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    • Elaborate
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    • Reasoning Then Evidence
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    • Cause & Effect: Compounding Linking Words
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    • Ink Monsters
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    • Representational Masters
    • James Rizzi
    • Lettering
    • 漢字
    • Mandalas
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    • Curiosity and Science
    • Introduction
    • Earth's Systems
    • Energy
    • From Molecules to Organisms: Structures and Processes
    • Earth’s Place in the Universe
    • Earth and Human Activity
    • Waves and their Applications in Technologies for Information Transfer
  • Math Remodel
    • Depth of Knowledge - Math
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  • New Page

electronics expectations

4 rules
​digital entertainment

1 
​
40 minutes or less Per night on school nights.

2 
​
1 hour or less per day on weekends and vacations

3 
unused minutes do not rollover to other days

4 
​
No games in which the primary objective is killing people

3 guidelines
ditial information

1 
​
Responsible

Did you see or receive communication that is mean, personal, or feels wrong?
Identify two people that you can contact.

Do you know how to tell if you are communicating in a way that is mean, personal, or feels wrong?
Identify how you would communicate the idea to your parent, your teacher, and in public. Communicate it that way.

The internet is made by people with feelings and emotions that can cripple them in real life. You are responsible to those people.

2 
safety

Do you know the person communicating with you personally?
If not, do not communicate with them. Do not send them information about yourself.

If you do need to communicate with them, do it through a responsible adult that you know personally like a caregiver, parent, or teacher.

3 
reliability

You found information on the internet. Now what?
Source: Look up the organization and person. What are their credentials?

Accuracy: Does the information give the exact source of their information? Can you find the source and read it?
​

Purpose: Does the information seem meant to inform you or just to shock you or make you feel good about your beliefs?

online Resources

Online learning has value. If chosen wisely, it provides experiences and learning that can't be obtained offline. Below is a database of high utility sites that can stand alone or supplement offline learning.

notes

Dr. Leonard Sax is possibly the most informed source on the effects on electronics on the human brain in the context of childhood development and long term outcomes. The four rules for electronic media are drawn from his research. He isn't the researcher who led the studies from which the expectations below are drawn, but he has conducted extensive meta-studies on this research. These studies are in the notes at the end of this page, and are summarized in his general audience books such as The Collapse of Parenting. Moreover, I find that these rules match the real world needs of hundreds upon hundreds of students that I've worked with in my own position as a public school teacher. A selection of his research resources are below for further study.
American Academy of Pediatrics
Policy Statement: Virtual Violence
COUNCIL ON COMMUNICATIONS AND MEDIA
Pediatrics July 2016, e20161298; DOI: https://doi.org/10.1542/peds.2016-1298
https://pediatrics.aappublications.org/content/early/2016/07/14/peds.2016-1298 

Brent W. Roberts and colleagues, “The Power of Personality: The Comparative Validity of Personality Traits, Socioeconomic Status, and Cognitive Ability for Predicting Important Life Outcomes,” Perspectives on Psychological Science, 2:313-345, 2007, full text at http://classdat.appstate.edu/COB/MGT/VillanPD/OB%20Fall%202012/Unit%202/Person ality%20Articles/The%20Power%20of%20Personality%202007.pdf. 

There's a Startling Increase in Major Depression Among Teens in the U.S.
https://time.com/4572593/increase-depression-teens-teenage-mental-health/
Terrie E. Moffitt and colleagues, “A gradient of childhood self-control predicts health, wealth, and public safety”, Proceedings of the National Academy of Sciences, 108: 2693 – 2698, 2011, full text online at http://www.pnas.org/content/108/7/2693.full.pdf+html. 

Edward Swing and colleagues, “Television and video game exposure and the development of attention problems,” Pediatrics, volume 126, pp. 214 – 221, 2010. See also Douglas Gentile and colleagues, “Video game playing, attention problems, and impulsiveness: evidence of bidirectional causality,” Psychology of Popular Media Culture, volume 1, pp. 62 – 70, 2012. 

Jay Hull, Ana Draghici, and James Sargent, “A longitudinal study of risk-glorifying video games and reckless driving,” Psychology of Popular Media Culture, volume 1, pp. 244 – 253, 2012. See also Jay Hull and colleagues, “A longitudinal study of risk-glorifying video games and behavioral deviance,” Leonard Sax MD PhD Page 15 of 15 

Kathleen Beullens and Jan Van den Bulck, “Predicting young drivers’ car crashes: music video viewing and the playing of driving games. Results from a prospective cohort study,” Media Psychology, volume 16, issue 1, 2013. 

Stervo Mario and colleagues, “Frequent video-game playing in young males is associated with central adiposity and high-sugar, low-fibre dietary consumption,” Eating and Weight Disorders, volume 19, pp. 515-520, 2014. See also Catherine Berkey and colleagues, “Activity, dietary intake, and weight changes in a longitudinal study of preadolescent and adolescent boys and girls,” Pediatrics, volume 105, 2000, pp. e56; and Elizabeth Vandewater and colleagues, “Linking obesity and activity level with children’s television and video game use,” Journal of Adolescence, volume 27, pp. 71 – 85, 2004. 

Jean-Philippe Chaput and colleagues, “Video game playing increases food intake in adolescents: a randomized crossover study,” American Journal of Clinical Nutrition, volume 93, pp. 1196 – 1203, 2011. 

Megan Mathers and colleagues, “Electronic media use and adolescent health and well-being: cross-sectional community study,” Academic Pediatrics, volume 9, pp. 307 – 314, 2009.

Don’t Let the Culture Raise Your Kids Annotated Works Cited: https://books.google.com/books?id=xvaKDwAAQBAJ&pg=PT131&lpg=PT131&dq=leonard+sax+screen+time+usage+recommendations&source=bl&ots=BU28wg3q_o&sig=ACfU3U2ZyR65pDc1ofZDgn7_2KQc7jSR8Q&hl=en&sa=X&ved=2ahUKEwje7cT3lPDpAhU2GzQIHVYyCZoQ6AEwCXoECAoQAQ#v=onepage&q=leonard%20sax%20screen%20time%20usage%20recommendations&f=false

Video games tend to shift motivation away from the real world, to the virtual world. In a large, prospective, longitudinal cohort study, Professors Craig Anderson and Doug Gentile found that boys playing violent games – particularly games which deployed a moral inversion – exhibited changes in personality over a period of 3 or more years. They become more selfish, less honest, more hostile, and less patient. Douglas Gentile, Craig Anderson, and colleagues, “Mediators and moderators of long-term effects of violent video games on aggressive behavior,” JAMA Pediatrics, volume 168, pp. 450 – 457, 2014.

Boys who spend lots of time playing video games are more likely to become fat compared with boys who spend less time playing video games. There seem to be two mechanisms operating here. First, playing video games burns less calories than many other activities, such as playing actual sports. Secondly, less intuitively, playing video games seems to have a direct appetite-stimulant effect, worse than watching TV. That may be why time spent playing video games is significantly more likely to be associated with obesity and other bad health outcomes, compared with time spent watching TV.