Items tagged with: parents
#breakingnews #enfants #les #leurs #news #parents #perpétuité #pour #tortionnaires
L'affaire avait glacé l'Amérique. Pendant des années, un couple a torturé et séquestré ses 12 enfants. Il vient d'être condamné à la prison à perpétuité.
posted by pod_feeder
At the direction of the First Presidency, President Oaks shared that effective immediately, #children of parents who identify themselves as lesbian, gay, bisexual or transgender may be #baptized without First Presidency approval if the custodial #parents give permission for the baptism and understand both the doctrine that a baptized child will be taught and the #covenants he or she will be expected to make.
A nonmember parent or parents (including LGBT parents) can request that their baby be blessed by a worthy Melchizedek Priesthood holder. These parents need to understand that congregation members will contact them periodically, and that when the child who has been blessed reaches 8 years of age, a Church member will contact them and propose that the child be baptized.
Previously, our Handbook characterized same-gender marriage by a member as apostasy. While we still consider such a marriage to be a serious transgression, it will not be treated as apostasy for purposes of Church discipline. Instead, the immoral conduct in heterosexual or homosexual relationships will be treated in the same way.
The very positive policies announced this morning should help affected families. In addition, our members’ efforts to show more understanding, compassion and love should increase respect and understanding among all people of goodwill. We want to reduce the hate and contention so common today. We are optimistic that a majority of people — whatever their beliefs and orientations — long for better understanding and less contentious communications. That is surely our desire, and we seek the help of our members and others to attain it.
These new policies are being sent to priesthood leaders worldwide and will be included in online updates to our Church Handbook for leaders. These changes do not represent a shift in Church doctrine related to #marriage or the commandments of God in regard to #chastity and #morality. The doctrine of the plan of salvation and the importance of chastity will not change. These policy changes come after an extended period of counseling with our brethren in the Quorum of the Twelve Apostles and after fervent, united prayer to understand the will of the #Lord on these matters.
Previously, an announcement was made that we wouldn't baptize children of LGBTQ parents when the children reach 8 years of age, mostly to avoid conflict in the home. The children from these homes would have to wait until they were 18 (considered an adult) to be baptized. #TheChurchOfJesusChrist #LDS #Mormon #religion #LGBTQ. I thought the previous policy was a bit of a "lurch"; this change seems to make sense.
"Apostasy" makes sense for a church member who specifically and publicly advocates against church dogma. It doesn't make sense to label gay people getting married as "apostates". "Transgressors", maybe, (as defined by dogma), but not "apostates". So yeah. it's a big change.
disclaimer: I'm a life-long member. I'm not gay. I don't support the gay agenda. My personal belief is that "gay" is a sign of a physiological problem. Did you see "i hate gays" anywhere above? no. you didn't. so don't even start. It's an #FYI post, ok? so relax.
As you can see, most of these comics and cartoons are now owned by #Disney, all they do is mix up lies in gross stories and markets them. #They #steal everything and #re brands it with #lies, even #garbage. Don't have creativity to make your own? Why have to buy off and steal everything.. like they did with #Marvel and #Fox?! Don't have much #creativity left, do you Disney? And after all these, how dare #Disney continues their copyrights BS?! #Disney, you need to stop this BS #immediately! you have no copy to right! All they push are #lies and #skummey socialist BS #sjw #agenda and #propaganda. shall not stand with them, but should against!!🤨
At the top of the world, the Inuit culture has developed a sophisticated way to sculpt kids' behavior without yelling or scolding. Could discipline actually be playful?
Article word count: 2873
HN Discussion: https://news.ycombinator.com/item?id=19396563
Posted by n_t (karma: 353)
Post stats: Points: 139 - Comments: 47 - 2019-03-15T04:30:50Z
#HackerNews #anger #control #how #inuit #kids #parents #teach #their
Back in the 1960s, a Harvard graduate student made a landmark discovery about the nature of human anger.
At age 34, Jean Briggs traveled above the Arctic Circle and lived out on the tundra for 17 months. There were no roads, no heating systems, no grocery stores. Winter temperatures could easily dip below minus 40 degrees Fahrenheit.
Briggs persuaded an Inuit family to "adopt" her and "try to keep her alive," as the anthropologist wrote in 1970.
This story is part of a series from NPRʼs Science desk called The Other Side of Anger. Thereʼs no question we are in angry times. Itʼs in our politics, our schools and homes. Anger can be a destructive emotion, but it can also be a positive force.
Join NPR in our exploration of anger and what we can learn from this powerful emotion. Read and listen to stories in the series here.
At the time, many Inuit families lived similar to the way their ancestors had for thousands of years. They built igloos in the winter and tents in the summer. "And we ate only what the animals provided, such as fish, seal and caribou," says Myna Ishulutak, a film producer and language teacher who lived a similar lifestyle as a young girl.
Briggs quickly realized something remarkable was going on in these families: The adults had an extraordinary ability to control their anger.
"They never acted in anger toward me, although they were angry with me an awful lot," Briggs told the Canadian Broadcasting Corp. in an interview.
Even just showing a smidgen of frustration or irritation was considered weak and childlike, Briggs observed.
For instance, one time someone knocked a boiling pot of tea across the igloo, damaging the ice floor. No one changed their expression. "Too bad," the offender said calmly and went to refill the teapot.
In another instance, a fishing line — which had taken days to braid — immediately broke on the first use. No one flinched in anger. "Sew it together," someone said quietly.
By contrast, Briggs seemed like a wild child, even though she was trying very hard to control her anger. "My ways were so much cruder, less considerate and more impulsive," she told the CBC. "[I was] often impulsive in an antisocial sort of way. I would sulk or I would snap or I would do something that they never did."
Briggs, who died in 2016, wrote up her observations in her first book, Never in Anger. But she was left with a lingering question: How do Inuit parents instill this ability in their children? How do Inuit take tantrum-prone toddlers and turn them into cool-headed adults?
Then in 1971, Briggs found a clue.
She was walking on a stony beach in the Arctic when she saw a young mother playing with her toddler — a little boy about 2 years old. The mom picked up a pebble and said, "ʼHit me! Go on. Hit me harder,ʼ" Briggs remembered.
The boy threw the rock at his mother, and she exclaimed, "Ooooww. That hurts!"
Briggs was completely befuddled. The mom seemed to be teaching the child the opposite of what parents want. And her actions seemed to contradict everything Briggs knew about Inuit culture.
"I thought, ʼWhat is going on here?ʼ " Briggs said in the radio interview.
Turns out, the mom was executing a powerful parenting tool to teach her child how to control his anger — and one of the most intriguing parenting strategies Iʼve come across.
Iqaluit, pictured in winter, is the capital of the Canadian territory of Nunavut.
Johan Hallberg-Campbell for NPR
Itʼs early December in the Arctic town of Iqaluit, Canada. And at 2 p.m., the sun is already calling it a day. Outside, the temperature is a balmy minus 10 degrees Fahrenheit. A light snow is swirling.
Iʼve come to this seaside town, after reading Briggsʼ book, in search of parenting wisdom, especially when it comes to teaching children to control their emotions. Right off the plane, I start collecting data.
I sit with elders in their 80s and 90s while they lunch on "country food" —stewed seal, frozen beluga whale and raw caribou. I talk with moms selling hand-sewn sealskin jackets at a high school craft fair. And I attend a parenting class, where day care instructors learn how their ancestors raised small children hundreds — perhaps even thousands — of years ago.
The elders of Iqaluit have lunch at the local senior center. On Thursdays, what they call "country food" is on the menu, things like caribou, seal and ptarmigan.
Johan Hallberg-Campbell for NPR
Across the board, all the moms mention one golden rule: Donʼt shout or yell at small children.
Traditional Inuit parenting is incredibly nurturing and tender. If you took all the parenting styles around the world and ranked them by their gentleness, the Inuit approach would likely rank near the top. (They even have a special kiss for babies, where you put your nose against the cheek and sniff the skin.)
The culture views scolding — or even speaking to children in an angry voice — as inappropriate, says Lisa Ipeelie, a radio producer and mom who grew up with 12 siblings. "When theyʼre little, it doesnʼt help to raise your voice," she says. "It will just make your own heart rate go up."
Even if the child hits you or bites you, thereʼs no raising your voice?
"No," Ipeelie says with a giggle that seems to emphasize how silly my question is. "With little kids, you often think theyʼre pushing your buttons, but thatʼs not whatʼs going on. Theyʼre upset about something, and you have to figure out what it is."
Traditionally, the Inuit saw yelling at a small child as demeaning. Itʼs as if the adult is having a tantrum; itʼs basically stooping to the level of the child, Briggs documented.
Elders I spoke with say intense colonization over the past century is damaging these traditions. And, so, the community is working hard to keep the parenting approach intact.
Goota Jaw is at the front line of this effort. She teaches the parenting class at the Arctic College. Her own parenting style is so gentle that she doesnʼt even believe in giving a child a timeout for misbehaving.
"Shouting, ʼThink about what you just did. Go to your room!ʼ " Jaw says. "I disagree with that. Thatʼs not how we teach our children. Instead you are just teaching children to run away."
And you are teaching them to be angry, says clinical psychologist and author Laura Markham. "When we yell at a child — or even threaten with something like ʼIʼm starting to get angry,ʼ weʼre training the child to yell," says Markham. "Weʼre training them to yell when they get upset and that yelling solves problems."
In contrast, parents who control their own anger are helping their children learn to do the same, Markham says. "Kids learn emotional regulation from us."
I asked Markham if the Inuitʼs no-yelling policy might be their first secret of raising cool-headed kids. "Absolutely," she says.
Playing soccer with your head
Now at some level, all moms and dads know they shouldnʼt yell at kids. But if you donʼt scold or talk in an angry tone, how do you discipline? How do you keep your 3-year-old from running into the road? Or punching her big brother?
For thousands of years, the Inuit have relied on an ancient tool with an ingenious twist: "We use storytelling to discipline," Jaw says.
Jaw isnʼt talking about fairy tales, where a child needs to decipher the moral. These are oral stories passed down from one generation of Inuit to the next, designed to sculpt kidsʼ behaviors in the moment. Sometimes even save their lives.
For example, how do you teach kids to stay away from the ocean, where they could easily drown? Instead of yelling, "Donʼt go near the water!" Jaw says Inuit parents take a pre-emptive approach and tell kids a special story about whatʼs inside the water. "Itʼs the sea monster," Jaw says, with a giant pouch on its back just for little kids.
"If a child walks too close to the water, the monster will put you in his pouch, drag you down to the ocean and adopt you out to another family," Jaw says.
"Then we donʼt need to yell at a child," Jaw says, "because she is already getting the message."
Inuit parents have an array of stories to help children learn respectful behavior, too. For example, to get kids to listen to their parents, there is a story about ear wax, says film producer Myna Ishulutak.
"My parents would check inside our ears, and if there was too much wax in there, it meant we were not listening," she says.
And parents tell their kids: If you donʼt ask before taking food, long fingers could reach out and grab you, Ishulutak says.
Inuit parents tell their children to beware of the northern lights. If you donʼt wear your hat in the winter, theyʼll say, the lights will come, take your head and use it as a soccer ball!
Johan Hallberg-Campbell for NPR
Then thereʼs the story of northern lights, which helps kids learn to keep their hats on in the winter.
"Our parents told us that if we went out without a hat, the northern lights are going to take your head off and use it as a soccer ball," Ishulutak says. "We used to be so scared!" she exclaims and then erupts in laughter.
At first, these stories seemed to me a bit too scary for little children. And my knee-jerk reaction was to dismiss them. But my opinion flipped 180 degrees after I watched my own daughterʼs response to similar tales — and after I learned more about humanityʼs intricate relationship with storytelling.
Oral storytelling is whatʼs known as a human universal. For tens of thousands of years, it has been a key way that parents teach children about values and how to behave.
Modern hunter-gatherer groups use stories to teach sharing, respect for both genders and conflict avoidance, a recent study reported, after analyzing 89 different tribes. With the Agta, a hunter-gatherer population of the Philippines, good storytelling skills are prized more than hunting skills or medicinal knowledge, the study found.
Today many American parents outsource their oral storytelling to screens. And in doing so, I wonder if weʼre missing out on an easy — and effective — way of disciplining and changing behavior. Could small children be somehow "wired" to learn through stories?
"Well, Iʼd say kids learn well through narrative and explanations," says psychologist Deena Weisberg at Villanova University, who studies how small children interpret fiction. "We learn best through things that are interesting to us. And stories, by their nature, can have lots of things in them that are much more interesting in a way that bare statements donʼt."
Stories with a dash of danger pull in kids like magnets, Weisberg says. And they turn a tension-ridden activity like disciplining into a playful interaction thatʼs — dare, I say it — fun.
"Donʼt discount the playfulness of storytelling," Weisberg says. "With stories, kids get to see stuff happen that doesnʼt really happen in real life. Kids think thatʼs fun. Adults think itʼs fun, too."
Why donʼt you hit me?
Back up in Iqaluit, Myna Ishulutak is reminiscing about her childhood out on the land. She and her family lived in a hunting camp with about 60 other people. When she was a teenager, her family settled in a town.
"I miss living on the land so much," she says as we eat a dinner of baked Arctic char. "We lived in a sod house. And when we woke up in the morning, everything would be frozen until we lit the oil lamp."
I ask her if sheʼs familiar with the work of Jean Briggs. Her answer leaves me speechless.
Ishulutak reaches into her purse and brings out Briggsʼ second book, Inuit Morality Play, which details the life of a 3-year-old girl dubbed Chubby Maata.
"This book is about me and my family," Ishulutak says. "I am Chubby Maata."
In the early 1970s, when Ishulutak was about 3 years old, her family welcomed Briggs into their home for six months and allowed her to study the intimate details of their childʼs day-to-day life.
What Briggs documented is a central component to raising cool-headed kids.
When a child in the camp acted in anger — hit someone or had a tantrum — there was no punishment. Instead, the parents waited for the child to calm down and then, in a peaceful moment, did something that Shakespeare would understand all too well: They put on a drama. (As the Bard once wrote, "the playʼs the thing wherein Iʼll catch the conscience of the king.")
"The idea is to give the child experiences that will lead the child to develop rational thinking," Briggs told the CBC in 2011.
In a nutshell, the parent would act out what happened when the child misbehaved, including the real-life consequences of that behavior.
The parent always had a playful, fun tone. And typically the performance starts with a question, tempting the child to misbehave.
For example, if the child is hitting others, the mom may start a drama by asking: "Why donʼt you hit me?"
Then the child has to think: "What should I do?" If the child takes the bait and hits the mom, she doesnʼt scold or yell but instead acts out the consequences. "Ow, that hurts!" she might exclaim.
The mom continues to emphasize the consequences by asking a follow-up question. For example: "Donʼt you like me?" or "Are you a baby?" She is getting across the idea that hitting hurts peopleʼs feelings, and "big girls" wouldnʼt hit. But, again, all questions are asked with a hint of playfulness.
The parent repeats the drama from time to time until the child stops hitting the mom during the dramas and the misbehavior ends.
Ishulutak says these dramas teach children not to be provoked easily. "They teach you to be strong emotionally," she says, "to not take everything so seriously or to be scared of teasing."
Psychologist Peggy Miller, at the University of Illinois, agrees: "When youʼre little, you learn that people will provoke you, and these dramas teach you to think and maintain some equilibrium."
In other words, the dramas offer kids a chance to practice controlling their anger, Miller says, during times when theyʼre not actually angry.
This practice is likely critical for children learning to control their anger. Because hereʼs the thing about anger: Once someone is already angry, it is not easy for that person to squelch it — even for adults.
"When you try to control or change your emotions in the moment, thatʼs a really hard thing to do," says Lisa Feldman Barrett, a psychologist at Northeastern University who studies how emotions work.
But if you practice having a different response or a different emotion at times when youʼre not angry, youʼll have a better chance of managing your anger in those hot-button moments, Feldman Barrett says.
"That practice is essentially helping to rewire your brain to be able to make a different emotion [besides anger] much more easily," she says.
This emotional practice may be even more important for children, says psychologist Markham, because kidsʼ brains are still developing the circuitry needed for self-control.
"Children have all kinds of big emotions," she says. "They donʼt have much prefrontal cortex yet. So what we do in responding to our childʼs emotions shapes their brain."
A lot has changed in the Arctic since the Canadian government forced Inuit families to settle in towns. But the community is trying to preserve traditional parenting practices.
Johan Hallberg-Campbell for NPR
Markham recommends an approach close to that used by Inuit parents. When the kid misbehaves, she suggests, wait until everyone is calm. Then in a peaceful moment, go over what happened with the child. You can simply tell them the story about what occurred or use two stuffed animals to act it out.
"Those approaches develop self-control," Markham says.
Just be sure you do two things when you replay the misbehavior, she says. First, keep the child involved by asking many questions. For example, if the child has a hitting problem, you might stop midway through the puppet show and ask,"Bobby, wants to hit right now. Should he?"
Second, be sure to keep it fun. Many parents overlook play as a tool for discipline, Markham says. But fantasy play offers oodles of opportunities to teach children proper behavior.
"Play is their work," Markham says. "Thatʼs how they learn about the world and about their experiences."
Which seems to be something the Inuit have known for hundreds, perhaps even, thousands of years.
Inuit parents value the playful side of kids even when disciplining them. Above: Maata Jaw and daughter.
Johan Hallberg-Campbell for NPR
How do you get your kids to do things without yelling or shouting? Or, how did your parents get you to do things without yelling or scolding? Share your advice, tips and stories, and we may include them in a story for NPR.
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HN Discussion: https://news.ycombinator.com/item?id=19368815
Posted by patrickxb (karma: 367)
Post stats: Points: 192 - Comments: 165 - 2019-03-12T15:05:11Z
#HackerNews #accuses #bribery #college-entrance #fbi #parents #scheme #wealthy
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Control of communicable diseases in children, including respiratory and diarrheal illnesses that affect U.S. school-aged children, might require public health preventive efforts both in the home and…
Article word count: 2627
HN Discussion: https://news.ycombinator.com/item?id=19344714
Posted by surfallday (karma: 150)
Post stats: Points: 71 - Comments: 50 - 2019-03-09T05:50:39Z
#HackerNews #cdc #due #kids #lack #leave #low-income #paid #parents #school #send #sick
Control of communicable diseases in children, including respiratory and diarrheal illnesses that affect U.S. school-aged children, might require public health preventive efforts both in the home and at school, a primary setting for transmission. National Health Interview Survey (NHIS) data on school absenteeism and gastrointestinal illness in the United States during 2010–2016 were analyzed to identify associations among income, illness, and absenteeism. Prevalence of gastrointestinal and respiratory illnesses in the 2 weeks preceding the survey increased as income decreased. Although the likelihood of missing any school days during the past year decreased with reduced income, among children missing school, those from low-income households missed more days of school than did children from higher income households. Although the reason for absenteeism cannot be ascertained from this analysis, these data underscore the importance of preventive measures, such as hand hygiene promotion and education, and the opportunity for both homes and schools to serve as an important point for implementation of public health preventive measures, including hand hygiene practice and education.
Data from the 2010–2016 NHIS (1) were analyzed. NHIS is an annual, national survey on household and child health in the noninstitutionalized U.S. population, administered continually throughout the year. Estimates based on these data are designed to meet National Center for Health Statistics standards (standard errors ≤0.3) (1). Family income data were linked to information about the school-aged child (5–17 years) with regard to 1) any school absenteeism in the last year, 2) number of days absent, and 3) gastrointestinal illness or respiratory illness (occurrence of a cold) during the 2 weeks preceding the interview. Income was assessed using NHIS-computed income brackets and by annual federal poverty level* thresholds computed by the U.S. Census Bureau (by family size). The statistical software R (version 3.4.3, R Foundation for Statistical Computing) was used to compare school absenteeism, illness, and income using linear and logistic regression models, unadjusted and adjusted for age and sex of the child and year of survey. P-values <0.05 were considered statistically significant.
A total of 645,209 respondents provided income information, and 61,482 (9.6%) were selected to provide data about their school-age child’s health and days of school missed. Respondents varied across income categories, with 31% earning <$35,000 per year and 19% below the federal poverty level (Table 1). Sixty-nine percent of children missed ≥1 day of school the previous year, and approximately 15% missed ≥6 days (mean = 3.3 days per child). In the 2 weeks preceding the survey, prevalences of gastrointestinal and respiratory illnesses were 5% and 13%, respectively.
Reported school absence during the previous school year and reported respiratory or gastrointestinal illness during the previous 2 weeks were categorized by household income (Table 2). Compared with children in each of the other income categories, children in the lowest income bracket households (earning <$35,000 per year) had lower likelihood of missing school during the previous year (65% versus 67%–73%) and higher prevalence of gastrointestinal illness (6% versus 4%–5%) and respiratory illness (14% versus 12%–13%) in the previous 2 weeks. Adjusting for age, sex, and year of survey, children in the lowest income bracket were 4%–12% less likely to miss school (95% confidence interval [CI]= 1%–16%), but 12%–28% more likely to have had a recent gastrointestinal illness (95% CI = 2%–35%). Children in the lowest income bracket were also 6%–11% more likely to have had a respiratory illness, although comparisons with each of the next two highest income brackets ($35,000–$49,999 and $50,000–$74,999) were not statistically different.
Results were similar when comparing children living below the federal poverty level with those at or above it. Children living below the poverty level were significantly less likely to have missed school during the past year (65% versus 70%), and also significantly more likely to have had a gastrointestinal illness (6% versus 5%) or respiratory illness (14% versus 13%) in the preceding 2 weeks (Table 2). Specifically, children living below the poverty level were 9% less likely to have missed a day of school during the last year (95% CI = 6%–12%), but were 22% more likely to have had a gastrointestinal illness (95% CI = 15%–28%) and 6% more likely to have had a respiratory illness (95% CI = 1%–11%) during the 2 weeks preceding the survey.
Among children whose parents reported respiratory or gastrointestinal illness during the preceding 2 weeks, the percentage who missed any school during the last year increased with increasing income level. Among children who had gastrointestinal illness, 84.6% (family income <$35,000), 86.1% ($35,000–$49,999), 90.3% ($50,000–$74,999), 89.6% ($75,000–$99,999), and 87.4% (≥$100,000) missed school in the past year. Similarly, 83.7% of children living below the poverty level with gastrointestinal illness missed school, compared with 88.3% of those living at or above the poverty level. Among children in the household income brackets listed above who had a respiratory illness during the preceding 2 weeks, 78.5%, 79.7%, 80.5%, 82.3%, and 81.3%, respectively, missed school, and 77.6% of children living in households below the federal poverty level missed school compared with 81.2% of those living at or above the poverty level. Differences for both gastrointestinal and respiratory illnesses were significant in bivariable analyses (e.g., chi-square tests), but not in final model risk ratios.
When analyzed by the number of days missed, children in the lowest income bracket (<$35,000) missed a mean of 0.3–0.9 more days in the last year compared with children in other income brackets (Table 2). Among only children who missed ≥1 school day, the differences were larger (mean = 0.7–1.7 more days). Similarly, overall, children living below the federal poverty level missed an average of 0.6 more days of school per year than did children in higher income households; among only those who missed ≥1 day of school, the difference increased to 1.4 days.
Compared with children from higher income households, those from lower income households were more likely to have had a gastrointestinal or respiratory illness during the 2 weeks preceding the survey. Although children from lower income households were less likely to have missed any days of school during the last year, those who did miss school missed more days than did children from higher income households.
The combination of increased illness prevalence and absenteeism with decreasing income status highlights the need for accessible, affordable resources and interventions at home and school. Multiple barriers faced by children in low-income households could explain these findings, including lack of access to preventive health care (2). Although targeted social distancing, such as a requirement for absence from school might be an effective recommended course of action to protect public health (3,4), low-income parents might not have the opportunities (e.g., paid sick leave from work) to be able to implement this. These circumstances might affect both their children’s ability to stay home from school and health-seeking behaviors (5). In the long-term, longer periods of absenteeism could be associated with adverse educational outcomes (6).
The findings in this report are subject to at least two limitations. First, although NHIS collects health and school absence data generalizable to the U.S. population as a whole, the reasons for school absence are not collected. Second, both health and school absence data are self-reported, making them subject to recall bias, and the data are not consistent in their respective recall timelines (preceding 2 weeks versus preceding year). However, recall of self-reported illness and school absenteeism is likely to be more accurate for the recent past (7); thus the association between reporting of recent illness and school absenteeism is likely to be strengthened. In addition, subgroup differences in illness, though small (one percentage point) fell outside of the survey margins of error.
From a public health perspective, these findings highlight a need for resources for, and attention to, preventive measures to keep children in school. Beyond practices in the home, schools have opportunities to serve as settings for preventing transmission of communicable diseases. Some school-based programs promoting handwashing, and more generally hand hygiene, have been found to be effective in reducing gastrointestinal and respiratory illnesses and associated absenteeism (8). Research suggests that peer support and provision of soap can increase handwashing and reduce absenteeism related to both gastrointestinal and respiratory illnesses (9). However, further study of sustained, community-based encouragement of proper hand hygiene practices as effective, low-cost means of preventing such illnesses is needed. Ongoing health promotion activities in schools can increase awareness and understanding of handwashing with soap as an effective and affordable way to prevent transmission of infectious diseases. Increased public awareness of the importance of hand hygiene, as promoted by Global Handwashing Day (observed each year on October 15), is important to promoting public health and reducing the transmission of illness.
Corresponding author: David Berendes, email@example.com, 404-718-5853.
^1Division of Foodborne, Waterborne, and Environmental Diseases, CDC; ^2Division of Adolescent and School Health, CDC.
All authors have completed and submitted the ICMJE form for disclosure of potential conflicts of interest. No potential conflicts of interest were disclosed.
- The federal poverty level represents an indicator used to define the boundary for those eligible for federal aid. It is defined by the U.S. Department of Health and Human Services annually each January to adjust for inflation and is proportional to the size of the household (e.g., by 2018 guidelines, a two-person household with an income of $15,500 would be below the poverty level, but a single-person household with the same income would not).
Characteristic No. of respondents (%) Year 2010 2011 2012 2013 2014 2015 2016 Total
Below FPL* 1,540 (19.6) 1,748 (19.6) 1,860 (19.9) 1,783 (19.5) 1,895 (19.8) 1,570 (18.0) 1,164 (14.7) 11,560 (18.8)
<$34,999 2,643 (33.6) 3,001 (33.6) 3,179 (34.0) 2,979 (32.7) 2,919 (30.6) 2,466 (28.2) 1,914 (24.1) 19,101 (31.1)
$35,000–$49,999 1,056 (13.4) 1,252 (14.0) 1,190 (12.7) 1,216 (13.3) 1,145 (12.0) 984 (11.3) 790 (10.0) 7,633 (12.4)
$50,000–$74,999 1,300 (16.5) 1,424 (16.0) 1,493 (16.0) 1,430 (15.7) 1,396 (14.6) 1,328 (15.2) 1,158 (14.6) 9,529 (15.5)
$75,000–$99,999 879 (11.2) 979 (11.0) 1,124 (12.0) 1,039 (11.4) 1,092 (11.4) 916 (10.5) 953 (12.0) 6,982 (11.4)
≥$100,000 1,991 (25.3) 2,263 (25.4) 2,366 (34.0) 2,460 (27.0) 2,999 (31.4) 3,039 (34.8) 3,119 (39.3) 18,237 (30.0)
School days absent during previous year
0 2,275 (28.9) 2,722 (30.5) 3,230 (34.5) 2,849 (31.2) 3,099 (32.4) 2,700 (30.9) 2,410 (30.4) 19,285 (31.4)
Any 5,594 (71.1) 6,197 (69.5) 6,122 (65.5) 6,275 (68.8) 6,452 (67.6) 6,033 (69.1) 5,524 (69.6) 42,197 (68.6)
1–2 2,150 (27.3) 2,524 (28.3) 2,725 (29.1) 2,627 (28.8) 2,779 (29.1) 2,553 (29.2) 2,364 (29.8) 17,722 (28.8)
3–5 2,136 (27.1) 2,365 (26.5) 2,207 (23.6) 2,353 (25.8) 2,421 (25.3) 2,157 (24.7) 2,005 (25.3) 15,644 (25.4)
6–10 857 (10.9) 874 (9.8) 811 (8.7) 866 (9.5) 866 (9.1) 900 (10.3) 788 (9.9) 5,962 (9.7)
≥11 451 (5.7) 434 (4.9) 379 (4.1) 429 (4.7) 386 (4.0) 423 (4.8) 367 (4.6) 2,869 (4.7)
Mean days absent (SD) 3.65 (7.30) 3.36 (7.10) 2.95 (6.02) 3.29 (6.37) 3.07 (6.31) 3.40 (6.88) 3.32 (6.64) 3.28 (6.66)
Illness during past 2 weeks
Gastrointestinal 413 (5.3) 470 (5.3) 399 (4.3) 437 (4.8) 476 (5.0) 392 (4.5) 371 (4.7) 2,958 (4.8)
Respiratory 1,041 (13.2) 1,255 (14.1) 995 (10.6) 1,299 (14.2) 1,210 (12.7) 1,111 (12.7) 997 (12.6) 7,908 (12.9)
Abbreviation: SD = standard deviation.
- FPL represents an indicator used to define the boundary for those eligible for federal aid; FPL is defined by the U.S. Department of Health and Human Services annually each January to adjust for inflation and is proportional to the size of the household.
Characteristic No. of respondents (%) Income Poverty status* <$35,000 $35,000–$49,999 $50,000–$74,999 $75,000–$99,999 ≥$100,000 Below FPL At or above FPL
School days absent
0 6,710 (35.1) 2,497 (32.7) 2,831 (29.7) 1,906 (27.3) 5,341 (29.3) 4,108 (35.5) 13,781 (29.7)
Any 12,391 (64.9) 5,136 (67.3) 6,698 (70.3) 5,076 (72.7) 12,896 (70.7) 7,452 (64.5) 32,546 (70.3)
PR (95% CI) Referent 1.04 (1.00 to 1.07) 1.08 (1.05 to 1.12) 1.12 (1.08 to 1.16) 1.09 (1.0 to 1.12) Referent 1.09 (1.0 to 1.12)
aPR^† (95% CI) Referent 1.04 (1.00–1.07) 1.08 (1.05–1.12) 1.12 (1.09–1.16) 1.09 (1.07–1.12) Referent 1.09 (1.07–1.12)
1–2 4,499 (23.6) 2,065 (27.1) 2,814 (29.5) 2,203 (31.6) 6,141 (33.7) 2,640 (22.8) 14,077 (30.4)
3–5 4,562 (23.9) 1,919 (25.1) 2,512 (26.4) 1,955 (28.0) 4,696 (25.7) 2,767 (23.9) 12,071 (26.1)
6–10 2,079 (10.9) 752 (9.9) 978 (10.3) 674 (9.7) 1,479 (8.1) 1,259 (10.9) 4,443 (9.6)
≥11 1,251 (6.5) 400 (5.2) 394 (4.1) 244 (3.5) 580 (3.2) 786 (6.8) 1,955 (4.2)
Mean (SD) all 3.72 (7.99) 3.42 (6.96) 3.16 (5.95) 3.07 (4.75) 2.90 (5.89) 3.80 (8.34) 3.20 (6.22)
Est^§ (95% CI) Referent -0.30 (-0.48 to -0.12) -0.56 (-0.72 to -0.39) -0.65 (-0.83 to -0.47) -0.82 (-0.96 to -0.69) Referent -0.60 (-0.74 to -0.47)
aEst^† (95% CI) Referent -0.32 (-0.50 to -0.15) -0.58 (-0.74 to -0.42) -0.67 (-0.86 to -0.49) -0.87 (-1.00 to -0.73) Referent -0.65 (-0.78 to -0.51)
Mean (SD)^¶ 5.74 (9.32) 5.08 (7.98) 4.50 (6.66) 4.22 (5.12) 4.10 (6.64) 5.90 (9.77) 4.55 (7.00)
Est (95% CI) Referent -0.65 (-0.90 to -0.41) -1.23 (-1.46 to -1.01) -1.52 (-1.76 to -1.27) -1.63 (-1.82 to -1.45) Referent -1.35 (-1.54 to -1.16)
aEst^† (95% CI) Referent -0.68 (-0.93 to -0.44) -1.27 (-1.50 to -1.05) -1.56 (-1.81 to -1.32) -1.71 (-1.90 to -1.53) Referent -1.41 (-1.60 to -1.22)
Illness during past 2 weeks
Gastrointestinal 1,086 (5.7) 359 (4.7) 475 (5.0) 309 (4.4) 729 (4.0) 689 (6.0) 2129 (4.6)
PR (95% CI) Referent 0.83 (0.7 to 0.93) 0.88 (0.7 to 0.98) 0.79 (0.6 to 0.88) 0.70 (0.6 to 0.77) Referent 0.77 (0.7 to 0.84)
aPR^† (95% CI) Referent 0.83 (0.7 to 0.94) 0.88 (0.7 to 0.98) 0.79 (0.6 to 0.89) 0.72 (0.6 to 0.79) Referent 0.78 (0.7 to 0.85)
Respiratory 2,625 (13.7) 979 (12.8) 1,222 (12.8) 847 (12.1) 2,235 (12.3) 1,596 (13.8) 5,919 (12.8)
PR (95% CI) Referent 0.93 (0.8 to 1.00) 0.93 (0.8 to 1.00) 0.88 (0.8 to 0.95) 0.89 (0.8 to 0.94) Referent 0.93 (0.8 to 0.98)
aPR^† (95% CI) Referent 0.94 (0.8 to 1.01) 0.94 (0.8 to 1.01) 0.89 (0.8 to 0.96) 0.91 (0.8 to 0.96) Referent 0.94 (0.8 to 0.99)
Abbreviations: aEst = adjusted estimate (from linear regression); aPR = adjusted prevalence ratio; CI = confidence interval; Est = estimate (from linear regression); PR = prevalence ratio; SD = standard deviation.* FPL represents an indicator used to define the boundary for those eligible for federal aid; FPL is defined by the U.S. Department of Health and Human Services annually each January to adjust for inflation and is proportional to the size of the household. Because the poverty line data includes both income and number of household members, there were more missing values for poverty level; therefore, the numbers in the below FPL and at or above FPL groups do not sum to the number in all income groups.
^† Adjusted for age and sex of child, as well as year of data collection.
^§ Estimated difference from reference.
^¶ Among those missing ≥1 school day only.
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Tensions are high regarding vaccines lately.
Due to a #measles #outbreak in the United States, frightened people are pushing an #agenda to take an important #medical decision out of the hands of parents. They’re calling for federally mandated #vaccines. They’re calling for the shaming of #parents who have chosen not to vaccinate their #children.
The #hysteria is running high, fueled by fear and memes.
Whether you opt to vaccinate or not to vaccinate, I think we can agree we all want what’s best for our children.
The Association of American Physicians and Surgeons opposes #federally #mandated vaccines.
An important letter was presented last week to the #Senate subcommittee that is discussing federal laws that #force parents to vaccinate their children. The statement below is from The Association of American #Physicians and #Surgeons, and they have come out strongly in opposition to the possibility of federally mandated vaccines.
No matter what your opinion is on vaccinating children, please read this.
To: Oversight and Investigations Subcommittee, House Energy and Commerce Committee
Senate Committee on Health, Education, Labor and Pensions
Re: Statement federal vaccine mandates
Feb. 26, 2019
The Association of American Physicians and Surgeons (AAPS) strongly opposes federal interference in medical decisions, including mandated vaccines. After being fully informed of the risks and benefits of a medical procedure, patients have the #right to reject or accept that procedure. The regulation of medical practice is a state function, not a federal one. Governmental preemption of patients’ or parents’ decisions about accepting drugs or other medical interventions is a serious #intrusion into #individual #liberty, autonomy, and parental decisions about child-rearing.
A public health threat is the rationale for the policy on mandatory vaccines. But how much of a threat is required to justify forcing people to accept government-imposed risks? Regulators may intervene to protect the public against a one-in-one million risk of a threat such as #cancer from an involuntary exposure to a toxin, or-one-in 100,000 risk from a voluntary (e.g. occupational) exposure. What is the risk of death, cancer, or crippling complication from a vaccine? There are no rigorous safety studies of sufficient power to rule out a much lower risk of complications, even one in 10,000, for vaccines. Such studies would require an adequate number of subjects, a long duration (years, not days), an #unvaccinated control group (“placebo” must be truly inactive such as saline, not the adjuvant or everything-but-the-intended-antigen), and consideration of all adverse health events (including neurodevelopment disorders).
Vaccines are necessarily risky, as recognized by the U.S. Supreme Court and by Congress. The Vaccine Injury Compensation Program has paid some $4 billion in damages, and high hurdles must be surmounted to collect compensation. The damage may be so devastating that most people would prefer restored function to a multimillion-dollar damage award.
The #smallpox vaccine is so dangerous that you can’t get it now, despite the weaponization of smallpox. Rabies vaccine is given only after a suspected exposure or to high-risk persons such as veterinarians. The whole-cell pertussis vaccine was withdrawn from the U.S. market, a decade later than from the Japanese market, because of reports of severe permanent brain damage. The acellular vaccine that replaced it is evidently safer, though somewhat less effective.
The risk: benefit ratio varies with the frequency and severity of disease, vaccine safety, and individual patient factors. These must be evaluated by patient and physician, not imposed by a government agency.
#Measles is the much-publicized threat used to push for mandates, and is probably the worst threat among the vaccine-preventable illnesses because it is so highly contagious. There are occasional outbreaks, generally starting with an infected individual coming from somewhere outside the U.S. The majority, but by no means all the people who catch the measles have not been vaccinated. Almost all make a full recovery, with robust, life-long immunity. The last measles death in the U.S. occurred in 2015, according to the Centers for Disease Control and Prevention(CDC). Are potential measles complications including death in persons who cannot be vaccinated due to immune deficiency a justification for revoking the rights of all Americans and establishing a precedent for still greater restrictions on our right to give—or withhold—consent to medical interventions? Clearly not.
Many serious complications have followed MMR vaccination, and are listed in the manufacturers’ package insert, though a causal relationship may not have been proved. According to a 2012 report by the Cochrane Collaboration, “The design and reporting of safety outcomes in #MMR vaccine studies, both pre- and post-marketing, are largely inadequate” (cited by the National Vaccine Information Center).
Mandate advocates often assert a need for a 95% immunization rate to achieve #herd #immunity. However, Mary Holland and Chase Zachary of NYU School of Law argue, in the Oregon Law Review, that because complete herd immunity and measles eradication are unachievable, the better goal is for herd effect and disease control. The best outcome would result, they argue, from informed consent, more open communication, and market-based approaches.
Even disregarding adverse vaccine effects, the results of near-universal vaccination have not been completely positive. Measles, when it does occur, is four to five times worse than in pre-vaccination times, according to Lancet Infectious Diseases, because of the changed age distribution: more adults, whose vaccine-based immunity waned, and more infants, who no longer receive passive immunity from their naturally immune mother to protect them during their most vulnerable period.
Measles is a vexing problem, and more complete, forced vaccination will likely not solve it. Better public health measures—earlier detection, contact tracing, and isolation; a more effective, safer vaccine; or an effective treatment are all needed. Meanwhile, those who choose not to vaccinate now might do so in an outbreak, or they can be isolated. #Immunosuppressed patients might choose isolation in any event because vaccinated people can also possibly transmit measles even if not sick themselves.
Issues that #Congress must consider:
- Manufacturers are virtually immune from product liability, so the incentive to develop safer products is much diminished. Manufacturers may even refuse to make available a product believed to be safer, such as monovalent measles vaccine in preference to MMR (measles-mumps-rubella). Consumer refusal is the only incentive to do better.
- There are enormous conflicts of interest involving lucrative relationships with vaccine purveyors.
- Research into possible vaccine adverse effects is being quashed, as is dissent by professionals.
- There are many theoretical mechanisms for adverse effects from vaccines, especially in children with developing brains and immune systems. Note the devastating effects of Zika or rubella virus on developing humans, even though adults may have mild or asymptomatic infections. Many vaccines contain live viruses intended to cause a mild infection. Children’s brains are developing rapidly—any interference with the complex developmental symphony could be ruinous.
- Vaccines are neither 100% safe nor 100% effective. Nor are they the only available means to control the spread of disease.
AAPS believes that #liberty rights are #unalienable. Patients and parents have the right to refuse vaccination, although potentially contagious persons can be restricted in their movements (e.g. as with Ebola), as needed to protect others against a clear and present danger. #Unvaccinated persons with no exposure to a disease and no evidence of a disease are not a clear or present danger.
Jane M. Orient, M.D., Executive Director
Association of American Physicians and Surgeons
Regardless of our opinions on vaccines, we all want to do what is best for our children.
#breakingnews #des #djihadistes #enfants #français #grands #news #parents #rapatriement #retenus #réclament #syrie
Patrice et Lydie ont trois petits-enfants, orphelins dans des camps en Syrie. ils réclament leur rapatriement et ont déposé une plainte contre la France auprès du Comité des droits de l'enfant de l'ONU.
posted by pod_feeder
British conservative press reported: 92% of left-wing activists live with their parents
Reported this as something bad. Attentive researchers of communism and leninism have understood this 100 years ago:
In January 1898, Lenin wrote:
"Finance received, dear mommy, and the first and second (ie, from 28 / XI and 20 / XII)."February 25, 1899:
"... Our finances have come to an end again. Please send 200 rubles to EV."I think it is good when parents support their children.
Британское консервативное издание сообщило: 92% левых активистов живут с родителями.
Сообщило об этом, как о чём-то плохом. Внимательные исследователи коммунизма и ленинизма давно это понимают:
В январе 1898 года Ленин писал:
"Финансы получил, дорогая мамочка, и первые, и вторые (т.е. и от 28/XI и от 20/XII)."25 февраля 1899 года:
"... У нас финансы пришли опять к концу. Пошлите, пожалуйста, 200 р. на имя Е.В.."Думаю, это хорошо, когда родители поддерживают своих детей.
#activism #capitalism #communism #fun #funding #history #leninism #parents #property #uk
### Christians & Abortion: Why Do We Believe What We Believe?
Please note that the video is actually titled Mid-East Prophecy Update - February 17th, 2019. I gave the video the title above because the video largely deals with the topic of abortion and is much different from the usual prophecy updates. Abortion is a hard topic and this is the best, and really, the only video I have seen on abortion. Let me say that there is no finger pointing here. Just a very honest, truthful, and somewhat painful discussion on the topic. There are a lot of interesting, Biblical insights on abortion and even some other topics here. Do not be afraid to share and repost this video if you feel inclined to do so.
#abortion #baby #Christians #America #NewYork #parents #life #Bible #Jesus #JesusChrist #hope #JDFarag #children
i kind of blame the parent generation(s) not not have fought “the madness” (this system is) harder.
madness is highly unsustainable.
#philosophy #philosophie #MutZurWahrheit #SystemPhilosophy #SystemPhilosophie #sustainability #madness #livingwithpeople #parents
Originally posted at: https://declaration-of-happyness.org/blame-the-parents/
#breakingnews #chants #julen #les #mineurs #news #parents #petit #pour #prières #ses
Une veillée de soutien s'est tenue à Totalan, près de Malaga, alors que les mineurs creusent une troisième galerie, à plus de 70 mètres de profondeur.
posted by pod_feeder
I had them pegged for being honest, hardworking, and education encouraging people, who had decent financial means, to care for my kid. If they were full of shit about things to the extent as to lying to my face about something as serious as communication between a child and parent, though, how much else were they lying to me about, as far as the things that were important for my determination as to whether or not my son belonged with them? After all the shit I went through in my adoption case, seriously? I've got a big legal contact, never disputed, filed in this state that has a huge list of stipulations that I have proof that they disregarded completely, broke, or did the 180 degree opposite of.
I'm calm, but I wouldn't say that I'm content right now. I'm glad I meditated this morning.
#adoption #custody #childCustody #parenting #parent #parents