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  • 3 Oct at 1:06 pm

    How is a rainbow formed?

    Because of their colorful and unique display, rainbows have generated countless legends and myths throughout history. Among the most popular is the Irish folklore that leprechauns store their pot of gold at the end of a rainbow. But the truth is, rainbows can be seen only if you are in the right place at the right time.

    If you've ever seen one, consider yourself lucky. For a rainbow to appear, the conditions must be just right.

    Rainbows can be seen when light passes through raindrops, says Kristin Calhoun, a research scientist at the National Oceanic & Atmospheric Administration (NOAA), the scientific agency focusing in part on the conditions of weather.

    When a person sees a rainbow, it's really an optical illusion created by the refraction and reflection of light. An optical illusion is when you see something that appears to be something other than what is really there.

    When sunlight passes through raindrops, the light bends, or refracts, as it enters the droplet, and then reflects off the inside of the raindrop. This happens because the water is more dense than the air that surrounds it. As it exits the droplet, the light separates into wavelengths. Visible light is made up of various wavelengths, and each wavelength appears as a different color: red, orange, yellow, green, blue, indigo and violet. Red light, for example, bends at a different angle than violet light

    This is why "the person on the ground sees each color at a different location," Calhoun says, and why rainbows look like a bow or an arc. Sometimes, however, rainbows can actually form an entire circle that you can see in a plane with the right conditions.

    If you're trying to spot one, the key is to face the rain and have your back to the sun.

    With the conditions just right, Hawaii gets lots of rainbows. "Small showers and storms often form in late afternoon due to the combined effects of topography and daytime heating of the land," Calhoun says. "These types [of] showers often produce heavy rain, but remain isolated over the center of the island."

    Because rainbows are optical illusions, they're not located at a specific distance. The location is relative to the person. That means there's no chance you'll ever find that pot of gold.

    Because rainbows are created by light via raindrops, the best time to catch a rainbow is when it's sunny and raining. "There is an even better chance when the sun is at a lower angle, so early or later in the day," Calhoun says.

  • 3 Oct at 12:51 pm
  • 2 Oct at 5:36 pm
  • 2 Oct at 5:21 pm

    The whole world can learn from a small town in Iceland


    Nowadays cities are quite unsustainable places. They consume a lot of the world’s resources and account for more than half of the world’s emissions of greenhouse gases, contributing substantially to the ongoing climate crisis.

    But cities are also the places where a lot of our sustainability problems can be addressed effectively. A small town in northern Iceland has gone a long way to show us how.

    I have been to Akureyri a couple of times myself, but to gather some more information my colleague Rakel Kristjansdottir went up there and brought home some truly inspiring field notes for us to study.

    Iceland has spectacular conditions for sustainability

    Iceland is well-known for its stunning nature, fermented food of questionable taste and eccentric contributions to the European Song Contest. And Iceland is also a very interesting case for us researchers who study energy systems.

    The island is blessed with excellent conditions for hydropower and geothermal energy. This abundance of energy helped improve the living condition of the people but in recent years it has also led to big problems.

    And while emissions from heating and electricity are pretty low for Icelandic households, per head emissions from transport and other kinds of consumption are still very high.

    Two champions from the Icelandic town of Akureyri, Guðmundur Sigurðarson and Sigurður Friðleifsson, were not willing to accept this unsustainable status quo.

    About a decade ago, they initiated an ambitious low-carbon transition that now affects all local citizens and turned Akureyri into a frontrunner of climate policies nationwide.

    We wanted to know how they managed all this, so we went to do fieldwork at a place that some would call the end of the world.

    Waste that does not go to waste

    The key factor to the transition was that Guðmundur and Sigurður took all carbon flows of the town into consideration.

    This means that they looked at all the materials that flow through a city, such as cooking oils, gasoline, green waste from public parks and assessed how these flows could be integrated into the local energy system.

    Then they developed an ambitious strategy that aimed at turning the linear carbon flows of the community into loops.
    So, instead of having something flow into the city, using it and having it flown out as waste, they tried to use all materials for new purposes (see figure below).

    Busses driving on old cooking oil


    The local transport sector plays a central role. The new system turns old cooking oils and gas from the old landfill into fuel for local cars and busses, which, by the way, are free to all inhabitants and visitors.

    At the same time, a local afforestation project helps to build up local carbon stocks.

    Apart from the carbon flows, the new approach in Akureyri makes sure that nutrients are not lost but remain in the local food production system. Organic waste is now composted and nutrients are used for local agricultural production.

    This helps save emissions because local farmers need less artificial fertilizers.

    What makes Akureyri ideal for a green transition?

    Our research in Akureyri unveiled a number of local characteristics that played out to the advantage of the transition.

    First, Akureyri has an ideal size. The town has 18.000 inhabitants and is the biggest urban centre in the North of the country.

    With this size, the city has all the required institutions and companies in place, such as a local public transport system and a local energy company. At the same time, it is so small that key actors know each other personally and complicated administrative procedures do not hamper new projects.

    Second, Akureyri is the centre of education in the north. The town hosts a well-known university and one can generally find an atmosphere open to new ideas and innovative concepts.

    Third, the local actors created the right institutional frame for the transition. A key factor for this was the establishment of a local company called Vistorka, run by Guðmundur.

    This company became the ‘spider in the web’ that brought all the different companies and institutions together to implement the ambitious low-carbon plans.

    Fourth, the two champions mentioned above played a very important role. Others from the community describe them as a team that combines the political skills (Guðmundur) and the technical expertise (Sigurður) needed to understand what is possible and how to achieve it.

    Benefits from transition – the obvious and the not so obvious

    The local low-carbon transition in Akureyri has brought about a number of benefits.

    The most obvious one are the environmental improvements: lower greenhouse gas emissions, less plastic waste and lower loss of nutrients. The afforestation project has created a nice green area that the inhabitants can use for recreational activities.

    Then there are the less obvious advantages. The project has created a number of new local companies and jobs in the environmental sector. They have helped to increase local economic activity in Akureyri, creating additional tax income for the municipality.

    Finally, Akureyri has created a strong image as environmental leader in Iceland.

    The world can learn from Akureyri


    Now, what can the case of Akureyri teach urban planners and politicians in other towns?

    To begin with, low-carbon transitions are possible, even in remote places like Akureyri. If done properly they can unfold benefits for the global and the local level.

    Urban mangers have to look at the entire city and consider all material flows. Only then, can they discover possibilities to link those flows to make urban systems more sustainable and low-carbon.

    And finally, intermediaries like local champions and organisations play a key role in bringing different actors and their interest together and by that managing change in a community.

    We hope that these lessons can help citizens, politicians and urban planners in other cities to tap into the full low-carbon potential of their city, town or community.

  • 2 Oct at 3:48 pm

    Scientists: Children should get their pulse up daily

    Exercise after learning helps children to remember. But children should not take intensive exercise before coming to class.

    These are two of the conclusions of a new study that has scanned hundreds of scientific articles on the impact of physical activity in school and a child's free time.

    "Children's understanding of what they have just learnt is increased if they get their pulse up with high intensity physical activity one hour after class,” says Jens Bangsbo, professor of integrated physiology at the University of Copenhagen's Department of Nutrition, Exercise and Sports.

    "There is also a relationship between children's coordination skills and their learning. Those with poor development of motor skills struggle with academic subjects. Their learning ability is boosted if they partake in coordination training,” he says.
    Active children are rarely sick

    Bangsbo was one of 24 researchers from eight different countries participating in the so-called Consensus Conference in Copenhagen, Denmark, who reached a consensus on 21 evidence-based recommendations on why physical activity should be an obligatory part of a child's daily routine, both in and out of school.

    Exercise increases children's ability to understand and remember what they learn in school, say the scientists in a statement published in the British Journal of Sports Medicine (BJSM).

    Perhaps unsurprisingly, the scientists also discovered evidence that it prevents a range of conditions including, heart disease, diabetes, and disorders of the locomotor system when children and young people keep fit.
    Sporty children have better mental well-being

    It is not only children and adolescents' physical health and their academic achievements that are improved by ball games, running, coordination training, cycling, and other forms of exercise.

    Scientists have also found evidence that physical activity has a beneficial effect on children's psychological well-being. Self-esteem is given a boost by regular exercise, and physically active children also have a better relationship with classmates, parents, and teachers.

    Children and adolescents who play sports are also more respectful, socially responsible and better at handling emotions.
    Parents' attitude is essential

    But how do you motivate the YouTube generation to get active?

    "Denmark is a pioneer because the recent primary school reform has introduced 45 minutes of obligatory physical activity every day. Unfortunately, many schools have not yet implemented this rule, because many teachers don't know how [to],” says Bangsbo.

    He and his fellow scientists also conclude that parents' attitudes are essential in shaping children's motivation. Kids follow their parents' example, so there is a much better chance that they will be physically active if their parents themselves stay active, and they support and encourage their children to do the same.

  • 2 Oct at 3:30 pm

    Three views of teaching: Transmission, Transaction, and Transformation

    Good teaching starts with an operational definition of teaching. There are three common views of what constitutes teaching: teaching as transmission, teaching as transaction, and teaching as transformation (Miller, 1996).

    Teaching as Transmission. From this perspective, teaching is the act of transmitting knowledge from Point A (teacher’s head) to Point B (students’ heads). This is a teacher­-centered approach in which the teacher is the dispenser of knowledge, the arbitrator of truth, and the final evaluator of learning. A teacher’s job from this perspective is to supply students with a designated body of knowledge in a predetermined order. Academic achieve­ment is seen as students’ ability to demonstrate, replicate, or retransmit this designated body of knowledge back to the teacher or to some other measuring agency or entity. From this perspective standardized tests are considered to be an apt measure of students’ learning. While there are specific instances when this approach is useful, I find little research support for this as a general approach to teaching and learning.

    Teaching as Transaction. From this perspective, teaching is the process of creating situations whereby students are able to interact with the material to be learned in order to construct knowledge. Constructivism is an educational philosophy consistent with this view. Here, knowledge is not passively received; rather, it is actively built up or constructed by students as they connect their past knowledge and experiences with new information (Santrock, 2004). And just as each student’s past knowledge and experiences are different, so too is the interpretation, understanding, and meaning of the new information that each ultimately constructs.

    Teachers are not expected to pour knowledge into the heads of learners; rather, they assist learners in their construction of knowledge by creating experiences where students’ old information can transact with new information to create meaningful knowledge (knowledge that is connected to something students already know). Academic achievement from a constructivist perspective is seen as students’ ability to use this knowledge to solve real-world problems or to create products or performances that are valued in one or more cultural settings.

    Teaching as Transformation. From this perspective, teaching is creating conditions that have the potential to transform the learner on many different levels (cognitive, emotional, social, intuitive, creative, spiritual, and other). Transformational teach­ing invites both students and teachers to discover their full potential as learners, as members of society, and as human beings. The ultimate transformational goal is to help develop more nurturing human beings who are better able to perceive the interconnectedness of all human, plant, and animal life (Narve, 2001). Holistic education is an educational philosophy consistent with the transformative view (Miller, 1996). Learning is said to have occurred when these experiences elicit a transformation of consciousness that leads to a greater understanding of and care for self, others, and the environment. Academic achievement from this perspective is similar to self-actualization. That is, it is perceived as discovering and developing each individual’s unique talents and capabilities to the fullest extent possible. Academic achievement also involves becoming aware of the multiple dimensions of self and expanding one’s consciousness.

    TRANSFORMING EDUCATION

    `Learning can take place using all three views or approaches; however, it is my observation that the most powerful and sustaining learning experiences are created when transactional and transformational approaches are used predominately.

    The transformational view of teaching incorporates the basic elements of constructivism and adds meaning, consciousness, and interconnectedness. Public schools operating from this perspective are places of inquiry where questions become just as important as answers. The primary role of teachers here is to enable students to discover and embrace their inner core and develop their interests and unique talents to the fullest extent possible; in other words, self-actualization. Curricula are a means to this end, not an end in and of itself. Academic achievement becomes closely linked with self-actualization and is highly individualized. Personalized goals as well as authentic assessment are used to describe learning. Schools and teachers are held accountable by assessing students’ and teachers’ movement toward personalized goals and by examining the extent to which students are engaged in meaningful learning experiences.



    REFERENCES

    Miller, J.P. (1996) The Holistic Curriculum. Toronto: OISE Press.

    Narve, R.G. (2001). Holistic education: Pedagogy of universal love. Brandon, VT: Foundation for   Educational Renewal.

    Santrock, J. W. (2004). Educational Psychology. Second edition. Boston, MA: McGraw-Hill.

  • 10 May at 9:57 am

    Our antibiotics are becoming useless medicines
    By 2050, 10 million people could die each year from diseases that have grown resistant to drugs.

    “Common diseases are becoming untreatable.” That’s the blunt warning issued on page one of a major new United Nations report on drug resistance. If we don’t make a radical change now, the report says, drug-resistant diseases could kill 10 million people a year by 2050.

    Drug resistance is what happens when we overuse antibiotics in the treatment of humans, animals, and plants. When a new antibiotic is introduced, it can have great, even life-saving results — for a while. But then the bacteria adapt. Gradually, the antibiotic becomes less effective, and we’re left with a disease that we don’t know how to treat.

    Already, 700,000 people around the world die of drug-resistant diseases each year, including 230,000 deaths from multidrug-resistant tuberculosis. Common problems like STDs and urinary tract infections are also becoming resistant to treatment. Routine hospital procedures like C-sections could become more dangerous as well as the risk associated with infection increases.

    Yet doctors, farmers, and others continue to dole out too many antibiotics, driving the resistance. Amy Mathers, who directs the University of Virginia’s Sink Lab, told me that over the past decade there’s been a surge of US patients infected with bacteria for which there’s no effective antibiotic. “I see that once a month,” she said. “Ten years ago, that was a rarity.”

    Experts like Mathers are increasingly warning that drug-resistant superbugs pose a huge threat to our health. Now, the UN report adds that drug resistance could also severely mess up our economy. By causing health care expenditures to skyrocket, it could prompt economic damage on a par with the 2008-2009 financial crisis.

    The good news is this problem can be solved really cheaply. If each person in high- and middle-income countries invested $2 a year in this cause, we could research new drugs and implement effective measures to reduce the threat of resistance, the report says.

    “For the US, the total cost to fix the broken antibiotics model is $1.5-2 billion per year,” Kevin Outterson, a Boston University professor who specializes in antibiotic resistance and who was not directly involved in the UN study, told me. “It’s the equivalent of what we spend on toilet paper every few months.”

    What’s more, unlike climate change, this is an issue on which there’s both scientific and political consensus — it’s not as if the right and the left disagree as to whether the problem is real.

    Which raises the question: If there’s such a cost-effective way to solve such a high-impact problem, and it’s ideologically uncontroversial, why aren’t we all over it?

    Companies don’t have the financial incentives

    It takes many years and lots of funding to do the research and development needed to bring a new antibiotic to market. Most new compounds fail. Even when they succeed, the payoff is small: An antibiotic — which is, at least in theory, a drug of last resort — doesn’t sell as well as a drug that needs to be taken daily. So for biotech companies, the financial incentive just isn’t there.

    Although drug resistance affects high-income and low-income countries alike, wealthy Western countries may be better equipped to respond to a health crisis, and thus feel less urgency about tackling the problem proactively.

    The UN report and a number of outside experts argue that to solve this issue, we need to stop treating antibiotics as if they’re any other product on the free market, where value is determined by the number of units sold. Instead, we should think of antibiotics as public goods that are crucial to a functioning society — like infrastructure or national security. And the government should fund their research and development.

    “This is a product where we want to sell as little as possible,” Outterson explained. “The ideal would be an amazing antibiotic that just sits on a shelf for decades, waiting for when we need it. That’s great for public health, but it’s a freaking disaster for a company.”

    This mismatch with the pharmaceutical industry’s profit-making imperative is why the government (and ideally also the private sector and civil society) needs to step in, the UN report says. That could include incentives like grant funding and tax credits to support early-stage research. The report also urges wealthy countries to help poorer nations improve their health systems, and recommends the creation of a major new intergovernmental panel — like the one on climate change, but for drug resistance.

    Yet for governments to mobilize around this issue, the public may first have to push it as a priority — and it’s not clear that enough Americans see it as such.

    “I do not think the political will or even the knowledge base is present in the US to make this a high-enough priority to solve the problem today,” Mathers told me. She believes the first thing we need is more public education to bring this threat into focus for the average American.

    Outterson agreed that a report — even a major UN report — won’t do much good on its own. “If I had a dollar for every report on this issue, I’d have a lot of money,” he said. His fear is that the death toll may have to climb very high before a critical mass of people start noticing, caring, and mobilizing. “We will eventually respond,” he said. “The question is how many people will have to die before we start that response.”

    Our antibiotics are becoming useless - 10-05-2019 10:02:33am

  • 20 Mar at 3:18 pm

    Five ways to make your home less toxic

    Cleaning products, cooking, candles and building materials all contribute to pollution inside our homes. The British Lung Foundation (BLF) recommends choosing fragrance-free cleaning products and using solid or liquid products when possible, rather than sprays. It also advises opening windows or skylights, especially when cooking or showering, and avoiding the use of several candles or incense sticks in a small room such as a bathroom. As outdoor pollution can also travel into the home, the BLF also suggests keeping windows closed when Defra’s Daily Air Quality Index is high.

    Cut down on plastic

    The synthetic chemical Bisphenol A (BPA) is found in many plastic products and can be ingested or absorbed through skin contact, potentially disrupting the endocrine system. Ninety-five percent of adults are thought to have traces of BPA in their bodies through continuous exposure – Tamara Galloway, a professor of ecotoxicology at the University of Exeter, says avoiding heavily processed and packaged food can help to limit exposure. Breastfeeding or buying baby bottles with a BPA-free label are also among her recommendations.

    Make your own cleaning products


    The author of All You Need is Less: A Guilt-Free Guide to Eco-Friendly Living and Stress-Free Simplicity, Madeleine Somerville, says soap, baking soda and vinegar are all you need to make your own cleaning sprays. She recommends filling a spray bottle with hot water, leaving a few inches at the top, before adding a ¼ cup of white vinegar, 2 tbsp of eco-friendly washing-up liquid and an optional 1tbsp of borax.

    Reduce dust and tackle any damp or mould



    A 2016 US study identified 45 toxic chemicals in indoor dust, including phthalates, flame retardants and phenols. “Because indoor dust contains chemicals from a wide variety of products, it is like a parking lot for chemicals in the home,” wrote Veena Singla, co-author of the study from the Natural Resources Defense Council in California. Simple steps to reduce exposure include washing hands with plain soap and water, keeping household dust to a minimum by dusting with a damp cloth and using a vacuum with a high-efficiency particulate air (Hepa) filter. Damp and mould can also affect your immune system, as well as increase the chance of respiratory problems. Preventing the build-up of condensation is key, says the NHS, though mould be must removed carefully so as not to release spores.

    Consider your paint choices

    As well as the fumes and chemicals given out during painting, freshly decorated walls can continue to pollute long after they are dry. Paint labelled “ecofriendly” or “natural” due to its lowered levels of volatile organic compound (VOC) are not necessarily “green”, wrote interior design journalist Katherine Sorrell. Among her recommendations are Edward Bulmer Natural Paint, Aglaia, Biofa, Earthborn and Ecos Organic Paints.

     


  • 9 Mar at 11:11 am

    If You're Drinking Water in the Morning to Boost Your Metabolism, Think Again shutterstock If you're trying to boost your metabolism to burn more calories and lose weight quicker, you've probably heard that you should drink water first thing in the morning.

    Curious as to whether or not drinking water upon waking up could drastically impact our metabolism, POPSUGAR spoke with Sarah Greenfield, RD, CSSD, the director of nutrition at HUM, and Alex Caspero, MA, RD, CLT, RYT, a HUM nutritionist.

    "A quicker metabolism means your body is able to process energy or calories more efficiently. When you can process energy efficiently, less is stored in your body and more is used to fuel the body," Sarah told POPSUGAR.

    Related slideshow: 15 scary reasons you need more sleep (Provided by Photo Services)

    When it comes to drinking water for that added boost, Sarah said, "It may help you cut out some additional calories throughout your day, but it will not help you burn more calories."

    According to Alex, water doesn't provide any energy and therefore will not affect your metabolism. Sarah said that drinking water in the morning can help you stay more hydrated and be in touch with both your hunger and satiety cues, but that's about it.

    The best way to boost your metabolism is to increase your muscle mass, said Sarah. Alex agreed, stating that the best thing you can do to boost your metabolism is to exercise.

    "Muscle cells are more metabolically active than fat. What that means is your body will be burning more calories at rest the more muscle mass it has," Sarah explained.

    The leaner body tissue (muscle mass) you have in your body, the more you're able to burn calories without having to do anything, Alex said. "That means that adding more muscle can increase your resting metabolic rate - how many calories you burn each day outside of activity."

    So there you have it. If you're looking to really speed your metabolism, it's time to start picking up the weights. Here's a four-week beginner weightlifting plan to get you started.

  • 22 Feb at 5:48 pm

    Is screen time bad for the brain? minecraft screentime

    A GENERATION ago, parents worried about the effects of television; before that, it was the radio.

    Now, the concern is “screen time”, a catchall term for the amount of time that children, especially preteens and teenagers, spend interacting with TVs, computers, smartphones, digital pads and video games. This age group draws particular attention because screen immersion rises sharply during adolescence, and because brain development accelerates then, too, as neural networks are pruned and consolidated in the transition to adulthood.

    CBS’ 60 Minutes recently reported on early results from the ABCD Study (for Adolescent Brain Cognitive Development), a US$300 million (RM1.25 billion) project financed by the National Institutes of Health.

    The study aims to reveal how brain development is affected by a range of experiences, including substance use, concussions and screen time. As part of an exposé on screen time, 60 Minutes reported that heavy screen use was associated with lower scores on some aptitude tests, and to accelerated “cortical thinning” — a natural process — in some children. But the data is preliminary, and it is unclear whether the effects are lasting or even meaningful.

    Does screen addiction change the brain? Yes, but so does every other activity that children engage in: sleep, homework, playing soccer, arguing, growing up in poverty, reading and vaping in secret. The adolescent brain continually changes, or “rewires” itself, in response to daily experience and that adaptation continues into the early to mid-20s.

    What scientists want to learn is whether screen time causes measurable differences in adolescent brain structure or function, and whether those differences are meaningful. Do they cause attention deficits, mood problems, or delays in reading or problem-solving ability?

    Have any such brain differences been found? Not convincingly. More than 100 scientific reports and surveys have studied screen habits and well-being in young people, looking for emotional and behavioural differences, as well as changes in attitude, such as in body image.

    In 2014, scientists from Queen’s University Belfast reviewed 43 of the best designed such studies. The studies found that social networking allows people to broaden their circle of social contacts in ways that could be both good and bad, for instance, by exposing young people to abusive content.

    The review’s authors concluded that there was “an absence of robust causal research regarding the impact of social media on the mental well-being of young people”. In short, results have been mixed and sometimes contradictory.

    Psychologists have also examined whether playing violent video games is connected to aggressive behaviour. More than 200 such studies have been carried out; some researchers found links, others have not. One challenge in studying this and other aspects of screen time is identifying the direction of causality: Do children who play a lot of violent video games become more aggressive as a result, or were they drawn to such content because they were more aggressive from the start?

    Individual variation is the rule in brain development. The size of specific brain regions such as the prefrontal cortex, the rate at which those regions edit and consolidate their networks, and the variations in these parameters from person to person make it very difficult to interpret findings. To address such obstacles, scientists need huge numbers of research subjects and a far better understanding of the brain.

    The ongoing ABCD study expects to follow 11,800 children through adolescence, with annual magnetic resonance imaging, to see if changes in the brain are linked to behaviour or health.

    The study began in 2013, recruiting 21 academic research centres, and initially focused on the effects of drug and alcohol use on the adolescent brain. Since then, the project has expanded and now includes other targets such as the effects of brain injury, screen time, genetics and an array of “other environmental factors”.

    The recently published paper covered by 60 Minutes provided an early glimpse of the anticipated results. A research team, based at the University of California, San Diego, analysed brain scans from more than 4,500 preteens and correlated those with the children’s amount of screen time (as reported by the children themselves in questionnaires) and their scores on language and thinking tests. The findings were a mixed bag.

    Some heavy screen users showed cortical thinning at younger ages than expected; but this thinning is part of natural brain maturation, and scientists don’t know what that difference means. Some heavy users scored below the curve on aptitude tests, others performed well.

    But the accuracy is hard to ascertain. The association between small differences in brain structure and how people actually behave is even more vague. Clear conclusions are extremely hard to come by, complicated by the fact that a brain scan is no more than a snapshot in time: a year from now, some of the observed relationships could be reversed.

    But surely, screen addiction is somehow bad for the brain? It’s probably both bad and good, depending on the individual and his viewing habits. Most parents are probably already aware of the biggest downside of screen time: the extent to which it can displace other childhood experiences, including sleep, climbing over fences, designing elaborate practical jokes and getting into trouble.

    Indeed, many parents — maybe most — watched hours of TV a day themselves as youngsters. Their experiences may be more similar to their children’s than they know. --NYT

    Is screen time bad for the brain?, Dec 23, 2018
    nst.com.my


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