Activision has banned over 65,000 players across Call of Duty: Warzone and Call of Duty: Modern Warfare 3.

The bans rolled out in the last few hours, purging thousands of "cheating and boosting" players from both Ranked and non-Ranked play alike.

"The Ricochet Anti-Cheat team has now purged the Ranked Play leaderboards in both Call of Duty: Warzone and Modern Warfare 3, banning accounts for cheating and boosting," Team Ricochet – the cheating enforcement team – said.

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In recent years, Massachusetts, New York, California, and Washington, D.C., have all implemented bans on flavored tobacco products in an attempt to reduce smoking rates among younger populations. Despite these bans, flavored tobacco products are still easily accessible—and it's never been more apparent. 

Walk into the nearest convenience store and you'll likely find an assortment of flavored tobacco products to choose from—strawberry banana, blue raspberry, spearmint, black cherry. Whether or not your city or state bans these products, they'll likely be fully stocked and at your disposal.

In 2021, the D.C. Council banned the sale of flavored tobacco products within a quarter-mile of middle schools and high schools. New York City took things a step further by banning the sale of flavored tobacco products throughout its five boroughs.

Yet, citywide bans on the sale and purchase of flavored tobacco products have utterly failed. Two new studies conducted by the market researcher WSPM Group show just how many tobacco products are being consumed and disposed of in Washington, D.C., and New York City. Researchers went through the trash in the two cities and found that over 99 percent of the vapes collected from the urban trash cans were flavored tobacco products, despite consumers in those cities being barred from legally purchasing those products.

Something similar happened when Massachusetts banned menthol cigarettes in 2019. Proponents of the ban argued that it would lower smoking rates among black adults, the primary consumers of menthol tobacco products. In reality, the prevalence of smoking among black adults increased after the ban was implemented, as did the sale of menthol cigarettes in surrounding states. Bay Staters were driving out-of-state to purchase menthol cigarettes in higher quantities to stockpile for their own use or to sell on the newly created black market. Smokers were undeniably worse off after their state government took away their right to choose and forced them into a black market.

And who supplies vendors with these illicit flavored vapes filling the shelves of corner stores across the nation? China, of course—though most consumers likely aren't aware of that. Of the 2,000 e-vapor products collected from the trash in Washington, D.C., and the surrounding cities of Arlington, Alexandria, Bethesda, and Silver Spring, 99.5 percent of the packaging and products were exported from China. When the nearest 7-Eleven carries a variety of flavored vapes, few will consider where they came from or imagine that they are illegally imported items. Last year, the FDA sent out notices to 22 retailers warning them of coming fines if they did not stop selling unauthorized e-cigarettes, but those banned products can still be seen on store shelves and in smokers' hands throughout the country.

Adults should be able to purchase whatever tobacco products they please—and the trash tells us they will do just that. Banning flavored tobacco products will never stop people from smoking—instead, lawmakers are once again causing unregulated and potentially dangerous black markets to rise up and meet the demand. It's time that policy makers discard the idea that they can control individuals' personal choices.

The post Banning Flavored Tobacco Products Doesn't Work—We Have the Trash To Prove It appeared first on Reason.com.

Mobile phones are currently banned in all Australian state schools and many Catholic and independent schools around the country. This is part of a global trend over more than a decade to restrict phone use in schools.

Australian governments say banning mobile phones will reduce distractions in class, allow students to focus on learning, improve student wellbeing and reduce cyberbullying.

But previous research has shown there is little evidence on whether the bans actually achieve these aims.

Many places that restricted phones in schools before Australia did have now reversed their decisions. For example, several school districts in Canada implemented outright bans then revoked them as they were too hard to maintain. They now allow teachers to make decisions that suit their own classrooms.

A ban was similarly revoked in New York City, partly because bans made it harder for parents to stay in contact with their children.

What does recent research say about phone bans in schools?

Our study

We conducted a “scoping review” of all published and unpublished global evidence for and against banning mobile phones in schools.

Our review, which is pending publication, aims to shed light on whether mobile phones in schools impact academic achievement (including paying attention and distraction), students’ mental health and wellbeing, and the incidence of cyberbullying.

A scoping review is done when researchers know there aren’t many studies on a particular topic. This means researchers cast a very inclusive net, to gather as much evidence as possible.

Our team screened 1,317 articles and reports as well as dissertations from masters and PhD students. We identified 22 studies that examined schools before and after phone bans. There was a mix of study types. Some looked at multiple schools and jurisdictions, some looked at a small number of schools, some collected quantitative data, others sought qualitative views.

In a sign of just how little research there is on this topic, 12 of the studies we identified were done by masters and doctoral students. This means they are not peer-reviewed but done by research students under supervision by an academic in the field.

But in a sign of how fresh this evidence is, almost half the studies we identified were published or completed since 2020.

The studies looked at schools in Bermuda, China, the Czech Republic, Ghana, Malawi, Norway, South Africa, Spain, Sweden, Thailand, the United Kingdom and the United States. None of them looked at schools in Australia.

Academic achievement

Our research found four studies that identified a slight improvement in academic achievement when phones were banned in schools. However, two of these studies found this improvement only applied to disadvantaged or low-achieving students.

Some studies compared schools where there were partial bans against schools with complete bans. This is a problem because it confuses the issue.

But three studies found no differences in academic achievement, whether there were mobile phone bans or not. Two of these studies used very large samples. This masters thesis looked at 30% of all schools in Norway. Another study used a nationwide cohort in Sweden. This means we can be reasonably confident in these results.

Mental health and wellbeing

Two studies in our review, including this doctoral thesis, reported mobile phone bans had positive effects on students’ mental health. However, both studies used teachers’ and parents’ perceptions of students’ wellbeing (the students were not asked themselves).

Two other studies showed no differences in psychological wellbeing following mobile phone bans. However, three studies reported more harm to students’ mental health and wellbeing when they were subjected to phone bans.

The students reported they felt more anxious without being able to use their phone. This was especially evident in one doctoral thesis carried out when students were returning to school after the pandemic, having been very reliant on their devices during lockdown.

So the evidence for banning mobile phones for the mental health and wellbeing of student is inconclusive and based only on anecdotes or perceptions, rather than the recorded incidence of mental illness.

Bullying and cyberbullying

Four studies reported a small reduction in bullying in schools following phone bans, especially among older students. However, the studies did not specify whether or not they were talking about cyberbullying.

Teachers in two other studies, including this doctoral thesis, reported they believed having mobile phones in schools increased cyberbullying.

But two other studies showed the number of incidents of online victimisation and harassment was greater in schools with mobile phone bans compared with those without bans. The study didn’t collect data on whether the online harassment was happening inside or outside school hours.

The authors suggested this might be because students saw the phone bans as punitive, which made the school climate less egalitarian and less positive. Other research has linked a positive school climate with fewer incidents of bullying.

There is no research evidence that students do or don’t use other devices to bully each other if there are phone bans. But it is of course possible for students to use laptops, tablets, smartwatches or library computers to conduct cyberbullying.

Even if phone bans were effective, they would not address the bulk of school bullying. A 2019 Australian study found 99% of students who were cyberbullied were also bullied face-to-face.

What does this tell us?

Overall, our study suggests the evidence for banning mobile phones in schools is weak and inconclusive.

As Australian education academic Neil Selwyn argued in 2021, the impetus for mobile phone bans says more about MPs responding to community concerns rather than research evidence.

Politicians should leave this decision to individual schools, which have direct experience of the pros or cons of a ban in their particular community. For example, a community in remote Queensland could have different needs and priorities from a school in central Brisbane.

Mobile phones are an integral part of our lives. We need to be teaching children about appropriate use of phones, rather than simply banning them. This will help students learn how to use their phones safely and responsibly at school, at home and beyond.

Marilyn Campbell, Professor, School of Early Childhood & Inclusive Education, Queensland University of Technology and Elizabeth J Edwards, Associate Professor in Education, The University of Queensland

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Mobile phones are currently banned in all Australian state schools and many Catholic and independent schools around the country. This is part of a global trend over more than a decade to restrict phone use in schools.

Australian governments say banning mobile phones will reduce distractions in class, allow students to focus on learning, improve student wellbeing and reduce cyberbullying.

But previous research has shown there is little evidence on whether the bans actually achieve these aims.

Many places that restricted phones in schools before Australia did have now reversed their decisions. For example, several school districts in Canada implemented outright bans then revoked them as they were too hard to maintain. They now allow teachers to make decisions that suit their own classrooms.

A ban was similarly revoked in New York City, partly because bans made it harder for parents to stay in contact with their children.

What does recent research say about phone bans in schools?

Our study

We conducted a “scoping review” of all published and unpublished global evidence for and against banning mobile phones in schools.

Our review, which is pending publication, aims to shed light on whether mobile phones in schools impact academic achievement (including paying attention and distraction), students’ mental health and wellbeing, and the incidence of cyberbullying.

A scoping review is done when researchers know there aren’t many studies on a particular topic. This means researchers cast a very inclusive net, to gather as much evidence as possible.

Our team screened 1,317 articles and reports as well as dissertations from masters and PhD students. We identified 22 studies that examined schools before and after phone bans. There was a mix of study types. Some looked at multiple schools and jurisdictions, some looked at a small number of schools, some collected quantitative data, others sought qualitative views.

In a sign of just how little research there is on this topic, 12 of the studies we identified were done by masters and doctoral students. This means they are not peer-reviewed but done by research students under supervision by an academic in the field.

But in a sign of how fresh this evidence is, almost half the studies we identified were published or completed since 2020.

The studies looked at schools in Bermuda, China, the Czech Republic, Ghana, Malawi, Norway, South Africa, Spain, Sweden, Thailand, the United Kingdom and the United States. None of them looked at schools in Australia.

Academic achievement

Our research found four studies that identified a slight improvement in academic achievement when phones were banned in schools. However, two of these studies found this improvement only applied to disadvantaged or low-achieving students.

Some studies compared schools where there were partial bans against schools with complete bans. This is a problem because it confuses the issue.

But three studies found no differences in academic achievement, whether there were mobile phone bans or not. Two of these studies used very large samples. This masters thesis looked at 30% of all schools in Norway. Another study used a nationwide cohort in Sweden. This means we can be reasonably confident in these results.

Mental health and wellbeing

Two studies in our review, including this doctoral thesis, reported mobile phone bans had positive effects on students’ mental health. However, both studies used teachers’ and parents’ perceptions of students’ wellbeing (the students were not asked themselves).

Two other studies showed no differences in psychological wellbeing following mobile phone bans. However, three studies reported more harm to students’ mental health and wellbeing when they were subjected to phone bans.

The students reported they felt more anxious without being able to use their phone. This was especially evident in one doctoral thesis carried out when students were returning to school after the pandemic, having been very reliant on their devices during lockdown.

So the evidence for banning mobile phones for the mental health and wellbeing of student is inconclusive and based only on anecdotes or perceptions, rather than the recorded incidence of mental illness.

Bullying and cyberbullying

Four studies reported a small reduction in bullying in schools following phone bans, especially among older students. However, the studies did not specify whether or not they were talking about cyberbullying.

Teachers in two other studies, including this doctoral thesis, reported they believed having mobile phones in schools increased cyberbullying.

But two other studies showed the number of incidents of online victimisation and harassment was greater in schools with mobile phone bans compared with those without bans. The study didn’t collect data on whether the online harassment was happening inside or outside school hours.

The authors suggested this might be because students saw the phone bans as punitive, which made the school climate less egalitarian and less positive. Other research has linked a positive school climate with fewer incidents of bullying.

There is no research evidence that students do or don’t use other devices to bully each other if there are phone bans. But it is of course possible for students to use laptops, tablets, smartwatches or library computers to conduct cyberbullying.

Even if phone bans were effective, they would not address the bulk of school bullying. A 2019 Australian study found 99% of students who were cyberbullied were also bullied face-to-face.

What does this tell us?

Overall, our study suggests the evidence for banning mobile phones in schools is weak and inconclusive.

As Australian education academic Neil Selwyn argued in 2021, the impetus for mobile phone bans says more about MPs responding to community concerns rather than research evidence.

Politicians should leave this decision to individual schools, which have direct experience of the pros or cons of a ban in their particular community. For example, a community in remote Queensland could have different needs and priorities from a school in central Brisbane.

Mobile phones are an integral part of our lives. We need to be teaching children about appropriate use of phones, rather than simply banning them. This will help students learn how to use their phones safely and responsibly at school, at home and beyond.

Marilyn Campbell, Professor, School of Early Childhood & Inclusive Education, Queensland University of Technology and Elizabeth J Edwards, Associate Professor in Education, The University of Queensland

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Mobile phones are currently banned in all Australian state schools and many Catholic and independent schools around the country. This is part of a global trend over more than a decade to restrict phone use in schools.

Australian governments say banning mobile phones will reduce distractions in class, allow students to focus on learning, improve student wellbeing and reduce cyberbullying.

But previous research has shown there is little evidence on whether the bans actually achieve these aims.

Many places that restricted phones in schools before Australia did have now reversed their decisions. For example, several school districts in Canada implemented outright bans then revoked them as they were too hard to maintain. They now allow teachers to make decisions that suit their own classrooms.

A ban was similarly revoked in New York City, partly because bans made it harder for parents to stay in contact with their children.

What does recent research say about phone bans in schools?

Our study

We conducted a “scoping review” of all published and unpublished global evidence for and against banning mobile phones in schools.

Our review, which is pending publication, aims to shed light on whether mobile phones in schools impact academic achievement (including paying attention and distraction), students’ mental health and wellbeing, and the incidence of cyberbullying.

A scoping review is done when researchers know there aren’t many studies on a particular topic. This means researchers cast a very inclusive net, to gather as much evidence as possible.

Our team screened 1,317 articles and reports as well as dissertations from masters and PhD students. We identified 22 studies that examined schools before and after phone bans. There was a mix of study types. Some looked at multiple schools and jurisdictions, some looked at a small number of schools, some collected quantitative data, others sought qualitative views.

In a sign of just how little research there is on this topic, 12 of the studies we identified were done by masters and doctoral students. This means they are not peer-reviewed but done by research students under supervision by an academic in the field.

But in a sign of how fresh this evidence is, almost half the studies we identified were published or completed since 2020.

The studies looked at schools in Bermuda, China, the Czech Republic, Ghana, Malawi, Norway, South Africa, Spain, Sweden, Thailand, the United Kingdom and the United States. None of them looked at schools in Australia.

Academic achievement

Our research found four studies that identified a slight improvement in academic achievement when phones were banned in schools. However, two of these studies found this improvement only applied to disadvantaged or low-achieving students.

Some studies compared schools where there were partial bans against schools with complete bans. This is a problem because it confuses the issue.

But three studies found no differences in academic achievement, whether there were mobile phone bans or not. Two of these studies used very large samples. This masters thesis looked at 30% of all schools in Norway. Another study used a nationwide cohort in Sweden. This means we can be reasonably confident in these results.

Mental health and wellbeing

Two studies in our review, including this doctoral thesis, reported mobile phone bans had positive effects on students’ mental health. However, both studies used teachers’ and parents’ perceptions of students’ wellbeing (the students were not asked themselves).

Two other studies showed no differences in psychological wellbeing following mobile phone bans. However, three studies reported more harm to students’ mental health and wellbeing when they were subjected to phone bans.

The students reported they felt more anxious without being able to use their phone. This was especially evident in one doctoral thesis carried out when students were returning to school after the pandemic, having been very reliant on their devices during lockdown.

So the evidence for banning mobile phones for the mental health and wellbeing of student is inconclusive and based only on anecdotes or perceptions, rather than the recorded incidence of mental illness.

Bullying and cyberbullying

Four studies reported a small reduction in bullying in schools following phone bans, especially among older students. However, the studies did not specify whether or not they were talking about cyberbullying.

Teachers in two other studies, including this doctoral thesis, reported they believed having mobile phones in schools increased cyberbullying.

But two other studies showed the number of incidents of online victimisation and harassment was greater in schools with mobile phone bans compared with those without bans. The study didn’t collect data on whether the online harassment was happening inside or outside school hours.

The authors suggested this might be because students saw the phone bans as punitive, which made the school climate less egalitarian and less positive. Other research has linked a positive school climate with fewer incidents of bullying.

There is no research evidence that students do or don’t use other devices to bully each other if there are phone bans. But it is of course possible for students to use laptops, tablets, smartwatches or library computers to conduct cyberbullying.

Even if phone bans were effective, they would not address the bulk of school bullying. A 2019 Australian study found 99% of students who were cyberbullied were also bullied face-to-face.

What does this tell us?

Overall, our study suggests the evidence for banning mobile phones in schools is weak and inconclusive.

As Australian education academic Neil Selwyn argued in 2021, the impetus for mobile phone bans says more about MPs responding to community concerns rather than research evidence.

Politicians should leave this decision to individual schools, which have direct experience of the pros or cons of a ban in their particular community. For example, a community in remote Queensland could have different needs and priorities from a school in central Brisbane.

Mobile phones are an integral part of our lives. We need to be teaching children about appropriate use of phones, rather than simply banning them. This will help students learn how to use their phones safely and responsibly at school, at home and beyond.

Marilyn Campbell, Professor, School of Early Childhood & Inclusive Education, Queensland University of Technology and Elizabeth J Edwards, Associate Professor in Education, The University of Queensland

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Ranked 50th out of 50 states for education, West Virginia is considering a new law to allow for the prosecution of librarians.

A new bill in West Virginia will allow librarians, museum staff, or school employees to be imprisoned if a minor obtains materials deemed "obscene." — Read the rest

The post West Virginia considers prosecuting librarians appeared first on Boing Boing.

United Airlines received its first Airbus A321neo airplanes in December, and it has already had to ground them. But United wants you to know there were no safety issues—rather, it has to do with a 1990 Federal Aviation Administration rule requiring "No Smoking" signs to be operated by the flight crew, even though smoking on airplanes has been banned for decades. The A321neo has software that keeps the "No Smoking" sign turned on continuously during flights. In 2020, United got an exemption to that rule for all of its planes that keep the sign on continuously. But that exemption only applies to the aircraft it listed at the time. United has since applied for an exemption for the Airbus A321neo, and it says the FAA has agreed to let the airline fly those aircraft while it evaluates the application.

The post Brickbat: Grounded Already appeared first on Reason.com.