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GRADS is like a classroom without walls. We help our students make connections in their community, find reliable information online and show them how to be lifelong learners throughout their parenting journey. There are also other methods of teaching our students without the traditional textbook. Follow my classroom blog as we stretch the boundaries of teaching and learning.

September 23, 2013

Babies Learn Words in Womb

Babies learn words before birth
Brain responses suggest infants can distinguish distinct sounds from altered versions
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EARLY LEARNING
Electrodes test whether a newborn learned a fake word during gestation.
Courtesy of Veikko Somerpuro/Univ. of Helsinki
Parents-to-be better watch their language. Babies can hear specific words in the womb and remember them in the days after birth, a new study reports. The results add to the understanding of how the early acoustical environment shapes the developing brain.
Earlier studies have found that fetuses can hear and learn certain sounds. Nursery rhymes, vowel sounds and mothers’ voices can all influence a developing baby. But the new study, published August 26 in the Proceedings of the National Academy of Sciences, shows that a fetus can detect and remember discrete words, says study coauthor Eino Partanen of the University of Helsinki. “The fetal learning capabilities are much more specific than we thought,” he says.
Partanen and colleagues used a fake word, tatata, to test whether a particular word can worm its way into the fetal brain. Five to seven times a week during their third trimester, 17 pregnant Finnish women were instructed to blast a recording of a woman saying the word in two bursts of four minutes. The pregnant women were instructed to turn the volume up so loud that a conversation would be difficult, but not so loud that it hurt. Most of the recording was the same delivery of tatata, but every so often, there was a curveball. The pitch in the middle syllable would change, something that rarely happens in spoken Finnish.
An average of five days after their birth, babies once again heard the recordings. Electrodes attached to the babies’ heads allowed Partanen and his colleagues to look for a specific sign of recognition: An outsized neural jolt, called a mismatch response, tells the brain to pay attention because something is different. This response indicates a level of familiarity, Partanen says. Adults acquire similar neural reactions as they learn a new language, for instance.
When the recording reached the altered version of tatata, babies who had been exposed to the recordings in utero showed this mismatch response, while the 16 babies who hadn’t heard the recordings didn’t, the team found. These results suggest that babies could learn and remember the normal version of tatata.
It’s not clear how long these word memories last. In the study, the babies last heard the recording about five days before the test, but the memory could be older than that.
The study goes beyond earlier work, much of which relied on indirect behavioral changes such as sucking on a pacifier or turning the head, and instead reveals effects in the brain, says psychologist Christine Moon of Pacific Lutheran University in Tacoma, Wash. “We’ve had quite a bit of research on behavior and not so much on the brain,” she says.
The finding has implications for early intervention in kids who might be at risk of language problems, which can accompany certain kinds of dyslexia, says Partanen. Carefully designed words or features of speech played during pregnancy might prove beneficial, he says. 
Editor's Note: This story was updated on September 10, 2013, to clarify the amount of time that passed between babies' hearing the recording and undergoing the testing.

September 20, 2013

Facial Scrub Pollutes Lake Erie

Plastics, including microbeads from beauty products, might pose new threat to Great Lakes

By Bob Downing 
Beacon Journal staff writer

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Samples of microplastics found floating in Lake Erie and the other Great Lakes in 2012-2013 by researchers. Scrubbing beads added to personal-care products were among the most-numerous items found in the water. It is unclear how great a risk such plastics might be.
CLEVELAND: Tiny bits of plastic are emerging as a threat to the Great Lakes.
Large quantities of round pellets, mainly from health and beauty products, were among the plastic pieces researchers found in 2012 in Lake Erie, along with Lake Superior and Lake Huron. Sherri A. Mason, an associate professor of chemistry at the State University of New York at Fredonia, led the study.
In fact, some of the Lake Erie samples had more plastics than have been found in ocean samples, she said.
“The levels were astronomical … and that’s troubling,” she said.
The discovery has ramifications for the Great Lakes and for people living around them, she said.
The continuing research is the first look at plastics in the Great Lakes and the second look at plastics in freshwater in the world. Plastics in the oceans have been studied since 1999.
The No. 1 source of the microplastics in the Great Lakes appears to be tiny scrubbing beads added to personal-care products, such as scrubbing facial washes and toothpastes, Mason said.
Two companies, Ohio-based Proctor & Gamble and New Jersey-based Johnson & Johnson, have told an advocacy group they will stop using spheres of polyethylene, a type of plastic, in their beauty products by 2017.
In 2012, Mason’s team collected water samples from trawl nets at 21 sites on the three lakes from the rebuilt brig Niagara, the flagship of Oliver Hazard Perry’s American fleet on Lake Erie in the War of 1812. The ship is based in Erie, Pa.
About 90 percent of the almost-microscopic plastics found that summer were from Lake Erie.
Additional samples were collected this summer on Lake Erie, Lake Michigan and Lake Ontario and the adjoining St. Lawrence River — with about 135 samples collected, Mason said.
The results of this year’s sampling won’t be analyzed until December and the full report won’t be completed until next spring, she said.
The sampling was supported by the Los Angeles-based 5 Gyres Institute, the Burning River Foundation in Cleveland and the Illinois-Indiana Sea Grant program.
The results surprised Mason’s team, she said. The researchers did not expect to find such concentrations of plastics and had not expected the pieces to be so tiny, she said at a recent conference about Lake Erie held at the Cleveland Museum of Natural History.
One water sample from Lake Erie contained 1,100 bits of plastic floating in it, a number that shocked researchers, she said in a later telephone interview. The concentrations were equal to 450,000 bits of plastic per square kilometer in eastern Lake Erie, she said.
The pieces of microplastics are generally from one-third of a millimeter to 1 millimeter. That is from 1/64th of an inch to 3/64ths of an inch.
Sixty percent of the microplastics found floating in Lake Erie in the 2012 sampling were the “perfectly spherical balls of plastic,” she said.
Such beads are so tiny that they go from home drains through sewage treatment plants into rivers that empty into Lake Erie and other Great Lakes, Mason said.
Also found in some Lake Erie samples were fly ash and coal ash from coal-burning power plants, she said.
It is unclear how great a threat such plastics pose to the Great Lakes and its ecosystems, Mason said. Much more research will be needed to answer that question, but the issue is seen as an emerging cause for concern.
Fish and aquatic insects might eat the plastic beads, and the bits could be inside fish humans are consuming, Mason said.
There is laboratory evidence that the plastics can be troublesome in the food chain, but it is unclear if that is happening in the Great Lakes, she said.
Removing the plastics from the lake waters is not possible, Mason said.
It is unclear how long it might take the plastics to degrade and whether they are washing ashore on Great Lakes beaches or sinking to the bottom, she said.
They can absorb toxic chemicals in the water and might serve as rafts for tiny microorganisms, including bacteria, that could be dangerous to humans.
The plastics move with lake currents and are likely to travel from the upper three lakes into Lake Erie and then Lake Ontario. They then would flow into the Atlantic Ocean via the St. Lawrence River.
Research on plastics in the oceans has shown only low levels of microplastics from beauty products, Mason said. At this time, it is unclear why the concentrations are so much greater in the Great Lakes.
Mason said plastics in the water is becoming a whole new area of scientific research.
The United Nations estimates that 80 percent of the plastics found in the oceans originated on land. About half float, half sink.
The 5 Gyres Institute took Mason’s 2012 results to Proctor & Gamble and Johnson & Johnson. The advocacy group that takes its name from the five gyres — oceanic whirlpools where floating plastic debris gathers around the globe — expected a fight.
But Proctor & Gamble and Johnson & Johnson said they are phasing out the polyethylene microbeads and are developing an environmentally friendly alternative. Unilever and the Body Shop have made similar pledges, according to media reports.
Mason is an advocate for keeping all plastics out of the water.
“No level of plastics in the lakes is acceptable,” she said. “The best cure is to find ways to reduce our plastic use. We’re all part of the problem.”
Bob Downing can be reached at 330-996-3745 or bdowning@thebeaconjournal.com.

September 19, 2013

Poverty Linked to Student Success

State education groups link student success, poverty

By Doug Livingston 
Beacon Journal education writer

An analysis by three education groups released Monday indicates that low income and poverty might have the most detrimental impact on learning.
The Ohio School Boards Association (OSBA), Ohio Association of School Business Officials (OASBO) and the Buckeye Association of School Administrators (BASA) released the report.
The causes for lower test scores include lacking resources at home and in schools, which are limited by their inability to squeeze local dollars from low-wealth communities, said Damon Asbury, director of legislative services for the Ohio School Boards Association.
“Certainly just the cultural environment in areas with high concentrations of poverty differ from areas where there is a high economic achievement model,” Asbury said.
“We also believe that there are relationships between performance and [school] resources, whether that be technology, Advanced Placement classes, advanced mathematics [or] multiple foreign language classes.”
Barbara Shaner, associate executive director for the school business officials, said the report released Monday should establish a baseline for tracking the progress of state initiatives, like new state report cards that use a letter-grade system, and efforts to close achievement gaps among poor and minority students, a tighter focus of the new report cards.
The Ohio Department of Education measures each school district’s academic success in two ways: how well students perform on tests and whether a student makes yearly progress and is ready for the next grade.
A Beacon Journal analysis of yearly progress found a similar disparity along socioeconomic lines.
Pupils who gained more than two years’ worth of learning in a single school year typically live in communities with less than a 33 percent student poverty and median household incomes toppling $38,000 annually. These schools received an ‘A’ for yearly progress on the August report cards.
On average, schools that received an ‘F,’ however, are located in communities with a 60 percent student poverty rate and median household incomes falling below $29,000.
Local schools that posted the highest gains in yearly progress include Hudson, Jackson, Aurora, Wadsworth, Nordonia Hills, Green and Norton. Each has less than 30 percent of students living in poverty and median incomes higher than $35,000, according to ODE statistics.
There are some exceptions. Plain and Coventry, with more than 42 percent of students in poverty and average incomes less than $32,000, are also among the highest local performers in students making yearly progress.
Plain Superintendent Brent May said curriculum and instruction must evolve with any diverse student population, like that of the rural, suburban and urban portions of his district.
“There’s a lot of things we can handle in the four walls of a classroom. There’s a lot that we have to tackle out in the community,” May said.
Educators in Plain host community meetings and make home visits. May also stresses the importance of not bouncing a child from one school to another.
He said teachers sometimes have to step outside the classroom to combat poverty. But while he pushes a “hands-on approach,” he has no hand in the amount of state dollars he receives to fund programs to engage the community.
That’s partly what Shaner hopes to accomplish by highlighting the disparity among rich and poor students. Educators must be more vocal in advocating for low-income students and communities, she said.
Shaner plans to use the analysis to assess the state’s new school funding formula, which — like previous formulas — earmarks dollars for poor children; however, with limited resources, the formula caps state dollars for many of the poorest districts.
“We wanted to make sure that we have good data to make decisions in the future about where best to put our resources,” Shaner said.
She encourages lawmakers to take a holistic approach to tackling child poverty.
“We have a disadvantaged pupil component within the funding formula, and I think we’ll need to evaluate if it’s funded at the appropriate level or not,” she said.
Doug Livingston can be reached at 330-996-3792 or dlivingston@thebeaconjournal.com.

September 10, 2013

Attachment Parenting Method


Smother Mother: Why Intensive Child-Rearing Hurts Parents and Kids

A new study delves into what makes extreme mothers more stressed and depressed

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Believing yourself to be the absolute center of your child’s universe, the one and only sun around which his or her happiness and well-being wax and wane, isn’t good for your mental health.
That, at least, is the message from a team of psychologists at the University of Mary Washington in Fredericksburg, Virginia. Stumped for years by the “parenthood paradox” – the fact that, while people generally consider parenthood to be one of the most fulfilling experiences in life, social science research often finds that it leads to negative mental health outcomes – colleagues Kathryn M. Rizzo, Holly M. Schiffrin and Miriam Liss decided to find a way to test to see whether it was particular attitudes toward child-rearing, rather than parenthood per se, that led some mothers, at least, to a markedly less happy place.
They had 181 women with young children take a survey specifically designed to test the degree of the mothers’ adherence to “intensive mothering beliefs” – i.e. the general notion that a woman should ideally devote her ideally herself heart, body and brain to her children, at each and every moment of each and every day. What they found was that the women who most strongly believed that they were their child’s “most capable parent” (in other words, had what the researchers labeled “essentialist” views of motherhood as woman’s unique calling) had higher levels of stress and lower levels of life satisfaction. Those who subscribed strongly to the belief that parenting is “difficult” or “challenging” showed higher levels of depression and stress, as well as lower levels of life satisfaction. Those who believed that parents’ lives should revolve around their children also reported lower levels of satisfaction with their own lives.
The trap that too many women today have fallen into, the authors warned at the end of their paper, is believing that, to be good mothers, they must “sacrifice their own mental health to enhance their children’s cognitive and socio-emotional outcomes.” Given that decades of scientific studies have solidly established that having a stressed, depressed or otherwise unhappy mother is bad for children’s mental health, it’s quite likely, they said, that “intensive mothering” is harmful for kids, too.
“Intensive parenting may have the opposite effect on children from what parents intend,” they concluded.
Many sociologists have previously noted, however, that fealty to “hyper-involved,” “intense” parenting practices isn’t equally shared by all women of different ethnic backgrounds and socio-economic classes. As Middlebury sociologist Margaret Nelson has written, parents of “lower educational and professional status” tend to have a very different style of interacting with their children – setting more “non-negotiable limits” for example, investing a whole lot less in the cultivation of their children’s potentially limitless emotional and intellectual unfolding. This is not (just) because the lower-status women have different sorts of life demands pressing upon their time and other resources; it’s because they have a different idea of good motherhood, one that appears, perhaps, to offer some protection against the perfectionist misery of so many middle or upper middle class moms.
Nelson has, in recent years, focused her work on the particular pathologies of what she calls the “professional middle class.” Chief among them: the web of anxious, child-centered behavior that we’ve come to know as “helicopter parenting” and that, Nelson has said, is chiefly “designed to maintain and reproduce class status.” In other words, a great deal of what so many of today’s most assiduously devoted mothers do is designed, consciously or not, to assuage their anxiety. Is it their belief that what they’re doing is vitally and uniquely essential that leads them to be stressed and depressed, as the Mary Washington researchers suggest?  Or are their anxiety-fueled lives stressful and depressing? I would tend toward the latter explanation. And I’d suggest that, if we want to make a better world for mothers and kids alike, we start by addressing what ails the anxious and beleaguered middle class.


Read more: http://ideas.time.com/2012/07/13/smother-mother-why-intensive-child-rearing-hurts-parents-and-kids/#ixzz2eWC53shp

September 5, 2013

Stories that bind us

THIS LIFE

The Stories That Bind Us

Sarah Williamson
Families may want to create a mission statement similar to the ones many companies use to identify their core values.
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I hit the breaking point as a parent a few years ago. It was the week of my extended family’s annual gathering in August, and we were struggling with assorted crises. My parents were aging; my wife and I were straining under the chaos of young children; my sister was bracing to prepare her preteens for bullying, sex and cyberstalking.

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Sure enough, one night all the tensions boiled over. At dinner, I noticed my nephew texting under the table. I knew I shouldn’t say anything, but I couldn’t help myself and asked him to stop.
Ka-boom! My sister snapped at me to not discipline her child. My dad pointed out that my girls were the ones balancing spoons on their noses. My mom said none of the grandchildren had manners. Within minutes, everyone had fled to separate corners.
Later, my dad called me to his bedside. There was a palpable sense of fear I couldn’t remember hearing before.
“Our family’s falling apart,” he said.
“No it’s not,” I said instinctively. “It’s stronger than ever.”
But lying in bed afterward, I began to wonder: Was he right? What is the secret sauce that holds a family together? What are the ingredients that make some families effective, resilient, happy?
It turns out to be an astonishingly good time to ask that question. The last few years have seen stunning breakthroughs in knowledge about how to make families, along with other groups, work more effectively.
Myth-shattering research has reshaped our understanding of dinnertime, discipline and difficult conversations. Trendsetting programs from Silicon Valley and the military have introduced techniques for making teams function better.
The only problem: most of that knowledge remains ghettoized in these subcultures, hidden from the parents who need it most. I spent the last few years trying to uncover that information, meeting families, scholars and experts ranging from peace negotiators to online game designers to Warren Buffett’s bankers.
After a while, a surprising theme emerged. The single most important thing you can do for your family may be the simplest of all: develop a strong family narrative.
I first heard this idea from Marshall Duke, a colorful psychologist atEmory University. In the mid-1990s, Dr. Duke was asked to help explore myth and ritual in American families.
“There was a lot of research at the time into the dissipation of the family,” he told me at his home in suburban Atlanta. “But we were more interested in what families could do to counteract those forces.”
Around that time, Dr. Duke’s wife, Sara, a psychologist who works with children with learning disabilities, noticed something about her students.
“The ones who know a lot about their families tend to do better when they face challenges,” she said.
Her husband was intrigued, and along with a colleague, Robyn Fivush, set out to test her hypothesis. They developed a measure called the “Do You Know?” scale that asked children to answer 20 questions.
Examples included: Do you know where your grandparents grew up? Do you know where your mom and dad went to high school? Do you know where your parents met? Do you know an illness or something really terrible that happened in your family? Do you know the story of your birth?
Dr. Duke and Dr. Fivush asked those questions of four dozen families in the summer of 2001, and taped several of their dinner table conversations. They then compared the children’s results to a battery of psychological tests the children had taken, and reached an overwhelming conclusion. The more children knew about their family’s history, the stronger their sense of control over their lives, the higher their self-esteem and the more successfully they believed their families functioned. The “Do You Know?” scale turned out to be the best single predictor of children’s emotional health and happiness.
“We were blown away,” Dr. Duke said.
And then something unexpected happened. Two months later was Sept. 11. As citizens, Dr. Duke and Dr. Fivush were horrified like everyone else, but as psychologists, they knew they had been given a rare opportunity: though the families they studied had not been directly affected by the events, all the children had experienced the same national trauma at the same time. The researchers went back and reassessed the children.
“Once again,” Dr. Duke said, “the ones who knew more about their families proved to be more resilient, meaning they could moderate the effects of stress.”
Why does knowing where your grandmother went to school help a child overcome something as minor as a skinned knee or as major as a terrorist attack?
“The answers have to do with a child’s sense of being part of a larger family,” Dr. Duke said.
Psychologists have found that every family has a unifying narrative, he explained, and those narratives take one of three shapes.
First, the ascending family narrative: “Son, when we came to this country, we had nothing. Our family worked. We opened a store. Your grandfather went to high school. Your father went to college. And now you. ...”
Second is the descending narrative: “Sweetheart, we used to have it all. Then we lost everything.”
“The most healthful narrative,” Dr. Duke continued, “is the third one. It’s called the oscillating family narrative: ‘Dear, let me tell you, we’ve had ups and downs in our family. We built a family business. Your grandfather was a pillar of the community. Your mother was on the board of the hospital. But we also had setbacks. You had an uncle who was once arrested. We had a house burn down. Your father lost a job. But no matter what happened, we always stuck together as a family.’ ”
Dr. Duke said that children who have the most self-confidence have what he and Dr. Fivush call a strong “intergenerational self.” They know they belong to something bigger than themselves.
Leaders in other fields have found similar results. Many groups use what sociologists call sense-making, the building of a narrative that explains what the group is about.
Jim Collins, a management expert and author of “Good to Great,” told me that successful human enterprises of any kind, from companies to countries, go out of their way to capture their core identity. In Mr. Collins’s terms, they “preserve core, while stimulating progress.” The same applies to families, he said.
Mr. Collins recommended that families create a mission statement similar to the ones companies and other organizations use to identify their core values.
The military has also found that teaching recruits about the history of their service increases their camaraderie and ability to bond more closely with their unit.
Cmdr. David G. Smith is the chairman of the department of leadership, ethics and law at the Naval Academy and an expert in unit cohesion, the Pentagon’s term for group morale. Until recently, the military taught unit cohesion by “dehumanizing” individuals, Commander Smith said. Think of the bullying drill sergeants in “Full Metal Jacket” or “An Officer and a Gentleman.”
But these days the military spends more time building up identity through communal activities. At the Naval Academy, Commander Smith advises graduating seniors to take incoming freshmen (or plebes) on history-building exercises, like going to the cemetery to pay tribute to the first naval aviator or visiting the original B-1 aircraft on display on campus.
Dr. Duke recommended that parents pursue similar activities with their children. Any number of occasions work to convey this sense of history: holidays, vacations, big family get-togethers, even a ride to the mall. The hokier the family’s tradition, he said, the more likely it is to be passed down. He mentioned his family’s custom of hiding frozen turkeys and canned pumpkin in the bushes during Thanksgiving so grandchildren would have to “hunt for their supper,” like the Pilgrims.
“These traditions become part of your family,” Dr. Duke said.
Decades of research have shown that most happy families communicate effectively. But talking doesn’t mean simply “talking through problems,” as important as that is. Talking also means telling a positive story about yourselves. When faced with a challenge, happy families, like happy people, just add a new chapter to their life story that shows them overcoming the hardship. This skill is particularly important for children, whose identity tends to get locked in during adolescence.
The bottom line: if you want a happier family, create, refine and retell the story of your family’s positive moments and your ability to bounce back from the difficult ones. That act alone may increase the odds that your family will thrive for many generations to come.
“This Life” appears monthly in Sunday Styles. This article is adapted from Bruce Feiler’s recently published book, “The Secrets of Happy Families: How to Improve Your Morning, Rethink Family Dinner, Fight Smart, Go Out and Play, and Much More.”