environment, gypsum wallboard, science, The Centers for Disease Control, Virginia Mason Hospital, virginia mason medical center

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Categories Dr Wilda

The 08/19/13 Joy Jar

19 Aug

This wonderful Seattle summer actually had what the meteorologists call measurable precipitation. Rain in Seattle means the air gets cleaned. Today’s deposit into the ‘Joy Jar’ is clean air.

Every man needs slaves like he needs clean air. To rule is to breathe, is it not? And even the most disenfranchised get to breathe. The lowest on the social scale have their spouses or their children.
Albert Camus

“The use of sea and air is common to all; neither can a title to the ocean belong to any people or private persons, forasmuch as neither nature nor public use and custom permit any possession therof.”
Elizabeth I Tudor, Letters

“oxygen

Everything needs it: bone, muscles, and even,
while it calls the earth its home, the soul.
So the merciful, noisy machine

stands in our house working away in its
lung-like voice. I hear it as I kneel
before the fire, stirring with a

stick of iron, letting the logs
lie more loosely. You, in the upstairs room,
are in your usual position, leaning on your

right shoulder which aches
all day. You are breathing
patiently; it is a

beautiful sound. It is
your life, which is so close
to my own that I would not know

where to drop the knife of
separation. And what does this have to do
with love, except

everything? Now the fire rises
and offers a dozen, singing, deep-red
roses of flame. Then it settles

to quietude, or maybe gratitude, as it feeds
as we all do, as we must, upon the invisible gift:
our purest, sweet necessity: the air.”
Mary Oliver, Thirst

“What keeps earth air breathable? Not oxygen alone. The earth is a freer place to breathe in, every time you love without calculating a return — every time you make your drudgeries and routines still more inefficient by stopping to experience the shock of beauty wherever it unpredictably flickers.”
Peter Viereck, Unadjusted Man in the Age of Overadjustment: Where History and Literature Intersect

“To keep the air fresh among words is the secret of verbal cleanliness.”
Dejan Stojanovic

“Water belongs to us all. Nature did not make the sun one person’s property, nor air, nor water, cool and clear.”
Michael Simpson, The Metamorphoses of Ovid

“The demons don’t like fresh air. What they like best is if you stay in bed with cold feet.”
Bergman, Ingmar

Tags: Air, Clean Air Weather, climate, Dr Wilda, Joy Jar, nature, science, water

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Categories Dr Wilda

Georgia Tech offers a cost-saving ‘MOOC’ computer science degree option

19 Aug

Moi has posted quite a bit about “massive online open courses” or MOOCs. In Can free online universities change the higher education model?
Beckie Supiano and Elyse Ashburn have written With New Lists, Federal Government Moves to Help Consumers and Prod Colleges to Limit Price Increases http://chronicle.com/article/Governments-New-Lists-on/128092/ in the Chronicle of Higher Education about the U.S. Department of Education’s new site about college costs. As college becomes more unaffordable for more and more people, they are looking at alternatives to college.

Tamar Lewin wrote in the new York Times article, Master’s Degree Is New Frontier of Study Online:

Next January, the Georgia Institute of Technology plans to offer a master’s degree in computer science through massive open online courses for a fraction of the on-campus cost, a first for an elite institution. If it even approaches its goal of drawing thousands of students, it could signal a change to the landscape of higher education.
From their start two years ago, when a free artificial intelligence course from Stanford enrolled 170,000 students, free massive open online courses, or MOOCs, have drawn millions and yielded results like the perfect scores of Battushig, a 15-year-old Mongolian boy, in a tough electronics course offered by the Massachusetts Institute of Technology.
But the courses have not yet produced profound change, partly because they offer no credit and do not lead to a degree. The disruption may be approaching, though, as Georgia Tech, which has one of the country’s top computer science programs, plans to offer a MOOC-based online master’s degree in computer science for $6,600 — far less than the $45,000 on-campus price….
The plan is for Georgia Tech to provide the content and professors and to get 60 percent of the revenue, and for Udacity to offer the computer platform, provide course assistants and receive the other 40 percent. The projected budget for the test run starting in January is $3.1 million — including $2 million donated by AT&T, which will use the program to train employees and find potential hires — with $240,000 in profits. By the third year, the projection is for $14.3 million in costs and $4.7 million in profits.
The courses will be online and free for those not seeking a degree; those in the degree program will take proctored exams and have access to tutoring, online office hours and other support services. Students who cannot meet the program’s stringent admission standards may be admitted provisionally and allowed to transfer in if they do well in their first two courses. And students who complete only a few courses would get a certificate.
“This is all uncharted territory, so no one really knows if it will go to scale,” Dr. Galil said. “We just want to prove that it can be done, to make a high-quality degree program available for a low cost.”
Would such a program cannibalize campus enrollment? “Frankly,” he said, “nobody knows.”
Not everyone believes that such a degree program will be sustainable, or that it would even be a step forward.
“The whole MOOC mania has got everyone buzzing in academia, but scaling is a great challenge,” said Bruce Chaloux, the executive director of the Sloan Consortium, an advocacy group for online education. “I have to believe that at some point, when the underwriting ends, to keep to keep high quality, Georgia Tech would have to float to more traditional tuition rates.” http://www.nytimes.com/2013/08/18/education/masters-degree-is-new-frontier-of-study-online.html?smid=fb-nytimes&WT.z_sma=US_MDI_20130819&_r=0

Doug Ward posted the article, Why Online Education Has Gained Revolutionary Momentum at PBS Media Shift:

The rush to create large, free online classes has generated anxiety at universities around the country. With finances already tight and with a surge of movement toward online learning, universities are being forced to move quickly to change centuries-old models of learning. Terms like historic,seismic and revolutionary now pop up in descriptions of the challenges that higher education faces in the coming years….
Technology leads the way
Internet connections, computers and cellphones have become faster and cheaper, providing easier access to online material and creating the potential to speak with, work with, and learn from nearly anyone in the world. Information, once something people had to seek out, now flows relentlessly to them. In education, lecture capture and lesson creation have become easier and cheaper, and online storage has made retrieval cheap and easy. Free tools like Moodle, Jing, YouTube, and Twitter have provided new means of information sharing and collaboration. Smartphones and the iPad have provided portable means of accessing and creating information, making learning more portable than ever…
College costs have skyrocketed
The expense of higher education has risen more than 550 percent since 1985, pricing many students out of the market even as a college degree becomes more important than ever for reaching the middle class. At the same time, the cost of technology has dropped, allowing more people easier access to the Internet and to resources for learning….
Convenience attracts students online
Online and hybrid education offers students freedom to work through course material when and where they want, and at their own pace, repeating material if needed, and reducing the amount of time they sit passively in large lectures…
Teachers innovate for a digital generation
Educators have been experimenting with technology, sharing ideas and collaborating as they try to find ways to reach a generation of students that has grown up with computers, cell phones, Xboxes, Nintendo and other electronics. K-12 schools, especially, have shown increased interest in using games, phones, iPads and other unconventional means to engage students in the classroom. Social media have accelerated the spread of ideas, spurring even more innovation.
Online and hybrid education offers new means of engaging students through interactive lessons, videos, animations, games, discussion boards and chats. These are all familiar and comfortable technologies for a generation of students that has grown up with ubiquitous technology….
Digital education offers a broad reach
Online education allows universities to reach students who can’t or don’t want to move to a physical campus, eliminating physical boundaries for recruitment and making nearly anyone anywhere a potential student.
Distance education is nothing new. It has existed for more than a century in the form of correspondence courses taken by mail. Radio and television allowed educational material, often lectures, to be broadcast, and educational shows such as “Sesame Street” combined education and entertainment…
For-profit colleges compete for students
The University of Phoenix and other for-profit colleges have attracted millions of students and millions of dollars in tuition with online courses. This has caught the attention of traditional colleges and universities, which see many potential students slipping away. Some critics of traditional education have even indicated that a degree matters less than tangible skills, and have suggested using certificates, badges and other means as a way to authenticate those skills….
Big online courses gain notoriety
New organizations such as Coursera and edX have made headlines by attracting large numbers of students, large investments of capital, and commitments from big-name universities. That has increased the buzz about online and hybrid education, especially as new deals have been struck and new money has flowed to the organizations.
The success of large online courses, or MOOCs (for massive open online courses), at attracting students and capital, and the success of for-profit colleges have sent many colleges and universities scrambling to avoid the perception that they lack vision or the ability to change in an era of digital learning. No university wants to look like an also-ran….
College budgets keep shrinking
Administrators are looking to online education and technology in general as a means to save money. Budgets have been squeezed, especially at public institutions, even as fixed costs remain high.
Bowen and his colleagues at Ithaka S+R offer one of the more persuasive arguments about potential cost savings through more efficient use of technology, personnel, and facilities. Upfront costs are higher as courses are developed, they say, but once a hybrid course is created by a faculty member, additional sections can be added using less-expensive adjuncts and teaching assistants….
Where is this headed?
The move toward technology-aided learning will only accelerate in coming years. Many K-12 schools have been investing heavily in tablets and other technology in hopes of reducing costs on textbooks.
Others have embraced a bring-your-own-device model, which draws on students’ growing ownership and use of cell phones, laptop computers and tablets. Many schools are also investing in tools such as lecture capture, high-speed wireless networks, cloud computing, and social networking, and combining technology-aided education with classroom work.
Despite these many changes, online education is unlikely to push aside a traditional four-year on-campus degree in the near future. That “college experience” allows students to make connections with faculty members, to work closely with peers and teachers, to improve their critical thinking, and, perhaps most importantly, to mature as they live away from home for the first time. With technology changing the way younger students learn, though, and with more new options for learning popping up constantly, universities have no choice but to adapt and make it clear to students what they offer over the myriad online alternatives.
Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of “A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research” and a former editor at The New York Times. You can find him online at http://www.kuediting.com and http://www.journalismtech.com, and follow him on Twitter@kuediting. http://www.pbs.org/mediashift/2012/09/why-online-education-has-gained-revolutionary-momentum255.html

With any education opportunity the prospective student and their family must do their homework and weigh the pros and cons of the institution with with the student’s goals and objectives. In answer to the question of whether online college is a threat to traditional bricks and mortar universities, it depends. The market will answer that question because many students do not attend college to receive a liberal arts education, but to increase employment opportunities. If the market accepts badges and certificates, then colleges may be forced to look at the costs associated with a traditional college degree.

Related:
Verifying identity for online courses https://drwilda.com/2012/04/15/verifying-identity-for-online-courses/

Will ‘massive open online courses’ (MOOCS) begin to offer credit?

Will ‘massive open online courses’ (MOOCS) begin to offer credit?

Is online higher ed a threat to bricks and mortar colleges?

Is online higher ed a threat to bricks and mortar colleges?

MOOCs are trying to discover a business model which works https://drwilda.com/2013/07/21/moocs-are-trying-to-discover-a-business-model-which-works/

Blogs by Dr. Wilda:

Tags: Can free online universities change the higher education model?, Computer, education, Georgia Institute of Technology, Georgia Tech, Master’s Degree Is New Frontier of Study Online, MOOC, MOOCS, Online Education, science, Technology, Why Online Education Has Gained Revolutionary Momentum

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Categories Dr Wilda

The 08/13/13 Joy Jar

12 Aug

Moi has been walking more lately and she intends to build up her endurance. While walking, she notices that in some areas there are many plants many consider to be weeds. She thought about it and wondered if weeds were important.The Garden Organic blog posted the article, Benefits of Weeds in Farming Systems:
Organic farmers and growers should not be aiming to completely eradicate weeds from their fields and farms. Management rather than complete control is a more realistic and desirable goal. The word ‘management’ emphasises use of appropriate methods to maintain acceptable weed levels that take into account short-term economic and long-term ecological issues.

In spite of all the difficulties caused by weeds, they can offer some beneficial properties, particularly when occurring at low densities. These aspects should be utilised in the farming system, although this may make organic management more complicated than chemical based systems. Some of the potential benefits of weeds are listed below:
• helping to conserve soil moisture and prevent erosion. A ground cover of weeds will reduce the amount of bare soil exposed helping to conserve nutrients, particularly nitrogen which could otherwise be leached away, especially on light soils.
• food and shelter can be provided for natural enemies of pests and even alternative food sources for crop pests. The actual presence of weed cover may be a factor in increasing effectiveness of biological control of pests and reducing pest damage.
• weeds can also be valuable indicators of growing conditions in a field, for example of water levels, compaction and pH.
• weeds can be an important source of food for wildlife, especially birds. Bird populations have been declining on farmland over the last few decades and leaving weeds as a resource has been shown to help revive bird populations… http://www.gardenorganic.org.uk/organicweeds/weed_information/weedtype.php?id=-2
Today’s deposit into the ‘Joy Jar’ are plants considered to be weeds.

What is a weed? A plant whose virtues have never been discovered.
Ralph Waldo Emerson

A weed is a plant that has mastered every survival skill except for learning how to grow in rows.
Doug Larson

A flower falls, even though we love it; and a weed grows, even though we do not love it.
Dogen

A weed is no more than a flower in disguise, Which is seen through at once, if love give a man eyes.
James Russell Lowell

They whom truth and wisdom lead, can gather honey from a weed.
William Cowper

Ignorance is an evil weed, which dictators may cultivate among their dupes, but which no democracy can afford among its citizens.
William Beveridge

If we had paid no more attention to our plants than we have to our children, we would now be living in a jungle of weed.
Luther Burbank

Violence is like a weed – it does not die even in the greatest drought.
Simon Wiesenthal

I didn’t want to tell the tree or weed what it was. I wanted it to tell me something and through me express its meaning in nature.
Wynn Bullock

Tags: biological control of pests, crop pests, Dr Wilda, Joy Jar, nature, organic farmers and growers, Organic Farming, plants, science, Weeds

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Categories Dr Wilda

More school battles about peanut allergies

11 Aug

Moi wrote about allergies in Food allergies can be deadly for some children:
If one is not allergic to substances, then you probably don’t pay much attention to food allergies. The parents and children in one Florida classroom are paying a lot of attention to the subject of food allergies because of the severe allergic reaction one child has to peanuts. In the article, Peanut Allergy Stirs Controversy At Florida Schools Reuters reports:

Some public school parents in Edgewater, Florida, want a first-grade girl with life-threatening peanut allergies removed from the classroom and home-schooled, rather than deal with special rules to protect her health, a school official said.
“That was one of the suggestions that kept coming forward from parents, to have her home-schooled. But we’re required by federal law to provide accommodations. That’s just not even an option for us,” said Nancy Wait, spokeswoman for the Volusia County School District.
Wait said the 6-year-old’s peanut allergy is so severe it is considered a disability under the Americans with Disabilities Act.
To protect the girl, students in her class at Edgewater Elementary School are required to wash their hands before entering the classroom in the morning and after lunch, and rinse out their mouths, Wait said, and a peanut-sniffing dog checked out the school during last week’s spring break….
Chris Burr, a father of two older students at the school whose wife has protested at the campus, said a lot of small accommodations have added up to frustration for many parents.
“If I had a daughter who had a problem, I would not ask everyone else to change…. http://www.reuters.com/article/2011/03/22/us-peanut-allergy-idUSTRE72L7AQ20110322

More children seem to have peanut allergies.

Ross Brenneman wrote in the Education Week article, How Peanuts Became Public Health Enemy #1:

Researchers aren’t sure why, but over the past several years, the number of children reported to have allergies has doubled, to 5 percent of children in the United States. Yet at the same time, in schools and elsewhere, allergies have drawn what some see as an oversized amount of attention. A new paper out of Princeton University explores why that may have happened.
Allergy attacks are awful. I’ve been there plenty of times. Eyes swollen shut, coughing, hacking, sneezing—and that’s just garden-variety pollen. But severe allergic reactions, also known as anaphylaxia, can cause death, even for the constantly vigilant. That’s why the U.S. House of Representatives voted unanimously last week in favor of a bill that would incentivize states, through a pre-existing grant program, to make sure their schools have a supply of epinephrine (usually an EpiPen) on hand, as well as staff members trained in using it.
The de facto allergen mascot, the peanut, has been at the forefront of anti-allergy crusades. Several schools have banned peanuts, sports arenas have set up “peanut-free” zones, and pretzels long ago committed a coup d’état against their salty brethren aboard airlines. The public response and media coverage at times suggests an epidemic.
One percent. That’s it. One estimate pegs it closer to 1.4 percent for children, but only .6 percent for adults. Either way, it’s small. Not all of those affected are seriously allergic, either. One percent isn’t nothing, but it’s not the kind of number that would suggest a strong cultural reaction, either.
Why, then, have peanut allergies become such a well-known public health menace? Maybe it’s partly from the mystery surrounding all allergies; scientists don’t know why allergies exist and why some people grow out of them. It’s also not clear how much an allergy attack may be exacerbated by asthma; the two often go hand in hand.
That allergies carry even some of the same the notoriety of a true epidemic, like typhoid, AIDS, or smallpox, intrigued Princeton University researcher Miranda R. Waggoner.
In a paper set to be published in the August 2013 edition of the journal Social Science & Medicine, Waggoner explores the momentum behind society’s Planters paranoia.
Medical journals first discussed peanut-based anaphylaxia in the late 1980s, while more and more parents separately but simultaneously started banding together to promote allergen awareness, assisted by speculation within the press about a new, interesting, and potentially hazardous health problem.
http://blogs.edweek.org/edweek/rulesforengagement/2013/08/how_peanuts_became_public_health_enemy_number_one.html?intc=es

Kids With Food Allergies has some excellent resources.http://www.kidswithfoodallergies.org/resourcespre.php?id=62&title=Peanut_allergy_avoidance_list&gclid=CJTC7sfLuLICFWdxQgodxHcAJQ

Kids With Food Allergies recommends the following 10 TIPS TO A HEALTHY STUDENT-SCHOOL PARTNERSHIP:

1. Pick your battles.
Many issues will arise. Non-negotiable ones will need to be dealt with immediately. Negotiable ones let you work to keep your child safe, while also allowing the school to accomplish what they are trying to accomplish.
2. Provide solutions.
If your child’s principal wants all students to bring in milk jugs for an arts and crafts project, ask if your child’s class can bring in water jugs (or orange juice, lemonade or iced tea jugs instead). Planning in advance can work for class parties, too. If your child’s teacher wants to throw an ice cream party, ask if water ice or a safe sorbet could work instead. Many times, activities that appear to be blatant disregard for your child’s situation are caused by a lack of education about food allergies. Explain the severity of the situation to your child’s teacher and/or school officials, or offer to find an expert to present the topic of food allergy at a teacher meeting. Offer alternative suggestions so teachers consider asking you for advice prior to the event!
3. Smile and stay calm (if only for appearances).
It’s true. You really do catch more bees with honey. If you have a give-and-take relationship with the school and show appreciation when events go right, they will be more apt to help you next time.
4. Get support.
You can’t do this alone. Involve your spouse, family, friends and people you trust. Sometimes a nurse from the allergist’s office will agree to accompany you to meetings or speak to a group. If this is possible, make sure you are on the same page first—with regard to diagnosis and treatment as well as your expectations of the school.
5. Get it in writing.
Make sure you trust and feel confident in your child’s allergist, and try to keep your relationship a positive one. Get the best possible documentation you can from your allergist.
6. Keep your child’s self-esteem in mind.
Always consider what is in the best interest of your child. Sometimes it is healthier for you to forfeit a conflict now, so that you don’t alienate someone who could help you down the road. There are many creative ways to allow your child to participate safely without changing the activity for the rest of the class.
7. Become an expert in substitutions.
Have your child’s teacher tap your very creative brain any time food is used in a lesson. Then, be observant and creative. Next time a teacher wants to use washed-out cream of mushroom soup cans to hold the scissors, suggest washed-out Play-Doh containers…and provide them, if possible.
8. Grow a thick skin.
Your child’s teacher may try their hardest to convince parents not to send their child in with a peanut butter cup or Cheetos for a school snack. But, sadly, there will always be one or two people who are difficult to convince. It’s not an excuse; it’s reality. Try not to take it personally.
9. Show you care.
Let other parents know that you would make the same accommodations for their child—and follow through. Sometimes the school is responding to outside pressure from parents who insist on keeping the school “normal.” Showing that you are a team player can alleviate the pressure.
10. Say “Thank you” when things go right.
Food allergy awareness greeting cards can be used to express appreciation and thanks to school staff.
Show your heartfelt appreciation any time another parent, child, teacher or school staff member goes out of their way to help make life easier for you or your child. If the classroom keeps special snacks all year long to help keep your child safe, sponsor a “thank you” party, safe snack or game time at the end of the year. Send flowers or a card to the principal or school nurse. Donate a food allergy book to the school library. Or start out a meeting by thanking the attendees for being there to listen and help.http://www.kidswithfoodallergies.org/resourcespre.php?id=155&title=10_tips_for_dealing_with_food_allergies_at_school

It requires a great deal of tact and give and take on the part of parents and the school to produce a workable situation for students, the child with the allergy, and parents.

A physical examination is important for children to make sure that there are no health problems. The University of Arizona Department of Pediatrics has an excellent article which describes Pediatric History and Physical Examination http://www.peds.arizona.edu/medstudents/Physicalexamination.asp The article goes on to describe how the physical examination is conducted and what observations and tests are part of the examination. The Cincinnati Children’s Hospital describes the Process of the Physical Examination http://www.cincinnatichildrens.org/health/p/exam/
If children have allergies, parents must work with their schools to prepare a allergy health plan.

Resources:

Micheal Borella’s Chicago-Kent Law Review article, Food Allergies In Public Schools: Toward A Model Code

Click to access Borella.pdf

USDA’s Accomodating Children With Special Dietary Needs

Click to access SpecialDietaryNeeds.PDF

Child and Teen Checkup Fact Sheet
http://www.health.state.mn.us/divs/fh/mch/ctc/factsheets.html
Video: What to Expect From A Child’s Physical Exam
http://on.aol.com/video/what-to-expect-from-a-childs-physical-exam-325661948
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Tags: 10 TIPS TO A HEALTHY STUDENT-SCHOOL PARTNERSHIP:, Allergy, Children and Allergies, Children's Health, current-events, How Peanuts Became Public Health Enemy #1, Kids With Food Allergies, medicine, Peanut Allergy, Peanut Allergy Stirs Controversy At Florida Schools, politics, research, science

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Study: 1 in 3 teens are victims of dating violence

5 Aug

Many adults would be shocked by this report from the Chicago Tribune that many teens find dating violence normal

Ed Loos, a junior at Lake Forest High School, said a common reaction among students to Chris Brown‘s alleged attack on Rihanna goes something like this: “Ha! She probably did something to provoke it.” In Chicago, Sullivan High School sophomore Adeola Matanmi has heard the same. “People said, ‘I would have punched her around too,’ ” Matanmi said. “And these were girls!” As allegations of battery swirl around the famous couple, experts on domestic violence say the response from teenagers just a few years younger shows the desperate need to educate this age group about dating violence. Their acceptance, or even approval, of abuse in romantic relationships is not a universal reaction. But it comes at a time when 1 in 10 teenagers has suffered such abuse and females ages 16 to 24 experience the highest rates of any age group, research shows.

The teens interviewed by the Chicago Tribune placed little worth on their lives or the lives of other women. If you don’t as the old ad tag line would say “don’t think you are worth it” why would anyone else think you are worthy of decent treatment?

Science Daily reported in the article, One in Three U. S. Youths Report Being Victims of Dating Violence:

About one in three American youths age 14-20 say they’ve been of victims of dating violence and almost one in three acknowledge they’ve committed violence toward a date, according to new research presented at the American Psychological Association’s 121st Annual Convention.
“Adolescent dating violence is common among young people. It also overlaps between victimization and perpetration and appears across different forms of dating abuse,” according to Michele Ybarra, MPH, PhD. She is with the Center for Innovative Public Health Research, based in San Clemente, Calif.
Researchers analyzed information collected in 2011 and 2012 from 1,058 youths in the Growing Up with Media study, a national online survey funded by the Centers for Disease Control and Prevention. The study defines teen dating violence as physical, sexual or psychological/emotional violence within a dating relationship.
Girls were almost equally likely to be a perpetrator as a victim of violence: 41 percent reported victimization and 35 percent reported perpetration at some point in their lives. Among boys, 37 percent said they had been on the receiving end, while 29 percent reported being the perpetrator, Ybarra said. Twenty-nine percent of the girls and 24 percent of the boys reported being both a victim and perpetrator in either the same or in different relationships.
Girls were significantly more likely than boys to say they had been victims of sexual dating violence and that they had committed physical dating violence. Boys were much more likely than girls to report that they had been sexually violent toward a date. Experiencing psychological dating violence was about equal for boys and girls. Rates generally increased with age but were similar across race, ethnicity and income levels, according to Ybarra.
The relationship between bullying and teen dating violence was the focus of a separate presentation by Sabina Low, PhD, of Arizona State University, and Dorothy L. Espelage, of the University of Illinois, Urbana-Champaign. Low and Espelage detailed findings from a five-year study funded by the CDC and National Institute of Justice involving 625 American youths who completed surveys six times from middle school through high school.
“Both boys and girls who engaged in high rates of bullying toward other students at the start of the study were seven times more likely to report being physically violent in dating relationships four years later,” said Espelage, principal investigator on the project. “These findings indicate that bully prevention needs to start early in order to to prevent the transmission of violence in dating relationships….”

Citation:

The above story is based on materials provided by American Psychological Association (APA).
Note: Materials may be edited for content and length. For further information, please contact the source cited above.
________________________________________
American Psychological Association (APA) (2013, July 31). One in three U. S. youths report being victims of dating violence. Science Daily. Retrieved August 5, 2013, from http://www.sciencedaily.com¬ /releases/2013/07/130731152208.htm#.UfoIaj10JQg.email
Note: If no author is given, the source is cited instead.
http://www.sciencedaily.com/releases/2013/07/130731152208.htm#.UfoIaj10JQg.email

The Robert Wood Johnson Foundation issued a press release about a study of teen dating violence. Here is a portion:

A new study of 1,430 7th-grade students released today reveals that many 7th-graders are dating and experiencing physical, psychological and electronic dating violence. More than one in three (37%) students surveyed report being a victim of psychological dating violence and nearly one in six (15%) report being a victim of physical dating violence. The study also found that while some attitudes and behaviors associated with increased risk for teen dating violence are pervasive, nearly three-quarters of students surveyed report talking to their parents about dating and teen dating violence. Parent-child communication is considered a protective factor that reduces the risk for teen dating violence.
The study was conducted by RTI International (RTI) on behalf of the Robert Wood Johnson Foundation and the Blue Shield of California Foundation as part of an independent evaluation of their Start Strong: Building Healthy Teen Relationships (Start Strong) initiative. The data released today is the baseline for this larger evaluation to assess the overall impact of the program. Start Strong is one of the largest initiatives ever funded that targets 11- to 14-year-olds to promote healthy relationships in order to prevent teen dating violence and abuse.
The Start Strong evaluation is one of the few studies, and one of the largest, to look in-depth at the dating relationships of middle school students. Although it is not nationally representative, the study sample included 1,430 7th-grade students from diverse geographical locations. The study collected data on teen dating violence behaviors, as well as risk and protective factors linked to dating violence, such as gender stereotypes, sexual harassment, the acceptance of teen dating violence and parent-child communication.
“There is limited information on 7th-graders and these data provide important insights into teen dating violence behaviors and risk factors among middle school students,” said Shari Miller, Ph.D., lead researcher from RTI. “From this study, we are learning that many 7th-graders are already dating and teen dating violence is not happening behind closed doors with so many students in this study witnessing dating violence among their peers. While we need to do much more to understand this young age group, our data point to the need for teen dating violence prevention programs in middle school.”
Among the key findings:
o 75% of students surveyed report ever having a boyfriend or girlfriend.
o More than 1 in 3 (37%) students surveyed report being a victim of psychological dating violence in the last 6 months.
o Nearly 1 in 6 (15%) students surveyed report being a victim of physical dating violence in the last 6 months.
o Nearly 1 in 3 (31%) students surveyed report being a victim of electronic dating aggression in the last 6 months.
o More than 1 in 3 (37%) of students surveyed report having witnessed boys or girls being physically violent to persons they were dating in the last 6 months.
o Nearly 2 out of 3 students surveyed (63%) strongly agree with a harmful gender stereotype, such as “girls are always trying to get boys to do what they want them to do,” or “with boyfriends and girlfriends, the boy should be smarter than the girl.”
o Nearly half of students surveyed (49%) report having been a victim of sexual harassment in the past 6 months, such as being “touched, grabbed, or pinched in a sexual way,” or that someone ”made sexual jokes” about them.
o Nearly three-quarters of 7th-grade students surveyed report that, in the last 6 months, they “sometimes or often” talk with their parents about dating topics such as, “how to tell if someone might like you as a boyfriend or girlfriend.”
Prevention in Middle School Matters
“Dating violence is a pressing public health challenge and these new data are important and powerful. We know that middle school provides this critical window of opportunity to teach young adolescents about healthy relationships and prevent teen dating violence,” said James Marks, M.D., M.P.H., senior vice president and director, Robert Wood Johnson Foundation Health Group. “Through Start Strong, we are identifying and spreading effective ways for parents, teachers and communities to help young people develop healthy relationships throughout their life.”
The Start Strong program utilizes a multi-faceted approach to rally entire communities to promote healthy relationship behaviors among middle school students. The Start Strong model utilizes innovative program components to: i) educate and engage youth in schools and out of school settings; ii) educate and engage teen influencers, such as parents, older teens, teachers and other mentors; iii) change policy and environmental factors in schools and communities; and iv) implement effective communications/ social marketing strategies to change social norms. “By combining the findings of this new study with the lessons learned in Start Strong communities, we are developing the essential tools needed to promote healthier relationships for young people,” said Peter Long, Ph.D., president and CEO of Blue Shield of California Foundation.
Parent engagement is a key component of Start Strong. As the study shows, many 7th-graders are talking to their parents about dating topics, including teen dating violence. This highlights the important role parents can play in prevention efforts. Start Strong educates parents of middle school students about these issues so they can help their children navigate new relationships (both online and offline), including teaching parents the warning signs of abuse and how to start conversations about healthy relationships at an early age.
For more information and the full study, visit: http://www.rwjf.org/goto/middleschoolmatters

http://www.rwjf.org/vulnerablepopulations/product.jsp?id=74138

See, Teen Dating Violence: One In Six U.S. Students Age 12 Are Victimized, SurveyShows http://www.huffingtonpost.com/2012/03/29/one-in-six-us-students-_n_1389326.html?ref=email_share
Advice to Teens in Abusive Relationships

Terry Miller Shannon gives teens advice about avoiding abusive relationships She advises teens to watch for the following danger signs:

1. Sweeping you off your feet and declaring love immediately. This is the number one sign of a potentially battering relationship.
2. Jealousy: Not wanting you to have other friends. Thinking everyone around WANTS you. Expecting you to spend every second with him. Sorry, extreme jealousy isn’t a compliment – it’s a problem.
3. Controlling behavior: Keeping track of whom you’re with and where you are. Telling you what to wear. Picking your friends. Keeping you from getting a job. Taking your money. Threatening to commit suicide, to spread gossip about you, or out you if you’re part of a same-sex couple (gay and lesbian dating violence is under-reported due to pressures not to go public).
4. Violence (physical, mental, or sexual): Punching the wall. Yelling. Insults. Name-calling. Isolating you from family or friends. Slamming the door. Insisting on any kind of unwanted sexual activity. Throwing things. Pinching, pushing, spanking…enough said?
Bottom line: If you’re uncomfortable with your relationship, something’s wrong. Mind your instincts. Be realistic – don’t expect your mate to change. Don’t believe him when he tells you the way he acts is your fault.
See, Five Things Parents Must Know about teen domestic violence. http://teenhealth.about.com/od/relationships/tp/teenDVhub.htm

Popular culture makes teens who are not involved in activities as “couples” seem like outcasts. Too often, teens pair up before they are mature enough and ready for the emotional commitment. The more activities the girl is involved in and the more sponsored group activities, where teens don’t necessarily have to be in dating relationships, lessen the dependence on an abusive relationship.

Tags: 1 in 3 teens victims of dating violence, Abusive Relationships, current-events, Dating Violence, high school sophomore, One in Three U. S. Youths Report Being Victims of Dating Violence, research, Robert Wood Johnson Foundation, science

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