Lead is Very Dangerous

By Philip Copitch, Ph.D.

Lead is a heavy metal that plays havoc with the human nervous system. Over time lead can build up in the body. For children under age 6, lead is devastating to mental and physical health. Most small children get lead poisoning from chewing on things covered with lead paint. (i.e. toys, plates or windowsills in older homes [paint chips].)

Lead contaminated plate

Many years ago, I worked with a family whose child started having lots of problems in school. The 3rd grader went from top marks to failing grades over a 6 month period. It turned out that the family had taken a trip to Mexico over the Christmas holiday. The boy got a cup and bowl from a bazaar. He loved his cup and bowl and used it at almost every meal. You have probably guessed it, the cup and bowl were not made safely and contained a high level of lead. After treatment, all was well... but, it does go to show that lead is very dangerous.

Learn more about the symptoms of lead poisoning from the Mayo Clinic.

This week, the Centers for Disease Control and Prevention changed the regulations concerning lead in the body. The CDC will no longer state a particular level is safe in children.  It now states that no level of lead in the blood stream is safe. The goal is to focus on eliminating exposure to lead.

Read the CDC report, a free PDF download.

The lead contaminated plate pictured above was part of a study conducted by Thomas Jefferson University Hospital's physician Gerald O'Malley, DO, a toxicologist and the director of clinical research and emergency medicine. More information on how to check items like toys or plates.

Plates that are sold as "decorative" are not regulated by the Food and Drug Administration. That means that these may have lead in them, and outside the state of California they are not required to let you know. If you handle a decorative plate, even just to dust it, it is advisable that you wash your hands before eating or touching your face.

Who is better with numbers, college students or guppies?

By Philip Copitch, Ph.D.

He we have an adorable Blue Grass Guppy. Atractive and not lacking is some math skills.

Many animals seem to understand small and large numbers. Dogs and chimps seem to understand what is 1, 2 or 3. Many animals seem to understand the concept of many: 1 versus 50. So scientists wanted to know how far back in the evolution of vertebrates (animals with a back bone) did this number ability start. Is estimating large numbers new, and therefore required a big brain? Or older, needing only a smaller brain.

Researchers from the University of Padova, Italy and the University College of London, United Kingdom devised an ingenious way to find out. As it turns out, guppies seem to like being in larger groups with others of their own type. So when a single guppy is put in the middle between two groups of guppies, say 3 guppies and 30 guppies,  the single guppy quickly swims and joins the larger group. To test their estimating skills the scientists had multiple trials with different ratios of group sizes. Did the guppies count? In other words, could they tell the difference between 20 or 23 in a group? Or did they estimate small group verses bigger group. "That group is way larger than the other group so I'm joining the larger group... you know it is safer in numbers."

The researches also tested college students.  How do big brained college students do compared to little brained guppies?

Both guppies and students counted when the group was under 4 and estimated when the groups were larger.

Researchers came to the following conclusions concerning when math skills first developed:

...the building blocks of uniquely human mathematical abilities may be evolutionarily ancient, dating back to before the divergence of bony fish and tetrapod lineages.

The question posed on the TV program was "Are you smarter that a 5th grader?" But maybe it should be "are you smarter than a guppy?"

Read this study: http://www.plosone.org/article/info:doi/10.1371/journal.pone.0031923

Learn About Real Money by Playing a Game

By Philip Copitch, Ph.D.

Adults can learn about real money and homeowner issues by playing a game.

The U.S. Treasury Department recently gave money to five states to help set up programs to educate adults about real money issues. The New Hampshire Housing Finance Authority used their grant money to develop an interactive money game to teach finance and homeownership money skills. It's not restricted to New Hampshire residents, it is open for everyone to play.

Financial Freedom Island Cruise

You start the game by "winning" $400 in a bingo game. From this meager amount you get to practice sound money management skills in a fun way. By making the money lessons fun, the game helps keep you interested while you learn real money skills.

It is all free! And the site has no advertising. Yeah!

At the end of the game you will have in your real world:

• One or more financial savings goals
• A family budget
• A plan for reducing your debt and reaching your goals
• Three credit reports
• A series of credit scores and a plan to improve them
• Strategies for protecting your identity

We are not born with any money sense. All money knowledge is learned. Knowledge is power. 

Learn more or sign up to play at: https://www.findfinancialfreedom.org/

How Well Does Your State Score on Science Education?

By Philip Copitch, Ph.D.

According to a report by the  Thomas B. Fordham Institute most American states are failing in science education from K through 12 grade. From their press release:

Since the Sputnik launch of 1957, Americans have regarded science education as crucial to our national security and economic competitiveness. Just recently, a National Science Board report found that the U.S. could soon be overtaken as global leader in supporting science and technology, and advocates educational improvement as crucial to America maintaining its role as the world’s engine of scientific innovation. But The State of State Science Standards, which reviews and analyzes the guidelines that inform K-12 science curriculum and instruction in every state and the District of Columbia, concludes that what states presently expect of their schools in this critical subject is woefully inadequate.

In this comprehensive appraisal, more than 75 percent of states received grades of C or lower, and a majority received D’s or F’s. California and the District of Columbia earned the only straight As—while Indiana, Massachusetts, South Carolina, and Virginia received A-‘s for their excellent state science standards. But most states lack rigorous, content-rich standards. Seven of them received B-level grades; 12 states received Cs; 16 states received Ds; and 10 states received failing F grades. 

I point this information out to you because I am concerned that if our children do not get a sound science education they will not be ready for adulthood in a world that is increasingly complicated and science based.

The foundation's press release points out four major problem areas:

1. While many states are handling evolution better today than during the last Fordham review in 2005, anti- evolutionary pressures continue to threaten and weaken science standards in many jurisdictions.
   
2. A great many standards are so vague for educators as to be completely meaningless. Only 7 states earned full- credit scores for clarity and specificity while 29 earned a one or zero out of three.
   
3. Science educators, curriculum developers, and standards writers have focused excessive attention on “inquiry- based learning”—attempting to help students learn through “discovery” instead of direct instruction of specific content. In too many states, these inquiry standards are vague to the point of uselessness—depriving students of an education based on substantive scientific content.
   
4. Mathematics is essential to science, yet few states make this link between math and science clear—and many seem to go to great lengths to avoid mathematical formulae and equations altogether. Students cannot adequately learn physics and chemistry without understanding mathematical concepts and mastering quantitative operations. 
   

I have posted the A and B graded states below along with links to a free PDF of the complete report:

The State of State Science Standards: Grades in Rank Order A's and B's only

State Science Standards Grades, 2012

Read more:

The State of State Science Standards 2012 January 31, 2012

State reviews by Lawrence S. Lerner, Ursula Goodenough, John Lynch, Martha Schwartz, and Richard Schwartz
NAEP review by Paul R. Gross

Helping Your Children With Homework

By Philip Copitch, Ph.D.

Dear Dr. Phil,

My son is learning fractions. I cannot help him. He says he is not good at fractions. But he does not try. He is smart but very stubborn. He is not doing his homework because he is saying he doesn't understand it.

Nina in Fresno CA

Hi Nina,

Thanks for this great question. Let's take your son at his word and help him to understand fractions. First I want you to talk to his teacher. Maybe there is a tutoring program at his school. Maybe there is some problem at school you don't know about. It's a good idea to have regular contact with the teacher.

But, what if the school is not enough?

How do you help your children with their homework if you do not understand their homework yourself? First, be honest with yourself. I know it is painful, but you cannot answer every question your child can come up with. It is OK to not know everything. Honestly tell your child, "I don't get that math... Let's find someone who can help us."

There is help... Great help and it is free!

There is a free and amazing website every parent should know about: www.khanacademy.org. It is a non-profit organization set up to teach the world... for free.

I went to the website and in their search box I typed FRACTIONS. It brought me to a window with lots of lessons on fractions. The first was the most basic lesson on the subject: fractions... what are the parts of a fraction called?

The student is offered a video lesson. It is calm and short. Then the student is asked if he would like to do some practice questions. No presure, it is all at his pace.

Let's go to school

Let's look at the 2 1/2 minute video about the parts of fractions:




A student can view the video as many times as they wish. He can back it up and rehear and see any part he wishes.

Then he can work some practice questions by clicking the green PRACTICE THIS CONCEPT BUTTON.

The Khan Academy website is even set up to track your son's progress as he learns, if the two of you want to.

This site is open to everyone. If you want to learn something from days gone by... Khan Academy will be happy to teach you. Adults are welcome. And it is free!

Parents should start here

The Khan Academy site is massive and growing daily. I advise you to grab a cup of tea and sit down for an informative adventure. Start at: Khan Academy | Where do I begin? How should I get started

In my humble opinion, Salman Khan, the mastermind behind Khan Academy, is Nobel Prize material.

Enjoy!

Dr. Phil

How Tobacco & Alcohol Companies Advertise to Your Children

By Philip Copitch, Ph.D.

You may have heard that tobacco and alcohol advertising is banned on youth oriented programming and in kids magazines, so you think your kids are safe from their influence, but you would be wrong.

While you won't find ads on Sponge Bob or in Highlights Magazine, the tobacco and alcohol companies didn't have to try very hard to find ways around this. A 2001 survey found that the average teen saw 250 ads for alcohol on TV, and 30% saw upwards of 800 ads. Companies know that kids and teens watch programs that are not specifically marketed for children. A recent survey found ads for alcohol on 13 of the 15 most popular shows with teens. This goes for product placement in movies too, like when Super Man is thrown into a Marlboro delivery truck, or there is an ad for Cutty Sark scotch on the brick wall behind the villain. Some people say, well that's okay in movies for adults. Okay - of 145 popular movies reviewed in 2008, 79% of the R rated movies had product placement for tobacco or alcohol, compared to 82% of the PG-13 movies. Movies most of our children over the age of 10 watch.

Magazine advertising has a similar story. Alcohol and tobacco companies know that plenty of teens read magazines such as Sports Illustrated, Cosmopolitan, and even Time. (Many hundreds of schools use it as part of their social science curriculum). These magazines, while not specifically written for teens are nonetheless read by them in large numbers, and the tobacco and alcohol companies know this too. In 2008 the alcohol industry spent 4 Billion - with a B, dollars on advertising. And most of this is marketed to teens. More money is spent advertising alcohol than for soda, potato chips, juice drinks, and sneakers - combined.

One half of all alcohol is sold to those addicted to it or to teens under 18. In fact, JAMA -the Journal of the American Medical Association, found that people under 21 consume 19.7% of all alcohol. Remember, the legal drinking age in the US is 21.

Why is this demographic so important to the alcohol and tobacco industries? Teens have had less experience in judging advertising critically. Most young people have yet to pick a brand. Studies have found that 47-88% of all cigarette advertising is for the three most popular brands with teenagers. That's right, teenagers, not adults. Advertisers have found that there is little point in advertising to existing customers, they've picked the brand they like are not likely to be swayed. That's why you will find little advertising, if any, for alcohol and tobacco in magazines such as Fine Woodworking, or Good House Keeping, publications that teens don't tend to read. If teens aren't reading it, the tobacco and alcohol advertisers have found there is little profit in advertising in it. So yes, they are advertising to your children, clear and simple.

What can you do? Obviously you can't shelter your underage children from all forms of advertising, but what you can do is talk to your children about viewing these ads critically. You can start with young kids, after all, why do companies put toys in cereal boxes or Happy Meals? I have had many conversations in the cereal aisle explaining that we don't buy cereal for the toys, we buy it to eat, and we need to start our day off with good food.

Point out to teens the images that the alcohol and tobacco companies use and discuss why. Let them come up with answers. This begins to lead them down the path to critical thinking. While it won't completely stop them from being influenced by advertising, they will begin to approach ads with a more cautious eye. Seat belts don't stop accidents from happening, but they protect you from worse harm when you get in an accident. The same is true for teaching our children to view ads critically. If they know the tobacco and alcohol companies are trying to manipulate them - and what teen wants adults to manipulate them - they will have some protection when they are "hit" with an ad.

The numbers in this article came from an excellent video put out by Human Relations Media called: Targeted: How Tobacco and Alcohol Companies Try to Get You Hooked. You can watch a short preview of this at: http://a95120.sites.myregisteredsite.com/quicktime/targeted_384k.mov