It seems “fake news” style ads being employed by e-cigarette companies can be fairly effective among young people.
Currently the FDA requires large warnings about the addictive chemical nicotine present in e-cigarette products. Before that law went into effect, e-cigarette company Blu took advantage of the idea and the space on its packaging by including a fake warning; the warning mimics almost exactly similar warnings on cigarette packing and the warnings now in effect on e-cigarette products.
The messages featured the large print, all capital word IMPORTANT. Following this were slogans such as “contains flavor” or “less harmful to your wallet” followed. Below the “fake” warnings were actual warnings about the product contents.
A new study by Ohio State University faculty, published in the journal “Tobacco Control”, found that these fake warning messages stuck with teenage boys who viewed them.
In the study which used the fake warnings from Blu’s Something Better marketing campaign, twenty-seven percent said the fake warning was what they remembered most from the packaging. As stunning nineteen percent could even repeat the fake warning slogans with accuracy.
These same teens had much lower odds of being able to recall the true warnings about the product contents and health risks compared to boys who looked at other e-cigarette package based marketing. All packaging and advertising viewed used the smaller, real warning at the bottom of the ad or packaging.
The kinds of questions teachers ask children when they read books affect how much children learn, according to a new study. The study observed teachers during classroom story time and discovered the questions they ask are often too simple.
Only 24% of what teachers said when not reading the text were even questions. And those questions were answered correctly 85% of the time. While this study observed teachers, the same applies to parents and their children during story time.
Classrooms were monitored while teachers read a 25-page story called Kingdom of Friends in which two friends argue but learn to resolve their differences. All discussion was transcribed by researchers, both the teacher and children. Some five thousand questions by teachers and just under thirty five hundred child responses were recorded.
Over half, 52%, of questions were yes or no type questions. As we would expect most these questions were answered one-word style by children. The rest of the questions asked why and how.
The latter type, researchers say, are the type we need more of because they tend to produce more complex answers from the children.
These skulls and their analysis muddle the theory that the first settlers in the Americas were much more biologically similar. Scientists have long talked about the settlement of the Americas as if North and South shared a common narrative, but there stories are indeed very different.
They found them in submerged caves in Quintana Roo, Mexico. When the people the skulls belonged to were living the caves were above sea level.
The oldest of the skulls was very much akin to North American arctic people. The second oldest skull was more alike to European people. The third more alike to Asian or Native American peoples. The fourth sharing similarities with arctic peoples but having some South American features.
The skulls are very important because in North American fewer than 20 skeletons over eight thousand years old have been found, where as in South America between 300 to 400 have been found.