domingo, 28 de julio de 2019

ARTICLE: "One Bottle at a Time"

One Bottle at a Time 
The pollution of the ocean is a massive environmental crisis. It may seem overwhelming, but the problem can be broken down into small tasks to which every individual can contribute.

Michael Patrick O'Neill/ Science Source

We have all seen the photos: birds nesting in piles of garbage along the shore, fish fatally caught in discarded netting, and huge mosaics of debris floating in the ocean. Even more alarmingly, what we see in these poignant images is only a portion of the problem. Approximately half of all plasticpollution is submerged below the ocean surface, much of it in the form of microplastics so small that we may never be able to clean them up completely. 
To cut through the enormity of the ocean pollution crisis, one approach is to focus on something recognizable within these images of debris. Identify something you personally have used that may have ended up in the ocean—a water bottle perhaps. Find one in an image and ask yourself, how did it get there?
Plastic is a human-made, synthetic material that was first discovered more than one hundred years ago but did not broadly enter the public sphere until the 1950s. While currently a major culprit in ocean pollution, plastics are not inherently bad for humans or the environment. In fact, in a United Nations (UN) report on combatting the negative effects of plastics, the head of the UN Environment Programme Erik Solheim made a point to acknowledge that plastic is in fact a “miracle material.”
“Thanks to plastics, countless lives have been saved in the health sector, the growth of clean energy from wind turbines and solar panels has been greatly facilitated, and safe food storage has been revolutionized,” Solheim wrote in his introduction. Yet plastic bottles are one of the most common items within marine debris. So how did such a promising material become a symbol of human environmental desecration?
Plastic bottles are a single-use plastic, a product designed to be used only once and then discarded. Single-use plastics also include plastic packaging, for example of meats and fresh produce, which accounts for almost half of all plastic pollution. This type of plastic product is distinct from multi-use plastics, which can also pollute the ocean, but tend to amass less frequently due to their multi-use nature.
For example, refillable bottles can store water in a way that does not produce the repeated waste of a single-use plastic water bottle. Refillable bottles can be made of many materials, including plastic, but last much longer than a single-use bottle and can be recycled when they become old or damaged. For both types of bottles, how they are discarded determines their ultimate resting place and whether they become pollutants of the ocean.
A single-use plastic water bottle was manufactured, filled with water, and likely transported to a store, where it sat on a shelf waiting for a thirsty purchaser. Many of us drink out of plastic bottles several times during an average day, week, or month. Once we are finished with it, we have a choice where we leave that bottle:
  • Recycling bin: Bottles destined for recycling are unlikely to end up in the ocean, in their current form, unless they are mismanaged or lost in transit to a processing facility. However, due to recent limitations in how recyclables are internationally transferred and accepted for processing, many of these bottles will unfortunately end up in landfills rather than recycling facilities.
  • Trash can: These bottles also will not likely end up, in their current form, in the ocean. However, in areas across the globe with poor waste management or a lack of properly sealed landfills, as a bottle breaks down into microplastic particles over time, some particles may seep into the soil and eventually make their way into our waterways, ultimately entering and polluting the ocean.
  • Litter: These bottles may very well be carried by wind, storm water, or other processes to sewers, rivers, lakes, and other waterways that may ultimately deposit the bottle in the ocean.

Multi-use plastic bottles face these same pathways at end of their life—but of course this happens much less frequently since they can be used many times.
National Geographic Explorer Heather J. Koldewey works to empower communities around the world to participate in solving the ocean pollution crisis from single-use plastics via incremental individual actions—including a campaign called One Less, which encourages people to stop using single-use plastic water bottles altogether. One Less is currently based in and focused on London, England and its inhabitants, but anyone can make the choice to use one less single-use bottle. 
Once in the ocean, a single- or multi-use bottle moves with the wind and ocean currents as it faces the elements. Plastics can take hundreds of years to break down into microplastic, which gives them plenty of time to sail the seas. After a certain amount of time, much of the debris from the coast will have met an oceanic gyre—a large system of rotating currents. The Pacific Garbage Patch, a widely known icon of ocean pollution, is within one of these gyres.
National Geographic Explorer Jenna Romness Jambeck has described the movement of plastics into such ocean gyres. Her work has influenced testimony to U.S. Congress and inspired discussion in the UN regarding policies that may help mitigate the marine debris crisis. She also co-developed an app to encourage public participation in identifying and cleaning up marine debris, including plastics, enabling citizen-science solutions at the grassroots level.
Specifically, Jambeck published research findings in the journal Science that provide details about the amount of plastic that makes its way into the ocean. Jambeck noted in this publication that the quality of waste management within a country substantially influences its contribution to marine pollution. As an immediate action to combat marine pollution, Jambeck and her colleagues suggest that industrialized countries address the growing use of single-use plastics. According to a 2018 UN report, sixty countries have passed such regulations to curb the use of plastic bags and polystyrene foam (commonly called Styrofoam) products.
Hopefully, future government and community solutions to ocean pollution will move toward an end to the crisis. In the meantime, individuals can get involved in citizen-science initiatives like Jambeck’s Marine Debris Tracker app and make smart choices about how to use and dispose of plastics, particularly the single-use items that dominate marine debris.


VOCABULARY: 

citizen science (Noun): science project or program where volunteers who are not scientists conduct surveys, take measurements, or record observations.

crisis (Noun): event or situation leading to dramatic change.

debris (Noun): remains of something broken or destroyed; waste, or garbage.

marine (Adjective): having to do with the ocean.

microplastic (Noun): piece of plastic between 0.3 and 5 millimeters in diameter.

ocean gyre (Noun): an area of ocean that slowly rotates in an enormous circle.

plastic (Noun): chemical material that can be easily shaped when heated to a high temperature.

pollution (Noun): introduction of harmful materials into the environment.

recycle (Verb): to clean or process in order to make suitable for reuse.


PUBLICATION DATE: July 1, 2019


sábado, 13 de julio de 2019

"To grow up healthy, children need to sit less and play more"


To grow up healthy, children need to sit less and play more

New WHO guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age


Resultado de imagen para niños jugando en paisajes



      Children under five must spend less time sitting watching screens, or restrained in prams and seats, get better quality sleep and have more time for active play if they are to grow up healthy, according to new guidelines issued by the World Health Organization (WHO).
       “Achieving health for all means doing what is best for health right from the beginning of people’s lives,” says WHO Director-General Dr Tedros Adhanom Ghebreyesus. “Early childhood is a period of rapid development and a time when family lifestyle patterns can be adapted to boost health gains.”
      The new guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age were developed by a WHO panel of experts. They assessed the effects on young children of inadequate sleep, and time spent sitting watching screens or restrained in chairs and prams. They also reviewed evidence around the benefits of increased activity levels.
      “Improving physical activity, reducing sedentary time and ensuring quality sleep in young children will improve their physical, mental health and wellbeing, and help prevent childhood obesity and associated diseases later in life,” says Dr Fiona Bull, programme manager for surveillance and population-based prevention of noncommunicable diseases, at WHO.
       Failure to meet current physical activity recommendations is responsible for more than 5 million deaths globally each year across all age groups.  Currently, over 23% of adults and 80% of adolescents are not sufficiently physically active. If healthy physical activity, sedentary behaviour and sleep habits are established early in life, this helps shape habits through childhood, adolescence and into adulthood.
       “What we really need to do is bring back play for children,” says Dr Juana Willumsen, WHO focal point for childhood obesity and physical activity. “This is about making the shift from sedentary time to playtime, while protecting sleep. “
      The pattern of overall 24-hour activity is key: replacing prolonged restrained or sedentary screen time with more active play, while making sure young children get enough good-quality sleep. Quality sedentary time spent in interactive non-screen-based activities with a caregiver, such as reading, storytelling, singing and puzzles, is very important for child development.
        The important interactions between physical activity, sedentary behaviour and adequate sleep time, and their impact on physical and mental health and wellbeing, were recognized by the Commission on Ending Childhood Obesity, which called for clear guidance on physical activity, sedentary behaviour and sleep in young children.
Applying the recommendations in these guidelines during the first five years of life will contribute to children’s motor and cognitive development and lifelong health

Recommendations:

Infants (less than 1 year) should:
-Be physically active several times a day in a variety of ways, particularly through interactive floor-based play; more is better. For those not yet mobile, this includes at least 30 minutes in prone position (tummy time) spread throughout the day while awake. 
-Not be restrained for more than 1 hour at a time (e.g. prams/strollers, high chairs, or strapped on a caregiver’s back). Screen time is not recommended. When sedentary, engaging in reading and storytelling with a caregiver is encouraged
-Have 14–17h (0–3 months of age) or 12–16h (4–11 months of age) of good quality sleep, including naps.

Children 1-2 years of age should:

-Spend at least 180 minutes in a variety of types of physical activities at any intensity, including moderate-to-vigorous-intensity physical activity, spread throughout the day; more is better. 


-Not be restrained for more than 1 hour at a time (e.g., prams/strollers, high chairs, or strapped on a caregiver’s back) or sit for extended periods of time. For 1-year-olds, sedentary screen time (such as watching TV or videos, playing computer games) is not recommended. For those aged 2 years, sedentary screen time should be no more than 1 hour; less is better. When sedentary, engaging in reading and storytelling with a caregiver is encouraged. 


-Have 11-14 hours of good quality sleep, including naps, with regular sleep and wake-up times.


Children 3-4 years of age should:

-Spend at least 180 minutes in a variety of types of physical activities at any intensity, of which at least 60 minutes is moderate- to vigorous intensity physical activity, spread throughout the day; more is better. 


-Not be restrained for more than 1 hour at a time (e.g., prams/strollers) or sit for extended periods of time. Sedentary screen time should be no more than 1 hour; less is better. When sedentary, engaging in reading and storytelling with a caregiver is encouraged. 

-Have 10–13h of good quality sleep, which may include a nap, with regular sleep and wake-up times.

SOURCE: https://www.who.int/news-room/detail/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more



Where education has no borders


Each day, almost 3,000 Venezuelan children cross the border for the Colombian city of Cúcuta – just to get to school.
By Alfonso F. Reca and Santiago Arcos
31 May 2019
CÚCUTA, Colombia – The daily school run – when parents escort their children to and from school – is a familiar ritual for families around the world. It’s more unusual for that journey to involve traveling to another country. Yet for almost 3,000 children crossing the Francisco de Paula Santander International Bridge from Venezuela into Colombia that’s what it takes every day to do something that can sometimes be taken for granted: accessing education.
The Francisco de Paula Santander International Bridge is closed to vehicles, meaning parents and children have to cross on foot. During the rainy season, that means children trudging through torrential rain in their school uniforms, carrying their backpacks. The journey is the same for those with disabilities.
Children crossing the bridge between Ureña on the Venezuelan side and Cúcuta on the Colombian side often use plastic sheets and tarps to shield themselves from the periodic heavy rain.
Around 10,000 Venezuelan children and adolescents are enrolled in school in Cúcuta, and around a third of them live in Venezuela. For thousands of children that means crossing the border each day if they don’t want to miss classes.
Buses provided by Colombia’s Ministry of Education, and supported by UNICEF, wait for students on the Colombia side of the border to take them to schools around the city.
The growing number of students has placed a strain on Cúcuta’s education system. The Colombian Government, UNICEF and other partners are helping train teachers, as well as providing schools with educational materials.
Misael Pastrana school, in Cúcuta, is a good example of how Venezuelan children are being integrated into the city’s education system. About 70 per cent of students at the school are Venezuelan, but here that is not important: students are treated the same.
UNICEF is supporting Colombia’s Ministry of Education in implementing flexible educational programmes that allow Venezuelan students to follow a regular curriculum, despite their exceptional circumstances.
Soccer and volleyball are the two most popular activities during break times. Students also take the opportunity to catch up with each other.
Classrooms in this school in Cúcuta are considered safe spaces for children, where, for a little while at least, they can set aside the worries – and dangers – of the outside world and focus on studying and spending time with their classmates.
So far in 2019, more than 130,000 Venezuelan children are enrolled in schools across the country, compared with 30,000 in November 2018.
UNICEF needs US$29 million to support basic needs in nutrition, health, education, water, sanitation and hygiene, and to provide protection services for families crossing from Venezuela to Colombia.

viernes, 12 de julio de 2019

Tech in the Classroom: Scratch

Resultado de imagen para scratch


What is it?  This is a programming tool for ages eight and up that allows users to create video games, interactive stories, animations and more.
How does it work?  Scratch makes coding complex animation and controls a breeze, taking all of the technical coding out of the process and replacing it with color-coded bars that can easily be dragged into an interlocking series of commands. Scratch is offered by MIT for free and can be downloaded for Mac, Windows and Linux via the Scratch web site.
How hard is it to use? It’s very easy—and even fun—to use. While researching the software, this writer, in less than 10 minutes, even made a goofy tribute animation to a favorite science fiction franchise. While all of the commands are basic, it will take some time for users to make more advanced programs like some of the ones visitors will see on the main site. A Scratch user needs to create an account with the community in order to share his/her work online. Users can interact with comments, see what others are viewing and even compete in remix contests.
How well does it work? This free software is powerful enough for users to replicate playable levels of Super Mario Bros, create animations that are close to Adobe Flash quality and bring Minecraft creations to life. Scratch works extremely well, and with its built-in audience, it also enables quick feedback from a range of users. Both artistic and techie-inclined students could do a lot with this tool.
How do I use it in the classroom? Scratch is a fantastic free educational resource and a standout in the Web 2.0 world, offering endless possibilities for creative teachers looking to engage students in tech-related careers. Some teachers might even be inclined to produce their own educational games and interactive stories.


Article by Jason Cunningham