vania-janet/multiturn-rag-retrieval-data huggingface dataset:
Strategies for Physical Activity Through Community Design | Physical Activity | CDC
Everyday destinations are places people go frequently. Some examples include homes, workplaces, grocery stores, schools, libraries, parks, restaurants, cultural and natural landmarks, or health care facilities.
Increasing physical activity through community design is planning and designing communities with activity-friendly routes that offer a direct and convenient way to actively reach everyday destinations.
Land use refers to how land is used and what can be built on it. Land use policy goals that support increased physical activity include:

Mixed land use, such as neighborhoods that combine restaurants, offices, housing, or shops

Increased residential density, such as sustainable, compact development with housing options that include smaller and multi-family homes.

Community destinations that are accessible and close to each other.

Access to public parks or public recreational facilities.

See more definitions.
Cross-cutting areas
Communication tips to support program efforts.
Evaluation framework for making evaluations useful, feasible, ethical, accurate, and culturally responsive.
Health equity tools to help remove barriers to health.
Additional priority strategies
Breastfeeding Continuity of Care
Early Care and Education (ECE) Policies and Activities
Family Healthy Weight Programs
Food Service and Nutrition Guidelines
Voucher Incentives and Produce Prescription Programs


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Strategies for Physical Activity Through Community Design | Physical Activity | CDC
Implement policies and activities to connect pedestrian, bicycle, or transit transportation networks (called activity-friendly routes) to everyday destinations.To align with the Community Preventive Services Task Force's built environment recommendation, increasing physical activity through community design needs to include at least one element from activity-friendly routes plus one element from everyday destinations. Possibilities for each are below.
See recommendation

Activity-Friendly Routes

Everyday Destinations

These may include new or improved:

Street pattern design and connectivity, such as convenient, connected, and accessible streets that create many route options, shorter block lengths, and shorter crossing distances.
Pedestrian infrastructure, such as sidewalk networks that can include trails, traffic calming, intersection safety, street lighting, benches, public bathrooms, shade, and landscaping.
Bicycle infrastructure, such as bicycle networks that can include slow/safe streets, protected bikeways, trails, traffic calming, intersection safety, street lighting, public bathrooms, shade, and landscaping.
Public transit infrastructure and access, such as transit networks that include expanded services, times, and locations and public bathrooms that are safe and easy to access.

These may include increased:

Proximity to community or neighborhood destinations, such as homes, worksites, schools, parks, grocery stores, health care facilities, pharmacies, and other shops.
Mixed land use such as neighborhoods that combine restaurants, offices, housing, or shops.
Residential density to increase the variety of housing options in an area through compact community design and other approaches that reduce travel distances.
Parks and recreational facility access, such as parks and recreational facilities close to homes.

Potential state activities

Tip‎
* Designates short-term activities that may be accomplished in 1 to 2 years.+ Designates activities that may take up to 5 years, depending on the organization's capacity, previous work in this area, and size of the project.

Create interdepartmental memoranda of understanding, interagency agreements, or staff-sharing agreements with key departments. Include the state’s transportation department as well as others represented in your cross-sectoral coalition. Meet to formalize the public health relationship and identify topics, projects, communication channels, and opportunities for collaboration.*
Provide technical assistance* on:

Community engagement and organizing

Coalition building

Needs assessment
Joni - Move Your Way | health.gov
It’s also a challenge to find healthy foods that work for all of us — a young kid who’s still figuring out what they like, a baby who’s just starting to eat solid foods, and myself. I want to make sure we all get the nutrients we need, but at first I had no idea how to do that with so many different preferences to take into account.
I talked to our family doctor about my concerns, and she shared some good advice: It’s absolutely okay not to cook a whole meal. Eating healthy doesn’t have to be complicated! She said I should just try to include something from each food group in our meals throughout the day — fruits and vegetables, protein foods, grains, and dairy. 
So sometimes I serve something as simple as peanut butter on whole-grain bread, cut-up grapes or bananas, and low-fat yogurt. I also try to make it fun and add variety — I let the kids pick out new, different fruits and vegetables when we’re at the store, and we taste them together to find new favorites.

 

Adding variety to your — and your family’s! — plate doesn’t have to be complicated. Try to choose something from each of the 5 food groups throughout the day.

 

Vegetables — peas, green beans, and carrots are quick and easy options, and you can get them fresh, frozen, or canned. Look for low-sodium options when you choose canned or frozen.

 

Fruits — cut-up fruit makes a great snack or side dish for the whole family. 

 

Grains — aim to make half your grains whole grains, like whole-wheat spaghetti, brown rice, or oatmeal.

 

Protein foods — peanut butter and grilled chicken are healthy sources of protein that many kids love. 

 

Dairy — low-fat milk, yogurt, and cheese all count, and so do lactose-free dairy and fortified soy beverages (soy milk).

Read more stories about eating healthy along with being active

 

Luis, Camila, and their 3 kids are getting active and making healthy meals as a team. Read their story.

 

Nikia stays active during pregnancy and makes healthy food choices. Read Nikia’s story.

Read all stories
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Strategies for Physical Activity Through Community Design 

Key points

Being physically active is one of the most important ways people can improve their health now and into the future.

Physical activity benefits people of all ages and abilities.

To increase physical activity, state and local organizations can implement policies and take action to connect activity-friendly routes to everyday destinations.

Background

Safe places to walk are important community design elements.
Strategies for Physical Activity Through Community Design | Physical Activity | CDC
Pedestrian and Bicycle Program Supports Local Physical Activity in IndianaThe Indiana State Department of Health worked with partners to conduct more than 40 workshops on a variety of topics, including how to create pedestrian and bicycle plans. They also provided $20,000 each to 13 communities to prepare bicycle and pedestrian plans.
See more real-world examples.

Resources
Active Communities ToolHelps committed, cross-sector teams create an action plan to improve community environments that promote physical activity and meet the needs of their community.
A Guide to Building Healthy Streets: How Public Health Can Help Implement Complete StreetsFocuses on how public health practitioners can work with other agencies to implement Complete Streets. Includes model Complete Streets policy language, information on how to address equity, community examples, and key resources.
Built Environment Approaches Combining Transportation System Interventions with Land Use and Environmental DesignExplains how to combine interventions to improve pedestrian or bicycle transportation systems with land use and environmental design interventions to increase physical activity.
Everyday Destinations blog seriesDescribes 15 planning approaches that can be used in small and rural communities.
Fostering Healthy Communities Through Planning and Public Health CollaborationShows how planners and public health professionals can work together to create healthy communities.
Public Health Action Guide: Public TransitPromotes the health benefits of expanding public transit options and shares actions for public health professionals.
See more resources.
Definitions
Active transportation refers to any self-propelled, human-powered mode of transportation, such as walking, rolling, or bicycling.
Activity-friendly routes include pedestrian, bicycle, and public transit transportation systems that offer a direct and convenient connection with everyday destinations and physical protection from cars and that make it easier to cross the street safely. These can include well-maintained sidewalks, crosswalks, protected bicycle lanes, multi-use trails, and pedestrian public transit bridges.
Everyday destinations are places people go frequently. Some examples include homes, workplaces, grocery stores, schools, libraries, parks, restaurants, cultural and natural landmarks, or health care facilities.
Increasing physical activity through community design is planning and designing communities with activity-friendly routes that offer a direct and convenient way to actively reach everyday destinations.
Land use refers to how land is used and what can be built on it. Land use policy goals that support increased physical activity include:
2001 Budget Analysis: Longer Middle School Year
However, starting in
9th grade and continuing through 11th grade (the last year the Stanford-9 is administered), reading test scores decline.

Figure 3

Percent of California Public School Students Above National Average a

 

4th
 Grade

8th
 Grade

9th
 Grade

11th
 Grade

Math

51%

48%

51%

47%

Reading

45

49

35

36

Language arts

51

51

52

48

a Based
 on Stanford-9 test data.

Over the most recent two-year period for which data are available, student achievement as measured by the Stanford-9 improved in all grades, but relatively
more in the elementary schools than in middle schools and high schools. Figure 4 shows recent improvements in the percentage of students scoring above the
national average on the
Stanford-9. We have concerns about the exact meaning of these achievement gains, given that the Stanford-9 has numerous problems (which we discuss in the
"Accountability" section of this chapter). However, the recent results suggest that middle schools may be appropriate grade levels to target additional resources
to ensure that all students enter high school prepared. But the data suggest that additional resources also may be needed in high schools, where achievement
problems seem more prominent.

Figure 4

Gains in California
 Student Achievement

(Change in Percent of Students Above National Average)
 1998 Through 2000

 

Reading

Language

Mathematics

Elementary (Grades 2 - 6)

5%

7%

12%

Middle School (Grades 7 - 8)

3

4

6

High School
 (Grades 9-11)

1

3

5

Preparing Students for HSEE. To support its longer middle school year initiative the Governor's budget summary states: "It is critically important that
students—particularly those who enter the middle grades without having mastery of basic skills—achieve grade-level competency in reading and mathematics
before they enter high school." A related budget document cites the need for middle school students, " . . .
Strategies for Physical Activity Through Community Design | Physical Activity | CDC
Document progress made to carry out the projects identified in these plans and policies.+

Potential local activities
Conduct walk/move audits with local decision-makers and community members. Select community members who represent diverse perspectives, such as age, ability, race/ethnicity, gender, and income.*
Conduct and evaluate inclusive demonstration projects. The goal is permanent infrastructure changes that lead to policy, systems, and environmental changes, such as connecting active transportation networks and destinations. Measure the impact of the demonstration project on outcomes, such as speed reduction, increased active transportation, or use of new places.*
Rate access to parks, trails, greenways, and recreational facilities and work with community coalitions to create or improve safe access to these locations.*
Assess concerns related to increasing physical activity through community design by engaging community organizations and experts who can address these concerns.*
Provide training or technical assistance to coalition members and opinion leaders on activity-friendly routes to everyday destinations.*
Work with partners to establish or update comprehensive plans. Prioritize equitable and inclusive access to physical activity as well as specific actions.+ Examples include plans covering:

Regional and local areas

Land use and zoning

Pedestrian and bicycle use

Parks and recreation

Housing

Conservation or economic development.

Work with partners to update zoning codes to include activity-friendly design. Examples include form-based codes and activity-friendly districts.+

Working together
Active Transportation Spotlight: Nashville Area Regional Transportation PlanThe Nashville Metropolitan Planning Organization added project scoring criteria related to health, safety, and social equity to its regional plans. The goal was to increase opportunities for walking, rolling, and biking. Now, the majority of projects selected for funding should include a bicycling or walking component.
Pedestrian and Bicycle Program Supports Local Physical Activity in IndianaThe Indiana State Department of Health worked with partners to conduct more than 40 workshops on a variety of topics, including how to create pedestrian and bicycle plans. They also provided $20,000 each to 13 communities to prepare bicycle and pedestrian plans.
See more real-world examples.

Resources
Active Communities ToolHelps committed, cross-sector teams create an action plan to improve community environments that promote physical activity and meet the needs of their community.
John and Patty - Move Your Way | health.gov
All sorts of activities count — even things you do anyway, like walking the dog or vacuuming.

 

Muscle-strengthening activity
It’s also important to do muscle-strengthening activities 2 days a week, especially as you get older. For example, try lifting light weights or water bottles. Mix in stretches and do activities to improve your balance, like marching in place while you hold on to a chair. Using your muscles in different ways helps keep your body strong and lowers your risk of falling.
If that sounds like too much, start slow and do what you can — when it comes to being active, something is always better than nothing!

 

How we make every bite count

Eating healthy has always been important to us. We really like trying out recipes with lots of fresh fruits, veggies, and healthy protein foods like fish and beans. But since we rely on family members for rides, we don’t get to shop for fresh foods as often as we’d like.
We’ve learned that we can still make our favorite healthy recipes though —just with slightly different ingredients. We buy frozen fruits and vegetables, which are just as nutritious as fresh options and last for months in the freezer. For protein foods, we buy canned foods like beans and tuna — and we check the Nutrition Facts label to pick options with less salt, sugar, and saturated fat. Plus, canned foods are often cheaper than fresh varieties, which is a nice bonus!

 

Make every bite count! Older adults need plenty of nutrients but fewer calories, so it’s important to get the most out of your meals. Try following these tips:

 

Go for variety. Choosing healthy options from each food group — fruits and vegetables, whole grains, proteins, and dairy — helps your body get what it needs and lowers your risk of health problems.

 

Choose foods with less added sugars, saturated fats, and sodium (salt). When you’re buying packaged foods, use the Nutrition Facts label to guide you. Try cooking more at home so you have more control over what ingredients go into your food.

 

Eat enough protein. Healthy protein foods — like seafood, beans, nuts, and lean meats — help keep your muscles strong.
Education News & Blogs – NASA Jet Propulsion Laboratory
Now, she's back in the classroom but facing new challenges getting students up to speed academically while reacquainting them with the social aspects of in-person learning. I caught up with her to find out how she's managing the transition and developing creative ways to support the individual needs of her students and, at the same time, incorporating science and art into her curriculum with the help of STEAM resources from the JPL Education Office. Resources for Teachers Bring the wonder of space to your students. Explore our universe of science, technology, engineering and math activities and resources. What made you want to become an elementary school teacher?Originally, I became a teacher because I love to see that moment of light when a concept finally clicks in a kid’s mind. I am still a teacher (even after the craziest two years ever) because every kid deserves someone to fight for them, and I know I can be that person for at least 32 kids a year. I love to teach young kids especially for two reasons. The first is their honesty; no one will tell you exactly like it is like a nine-year-old will. The second is that I love the excitement kids have for learning at this age. It has been a bumpy couple years, especially this past school year when it was unclear if we would be remote again or back in the classroom. How has it been coming back from remote learning? Coming back from remote learning has been an incredible challenge, but we’ve come a long way since the beginning of the year. Students really struggled being back in a highly structured environment. It was very hard to balance meeting the individual needs of each student and getting them used to the structure and expectations of the classroom. My fourth graders were online for the last part of second grade and a vast majority of third grade. This is when students really start to solve conflicts and regulate their emotions with less support from adults. I have seen a lot more problems with emotion regulation and conflict among my students this year than in years past. There is a lot of pressure on teachers right now to make up for all the learning loss and for students being behind on grade-level standards.
Learning Space With NASA at Home – NASA Jet Propulsion Laboratory
Remember, anything you’re able to do is better than nothing.

What if I don’t have all the listed materials for an activity?

Many of our activity materials are quite flexible and the activities are totally doable with other materials. It's ok to substitute other materials or, if possible, leave some out. In fact, finding creative solutions to a problem is what many of our activities are about and it's something NASA engineers and scientists do every day. Make it part of the learning process! 

What questions should I ask my child about what they are doing?

Asking your child questions is one of the best things you can do. You don’t need to have all the answers. In fact, learning alongside them can be a lot of fun – for them and for you!
Ask them to explain what they are doing and what their goal is. Once they are done, have them show you what they’ve accomplished. Ask them: How did you go about solving this problem? Is this your first try at this? How does it work? Does it work the way you want it to? Is there something you could do to improve your design? How do you decide whether you have the best working model?

How will I know when my child has the right answer?

Most of our activities are discovery-based and have a number of “right” answers or positive outcomes. If the activity is an engineering challenge in which kids need to build something that works, you’ll be able to tell if they get a working model. It’s always a good idea to ask them, “Is there something you can improve on to get even better results?”
If the activity is math-based, you can find the answers on our website, sometimes on the lesson guides. Also, keep in mind that you don’t need to have all the answers. Having kids explore and learn on their own is empowering to them and teaches them they are capable!

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