By Lindsey Bever October 7 2016 GoFundMe Tenyearold Kayden Culp a specialneeds child who has a hearing impairment and speaks with a lisp had been bullied in the past relatives said Other boys he considered his friends would make fun of him and pick on him and tease him his mother Tristyn Hatchett told the San Antonio ExpressNews He was usually the brunt of that kind of joke but he kept playing with them On Sunday afternoon Kayden hopped on his bike and headed out to play with three boys in a shed not far from home in Kerrville Tex relatives said Not long after his parents received some alarming news That shed was on fire Relatives rushed to the scene We went out there not knowing it was Kayden on fire his aunt Tanya Kasper told The Washington Post When first responders arrived they found Kayden severely burned and he was airlifted to a hospital police and fire officials said in a joint statement Family members and police said the boy was placed in a coma while his medical team tended to his second and thirddegree burns which covered 20 percent of his body from his bottom lip to his belly button In an ambulance Kayden told his family that another boy did this to me he set me on fire his aunt said We havent heard his voice since Sunday Bullies allegedly tormented a 9yearold boy Relatives say it may have driven the child to suicide But the accounts from Kaydens family and the authorities in Kerrville tell different stories Family members had alleged that one of the boys doused Kayden with gasoline and another set him on fire This was no accident Hatchett Kaydens mother wrote on Facebook earlier this week I need the police to arrest the boys involved with the premeditated attempted murder of my 10 yr old son Kayden Culp she wrote Theres no reason they should not already be incarcerated she added to the ExpressNews The other boys who were there have been telling kids at school that it was not an accident that it was intentional Kasper the boys aunt said family members can not comprehend somebody being so young having an intention to hurt another child Indeed the Kerrville Fire Marshals Office which is investigating the incident said in a statement Wednesday that a juvenile has been identified as the individual responsible for causing the victims severe burns Authorities said a juvenile was taken into custody and charged with firstdegree arson a felony But at a news conference Thursday Kerrville Fire Chief Dannie Smith said that based on the results of our preliminary investigation it does not appear that this event was premeditated or that there was any intent to harm any of the juveniles present We have not been able to produce any evidence to suggest that there was any intent to commit bodily injury to any of the four juveniles the chief told reporters according to CBS affiliate KENS Police Chief David Knight told reporters that the juvenile who was charged threw accelerant onto an existing fire in the shed and that the flames ignited the container When the boy discarded the burning accelerant container it inadvertently struck Kayden Knight said The chief said investigators believe the three boys and Kayden were friendly with each other and that no one was coerced to be there But Kasper the boys aunt told KENS that her nephew was only friends with one of those boys They werent friends she said At least one of them we know about had a past with him He didnt like Kayden A boy who killed himself wrote a letter about bullying His struggles may have started at home Ashley White a family friend told the ExpressNews she had seen the boys playing in the area and later she heard sirens and saw the smoke spilling from the shed She phoned Kaydens parents They later said a lady up the street had helped put the fire on Kayden out she told the newspaper Im praying it was an accident she said But if it wasnt an accident justice needs to be served because no child deserves to go through what hes going through Kayden Culp GoFundMe Kaydens mother said Thursday morning that Kaydens condition is improving They have taken him off the epinephrine Hatchett wrote on Facebook He was able to stabilize his heart rate and blood pressure on his own all night Still on feeding and breathing machines He is going in for his second dressing change soon We will know more about the severity of his burns and lung damage afterwards His swelling seems to be reducing now The last dressing change caused him to plummet She added We want to thank everyone everywhere for all of the thoughts prayers and support I cant express how grateful we are Truly amazing We need the good to outweigh the evil Late Thursday night she added that Kayden has done fairly well in recovery He has 3rd degree burns on his arm neck and chest she wrote He will be getting skin grafts tomorrow He is fighting infection and pneumonia now Blood pressure and heart rate still doing well Please keep praying Hatchett also said she is seeking an attorney for her son Relatives call Kayden a loving child who struggles to fit in He has shown signs of autism they said but the disorder has not been diagnosed Life has been a challenge from the getgo said Kasper his aunt Kasper set up a writing that her nephew needs prayers and lots of support Money is something that will not fix everything but it will give the parents a chance to stay beside him and his other siblings Kayden is going to change the world and he is now a voice for other children that are dealing with a bully The campaign raised more than 29000 before Kasper announced Friday morning that she was closing the account I want to thank everyone that has contributed to the cause she wrote I am closing the account with the faith and gratitude that TEAMKAYDEN has raised enough money to be able to start helping our family lay the foundation to solid new beginnings for this cause A which has raised 192000 says Hes going to be in the hospital for quite a while enduring something no person let alone a child should ever have to go through Your child might be a bully Here are 7 ways to stop that behavior

O O O O O O O O B I O O O O O O B I O B I I I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O

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Poor kids who grow up in more violent places are less likely to escape poverty later in life By Emily Badger and Christopher Ingraham April 20 2016 A memorial to victims of violence at St Sabina Catholic Church in Chicago chicago_homicide_02_angel Flickr Theres something about Atlanta Chicago and Detroit that traps children in poverty Poor kids who grow up there are less likely to reach the middle class as adults than poor kids who grow up in say Salt Lake City according to a nowfamous study released three years ago that found wide geographic variation in economic mobility across the country Precisely what that something is though the authors couldnt say Patrick Sharkey a sociologist at New York University suspected part of the answer These places have pockets of deep violence and high crime rates and the fraying neighborhoods that come with them In Chicago Sharkey had found that black children performed worse on vocabulary and reading assessments when a homicide occurred in their neighborhood in the previous week If violence impairs how children learn and navigate life he figured it could be a key to economic mobility All of the evidence generated to this point Sharkey says suggests that it should be In new research with PhD student Gerard TorratsEspinosa Sharkey is now making the bold argument that higher levels of violent crime lower childrens prospects for upward mobility explaining a significant part of the geographic variation in that landmark 2013 study Their work is among the first to claim whats causing differences across the country in mobility filling in some of the mystery created by the original research Violence itself has harmful effects But Sharkey and TorratsEspinosa are saying that violent places do too and that the environments created by recurring homicides and assaults whether or not children are the direct victims of it hinder their lives in ways that become apparent in their economic standing as adults Using data shared from the original 2013 study led by economists Raj Chetty and Nathaniel Hendren Sharkey and TorratsEspinosa found that poor children across the country have worse outcomes in more violent places like Chicago and Detroit They have higher economic mobility in safer places like Fairfax County Va But they also discovered within individual counties that children who reached their crucial teen years at more violent times fared worse than children growing up in the very same places during periods of greater peace Their research exploits the fact that the children in the study came of age at the beginning of a sweeping national decline in crime And they further test their theory by tracking changes in economic mobility as crime spiked during local crack epidemics and as it waned following federal grants for more local policing Poor children whose teenage years coincided with the peak of the crack epidemic in Chicago for instance lived through an intensely violent period in the citys history These children achieved less mobility later in life than children who grew up in Chicago just a few years In all the ways Sharkey and TorratsEspinosa sliced their data the analyses pointed to the same pattern More violence meant poor kids were less likely to advance up the economic ladder measured by their own incomes at age 26 Its hard to imagine that something else explains the consistent link they observed Thats why they argue that changes in violence arent just associated with differences in mobility rather they cause these differences in mobility Hendren one of the authors of the original economic mobility study says he was impressed by the findings The most convincing piece he says is the discovery that adding more police through federal grants given out by the Community Oriented Policing office created in 1994 resulted in greater upward mobility Of course all policing strategies arent equally beneficial and some may be harmful but this point begins to hint at how we could wield specific policies to improve odds for poor kids All of these findings notably apply to poor kids but not wealthy ones Changes in violent crime dont appear to affect the economic outcomes of kids who start life closer to the top This makes sense given previous research by Sharkey and others showing that the biggest drops in crime since the 1990s have occurred in the poorest most segregated neighborhoods This economic mobility data is divided by county not by neighborhood But theres reason to believe that the kids living in the poorest neighborhoods within these counties were affected by these changes in violence the most The original data based on tax records also isnt broken down by race But other research also suggests that changes in violence disproportionately affect black children Everything that Ive done everything that Ive seen leads me to conclude that the strongest benefits even though we cant see it in this dataset have occurred for AfricanAmerican kids Sharkey says How Baltimore and cities like it hold back poor black children as they grow up But why exactly would less violence mean more upward mobility for them Sharkey and TorratsEspinosa offer two arguments The first is that exposure to violence has direct effects on children It heightens their stress levels distracts them in class disrupts their learning and impairs their cognitive development The children in this data who were exposed to less crime werent more likely to attend college But they were less likely to drop out of high school suggesting in some ways they may have done better in school as a result the income gains from having a highschool diploma as opposed to none at all could also explain improvements in economic mobility for kids who started off near the bottom The second explanation is that violence breaks down entire communities stripping them of the things that poor kids need to get ahead like good schools and job networks Violence undermines community life as a whole Sharkey says Violence makes it less likely that business will open providing jobs that good teachers will choose these schools that public spaces will be safe that families will invest in the neighborhoods around them The children in the earliest cohort in this study born in 1980 experienced American cities at such a low point Chicago gave hundreds of highrisk kids a summer job Violent crime plummeted Urban communities around the country fell apart during this period Sharkey says In the late 80s when were looking at these kids growing up kids were living in war zones They were living in places that looked like they were bombed out where people had retreated from the streets where businesses wouldnt dream of investing and opening up a store where institutions were dilapidated Children born even a few years later reaped the gains of the decline in crime This suggests that disparities in economic mobility would be even more stark today if Chicago Detroit and Atlanta remained as violent as they once were Although Atlanta is still one of the most violent places in the country the homicide rate there has fallen by more than 50 percent from its peak in the early 1990s In Chicago and Detroit homicides have dropped more than 25 percent As Sharkey and TorratsEspinosa resolve some of the mystery around why differences in economic mobility appear their work will inevitably point back to another riddle There is no definitive explanation for why violent crime has declined so dramatically across the country since the 1990s The best answer is a set of theories and many of them are contested But Sharkey argues that we can still pursue individual ideas that we know work like summer jobs programs or Obamas favorite Becoming a Man intervention without holding the answer to that larger question Emily Badger Emily Badger was a reporter for Wonkblog covering urban policy She left The Washington Post in September 2016 Christopher Ingraham Christopher Ingraham writes about all things data He previously worked at the Brookings Institution and the Pew Research Center Be the first to know Our awardwinning journalists are there when the news breaks Try 1 month for 10 1 Already a subscriber Podcasts

B I O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O B I O O O O O O O O O O B O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O


Unsettling New Fad Alarms Parents Middle School Oral Sex Williamsburg Principal Margaret McCourtDirner alerted parents to students sexual activity By Susan Biddle The Washington Post By Laura Sessions Stepp Washington Post Staff Writer Thursday July 8 1999 Page A1 The mother of an Arlington teenager will never forget the phone call she received from Williamsburg Middle School where her daughter was in the eighth grade Id like to invite you to a meeting about girls at risk said Latanja Thomas the eighthgrade school counselor What risk the mother asked Eating disorders No Drugs No Well what is it Oral sex I about dropped the phone the mother recalled I was stunned So were other parents of girls at Williamsburg who took similar calls that evening and showed up for a meeting in the school library a few nights later The principal Margaret McCourtDirner told about 25 assembled parents that as many as a dozen girls and two or three boys had been engaging in oral sex through most of the school year The teens 13 and 14 years old were getting together at parties in one anothers homes and at local parks The news dropped like a bomb just over a year ago in the mostly upperincome community of elegant brick homes leafy sycamores and stone walls where wealth is acquired by working long hours at top professional jobs These parents were unaware of a disturbing pattern of middleschoolers adopting an anything but intercourse approach to sex Eager to avoid pregnancy and hold on to virginity an increasing number of teenagers are engaging in oral sex according to school and health officials Its now the expected minimum behavior said Michael Schaffer supervisor for health education in Prince Georges County for the past 15 years The kids say if youre not going to have sex at least do this Ive been teaching in schools for 30 years said Deborah Roffman a human sexuality consultant to 15 schools in the BaltimoreWashington corridor I am receiving an increasing number of inquiries about incidents of oral sex among young adolescents both at parties and occasionally at school Kids are not just asking about oral sex anymore Theyre talking about it some are doing it and adults are clueless Joan Foster guidance counselor at White Oak Middle School in Silver Spring for seven years worries about the same trend Oral sex she said has suddenly become la mode de la sex Although young people have engaged in sexual experimentation openly since the 1960s and covertly since the dawn of time social scientists have no reliable measures for comparing behavior today with patterns in the past National surveys of teen sexual behavior generally look only at highschoolers not younger students But in dozens of interviews researchers and school officials throughout the Washington area said they are seeing something new in kids in their early teens a casual approach to oral sex as a substitute for intercourse and as a reaction against the fear engendered by AIDS awareness programs Young people are very casual about oral sex said Patricia Hersch author of a book about Reston adolescents A Tribe Apart A Journey Into the Heart of American Adolescence To me oral sex was more intimate than intercourse Kids today absolutely dont see it that way Its done commonly with a shrug Its part of the grab bag of sexual activities They may treat such intimacy casually but adolescents as young as 11 are not prepared for its emotional repercussions said Beth Knobbs director of pupil services in Talbot County on Marylands Eastern Shore And the threat of disease is real What youre going to see in two to three years is a resurgence of some STDs sexually transmitted diseases Thats the tradeoff said Becky Ferguson school nurse at Pine Grove Middle School in Parkville east of Baltimore In her eighthgrade health classes she tells students that their immature bodies and shortterm multiple relationships make them more vulnerable than older populations to gonorrhea chlamydia herpes and other STDs After that class girls come to me scared she said The attitudes of these youngsters reflect their older brothers and sisters beliefs Almost two out of three college students surveyed several years ago by the Kinsey Institute for Research in Sex Gender and Reproduction said oral sex is not equivalent to having sex Counselors and sexual behavior researchers estimate that by the time students are in high school about half are having oral sex Theres no way to know the proportion of younger teens who are behaving similarly but teachers parents and teens said they see the first signs in seventh grade I knew a couple of kids in seventh grade who were doing it said a boy who just finished ninth grade at a private school in Baltimore By eighth grade there were a lot more In ninth its not like everybody is doing it but its much more common He said he attended two parties at friends houses this past semester where several couples engaged in oral sex He also knows a seventhgrade girl who in an effort to be cool told her friends this year that she had had oral sex with him which she had not It has At a middle school in Talbot County officials this year learned through the student grapevine that a girl and a boy both eighthgraders had engaged in oral sex in a crowded study hall The incident followed by only a few months a similar event on a school bus of seventhgraders returning from a field trip In both cases the students were advised to seek counseling school authorities said Some youths have even seen oral sex as a way to make money At Langston Hughes Middle School in Reston last year a seventhgrader whom school officials described as very bright attempted to arrange oral sex dates between classmates for money His scheme in the works for several weeks fizzled after students tipped off the schools police officer The boy was arrested convicted of solicitation and sentenced to a juvenile detention center According to two boys who ran with the Williamsburg crowd in Arlington their sexual activity began as petting late in seventh grade We were at a party at this house a whole bunch of guys and girls one boy said We planned out who would go into the bathroom who would go into the closet That pioneered everything Only one couple engaged in oral sex at that party according to these boys but as spring turned into summer and then into the fall of eighth grade more boys and girls started hooking up in relationships that might last a couple of weeks or fizzle in a few hours The two boys said they had heard about oral sex from older siblings and friends Typically they asked girls to do it they said Thats what happened to one girl who recalled her first experience at the start of eighth grade At a local park she and a bunch of friends paired up and she found herself with a boy she kinda liked He asked her to perform making her think theyd start going together if she complied I didnt really know what it was she said but he showed her I realized pretty soon that it didnt make him like me She said she engaged in oral sex twice more that year including at a party in early spring that eventually led to the principal finding out about the group The party was held on a Saturday night at a girls house About an hour after the party started the action moved outside under the deck where several couples including this girl and a boy she didnt even like started having oral sex We came back in and sat around and talked about it this girl recalled It was no big deal The girl said she was modeling herself after two others in the crowd whom she desperately wanted as friends They were doing it left and right she said It started a chain reaction I knew it was wrong but these girls were like good friends with you one day and not the next I didnt want to do anything to make them not like me Her friends told her that oral gratification is like a sexual thing that keeps us from having sex she said She bought the rationale Easy explanations for the students behavior eluded adults who knew them Impulsive teenage hormones some said Theres been so much publicity around AIDS and abstinence one mother said The kids thought this is one way we can express the feelings in our adolescent bodies They would argue they were acting responsibly another mom said The kids offered other explanations One girl said her most sexually active friends just wanted to be out there on the edge The girl who modeled herself after her friends said that her parents are divorced and she misses her fathers attention I had still have sometimes low selfesteem she said Young adolescents have difficulty negotiating sex in a relationship according to Peter Bearman a Columbia University sociologist and girls in eighth grade are particularly vulnerable because relating to boys has never been more important The girls in this crowd were no slouchers pulling As and Bs at a school of about 1000 students where test scores are consistently among Virginias highest Both boys and girls sang in the chorus several played basketball and soccer or ran track The Washington Post is withholding the participants identities because of their age By the end of eighth grade one boy said he had hooked up with six girls Alcohol and marijuana were not uncommon at eighthgrade gettogethers he said He and a friend denied that the girls were coerced The girls made up this hookup thing said one boy and it turned out to mean a lot more to them than to us The guys hooked up with the girls because the girls were hot The girls wanted to have a relationship I never thought I could get a disease said the boy who claimed six partners I knew these people Pregnancy not disease was the issue on the kids minds My parents would totally kill me if I got pregnant one girl said By the time of the spring party several abstinent friends who ran with this crowd were getting worried There were no boundaries said one such girl They didnt know when to quit It was going too fast one boy recalled Finally one of their crowd broke down and told Thomas the school counselor about the spring party Thomas passed on the news to Principal McCourtDirner who had heard similar accounts from teachers who kept their ears open to hallway conversations I felt like we had to do something McCourtDirner recalled There was a pretty loose supervision pattern going on With that many kids participating it was important to get the information to parents Most of the youths had hoodwinked their parents she said pulling the old Ill be at soandsos house ruse and assuming correctly that their parents wouldnt check on them In a move she would later be criticized for McCourtDirner asked only the girls parents to the meeting She started off by telling parents she had caught several eighthgrade girls slipping into the building after the recent spring musical She suspected these girls had told their parents they were attending the musical You need to get to know each other she told the parents and make sure your daughters are where they say they are The conversation meandered until one mother could stand it no longer I got up and told them what my daughter was doing that it didnt start with her and wouldnt stop with her she said Two other parents came forward she said but most seemed in denial The thing you kept hearing was But my daughter is in honors classes Parents had tears in their eyes said one mother who was present Several times parents asked What about the boys Why werent their parents at the meeting In an interview McCourtDirner said she didnt bring the boys parents together both because fewer boys were involved and because she thought it would be more effective if teachers spoke to the parents individually But two of the boys most intimately involved said neither they nor their parents were ever approached by a teacher and McCourtDirner could not say for sure whether they were The girls parents still smart from what they see as a double standard Our girls were portrayed as the bad girls one mother said Where were the bad boys While most of the youths resented the principals intervention several parents were grateful for it I thought I would be able to tell the day my daughter became sexually active one mother said I was dead wrong This whole thing opened up a whole new avenue in my relationship to my daughter When some parents tried to speak to their daughters the girls shrugged off the significance of what they had done Whats the big deal President Clinton did it one said Many parents nonetheless instituted strict disciplinary measures Some grounded their daughters for weeks Several started reading their daughters diaries and checking their email Some began staying home in the afternoons to make certain their daughters did too Some took their daughters to be tested for disease and at least one arranged for her daughter to see a counselor One mother told her daughter she couldnt listen to rap music anymore Some of the students now consider their behavior infantile and degrading Oral sex is okay in a longterm relationship they say but not the way they were practicing it a year ago Even today it shocks me so much that I put myself at that level one girl said I cant believe I was so weak She and a friend have found that their reputation trails them in high school All the older girls hate us because they know what we did she said They call us the Williamsburg hos She has heard that some middle school students this year followed in her groups footsteps and that makes her sad We didnt set an example for the younger kids she said Hindsight is everything Oral sex is not appropriate in middle school she concluded Youre still little Heck were little now Copyright 1999 The Washington Post Company Back to the top

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Holiday Décor Halloween Decorations Outdoor Halloween Decorations Pumpkins Outdoor Decor Outdoor Pumpkin Decorations Recommended Category Special Offers Customer Rating 1 or 2Day Shipping to 98052 Sale Quickview Tall Pumpkin Luminary Decorative Lantern By Desert Steel 6799 7600 300 FREE Shipping Sale Quickview Squatty Pumpkin Luminary Decorative Lantern By Desert Steel 5399 7004 195 FREE Shipping Sale Quickview Classic Pumpkin By CraftTex 4499 5800 40 Quickview Lighted Halloween Inflatable Pumpkin with Spider IndoorOutdoor Decoration By BZB Goods 4299 8999 7 Quickview Black Pumpkin Silhouette Sign By Design House 7599 13 FREE Shipping Sale Quickview Airblown Inflatables Animated Whimsy Pumpkin Stack By Gemmy Industries 7399 13499 2 FREE Shipping Quickview Pumpkin Spinner Stake By Exhart 2199 13 Quickview Tin Fall Pumpkin By Craft Outlet 2399 3 Sale Quickview Jumbo Jarrahdale Pumpkin By CraftTex 6999 9800 13 FREE Shipping Quickview More Options Galvanized Pumpkin Tall By The Holiday Aisle from 4099 38 Out of Stock Quickview 2 Piece Owl Pumpkin Holders Set By Plow Hearth 1895 84 Out of Stock Quickview Pumpkin Patch Ball Decorative Lantern By Plow Hearth 3995 28 Out of Stock Quickview Pumpkin Boy Skeleton Airblown Halloween Inflatable By Gemmy Industries 2899 3299 32 Out of Stock Quickview Harvest Pumpkin Garden Stake By Jeco Inc 2799 2999 8 Out of Stock Quickview Iron Mesh Pumpkin Garden Stake By Glitzhome 2199 21 Out of Stock Sale Quickview Panoramic Projection Pumpkin Inflatable By The Holiday Aisle 8999 15499 7 Out of Stock Quickview Pumpkin Hanging Ceramic Lantern By BZB Goods 2399 3999 5 Out of Stock Quickview Wood and Metal Pumpkin Garden Stake By Wind Weather 3995 1 Out of Stock Quickview Pumpkin Ceramic Solar Powered Changing LED Light By BZB Goods 2299 3999 1 Out of Stock 48 Items Per Page 1 Outdoor Pumpkin Decorations At Wayfair we carry a wide selection of Pumpkins Outdoor Decor so you can choose from many different options for your home We carry the best Pumpkins Outdoor Decor products so you can find one that is just right for you With our large selection of home goods youre likely to find something that youll love If youre looking for where to buy Pumpkins Outdoor Decor online then youll have no trouble finding a great option on Wayfair

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Holiday Décor Christmas Christmas Decorations Christmas Ornaments All Christmas Ornaments Vickerman Christmas Ornaments 202 Results Sort Filter Lame Diamond Ribbon By Vickerman from 1399 2788 2Day Shipping Striped Candy Cane Christmas Ornament Set of 12 By Vickerman 1599 133 per item Drilled UV Christmas Ball Ornament By Vickerman 619 Mesh Metalic Check Ribbon By Vickerman from 2099 5272 Sale Shatterproof Icicle Christmas Ornament Set of 36 By Vickerman from 1199 033 per item 3 Piece Beaded Sequin and Glitter Pear Apple and Pomegranate Fruit Christmas Ornament Set By Vickerman from 1199 1299 Mesh Stripe Ribbon By Vickerman from 1199 1912 Crackle Ball UV Drilled Christmas Ornament Set of 12 By Vickerman 1599 133 per item Sale Sparkling Tinsel Artificial Christmas Garland By Vickerman from 2299 3899 Sparkle Burlap Ribbon By Vickerman from 1299 2290 Shiny Glitter Drop Tnsel Tree Garland By Vickerman 2599 7210 2Day Shipping Icicle Ornament Set of 6 By Vickerman 996 166 per item Sale Shatterproof Christmas Glitter Ball Ornament By Vickerman from 863 999 Lame Check Ribbon By Vickerman from 1399 2664 2Day Shipping Diamond MatteGlitter Ornament By Vickerman from 830 1020 Commercial Shatterproof Christmas Ball Ornament By Vickerman from 950 Sale Candy Mirror Ball Ornament By Vickerman 1099 1700 2Day Shipping Sale Ball Matte UV Drilled Cap Ball Ornament By Vickerman 1599 2482 Sale Retro Reflector Shatterproof Christmas Ball Ornament By Vickerman from 1299 1999 Sale Diamond Tree Topper By Vickerman 1699 2450 Candy Finish Finial Christmas Ornament Set of 3 By Vickerman 999 333 per item Sale Cotton Candy Lollipop Christmas Ornament Decoration By Vickerman from 1299 Tnsel Tree Garland By Vickerman 2899 4017 2Day Shipping Snowflakes Acrylic Christmas Ornament By Vickerman 1199 1536 Sale Finial Ornament By Vickerman 1799 4074 2Day Shipping Sale Antique Gold Ball Finial Ornament By Vickerman 1399 2968 2Day Shipping Halloween Skeleton Glow Ribbon By Vickerman 1599 2726 Lame Chevron Ribbon By Vickerman from 1399 2746 Lame Diamond Ribbon By Vickerman from 1399 2904 Sale 32 Piece Shatterproof Christmas Ball Ornament Set By Vickerman from 2499 4999 Antique Gold Ball Drop Ornament By Vickerman 1599 2974 2Day Shipping Sale Set of 3 Diva Safari Zebra Print Stripes Black and White Christmas Ornaments 7 By Vickerman 1999 2Day Shipping Sale Shatterproof Christmas Ball Ornament Set of 60 By Vickerman 2699 045 per item Set of 3 White Beaded Frozen and Glittered Apple Pear and Pomegranate Fruit Christmas Ornaments 325 By Vickerman 1599 2Day Shipping Sale Beaded Artificial Christmas Garland By Vickerman 2599 3899 Colorful Ribbon By Vickerman 1099 1752 Snow Candy Jewel Finial Ornament By Vickerman 1399 2652 Shiny Ball UV Drilled Cap By Vickerman 1699 2482 Sale Commercial Shatterproof Christmas Ball Ornament By Vickerman from 878 Outoor Bow By Vickerman from 1799 3262 6 Piece Shiny Shatterproof Santa Claus Hat Jacket and Stocking Christmas Shaped Ornament Set By Vickerman 2099 2999 Swirl Dot Ribbon By Vickerman 1099 1882 Sale Old Fashion MatteGlitt Ball Ornament By Vickerman from 1299 2380 Candy Fantasy Wrapped Candy Christmas Ornament Decoration By Vickerman from 1899 2499 Sale Commercial Length Extra Wide Wired Mesh Tinsel Garland Ribbon By Vickerman 4699 7499 Mixed Gooseberry Berry Pick By Vickerman 1099 Dupion Crystal Accents Christmas Ribbon By Vickerman 2499 4612 Sale Shatterproof Christmas Ball Ornament Set of 12 By Vickerman from 2199 183 per item

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B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O


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Reading Classroom Ideas What Is a Book Talk Your Guide to Making Them Work in the Classroom Get dozens of teacher and student tips Samantha Cleaver on July 2 2018 You want your students to read more but the books arent exactly flying off the classroom bookshelves A book talk may be just the tool you need to engage your students in a new book A book talk could sell your students on the idea of picking up a new title or author or give them the push they need to find a book they love and convince their peers to read it Top image by mrs_cronk on Instagram What is a book talk A book talk is a short presentation about a book with the goal of convincing other people to read it Its not a formal book report or review And its more persuasive than expositorythink sales and marketing In a book talk the goal is to engage the listeners and present a fun exciting and even suspenseful commercial for your book A book talk could highlight the plot like this example featuring the book Smile by Raina Telgemeir It could focus on a character like this talk on the book Matilda by Roald Dahl Or it could recreate a books mood to ignite readers curiosity Teach your students how to do book talks by modeling the practice Then hand the reins to students by assigning them book talks in partners or as presentations What are some good book talk examples Books talks can take many forms Here are some of our favorite examples Teacher Mr Rigney talks about Frankenstein by Mary Shelley A studentled book talk about Because of Winn Dixie by Kate DiCamillo A studentled book talk about Wemberly Worried by Kevin Henkes Note how she takes on the character of Wemberly to sell the book This student takes on the persona of Percy Jackson for her book talk As you get started use a book talk template to help students organize their talks Choosing a book to talk about Probably the best way to choose a book for a book talk is to find one that you really like If students need inspiration to find a book to talk about Provide a box of books that are recommended for their grade level like this list for 4th grade As you get to know students slip them a note card with a personalized book recommendation The personal touch will give them the confidence to know that they can read the book and that its a good choice Focus on a theme like Womens History Month by providing a shelf of books inspired by the topic Ensure that students will connect with a book by having them choose a book written in first person with characters that reflect their experiences check out this list of diverse titles for ideas Planning the best book talk You have a book and know you have to sell it but students need more guidelines than that Here are some parameters that will maximize the book talk format Dont give away the ending the exception may be for a series or book of short stories where incorporating the ending to one story might excite readers about reading more from that author Similarly show the book title and author at the end of the book talk Dont lead with it Thatll keep the audience engaged and wondering Have I heard of this book Start with a hook that will get the audiences attention This can be verbal like reading a portion of the story perhaps a cliffhanger or nonverbal like reenacting a major fight scene End with a hook Leave the audience wanting to know more by creating a cliffhanger like authors do at the end of a chapter and ending with it A book talk is successful when the audience has questions A book talk should be short Aim for between one and five minutes depending on your audience No two book talks should sound the same Bring your own personality and voice to the book talk and encourage students to do the same Choose a book that has a strong theme that will be of interest to your class In middle and high school books about love humor magic friendship and problems they deal with every day breakups family school etc are likely to resonate Prepare for a book talk while you read by taking notes and placing sticky notes at cliffhangers quotes scenes that surprise you and parts that you connect with Think about craft What does the author do to keep you engaged Like any good presentation dont memorize it but do have your major points in mind Engage your audience ask questions take a poll have them guess what will happen next The author kept you on the edge of your seat get your students on the edge of theirs Practice practice practice Teacher bonus Unlike your students who take your class only once you can perfect a book talk and give it year after year Book talks learning and love of reading So theyre fun and spirited but there are also real academic benefits to incorporating book talks into your classroom They get kids reading really reading When students do a book talk they have to know the book and know it well A book talk will fall flat if they havent read the book and cant talk about it They get kids sharing reading with others Reading can be contagious and book talks are a great way to spread a love of reading throughout your class one book at a time They teach notetaking As students prepare for a book talk taking notes and using those notes to summarize the story is an important skill theyll develop They build presentation skills The process of reading the book thinking through how to present it and practicing are good rehearsal for later presentations They build listening skills When students arent presenting theyre listening The practice of participating in book talks listening and asking questions refines students listening skills Bringing book talks to the next level Already do book talks Here are some ways to kick it up a notch The cardinal rule of book talks is to talk about a book you like but challenge your students to give a book talk about a book they dont like Can they convince people that they actually liked the book Partner book talks As students get comfortable with book talks you can pair them up in class or across classes for them to have conversations with peers As they talk about different books encourage them to find similarities and differences between what theyre reading Picturebook talks Challenge older students to hone their presentation skills by having them give a book talk on a picture book Peer review Create a rubric or checklist like this one and have students give each other feedback Come and share your book talk ideas in our WeAreTeachers HELPLINE group on Facebook Plus check out 8 ways to amp up book talks Posted by Samantha Cleaver Samantha Cleaver PhD is a former special education teacher and instructional coach She loves writing reading and traveling to new places that shes read about All Posts

O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O


Applying to Webb Webb Admission Request Information Applying to Webb Affording Webb Visit Us Webb on the Road Meet the Admission Team The Student Experience The Week at Webb Webb Social Connection Admission Events Applications for the 20192020 school year are now available Please review the following application steps for information about the application process Applications are due January 15 2019 Visit Us Applicants who wish to apply as a day student must live in one of the following designated Day Cities Day School Cities Alta Loma Mount Baldy Azusa Ontario Claremont Phillips Ranch Covina Pomona Fontana Rancho Cucamonga Glendora San Dimas La Verne Upland Montclair Webb is committed to sustainability Therefore we ask that you not send additional materials ie certificates letters portfolios etc Your accomplishments and activities should be included in your student statement The Webb Schools admits student of any race color national and ethnic origin sexual orientation or any other characteristics protected by state or federal law to all the rights privileges programs and activities generally accorded or made available to students at the schools Webb does not discriminate on the basis of race color national and ethnic origin sexual orientation or any other characteristic protected by state or federal law in administration of its educational policies tuition assistance athletic and other schooladministered programs or any other basis in law

O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O


Drugs Medications Potassium BICARBONATE COMMON BRANDS EfferK KLyte GENERIC NAMES Potassium BicarbCitric Acid Read Reviews 0 Find Lowest Prices Uses Uses This medication is a mineral supplement used to treat or prevent low amounts of potassium in the blood A normal level of potassium in the blood is important Potassium helps your cells kidneys heart muscles and nerves work properly Most people get enough potassium by eating a well balanced diet Some conditions that can lower your bodys potassium level include severe prolonged diarrhea and vomiting hormone problems such as hyperaldosteronism or treatment with water pills diuretics How to use Potassium BICARBONATE Take this medication by mouth as directed by your doctor usually 1 to 4 times daily To prevent stomach upset take each dose with a meal Dissolve the prescribed number of tablets in at least 4 ounces 120 milliliters of cold water or juice per tablet After the tablets are fully dissolved sip the liquid slowly over 5 to 10 minutes If you have upset stomach mixing your dose in a larger amount of liquid may help Take this medication regularly to get the most benefit from it To help you remember take it at the same times each day The dosage is based on your medical condition and response to treatment Do not increase your dose or take it more often than prescribed Tell your doctor if your condition does not improve or if you have symptoms of low potassium in the blood such as irregular heartbeat muscle weakness cramps Side Effects Precautions Interactions Overdose Images Drug Survey Are you taking Potassium BICARBONATE Yes No Adderall Celexa Cipro Cymbalta Flexeril Hydrocodone Prilosec Prozac Seroquel Synthroid Tramadol Trazodone Lexapro Lisinopril Mobic Naproxen Neurontin Pradaxa Prednisone Vicodin Warfarin Wellbutrin Xanax Zocor Zoloft Selected from data included with permission and copyrighted by First Databank Inc This copyrighted material has been downloaded from a licensed data provider and is not for distribution expect as may be authorized by the applicable terms of use CONDITIONS OF USE The information in this database is intended to supplement not substitute for the expertise and judgment of healthcare professionals The information is not intended to cover all possible uses directions precautions drug interactions or adverse effects nor should it be construed to indicate that use of a particular drug is safe appropriate or effective for you or anyone else A healthcare professional should be consulted before taking any drug changing any diet or commencing or discontinuing any course of treatment

O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O


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O O B I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O


Question and answer A surface receiving sound is moved from its original position to a position three times farther away from the source of the sound The intensity of the received sound thus becomes nine times as low Log in for more information Question Asked 6202016 90043 AM Updated 10162016 70954 AM 1 AnswerComment Get an answer Search for an answer or ask Weegy 14 A surface receiving sound is moved from its original position to a position three times farther away from the source of the sound The intensity of the received sound thus becomes A three times as low B nine times as high C three times as high D nine times as low New answers Rating 3 sacha A surface receiving sound is moved from its original position to a position three times farther away from the source of the sound The intensity of the received sound thus becomes nine times as low Log in for more information Added 10162016 70954 AM This answer has been confirmed as correct and helpful Confirmed by yumdrea 10162016 90818 AM Comments There are no comments Add an answer or comment Questions asked by the same visitor The acceleration of gravity is a constant equal to _______ meters per second squared A 98 B 76 C 84 D 102 More Question Not Answered Updated 7102016 33618 AM 1 AnswerComment 1 In a cathode ray tube the number of electrons that reach the fluorescent screen is controlled by the A deflecting plate B grid C anode D cathode Weegy In a cathode ray tube the number of electrons that reach the fluorescent screen is controlled by the Grid More Question Updated 176 days ago792018 35619 PM 0 AnswersComments 1 Which of the following is not a power of the United States Congress A Enforcing immigration laws B Regulating commerce between the states C Establishing and paying for the armed forces D Levying and collecting taxes More Question Not Answered Updated 7222016 64503 AM 1 AnswerComment The indentation style used on a Works Cited page is called A block indent B reverse indent C standard indent D hanging indent Weegy To indent is to start a line of text or position a block of text table etc further from the margin than the main part of the text More Question Updated 6222016 20901 PM 1 AnswerComment Citation must be provided for A wellknown quotations B words and ideas borrowed from another author C common knowledge D familiar proverbs Weegy Citation must be provided for words or ideas borrowed from another author More Question Updated 6222016 21419 PM 0 AnswersComments 28042205 questions answered

B O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O O O O O O O O O O O O O O O O B O O O O O O O O O O O O O B O O O O O O O O O


Question and answer A magnifying glass is an example of a _______ lens A planoconcave B doubleconcave C converging D planoconvex A magnifying glass is an example of a planoconvex lens yeswey Points 14332 Log in for more information Question Asked 6232014 104027 AM Updated 6232014 30050 PM 0 AnswersComments This answer has been confirmed as correct and helpful Get an answer Search for an answer or ask Weegy A magnifying glass is an example of a _______ lens A planoconcave B doubleconcave C converging D planoconvex New answers Rating There are no new answers Comments There are no comments Add an answer or comment Questions asked by the same visitor A search engine is a way to A speak with a reference librarian B borrow reference books in the library C find information on the Internet D revise a rough draft More Question Not Answered Updated 6232014 114036 AM 1 AnswerComment The shortest wavelength within the visible spectrum is _______ light A orange B red C blue D violet Weegy A violet is the shortest wavelength More Question Expert Answered Updated 6232014 25631 PM 0 AnswersComments A unit for measuring frequency is the A ohm B watt C hertz D ampere Weegy A unit for measuring frequency is the hertz More Question Expert Answered Updated 6232014 111706 AM 0 AnswersComments 27957557 questions answered

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Whats the link between intelligence and confidence 06 Nov 2014 Stephan Lewandowsky Chair of Cognitive Psychology University of Bristol Latest Articles Companies have no excuse for diversity fatigue Miki Tsusaka 03 Jan 2019 7 steps to becoming a CEO Academy Clarke Murphy 03 Jan 2019 An ageing workforce isnt a burden Its an opportunity Jo Ann Jenkins 03 Jan 2019 More on the agenda Explore context Neuroscience Explore the latest strategic trends research and analysis It is an unfortunate paradox if youre bad at something you probably also lack the skills to asses your own performance And if you dont know much about a topic youre unlikely to be aware of the scope of your own ignorance Type in any keyword into a scientific search engine and a staggering number of published articles appears Climate change yields 238000 hits tobacco lung cancer returns 14500 and even the largely unloved Arion ater has earned a respectable 245 publications Experts are keenly aware of the vastness of the knowledge landscape in their fields Ask any scholar and they will likely acknowledge how little they know relative to what is knowable a realisation that may date back to Confucius Here is the catch to know how much more there is to know requires knowledge to begin with If you start without knowledge you also do not know what you are missing out on This paradox gives rise to a famous result in experimental psychology known as the DunningKruger effect Named after Justin Kruger and David Dunning it refers to a study they published in 1999 They showed that the more poorly people actually performed the more they overestimated their own performance People whose logical ability was in the bottom 12 so that 88 out of 100 people performed better than they did judged their own performance to be among the top third of the distribution Conversely the outstanding logicians who outperformed 86 of their peers judged themselves to be merely in the top quarter roughly of the distribution thereby underestimating their performance Ignorance is associated with exaggerated confidence in ones abilities whereas experts are unduly tentative about their performance This basic finding has been replicated numerous times in many different circumstances There is very little doubt about its status as a fundamental aspect of human behaviour Confidence and credibility Here is the next catch in the eyes of others what matters most to judge a persons credibility is their confidence Research into the credibility of expert witnesses has identified the experts projected confidence as the most important determinant in judged credibility Nearly half of peoples judgements of credibility can be explained on the basis of how confident the expert appears more than on the basis of any other variable Does this mean that the poorestperforming and hence most overconfident expert is believed more than the top performer whose displayed confidence may be a little more tentative This rather discomforting possibility can not be ruled out on the basis of existing data But even short of this extreme possibility the data on confidence and expert credibility give rise to another concern In contested arenas such as climate change the DunningKruger effect and its flowon consequences can distort public perceptions of the true scientific state of affairs To illustrate there is an overwhelming scientific consensus that greenhouse gas emissions from our economic activities are altering the Earths climate This consensus is expressed in more than 95 of the scientific literature and it is shared by a similar fraction 9798 of publishing experts in the area In the present context it is relevant that research has found that the relative climate expertise and scientific prominence of the few dissenting researchers are substantially below that of the convinced researchers Guess who then would be expected to appear particularly confident when they are invited to expound their views on TV owing to the medias failure to recognise false balance as actual bias Yes its the contrarian blogger who is paired with a climate expert in debating climate science and who thinks that hot brick buildings contribute to global warming Im not an expert but How should actual experts those who publish in the peerreviewed literature in their area of expertise deal with the problems that arise from DunningKruger the medias failure to recognise balance as bias and the fact that the public uses projected confidence as a cue for credibility We suggest two steps based on research findings The first focuses on the fact of a pervasive scientific consensus on climate change As one of us has shown the publics perception of that consensus is pivotal in determining their acceptance of the scientific facts When people recognise that scientists agree on the climate problem they too accept the existence of the problem It is for this reason that Ed Maibach and colleagues from the Centre for Climate Change Communication at George Mason University have recently called on climate scientists to set the record straight and inform the public that there is a scientific consensus that humancaused climate change is happening One might object that setting the record straight constitutes advocacy We do not agree sharing knowledge is not advocacy and by extension neither is sharing the strong consensus behind that knowledge In the case of climate change it simply informs the public of a fact that is widely misrepresented in the media The public has a right to know that there is a scientific consensus on climate change How the public uses that knowledge is up to them The line to advocacy would be crossed only if scientists articulated specific policy recommendations on the basis of that consensus The second step to introducing accurate scientific knowledge into public debates and decisionmaking pertains precisely to the boundary between scientific advice and advocacy This is a nuanced issue but some empirical evidence in a naturalresource management context suggests that the public wants scientists to do more than just analyse data and leave policy decisions to others Instead the public wants scientists to work closely with managers and others to integrate scientific results into management decisions This opinion appears to be equally shared by all stakeholders from scientists to managers and interest groups Advocacy or understanding In a recent article we wrote that the only unequivocal tool for minimising climate change uncertainty is to decrease our greenhouse gas emissions Does this constitute advocacy as portrayed by some commenters It is not Our statement is analogous to arguing that the only unequivocal tool for minimising your risk of lung cancer is to quit smoking Both statements are true Both identify a link between a scientific consensus and a personal or political action Neither statement however advocates any specific response After all a smoker may gladly accept the risk of lung cancer if the enjoyment of tobacco outweighs the spectre of premature death but the smoker must make an informed decision based on the scientific consensus on tobacco Likewise the global public may decide to continue with business as usual gladly accepting the risk to their children and grandchildren but they should do so in full knowledge of the risks that arise from the existing scientific consensus on climate change Some scientists do advocate for specific policies especially if their careers have evolved beyond simply conducting science and if they have taken new or additional roles in policy or leadership Most of us however carefully limit our statements to scientific evidence In those cases it is vital that we challenge spurious accusations of advocacy because such claims serve to marginalise the voices of experts Portraying the simple sharing of scientific knowledge with the public as an act of advocacy has the pernicious effect of silencing scientists or removing their expert opinion from public debate The consequence is that scientific evidence is lost to the public and is lost to the democratic process But in one specific way we are advocates We advocate that our leaders recognise and understand the evidence We believe that sober policy decisions on climate change can not be made when politicians claim that they are not scientists while also erroneously claiming that there is no scientific consensus We advocate that our leaders are morally obligated to make and justify their decisions in light of the best available scientific social and economic understanding Published in collaboration with The Conversation Author Stephan Lewandowsky is Chair of Cognitive Psychology at University of Bristol Richard Pancost is Professor of Biogeochemistry Director of the Cabot Institute at University of Bristol Image Artist Olafur Eliassons giant representation of the sun part of his Weather Project in the Turbine Hall of Londons Tate Modern October 15 2003 REUTERSPeter MacDiarmid Share Written by Stephan Lewandowsky Chair of Cognitive Psychology University of Bristol The views expressed in this article are those of the author alone and not the World Economic Forum

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