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   Let’s start by discussing smoking. It continues to be the leading cause of preventable disease and death in many countries. The highest percent of smoking tends to be seen among people with a high school diploma (or not even that!), and the lowest is among those with a bachelor’s degree or higher. Trends in efforts to quit smoking habits also vary by educational level. Adults with only a high school diploma historically have had the lowest rates of quitting smoking compared to adults overall. But these data document the relationship when it is too late: Adults don’t drop out of school, children do.

   The field of public health recognizes education is a social determinant of health and an indicator of well-being. National efforts in North America are currently focused on promoting literacy, and increasing high school completion and college enrollment. It is critical to ensure that children have positive learning experiences while they are still young so that they can achieve educational success. This is one of the best ways to ensure that they can live healthier lives as adults.

   A human baby’s brain is not fully developed at birth. Rapid brain developments and the acquisition of foundation skills occur in the first few years of life and then steady into childhood and adolescence. Abuse, neglect, poverty and related stressful exposures can put children at risk for problems with healthy cognitive, social and emotional development, which can interfere with learning.

   To effectively address the problem, learning environments must include staff who have knowledge about trauma and symptoms of trauma. Most importantly, the school ecosystems, which include the schools’ staff, must be prepared and able to provide children, and each other, safe, supportive and trusting environments. Thus, creating effective solutions will require a multigenerational approach – that is, one that focuses on the children affected as well as on the adults dealing with them. In order to promote well-being across the lifespan, we must collectively invest in meeting the needs of future generations.

(Shanta R. Dube. 07.02.2018, https://theconversation.com. Adaptado) 

Read the text below and answer the questions that follow.

Text

Should schools just say no to pupils using phones?

14th July 2024

Natalie Grice – BBC News

“I wouldn’t say it’s a good thing for a child never to have a smartphone. I think it’s part of a balanced life. You’ve got to live in your own time.”

These are not the words you might expect to hear from a teacher at a school that has never in its history allowed pupils under sixth form age to use a mobile phone on the premises.

But Sarah Owen, deputy head at Stanwell School in Penarth, Vale of Glamorgan, was simply expressing a personal opinion, rather than the school’s view about a young person’s wider life.

It is clear that she and the school have very firm opinions on what is best for children while they are on school grounds.

For Stanwell pupils in years 7 to 11, that has always meant no phones. Not in lessons, not in the corridor, not at breaktimes.

It is such a long-established rule that it presumably comes as no surprise to pupils and parents when they join the school, which is starting to seem as if it may have been ahead of a growing curve.

In the past few years, a number of schools across Wales and further afield have introduced total bans on mobiles. While Stanwell only asks pupils to keep phones switched off in their bags, others require the devices to be handed in at the start of the day.

Llanidloes High School in Powys is one which has implemented this policy in the past few years and Ysgol Penrhyn Dewi in St Davids, Pembrokeshire, followed suit at the start of this year.

Sarah Owen has been at Stanwell School since 2000 and says that there has always been a no phone policy in the school. For Sarah, it is a question not of trying to impinge on their students’ freedom, but of giving them vital time away from mobile life, for welfare as well as educational reasons.

“We genuinely believe this is in their best interests,” she said. “Phone addiction and screen addiction and scrolling, the loss of concentration, the loss of soft skills around listening and interacting with others, that’s something we need to be concerned about as a society generally.”

“We want children to be interacting with each other, having conversations, playing football, having those connections and interactions with other people.”

Sarah also believes it gives pupils relief from the possibility of being “photographed, filmed, mocked in some way – that’s not a nice way for children to live”. She said she wanted her pupils to have “some sanctuary from the anxiety of feeling so scrutinised and looked at”. 

Adapted from: https://www.bbc.com/news/articles

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    It happens that the publication of this edition of the Oxford Advanced Learner’s Dictionary comes 250 years after the appearance of the first comprehensive dictionary of the English language, compiled by Samuel Johnson. Much has changed since then. The English that Johnson described in 1755 was relatively well defined, still essentially the national property of the British. Since then, it has dispersed and diversified, has been adopted and adapted as an international means of communication by communities all over the globe. English is now the name given to an immensely diverse variety of different usages. This obviously poses a problem of selection for the dictionary maker: which words are to be included in a dictionary, and thus granted recognition as more centrally or essentially English than the words that are left out?

     Johnson did not have to deal with such diversity, but he too was exercised with this question. In his Plan of an English Dictionary, published in 1747, he considers which words it is proper to include in his dictionary; whether ‘terms of particular professions’, for example, were eligible, particularly since many of them had been derived from other languages. ‘Of such words,’ he says, ‘all are not equally to be considered as parts of our language, for some of them are naturalized and incorporated, but others still continue aliens...’. Which words are deemed to be sufficiently naturalized or incorporated to count as ‘parts of our language’, ‘real’ or proper English, and thus worthy of inclusion in a dictionary of the language, remains, of course, a controversial matter. Interestingly enough, even for Johnson the status of a word in the language was not the only, nor indeed the most important consideration. For being alien did not itself disqualify words from inclusion; in a remark which has considerable current resonance he adds: ‘some seem necessary to be retained, because the purchaser of the dictionary will expect to find them’. And, crucially, the expectations that people have of a dictionary are based on what they want to use it for. What Johnson says of his own dictionary would apply very aptly to The Oxford Advanced Learner’s Dictionary (OALD): ‘The value of a work must be estimated by its use: It is not enough that a dictionary delights the critic, unless at the same time it instructs the learner...’.

(Widdowson, H. Hornby, A.S. 2010. Adaptado)