miércoles, 23 de marzo de 2011

overweight and obesity

Is Your Child Overweight?

Body mass index (BMI) uses height and weight measurements to estimate how much body fat a person has. To calculate BMI, divide weight in kg by height in meters squared; for pounds and inches, divide weight by height squared and multiply the result by the conversion factor 703.
An easier way to measure BMI is to use a BMI calculator. Once you know your child's BMI, it can be plotted on a standard BMI chart. Kids fall into one of four categories:
  1. underweight: BMI below the 5th percentile
  2. normal weight: BMI at the 5th and less than the 85th percentile
  3. overweight: BMI at the 85th and below 95th percentiles
  4. obese: BMI at or above 95th percentile
BMI is not a perfect measure of body fat and can be misleading in some situations. For example, a muscular person may have a high BMI without being overweight (because extra muscle adds to a body weight — but not fatness). In addition, BMI may be difficult to interpret during puberty when kids are experiencing periods of rapid growth. It's important to remember that BMI is usually a good indicator — but is not a direct measurement — of body fat.
If you're worried that your child or teen may be overweight, make an appointment with your doctor, who can assess eating and activity habits and make suggestions on how to make positive changes. The doctor may also decide to screen for some of the medical conditions that can be associated with obesity.
Depending on your child's BMI, age, and health, the doctor may refer you to a registered dietitian for additional advice and, possibly, may recommend a comprehensive weight management program

The Effects of Obesity

Obesity increases the risk for serious health conditions like type 2 diabetes, high blood pressure, and high cholesterol — all once considered exclusively adult diseases. Obese kids also may be prone to low self-esteem that stems from being teased, bullied, or rejected by peers.
Kids who are unhappy with their weight may be more likely than average-weight kids to:
  • develop unhealthy dieting habits and eating disorders, such as anorexia nervosa and bulimia
  • be more prone to depression
  • be at risk for substance abuse
Overweight and obese kids are at risk for developing medical problems that affect their present and future health and quality of life, including:
  • high blood pressure, high cholesterol and abnormal blood lipid levels, insulin resistance, and type 2 diabetes
  • bone and joint problems
  • shortness of breath that makes exercise, sports, or any physical activity more difficult and may aggravate the symptoms or increase the chances of developing asthma
  • restless or disordered sleep patterns, such as obstructive sleep apnea
  • tendency to mature earlier (overweight kids may be taller and more sexually mature than their peers, raising expectations that they should act as old as they look, not as old as they are; overweight girls may have irregular menstrual cycles and fertility problems in adulthood)
  • liver and gall bladder disease
  • depression
Cardiovascular risk factors present in childhood (including high blood pressure, high cholesterol, and diabetes) can lead to serious medical problems like heart disease, heart failure, and stroke as adults. Preventing or treating overweight and obesity in kids may reduce the risk of developing cardiovascular disease as they get older
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The Importance of Play in Promoting Healthy Child

Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play also offers an ideal opportunity for parents to engage fully with their children. Despite the benefits derived from play for both children and parents, time for free play has been markedly reduced for some children. This report addresses a variety of factors that have reduced play, including a hurried lifestyle, changes in family structure, and increased attention to academics and enrichment activities at the expense of recess or free child-centered play. This report offers guidelines on how pediatricians can advocate for children by helping families, school systems, and communities consider how best to ensure that play is protected as they seek the balance in children’s lives to create the optimal developmental milieu. Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development.4–6 It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers.7–14 As they master their world, play helps children develop new competencies that lead to enhanced confidence and the resiliency they will need to face future challenges.7,10,15 Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills.7,10,11,16 When play is allowed to be child driven, children practice decision-making skills, move at their own pace, discover their own areas of interest, and ultimately engage fully in the passions they wish to pursue.7,10,11 Ideally, much of play involves adults, but when play is controlled by adults, children acquiesce to adult rules and concerns and lose some of the benefits play offers them, particularly in developing creativity, leadership, and group skills.17 In contrast to passive entertainment, play builds active, healthy bodies. In fact, it has been suggested that encouraging unstructured play may be an exceptional way to increase physical activity levels in children, which is one important strategy in the resolution of the obesity epidemic.18,19 Perhaps above all, play is a simple joy that is a cherished part of childhood.
Children’s developmental trajectory is critically mediated by appropriate, affective relationships with loving and consistent caregivers as they relate to children through play.4 When parents observe their children in play or join with them in child-driven play, they are given a unique opportunity to see the world from their child’s vantage point as the child navigates a world perfectly created just to fit his or her needs. (The word "parent" is used in this report to represent the wide range of adult caregivers who raise children.) The interactions that occur through play tell children that parents are fully paying attention to them and help to build enduring relationships.6,13,14,20,21 Parents who have the opportunity to glimpse into their children’s world learn to communicate more effectively with their children and are given another setting to offer gentle, nurturing guidance. Less verbal children may be able to express their views, experiences, and even frustrations through play, allowing their parents an opportunity to gain a fuller understanding of their perspective. Quite simply, play offers parents a wonderful opportunity to engage fully with their children.
Play is integral to the academic environment. It ensures that the school setting attends to the social and emotional development of children as well as their cognitive development. It has been shown to help children adjust to the school setting and even to enhance children’s learning readiness, learning behaviors, and problem-solving skills.22–32 Social-emotional learning is best integrated with academic learning; it is concerning if some of the forces that enhance children’s ability to learn are elevated at the expense of others. Play and unscheduled time that allow for peer interactions are important components of social-emotional learning.
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lunes, 21 de marzo de 2011

how technology has changed education

The education of a nation’s youth to a full height of academic rigor and standing is a complex process that nearly always spans more than a decade, requires tens of thousands of dollars, dozens of teachers, and of course, technology. Not always the most recent technology, mind you, but even the oldest Pentium One computer was once new.
Technology inside of education is a somewhat problematic premise, an idea that generates controversy from the earliest of primary school grades right through to the top of the academic pyramid, graduate school. As you well know, technology can be a powerful tool for learning, and it can be the same for cheating. It can be used to inform, and to distort. It can boldly open new doors, while flinging open some that were perhaps best left closed; not every topic is appropriate for all age groups.
While some elements in the world of education still want to stress cursive penmanship and hand-editing, it is hard not to admit that technology, specifically and mostly the internet and personal computing, have transformed the modern world. These are things that modern students were raised with, so completely that to not give them their due would be to cheapen the impact of what might otherwise be a strong education.
Ask yourself this: would you rather a pupil taught how to quickly write in cursive, a full-page of their thoughts, or rather to learn how to adroitly employ any computing station put before their little hands? If you want the pupil to be competitive, you had best pick the second option. Now, the question then becomes just this: what are the identifiable effects of our modern technology on education? Let’s try and get our arms around the topic.

Collaboration

Collaboration is becoming a real-time event. While this topic applies mostly today at the collegiate level, it will surely seep backwards down the grade scale to reach younger students. This has the impact that you might guess, increased productivity, but it has a host of secondary benefits that most students do not recognize until they complete their first project in such an environment.
What happens? You can’t hide and accomplish nothing if everyone is watching you work. You are also somewhat ‘on display’ while working, meaning that your initial draft of that paragraph you are putting at the top of your team’s business plan had better make sense the first time you pen it, and only improve from then on out. Deadwood beware, it’s easier to hide in document versions bouncing around email accounts than on Skype with three other people working a mere two pages over.
Free products like Google Docs are becoming not just accepted, but de facto solutions at a rapid pace, revamping the idea of teams, and team projects.

Instant Research

Ask anyone over the age of 50 with a PhD what it was like to get the information that they needed and they will generally begin to swear and discuss how young people these days have it so soft.
They are not merely being curmudgeon-esque (well perhaps a few) but on the whole they have a point: nearly every fact is no more than a few taps of the keys from anyone, making the accretion of information, well, child’s play. What does this mean? It has been speculated that this will lead to a decline of respect for intellectuals, but that seems unlikely. Knowing how to search for something is merely the first step to real comprehension, which involves a deeper understanding and critical analysis. On the whole, intellectualism and its pursuits will always command respect.

Cheating

Nothing is free. Everything has a cost. While technology, as we have just seen, can have very positive effects it can also have some very negative impacts. Things such as cheating are now simpler than ever, and I don’t mean writing on your hand. Your class is allowed to use a graphing calculator for the test? Write a program on it that contains all the formulas that you need and presto, you pass the test. Chance of being caught? Zero.
Or just take a picture of your homework and send it via SMS to your friend, who copies it on the bus on the way to class. By constantly cutting down on data transfer times (from letter to telegraph and so forth) it has become trivial to share information that is not yet due, but will be graded.
To combat this, many classes are slowly ratcheting down their emphasis on graded homework, and pushing harder and more grade-important tests where it can be harder to cheat.

Focus

Finally, and to wrap up, it may be said that for all the technology we put in the classroom all we do is distract children from actually learning. Are we showing children blinking lights instead of books and so forth? The complaint should be formed into a question: is there a way to employ new technology intelligently avoiding its pitfalls while reaping its rewards? Yes, by having strong and smart teachers who can use the tools that technology offers without falling on their sharp ends.
Technology is changing our world, and we have to understand the implications of its use for our children’s education. Education is affected by technology in a very real way, however the timeless goals of education should be respected.
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the 10 Building Blocks for learning with ll phones

Innovative educators George Engel, Rob Griffith, Scott Newcomb, Lisa Nielsen, Jason Suter, and Willyn Webb know that when it comes to preparing students for success in the 21st century, you not only have to think outside the ban, but also may have to dive in head first and break it. The following is a collection of ideas each teacher implemented to successfully break and/or work within the ban where they teach in an effort to empower students with the freedom to use their cell phones as personal learning devices.

The Ten Building Blocks for Learning with Cell Phones

1) Build RelationshipsBreaking the ban starts with the building of relationships with key constituents. Here is advice on how to get started.
  • with self:
    • Realize that leadership begins with example. There are those who are threatened by transitions and change. To break the ban, you will need to present yourself in ways that do not make your colleagues uncomfortable about their instructional methodology.
  • with students:
    • Let students know you care about making learning fun and relevant and ask them if they’d like the option to be able to do work using their cell phones. Most likely, the answer will be YES! If they are interested provide them with homework options that enable them to use cell phones.
  • with parents and guardians:
    • Start with the parents by using the cell phone as a tool to bridge the home-school connection. You can have a “Text-of-the-Day” to update parents on what’s happening in the class. You can text parents individually to share information about their child. You can poll parents with Poll Everywhere to get their input and show their opinions matter. You can read this article for more ideas 6 Ways to Use Cell Phones to Strengthen the Home-School Connection . Once parents are on your side and see the value personally, your job convincing other stakeholders becomes much easier.
  • with colleagues:
    • Try to establish yourself as an innovative leader when it comes to empowering students and teachers with technology. A focus on student centered learning is key. At grade or subject meetings, offer to support teachers in harnessing the power of cell phones for themselves, and if they’re ready, with their students. Get them started and model for them. Perhaps have a polling question in a meeting or gather input with a Wiffiti board.
  • with administration:
    • Start by working within the system to bring about technological change. Become known as someone that works with what your school has on hand and is flexible to administrative needs. When the opportunity presents itself, respectfully present the need for change and recommendations to update your school’s technological teaching processes.
  • with district:
    • Become known as a tech leader. Offer to participate in school and district-wide technology decisions. Offer to collaborate with the district technology coordinator and others to help establish a new acceptable use policy (AUP) that will allow the use of cell phones as a learning tool. (The AUP is a critical step toward technological change, many districts are still working with AUP’s developed in the late nineties.) Keep in mind that in most cases, what is acceptable in the physical world applies to the online world as well.
2) Embrace ResearchIn today’s educational climate providing evidence that the work you are doing is aligned to research and standards is crucial! Here are some ways to do this. 3) Plan Activities
  • Planning is key. Create and develop a plan, lessons, and activities that you can share with those who care and want to know what you have in store for the use of cell phones in the classroom.
  • Develop a well thought-out plan for embedding cell phones into instruction. Invite your students to partner with you in developing ideas to meet learning goals using cell phones. This plan can be shared on your class and/or school website as well as distributed to parents, guardians, and school community members.
  • Develop a well crafted outline and description of lessons and activities that could be used for learning with a cell phone.
  • Invite administrators and policy makers to observe the lessons. If possible, involve them as students in the class so they can actually participate and experience first-hand an activity that promotes student engagement and achievement.
4) Pilot ProgramBe willing to start small, demonstrate success and work from there.
  • Meet with those key in your school and district decision making to map out an acceptable pilot program i.e. district technology coordinator, building principal and assistant principals.
  • Ensure that the pilot program includes all teachers interested in participating.
  • Make sure to invite administrators to observe and participate when you are incorporating cell phones into the curriculum. This can be one of the fastest ways to build relationships and get key stakeholders on board.
  • Film videos of what you and your students are doing. Publish on online spaces to celebrate the work your students are doing.
5) Access for AllAnyone interested in embedding cell phones into the curriculum has heard the argument, but what about the students who don’t have a phone??? Well, you do the same thing as you do when your class doesn’t have enough textbooks. You don’t say, I guess we can’t do our work. We find workarounds. Partner or group students. Have some extras on hand for those who don’t have. Reach out to the community for support, but don’t use that as an excuse to not innovate instruction. 6) Partnering with Students to Use Cells for LearningWhen using technology for learning, Marc Prensky’s concept of partnering with students fits in well. Bring students into the conversation and ask them about ways they can meet learning goals in life, at school, and at home.

A template might look like this:
Use Cell Phones for Real Life
Use Cell Phones for Learning Outside of School
Use Cell Phones In For Learning In Class
  • Sample from class whose student’s partnered with their teacher to develop ways they could use their phones for learning.
Invite your students to partner with you around a conversation of cell phones and learning. Capture their answers, then share these answers to see if there are any other ideas students may want to add. The ideas can be posted on the classroom website, blog, or wiki, with credit given to the students who are able to take more ownership of how they learn both at school and independently on their own.

7) Parent/Guardian PermissionBefore we use cells with students, we must have parent approval. By the time you ask for it, you’ve hopefully already begun some home school connection strategies with cell phones so you are on your way. 8) Acceptable useJust like any other classroom tool, teachers need to work with students to establish acceptable use policies. In some classrooms the teacher just explains how the general policies apply to the use of cell phones, in others they create a new policy, in some schools the students help create the policies, and in some classrooms they invite parental input as well. Collecting everyone’s thoughts on acceptable use is easy when you use cell phone tools like Poll Everywhere and Wiffiti to do so. 9) Cell Phone Etiquette
Adults often complain that cell phones are a distraction in class, but how much time have they really devoted to discussing proper etiquette? This can be woven into a general discussion around behavior and etiquette in different situations. Inviting students into the conversation about appropriate etiquette and what to say to those not exhibiting polite behavior usually works better than telling students how to best behave.
10) Classroom Management
As with the use of any technology in the classroom, when using cell phones in the classroom you must have classroom management procedures in place. The nice thing, however, about cell phones is that you don’t have to worry about distribution, collection, storage, imaging , and charging of devices. Consider working with your students to develop this plan, you may find that they build a strong, comprehensive policy of which they will take ownership and be more likely to follow. Once developed, the plan should be posted in advance of using cell phones in the classroom.
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18 common ework mistakes

Most of us rely on e-mail as one of our primary communication tools. And given the number of messages we send and receive, we do it with remarkable success.
But as with anything, the more e-mails we send, the more likely we are to screw one up. And simple e-mail mistakes can be disastrous. They can cost us a raise, promotion—even a job.
With a new year upon us, this is the perfect time to go through some of the worst e-mail mistakes employees make and how to avoid them.
1. Sending before you mean to. Enter the recipient’s e-mail address only when your e-mail is ready to be sent. This helps reduce the risk of an embarrassing misfire, such as sending an important e-mail to the wrong person or e-mailing a half-written note.
[See 9 Little-Known Ways to Damage Your Reputation at Work.]
2. Forgetting the attachment. If your e-mail includes an attachment, upload the file to the e-mail before composing it. This eliminates the embarrassing mistake of forgetting it before hitting “send,” and having to send another e-mail saying you forgot to attach the document.
3. Expecting an instant response. Don’t send an e-mail and show up at the recipient’s desk 30 seconds later asking if they’ve received it. They did, and they’ll answer at their convenience. That’s the point of e-mail.
4. Forwarding useless e-mails. I've never seen a single e-mail forward at work that was beneficial. Whether it's a silly joke or a heartwarming charity, there’s never a time to share an e-mail forward using your work e-mail.
5. Not reviewing all new messages before replying. When you return to the office after a week or more away, review all new e-mails before firing off responses. It might be hard to accept, but odds are, things did march on without you. Replying to something that was already handled by a co-worker creates extra communication, which can lead to confusion, errors, and at the very least, wasted time for everyone involved.
6. Omitting recipients when you "reply all." Unless there’s an important reason to omit someone, don’t arbitrarily leave people off the response if they were included on the original message.
7. Including your e-mail signature again and again. Nor do you need to include it at the end of an e-mail you send to your long-time co-worker who sits six feet away. If you have your e-mail program set to automatically generate a signature with each new message, take a second to delete it when communicating with someone who knows who you are. It’s always wise to include your phone number, but the entire blurb with your title and mailing address is often nothing but clutter.
8. Composing the note too quickly. Don’t be careless; write every e-mail as if it will be read at Saint Peter’s Square during the blessing of a new Pope. Be respectful with your words and take pride in every communication.
9. Violating your company’s e-mail policy. Many companies have aggressive spam filters in place that monitor "blue" language. From that famous four-letter word to simple terms, such as "job search," don't end up tripping the system by letting your guard down.
10. Failing to include basic greetings. Simple pleasantries do the trick. Say “hi” at the start of the message and “thanks” at the end. Be sure to use the recipient's name. Be polite yet brief with your courtesy.
11. E-mailing when you're angry. Don’t do it. Ever. Recall buttons are far from a perfect science, and sending a business e-mail tainted by emotion is often a catastrophic mistake. It sounds cliche, but sleep on it. Save the message as a draft and see if you still want to send it the next morning.
[See Don't Make These Interview Mistakes.]
12. Underestimating the importance of the subject line. The subject line is your headline. Make it interesting, and you’ll increase the odds of getting the recipient's attention. Our inboxes are cluttered; you need to be creative and direct to help the recipient cut through the noise. You should consistently use meaningful and descriptive subject lines. This will help your colleagues determine what you’re writing about and build your “inbox street cred,” which means important messages are more likely to be read.
13. Using incorrect subject lines. Change the subject line if you’re changing the topic of conversation. Better yet, start a new e-mail thread.
14. Sending the wrong attachment. If you double-check an attachment immediately before sending and decide that you need to make changes, don’t forget to update the source file. Making corrections to the version that’s attached to the e-mail does not often work, and it can lead to different versions of the same doc floating around.
15. Not putting an e-mail in context. Even if you were talking to someone an hour ago about something, remind them in the e-mail why you’re writing. In this multi-tasking world of ours, it's easy for even the sharpest minds to forget what's going on.
16. Using BCC too often. Use BCC (blind carbon copy) sparingly. Even though it’s supposed to be a secret, it rarely is. Burn someone once, and they’ll never trust you again. Likewise, forwarding e-mail is a great way to destroy your credibility. When people send you something, they aren’t expecting you to pass it on to your co-workers. The e-mail might make its way back to the sender, who will see that their original message was shared. They might not call you out on it, but they’ll make a mental note that you can’t be trusted.
[For more career advice, visit U.S. News Careers, or find us on Facebook or Twitter.]
17. Relying too much on e-mail. News flash! No one is sitting around staring at their inbox waiting for your e-mail. If something is urgent, use another means of communication. A red “rush” exclamation point doesn’t compare to getting up from your desk and conducting business in person.
18. Hitting "reply all" unintentionally. This is a biggie. And it's not just embarrassing; depending on what you wrote in that e-mail, it can ruin your relationship with a co-worker or even your boss. Take extra care whenever you respond so you don't hit this fatal button.
Now it’s time to fess up: Are you guilty of any of these common work e-mail mistakes? Any you’d like to add to the list?
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