The Wired Word for 9152024 - CourtneyR.dev's 2nd Brain

The Wired Word for 9/15/2024 ![rw-book-cover](https://readwise-assets.s3.amazonaws.com/static/images/article4.6bc1851654a0.png) ## Metadata - Author: [[The Wired Word]] - Full Title: The Wired Word for 9/15/2024 - Category: #articles - Document Note: --- tags: - #BanningSmartphones - #StudentPerformance - #Distractions Author: [Communication Resources] Source: [The Wired Word, Week of September 15, 2024] Reference: [Communication Resources, Scientific American, New York Times] date created: 2024-09-13 10:30 --- # Title: Banning Smartphones in Classrooms Improves Student Performance ## Table of Contents: - 📝 [Summary](#summary) - 📖 [Main Content](#main-content) - 🗒️ [Notes](#notes) - 🧐 [Theological Framework Analysis](#theological-framework-analysis) - 🏛️ [Historical and Cultural Context](#historical-and-cultural-context) - 📜 [Scriptural References and Interpretation](#scriptural-references-and-interpretation) - ⚖️ [Logical and Rhetorical Analysis](#logical-and-rhetorical-analysis) - 💡 [Practical Theology and Ethics](#practical-theology-and-ethics) - 📝 [Comparative Analysis](#comparative-analysis) - 🌍 [Global and Ecumenical Perspectives](#global-and-ecumenical-perspectives) - 🔄 [Change Over Time](#change-over-time) - 🎯 [Author's Goals and Audience](#authors-goals-and-audience) - 📖 [References](#references) - 🗣️ [Paraphrase](#paraphrase) - 📰 [Newsletter](#newsletter) - 🧪 [Hypotheses](#hypotheses) - 📊 [Methodology](#methodology) - ❓ [Questions](#questions) - 🔮 [Future Research](#future-research) - 💡 [Implications](#implications) - 🧠 [Learning Styles Assessment](#learning-styles-assessment) - 📊 [Accessibility Assessment](#accessibility-assessment) - 🌍 [DEIB Assessment](#deib-assessment) - ✅ [Logical Validity](#logical-validity) - ✅ [Action Items](#action-items) - 🔍 [SEO Evaluation](#seo-evaluation) - 🎯 [Conclusion](#conclusion) ## 📝 Summary: The article discusses the effects of banning smartphones in classrooms, highlighting improved student performance and increased social interaction. It also presents arguments for teaching responsible smartphone use rather than outright banning, drawing on studies and expert opinions. ## 📖 Main Content: Recent research shows that banning smartphones in classrooms has improved academic performance, particularly for lower-achieving students. Some states in the U.S. have implemented such bans, while experts debate whether banning is the best solution. Alternatives include teaching responsible usage. ### 🗒️ Notes: - **Student Performance**: Bans improve performance, especially for low achievers. - **Social Interaction**: Schools with bans report students engaging in healthier social activities. - **Expert Opinions**: - Some advocate for outright bans. - Others recommend teaching responsible smartphone use. ### 🧐 **Theological Framework Analysis**: - **Theological Tradition**: Not directly theological, but parallels can be drawn regarding focus and distraction in spiritual practices. - **Doctrinal Emphasis**: Aligns with themes of focus and discipline found in Christian practice. ### 🏛️ **Historical and Cultural Context**: - **Historical Influence**: The rapid rise of smartphones in the last two decades correlates with the rise in distraction and mental health issues among students. - **Cultural Influence**: Modern reliance on technology has shaped both educational and social environments, presenting new challenges. ### 📜 **Scriptural References and Interpretation**: - **Scriptural Consistency**: Biblical teachings on focus and discipline (e.g., Hebrews 12:1-2) can be used to frame the debate around smartphones and distractions. - **NT vs. OT Focus**: The argument aligns with New Testament teachings on discipline and avoiding distractions from one’s faith. ### ⚖️ **Logical and Rhetorical Analysis**: - **Logical Strength**: The arguments are generally sound, backed by statistical evidence. - **Bias**: Some bias toward a more conservative approach (outright bans) is present. ### 💡 **Practical Theology and Ethics**: - **Application**: The discussion of distractions parallels spiritual disciplines in Christianity, encouraging readers to reflect on their own distractions in faith practice. ### 📝 **Comparative Analysis**: - **Other Authors**: Could compare with modern theological discussions on the role of technology in spiritual practice. ### 🌍 **Global and Ecumenical Perspectives**: - **Western Focus**: The discussion is primarily U.S.-centric but can be expanded to consider how other cultures and faiths address technology and education. ### 🔄 **Change Over Time**: - **Evolving Views**: The debate around smartphones has evolved as more data on their impact becomes available, much like evolving theological perspectives. ### 🎯 **Author's Goals and Audience**: - **Audience**: Primarily educators and parents, but also relevant to those interested in the intersections of technology, focus, and personal development. ## 📖 References: - Communication Resources - Scientific American - New York Times ## 🗣️ Paraphrase: 1. Banning smartphones in schools improves performance, especially among lower-achieving students, without negatively impacting high achievers. 2. Some states in the U.S. have enacted bans, while others debate the merits of restricting phone use entirely. 3. Experts are divided, with some advocating for outright bans, while others recommend teaching responsible usage. 4. The rise of smartphones is linked to increases in distraction and mental health challenges among students. ## 📰 Newsletter: **Topic**: Banning smartphones in classrooms has been linked to improvements in student performance. Several states have already implemented such bans, and while some advocate for teaching responsible usage, the evidence shows that limiting access can reduce distractions and boost academic outcomes. ## 🧪 Hypotheses: 1. Schools banning smartphones will continue to see improved student performance over time. 2. Teaching responsible phone usage could provide similar benefits without the need for outright bans. ### 📊 Methodology: - **Data Collection**: Surveys on student performance pre- and post-ban. - **Analysis**: Comparative studies between schools with and without bans. ### ❓ Questions: 1. How do smartphones impact adult focus in professional or spiritual settings? 2. Can responsible smartphone use be taught effectively in school environments? ### 🔮 Future Research: Explore the long-term impact of smartphone bans on student mental health and social development. ### 💡 Implications: This research could inform policy decisions on smartphone use in schools and other institutions. ### 🧠 Learning Styles Assessment: - **Visual**: Minimal visual aids—could benefit from charts showing performance data. - **Aural**: Could include an audio version for auditory learners. - **Kinesthetic**: Adding interactive elements, like case studies, would engage hands-on learners. ### 📊 Accessibility Assessment: - **Alt Text**: Ensure all images have descriptive alt text. - **Contrast**: Verify high contrast for readability. - **Keyboard Navigation**: Optimize for users who rely on keyboard navigation. ### 🌍 DEIB Assessment: - **Cultural Relevance**: Primarily focused on U.S. schools; could include global perspectives. - **Inclusive Language**: Language is generally neutral but could expand to reflect diverse experiences. ### ✅ Logical Validity: - **Strength**: Sound use of data and expert opinions. - **Weakness**: Some bias toward banning without exploring middle-ground solutions like teaching responsible use. ## ✅ Action Items: Reflect on how smartphones or other distractions affect your spiritual focus and consider strategies to minimize distractions in daily life. ### 🔍 SEO Evaluation: - **Keywords**: Banning smartphones, student performance, classroom distractions. - **Meta Description**: Banning smartphones in classrooms improves student performance, particularly among low-achievers. - **Mobile Optimization**: Ensure mobile compatibility for readers accessing via smartphones. ## 🎯 Conclusion: Banning smartphones in classrooms is leading to improved academic performance and healthier social interactions among students. The debate continues on whether outright bans or responsible use education is the better approach. - Document Tags: [[school safety]] - Summary: Recent research is revealing that banning smartphones in classrooms is leading to improvements in student performance. Dear Class Members, Recent research is revealing that banning smartphones in classrooms is leading to improvements in student performance. Such bans are now in effect in at least eight states, and students are having more conversations and playing games with one another. We will use this story as a springboard for discussion about eliminating distractions, maintaining focus, and engaging in healthy activities. ![](https://www.thewiredword.com/_img/tww_logo_email.jpg) **Banning Smartphones in Class Helps Students** ***The Wired Word*** **for the Week of September 15, 2024** **In the News** Recent studies are revealing that bans on smartphones in class are improving student performance. The bans are also forcing children and youths to interact with each other in healthier ways. The results of these studies are just now being published, after several years of phone bans in a number of states. Anything that limits access to phones is a positive, according to Louis-Philippe Beland, an associate professor of economics at Carleton University in Ontario. He is co-author of one of the first papers on the academic impact of smartphone access. "We found that banning mobile phones in schools increases student performance, especially for low-achieving students. There was no negative impact on high-achieving students," Beland said to *Scientific American*. "I think there's a strong case that mobile phones cause distraction," he said. "If you do something about it, you can increase academic performance." At present, at least eight states have banned cell phones in the classroom, and several more are considering the move. Policies vary from state to state, with some requiring students to keep phones in pouches or lockers for the entire day, while others prohibit use only in class. "They're not just a distraction. Kids are fully addicted now to phones," New York City schools chancellor David Banks recently said on "Good Day New York." Banks reported, "I have talked to hundreds of principals around the city who have said, 'Take the phones.' ... I've talked to parents around the city, who I thought were going to be the biggest folks to push back. They've said, 'We recognize it as well.'"(New York currently does not ban phones in class.) According to *The New York Times*, California, Indiana and Louisiana have restricted phone use or taken steps toward doing so. They are following the lead of Florida, which last year banned phones in classrooms from kindergarten through high school. Other states, including Arizona and New York, may move in this direction soon. At the schools that have restricted phones, many people are already seeing benefits. In a Florida school district that banned phones all day, David Leonhardt noted that "students now have more conversations at lunch and play games like Twister and pickleball. Before, children mostly looked at their phones." "The evidence of the harm caused by cell phones is still mostly circumstantial," said Rick Moran in *PJ Media*, "especially how cell phones in school affect the mental health of kids. All we know is that childhood depression, loneliness, and other mental health problems have rapidly increased since 2007 when the first iPhone hit the market." Social psychologist Jonathan Haidt, writing in *The Atlantic*, pointed to numerous studies on the rise of childhood mental health issues that overlap with the rise of smartphones. "Members of Generation Z (born in and after 1996) are suffering from anxiety, depression, self-harm, and related disorders at levels higher than any other generation for which we have data," he wrote. Since 2011, Michael Rich, an associate professor of pediatrics at Harvard Medical School, has been studying the issue with the Alberta Teachers' Association (ATA). Instead of blocking smartphones and their use in school, he wants to spend classroom time showing kids how to get the most out of their smartphones. This would involve taking them out of their secure pouches only at select times, at which point, he said, children would be "educated about how to use them in a way that will reinforce a positive relationship with their devices." As with power tools in woodshop classes, Rich said that the goal is to "teach them how to use them responsibly and carefully -- and use them in productive ways." Given that smartphones will be with us for the foreseeable future, Rich asked, "Why not overtly teach them how to use these?" Still, he believes that phones should be locked up most of the day. Others experts have a more permissive approach. Pete Etchells, a professor of psychology and science communication at Bath Spa University in England, said that "parents, schools, and policymakers are being scared by some really unhelpful rhetoric in the media." He believes that parents and teachers are looking for "immediate solutions because it feels like we're in an emergency and need to do something quickly." Surprisingly, some parents are throwing up an obstacle to smartphone bans in schools, saying that they want to be able to reach their kids and keep track of them. More on this story can be found at these links: [Do Phone Bans Help Students Perform Better in School?](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPNg8dPPt9buyErbuf7y367HL-2FiAwaINDNIgXgcZxGy-2FUWgfbwcUsw-2FTS97MmBlX6ejNTFoqNlvsX91j5ACHxU3m6DVxtBu4S1CMdNnc6voGEs4Wi_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJawxzzy3h26q5VWrN5-2F22vfpjnJa6J1GScYO215wNen26lz1dEBMen4-2Bmf9PFnpbP1z-2BVVFhqHQNOF-2F2XL0WYi-2B2O-2BYRmXkrjETQxH78hlL8SxMaRwiYTgAoaByi9NAKUyUyuCBDVKVW5P5EKvxUb20CMK0TRiZjqrl9d-2BjYz-2BLD1TXNaBH-2FmMmWLO0xrXFy9m4-2BDEZM9W2j5kz685LR6KM-3D) [*Scientific American*](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPNg8dPPt9buyErbuf7y367HL-2FiAwaINDNIgXgcZxGy-2FUWgfbwcUsw-2FTS97MmBlX6ejNTFoqNlvsX91j5ACHxU3m6DVxtBu4S1CMdNnc6voGE30JG_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJfFOibago7MPB7K-2FjiGixCMfDOk8Mh7ovNtD9VX0EXu81NoyjCfowUHnOM-2BCdpJq48Qka2h9p-2FTTQO-2FleJ-2Be-2BZowiHCm1Jd34gYz6VSbaQu3w3cZij0XedJP9at2O3bIto-2BElm1BQwi2etHXJadyeXHGwimS7Vowgm0ENXlB7cB3Z5GICLk-2FmWjhXhKoTdUd6Bq-2Bxwt78NcG5g0LDcGpK9U-3D) [Twister and Pickleball.](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPMRGvsJRkCRVObKv6jJ7-2BAj3dRkrLv3m0UoagyLVs-2F8OXQ5woSjgHeQNels35Hn99jUrFq1lSpqzIN-2FOde38GWZzOQU-2Fj4ppOjF-2BI3iXIjhxp68hi6ys8QsD3jisLZZ0ab9jxCzfbLZJWHD5zPYZ-2F3ig3Czr5OYqh9Tsgg0DPySpfzFA7OQFRGqi6dGuOZI7ZTDBemXTbDh4hci8NhK6aelO0KPdoqDBIckKY93AXKXb-2BipgZdQSmI3C8A0mesinm5pTsCRFT85JyChJ71eXTgNFxbRqk175EbloiAwV5J5aTsikBw2UHFNgYJyX3GLZ82ytHGUT7JkxILXhp6e2qouwD88LIJWEmPovaNYmLBO-2BqHUFXbLz2WS9kVn9BUYrRZS2tzJK9DQBCCSgFQO-2FDCU-3DgzqJ_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJeDNA-2FnfjaTa09-2Bb5o64WCNHOH3mWJvMvCgeLMWMhl8DQg4SCVcSLjCPyH0MQkH7htEucr0NBFT-2BEPBO-2BCKxzcDSU1xGw34QaoeaW1YPWbtaG7sdjFA5rYukOlfq77eLelF8fzhd933tze7Uj3B8WVHm5gBSt55yVu2z-2FPA3GIFiLcj0OWMHGDnIfr09jMEDXkFa5AaueYbEelIQE822Crk-3D) [*The New York Times*](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPMRGvsJRkCRVObKv6jJ7-2BAj3dRkrLv3m0UoagyLVs-2F8OXQ5woSjgHeQNels35Hn99jUrFq1lSpqzIN-2FOde38GWZzOQU-2Fj4ppOjF-2BI3iXIjhxp68hi6ys8QsD3jisLZZ0ab9jxCzfbLZJWHD5zPYZ-2F3ig3Czr5OYqh9Tsgg0DPySpfzFA7OQFRGqi6dGuOZI7ZTDBemXTbDh4hci8NhK6aelO0KPdoqDBIckKY93AXKXb-2BipgZdQSmI3C8A0mesinm5pTsCRFT85JyChJ71eXTgNFxbRqk175EbloiAwV5J5aTsikBw2UHFNgYJyX3GLZ82ytHGUT7JkxILXhp6e2qouwD88LIJWEmPovaNYmLBO-2BqHUFXbLz2WS9kVn9BUYrRZS2tzJK9DQBCCSgFQO-2FDCU-3Dy5eR_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJZzlqbAEfZplAA8vFbKssu3J6BeiPjv8IyUIy6CRji6HfPoAD5pdq2dkstoTrLjGs2NIjmIkYEG1gJumEFgjfi388xgY7U0O8iy6cI0JNJgVF615nCMCpmdVYj5QZgQjDK4fMFBNnZTQ83R8dY2O7cS0FwUonrjz9ajFW6mq3j-2FSla14SYdUw5oEDQZtHIc9kKYFgR2aceJ0xcKODKcBtfc-3D) [End the Phone-Based Childhood Now.](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPAhYkU3qpDDdhU3-2Fb5KUlnIuA6PjMYKZ2a0ZvP2c7XnLjXiles5TCKeC-2F9eZrHPPtSfqqZu0K-2F5C-2BGwZU-2BYj6IY68wIavL7tPq7HIY2GYA8pa6Ctybt5tZoZGfJ0sSmuXDr2Mlxv2VJbtPXnLzOmBm0-3Dr_bj_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJdI87jPQrKxHYY2MAy5c9IzghicMl9wN9AJirzphGstTllNsw-2B-2BDlPjqkeJPrx-2B1mEWTOepInQLHjTeNdJXLcV5Wt9uxzYLblATxCy-2FsKkOIYTJjn8Tshu59Jg2SD5RM84NlrpkI49B7dxg9tUZ2UaKa7zXk0naWZCH7uZXgIrVm-2FM6mpNua5vAvs0tNnxKcbhqaMWX6lg9gsshRAv3ZUMs-3D) [*The Atlantic*](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPAhYkU3qpDDdhU3-2Fb5KUlnIuA6PjMYKZ2a0ZvP2c7XnLjXiles5TCKeC-2F9eZrHPPtSfqqZu0K-2F5C-2BGwZU-2BYj6IY68wIavL7tPq7HIY2GYA8pa6Ctybt5tZoZGfJ0sSmuXDr2Mlxv2VJbtPXnLzOmBm0-3DVpfz_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJWIs7WDTOfEouLUPOG7brgc9vLrGi8tC-2BZ3yd1dKUkljGvHZFLrkUYKr8JM3J8VFa8PCwFKjGDd4Qk6ze3Yd9dzf21jAHx1Vsa-2FnP5jWfT0spYCHQL0f1PGGyv1bsit1Hjlzb8MbWEZgUkCIav4POS2gS-2FusYNw86JbZG-2BldrhgrU64CFl3TUzNJFRt6owzpYEhepvi2IOCff-2FjFrpAlJ6c-3D) [Growing Body of Evidence That Phone Bans in Class Can Make a Big Difference in Student Performance.](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPApk6vaUbMi-2FMXRAq-2BHRzB-2FiRw9EAmPFLn-2FtkWk0UH7rfKkCXJWhHPQU8rpV5g4wDTErejfoVvf2ijMUMFE4iSZizjI1K-2F6zHRyPK6ZXkk7Y3rEYKewAPp-2F6C6ztC6kEl1yOB7o2kR4wkhoGnrqcd-2Bx3msSetKgbdfQxq8FGTiPDe6RdWgN2gUCutRzENYy82Q-3D-3DDnKK_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJQ-2B9lbZJfftdIgoe-2F3EvMw-2BiqTgj-2BE58fpv72fBkEdFDJUK-2BQv2mZFeKsd-2Bnvkqar-2FIL6WaVk48P4XWuVXxX5jcbcYUUQ7e54EEqu5GmNgQNDZvyPCiG8-2BQMFGx86VEGMpXZMDEK-2F76-2F0eaMKqK67kaKvRbZTV6jdfsO1qwRAZVT440SfNtpE-2FBiljGvm6zkEzOw6i5CK8Wu3fbozCnSUV8-3D) [*PJ Media*](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPApk6vaUbMi-2FMXRAq-2BHRzB-2FiRw9EAmPFLn-2FtkWk0UH7rfKkCXJWhHPQU8rpV5g4wDTErejfoVvf2ijMUMFE4iSZizjI1K-2F6zHRyPK6ZXkk7Y3rEYKewAPp-2F6C6ztC6kEl1yOB7o2kR4wkhoGnrqcd-2Bx3msSetKgbdfQxq8FGTiPDe6RdWgN2gUCutRzENYy82Q-3D-3DwAeM_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJUgEVxafUWsPyJLa2eQrUm-2B9kiwkPkpryqFjz-2FNRA3JfGW7i2E-2B9898RZyyc2de1cZYmvJdr9oxHQmK9Pe-2FnIVJfHJMT2Ogt-2BR9IMoKzfNdujZ61sJjfcYq08Ne6u-2BIRBIQseKIL2QEbVeWTYhjCXawY8D3ojRmlkT6NifIv-2B2E7bv3pkvQASpy5VHN5xZkYMo3699d8-2B1YGCD0Ym4TmQpY-3D) [Schools Ban Phones, But Do the Policies Work?](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPCEz5gWtnjlMcbibx665XYG8amzJWBFueKE7iIP7VsKtFy7OL1iACq-2F7B6BK3WFmvpQ8cNSS8PuaUGp2DUkIYy1y5-2Ftdcr7Gf4LcYRemi7598OYP_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJWRGOux6YvTfAeO6Bo4gzHqDR5FgV1E4p42CdjlgT3M55DUFYMoEc7oHRkOq4aEzKH3Qz1-2BFNHFlfpbcELLSQk6iH7kfDbROyIGuVMsuKBj-2BMt-2BCDfc0Q26OikY0MAwXVyKril9NMmV6rspbOCLv1dvUNeeF0Fvnu9SECZ19Q1jzFXbQ3iaHSeV7SL2AV7JXmaLkIalo2sLij67rDY2RYvw-3D) [*Axios*](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPCEz5gWtnjlMcbibx665XYG8amzJWBFueKE7iIP7VsKtFy7OL1iACq-2F7B6BK3WFmvpQ8cNSS8PuaUGp2DUkIYy1y5-2Ftdcr7Gf4LcYRemi759u1xi_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJQanVDfW3Fuv7n2k4FDVM98dYF8lVxXvMOYDsobVuQ8NtnL0AbY7Ytfm4sVpXE7iEQSNnjWcobM1ub6qzFs0sltvi-2Bm7cy1VvrrSzj94gPOFbQEoknihZHRL4Qt0M-2FeIphEq3hIThB6fZyaKqdr61R5ITM6QQnUgkmwC4i9LKIcLup3MTRqWccEgZY3usZxmmfVtXpIqmJi9BjTMTA5SS7w-3D) **Applying the News Story** Smartphones are potential distractions not only for students, but for all who own them. Reflect on ways that you, in your own life, can eliminate distractions, maintain focus, and engage in healthy activities. **The Big Questions** 1. If you own a smartphone, how often do you use it? What value does it have to you? What problems, if any, does it cause for you? 2. How are smartphones and other digital technologies used in the life of your church, if at all? What are the advantages? The disadvantages? 3. What distracts you from the practice of the Christian faith? How can you control or minimize these distractions? 4. Where do you feel your focus needs to be, as you attempt to grow in faith and understanding? What helps you to concentrate and learn? 5. In a Florida school district that banned phones, "students now have more conversations at lunch and play games like Twister and pickleball." What is the value of these activities? Where do you find opportunities for connections with others and healthy recreation? **Confronting the News With Scripture and Hope**Here are some Bible verses to guide your discussion: **Deuteronomy 6:4-5***Hear, O Israel: The LORD is our God, the LORD alone. You shall love the LORD your God with all your heart and with all your soul and with all your might.* (For context, read [Deuteronomy 6:1-8](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPIPMr3QdAndcnhgARhLxPRBMJBYCTolkbvW-2F0TosyGzx8vT-2B4JcJ5j8RqGNYnps4kufA5LmHfIkBXtDdDzVolp2QsLtYYCzgH6WSxL5lvg488CnD_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJRBT2Fcul5jE1zmtKGNnqQw9c6AJIYe5ua3xiDs1oWLx67i-2FlM1vSyInyrI9u2ACgJPTLEg6HD6chYbI-2Bi1e69yP-2FBoZeQgLDELRo94US9Z13xoQQZL14-2F5PZp9-2FjWdDEdMK4s-2FEdifqs2EyvmzT67UWcsBWfb5zaLceKtULMHWHcFlT7CDUhiCo0h4Q9qNBxAEPgPJnm4hqvevCI10KIyQ-3D).) In the sixth chapter of Deuteronomy, Moses describes God as the strongest pillar of the faith. Moses is calling the Israelites to trust in the one true God, the almighty power who loves them and desires that they experience fullness of life. Moses predicts that if the Israelites observe the commandments of God, it will "go well" with them, and they will multiply greatly in the land that has been promised to them (v. 3). Notice that Moses says, *Hear, O Israel.* Particularly important is the verb "hear," in Hebrew, *shema.* This applies not only to aural communication, but to reading, sign language and braille as well. Such communication is critical to the life of faith, even more important than seeing, as the apostle Paul noted when he said, "faith comes from what is heard" (Romans 10:17). We are challenged to hear that the "LORD is our God, the LORD alone." When the word "LORD" is written in all caps, it is a code for the personal name for Israel's God: YHWH (pronounced "Yahweh"). Since this name is regarded by many Jews as being too sacred to be pronounced, the word "Lord" is said whenever YHWH appears. It is YHWH, the personal God of Israel, who forms the strongest pillar of our faith. > **Questions:** What do you think was preventing the Israelites from focusing on God, the pillar of their faith? How are you challenged to focus on words that will help you to grow in faith? What can you do about it? **2 Samuel 11:1-2** *In the spring of the year, the time when kings go out to battle, David sent Joab with his officers and all Israel with him; they ravaged the Ammonites and besieged Rabbah. But David remained at Jerusalem. It happened, late one afternoon when David rose from his couch and was walking about on the roof of the king's house, that he saw from the roof a woman bathing; the woman was very beautiful.* (For context, read [2 Samuel 11:1-27](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPIPMr3QdAndcnhgARhLxPRBMJBYCTolkbvW-2F0TosyGzxlvjJW5fipliacJeM-2BZO3IsuytF7U7HP1-2BwA6EvBsyx3LK2G7zTTPG-2BOV8KGni-2BpRk9rL_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJY87-2BHGPGMQ6OM037hz-2BnOZ2JrHrPLeKOH-2BbdDlCgTVPF-2BEBmZrwPlghFjGSUWMmSoegBFAHWhK40jxtt-2Foxk8PkSSwqg1dMAb6tS6BprP8HXObK9lSRh6VJAFKDQhIo7MCjdRP9PbpzuFpJ9bHIQPhFxnN-2BdC-2FxIsyxN7jSPWoV8Q7MXmCxlGGSn5UHYZzZWIeez-2FDxGrDRUH91JlY1Bhk-3D).) King David's problems began in the spring, the time each year when "kings" -- that is, serious kings -- "go out to battle." But instead of doing his job and leading his soldiers, David remained in the comfort and safety of Jerusalem, shirking his duties. After getting up from a nap, David saw a naked woman, liked what he saw, and found out that she was "Bathsheba daughter of Eliam, the wife of Uriah the Hittite" (v. 3). Eliam was one of David's mighty men (2 Samuel 23:34) and Uriah was a foreign Hittite who was nonetheless a soldier of Israel. What is clear from this description is that Bathsheba was off limits. But David sent messengers to fetch her, and he went to bed with her. In this terrible abuse of royal power, David shifted his attitude toward the people around him. Instead of seeing them as human beings, he looked at them as objects. Bathsheba soon sent David the message that she was pregnant. Although she had been treated like an object of desire, she was clearly a vital human being, able to play a part in the miracle of conception and birth. But King David failed to open his eyes to this truth. Instead, he continued to treat people like objects, culminating in the killing of Uriah the Hittite. > **Questions:** What distracted David from his duty as a king, and how did this distraction harm the people around him? What pulls you away from your duties, and how can you practice resistance? When, in your experience, have small distractions had big results? **John 12:3***Mary took a pound of costly perfume made of pure nard, anointed Jesus's feet, and wiped them with her hair. The house was filled with the fragrance of the perfume.* (For context, read [John 12:1-8.](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPIPMr3QdAndcnhgARhLxPRBMJBYCTolkbvW-2F0TosyGzxwdNvvOPku9x7NSGHv7YPObjOmvXa8jsTldAnVwTGshMjvoPmgqa8BUabxHXo0Jku610U_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJTG5QkohI-2BjY6jkm4RP-2BNrq7bQIqTRezDAtjqg5oab8XytcHJbLXzPhYopFha4ihoFAzSmfSoUAmnbs8qeWGzbQEpBJGUSMGhgR-2FRJtZGmgRxCUoCYEbFrAybfNp-2FX8a5OBObjrs-2B8IAHW-2FfhqIwiD9W8ClfYVJymwUwoFo4FfZSAy30pzNg2xlKVMTjV-2B1NoxmMnTPuX289NCZCuw5bfDU-3D)) The gospel of John has a unique perspective on the life, death and resurrection of Jesus, and it is the only gospel that tells the story of the raising of Lazarus. Soon after this miracle, Jesus "came to Bethany, the home of Lazarus, whom he had raised from the dead" (v. 1). There, the sisters of Lazarus, Martha and Mary, gave a dinner for Jesus, and Mary "anointed Jesus's feet, and wiped them with her hair." Judas Iscariot objected, saying, "Why was this perfume not sold for three hundred denarii and the money given to the poor?” (v. 5). Jesus responded by telling Judas to leave Mary alone, and added, "You always have the poor with you, but you do not always have me" (v. 8). This brief story makes clear that Jesus enjoyed a number of healthy activities, including conversation with friends, a good dinner, and the giving and receiving of gifts. While it is certainly true that three hundred denarii could help a large number of poor people, Jesus accepted the gift of perfume as a sign that Mary loved him. He knew that their time together was limited, while their time with "the poor" would continue (v. 8). > **Questions:** Why do you think Jesus put such value on conversation with friends, a good dinner, and the giving and receiving of gifts? Which of these activities are important to you, and why? How can you prioritize such activities? **Hebrews 12:1-2***Therefore, since we are surrounded by so great a cloud of witnesses, let us also lay aside every weight and the sin that clings so closely, and let us run with perseverance the race that is set before us, looking to Jesus, the pioneer and perfecter of faith, who for the sake of the joy that was set before him endured the cross, disregarding its shame, and has taken his seat at the right hand of the throne of God.* (No context needed.) The letter to the Hebrews was written to followers of Christ who had grown up Jewish, featuring elements that were connected to the ancient sacrificial system of Israel. According to Hebrews, Jesus Christ entered "once for all into the holy place, not with the blood of goats and calves but with his own blood, thus obtaining eternal redemption" (9:12). He "endured the cross, disregarding its shame, and has taken his seat at the right hand of the throne of God." Because of this great sacrifice, Jesus is the focus of our faith. Our challenge is to continue "looking to Jesus, the pioneer and perfecter of faith." He is our *advocate*, ready to appear in the presence of God on our behalf (9:24). He is our *substitute*, ready to remove our sin by the sacrifice of himself (9:26). And he is also our *savior*, ready to rescue those who are eagerly waiting for him (9:28). > **Questions:** What do you do to maintain your spiritual focus, "looking to Jesus, the pioneer and perfecter of faith"? How does the Christian community help you with this? When do you find your focus blurred, and what can you do about it? **For Further Discussion** 1. TWW Team Member Frank Ramirez wonders if our biblical "scores" would go up if we put down our Bibles. He says, "Jesus encourages us to live scripture rather than quote it. 'You have heard it said, but I say unto you' ... I think it would be better to look up from the Bibles on our phones and see the pain and suffering that surrounds us." Discuss. 2. Content filters can prevent minors from accessing obscene material, pornography and other harmful content. Realizing that other less objectionable material can lead us astray -- Facebook postings, shopping sites, celebrity gossip -- what kind of a content filter would help you, if at all? 3. The apostle Paul says, "Set your minds on the things that are above, not on the things that are on earth" ([Colossians 3:2)](https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPIPMr3QdAndcnhgARhLxPRBMJBYCTolkbvW-2F0TosyGzxlG6Mf3tvEVmQijV4y0Lg7IBK9tcM0NIpzjo1f7kgCGdNwQRph72ATqDrnbM9CBmj9oNy_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJZGxqpIxNd-2FGKQYVPMfDg7KJBYjlQEyza0W9srmMx3S57IyY0ouo8GJA91OGV-2BiXPjGstfAs6fOzG6-2FB8gBmagUYazpz9iyMeaSgI5BLBjPezUecYWUk3aqR62pEnvJYNnSSCfVOr-2BY-2BYMHQCuYw2r09byqYc2LdhFhZznjAATlx-2FNmMy8GWQSUf83alaL3qeLRK9cUSVVD-2BgGwGdmGsNDY-3D). On what do you try to "set your mind" as a follower of Jesus? When do you find that your mind is wandering? 4. Are you a parent or grandparent who wants your student to have a smartphone in school so that you can reach them and keep track of them? If so, what will you do if phones are banned? If not, how do you intend to stay connected? **Responding to the News** Make an effort this week to concentrate on Christian values, minimize distractions, and engage in healthy activities with family members, friends and fellow church members. **Prayer** God of all creation, we thank you for the opportunities you give us to live and learn together, with a focus on you and on our brothers and sisters -- instead of on our phones. In Jesus' name. Amen. **Copyright 2024 Communication Resources** [Unsubscribe From This List](https://u14323725.ct.sendgrid.net/asm/unsubscribe/?user_id=14323725&data=ROePCICav5liqRVhX1-rifqQWQ8qhB7EcZ6cxMJRLHdoMDAwdTAwMJxVW4X33rN8dEaoIiTO2yxtNnO2MssMeL57588UPnYCzO96Gr6Xi6AfMdbKkxuDfrAS8bUnDPROIHgXbNckhJtkdXVBtJWryaM2M1iHtwzeO4IrOQivHRKprFRyqM8Io7QV-Sq8GXhCHbZN8W6GOwANkLFAwAsVViZK3eyPb8hBS9Hw1c3jNfyaCdxA480wz3L0uZMRbgJXSpXXD2a1GrNsFIl9vtpEaPESI4Naqz_NzXdugWseW4QiWqN9ll-qvVLf92jvFH12cmNlUB25gBx5Hp1EAYGZOgRkXbw0JuKPnzoLeSBIP-rEbyPpP7KGlC7YjvHYaZdiknUUs3oVvareRWRl9lrybRfPXie27cNFEEO3DRLQXb5YGwryz-1UhP3zTiUha8UA3x99i6nXglRcI-jNJvj60xj1018FbEOlu3RJS9cZ36l6DAO8LB2ighO5qUB0hi-ajM27Rh2ofVGRf0E7TDsbjFA0pnvFN8cKuccy3lgkO-ftUr-4_U2mkwGu6VkXzbjVJtOJKuII0FfzmdH5Mom-FoKRJG6SmdggRwQ8s8WMZIoRvomRQvrDD-MiQkV0dRI-XgLmFBqxLtA5mWe1Q2BAwOPiV35WETOw) <div>Dear Class Members, Recent research is revealing that banning smartphones in classrooms is leading to improvements in student performance. Such bans are now in effect in at least eight states, and students are having more conversations and playing games with one another. We will use this story as a springboard for discussion about eliminating distractions, maintaining focus, and engaging in healthy activities. <center><img alt="" src="https://www.thewiredword.com/\_img/tww\_logo\_email.jpg"/></center> Banning Smartphones in Class Helps Students The Wired Word for the Week of September 15, 2024 In the News Recent studies are revealing that bans on smartphones in class are improving student performance. The bans are also forcing children and youths to interact with each other in healthier ways. The results of these studies are just now being published, after several years of phone bans in a number of states. <div> Anything that limits access to phones is a positive, according to Louis-Philippe Beland, an associate professor of economics at Carleton University in Ontario. He is co-author of one of the first papers on the academic impact of smartphone access. "We found that banning mobile phones in schools increases student performance, especially for low-achieving students. There was no negative impact on high-achieving students," Beland said to Scientific American. "I think there's a strong case that mobile phones cause distraction," he said. "If you do something about it, you can increase academic performance." </div> At present, at least eight states have banned cell phones in the classroom, and several more are considering the move. Policies vary from state to state, with some requiring students to keep phones in pouches or lockers for the entire day, while others prohibit use only in class. "They're not just a distraction. Kids are fully addicted now to phones," New York City schools chancellor David Banks recently said on "Good Day New York." Banks reported, "I have talked to hundreds of principals around the city who have said, 'Take the phones.' ... I've talked to parents around the city, who I thought were going to be the biggest folks to push back. They've said, 'We recognize it as well.'"(New York currently does not ban phones in class.) According to The New York Times, California, Indiana and Louisiana have restricted phone use or taken steps toward doing so. They are following the lead of Florida, which last year banned phones in classrooms from kindergarten through high school. Other states, including Arizona and New York, may move in this direction soon. At the schools that have restricted phones, many people are already seeing benefits. In a Florida school district that banned phones all day, David Leonhardt noted that "students now have more conversations at lunch and play games like Twister and pickleball. Before, children mostly looked at their phones." "The evidence of the harm caused by cell phones is still mostly circumstantial," said Rick Moran in PJ Media, "especially how cell phones in school affect the mental health of kids. All we know is that childhood depression, loneliness, and other mental health problems have rapidly increased since 2007 when the first iPhone hit the market." Social psychologist Jonathan Haidt, writing in The Atlantic, pointed to numerous studies on the rise of childhood mental health issues that overlap with the rise of smartphones. "Members of Generation Z (born in and after 1996) are suffering from anxiety, depression, self-harm, and related disorders at levels higher than any other generation for which we have data," he wrote. Since 2011, Michael Rich, an associate professor of pediatrics at Harvard Medical School, has been studying the issue with the Alberta Teachers' Association (ATA). Instead of blocking smartphones and their use in school, he wants to spend classroom time showing kids how to get the most out of their smartphones. This would involve taking them out of their secure pouches only at select times, at which point, he said, children would be "educated about how to use them in a way that will reinforce a positive relationship with their devices." As with power tools in woodshop classes, Rich said that the goal is to "teach them how to use them responsibly and carefully -- and use them in productive ways." Given that smartphones will be with us for the foreseeable future, Rich asked, "Why not overtly teach them how to use these?" Still, he believes that phones should be locked up most of the day. Others experts have a more permissive approach. Pete Etchells, a professor of psychology and science communication at Bath Spa University in England, said that "parents, schools, and policymakers are being scared by some really unhelpful rhetoric in the media." He believes that parents and teachers are looking for "immediate solutions because it feels like we're in an emergency and need to do something quickly." Surprisingly, some parents are throwing up an obstacle to smartphone bans in schools, saying that they want to be able to reach their kids and keep track of them. More on this story can be found at these links: <a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPNg8dPPt9buyErbuf7y367HL-2FiAwaINDNIgXgcZxGy-2FUWgfbwcUsw-2FTS97MmBlX6ejNTFoqNlvsX91j5ACHxU3m6DVxtBu4S1CMdNnc6voGEs4Wi\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJawxzzy3h26q5VWrN5-2F22vfpjnJa6J1GScYO215wNen26lz1dEBMen4-2Bmf9PFnpbP1z-2BVVFhqHQNOF-2F2XL0WYi-2B2O-2BYRmXkrjETQxH78hlL8SxMaRwiYTgAoaByi9NAKUyUyuCBDVKVW5P5EKvxUb20CMK0TRiZjqrl9d-2BjYz-2BLD1TXNaBH-2FmMmWLO0xrXFy9m4-2BDEZM9W2j5kz685LR6KM-3D">Do Phone Bans Help Students Perform Better in School? </a><a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPNg8dPPt9buyErbuf7y367HL-2FiAwaINDNIgXgcZxGy-2FUWgfbwcUsw-2FTS97MmBlX6ejNTFoqNlvsX91j5ACHxU3m6DVxtBu4S1CMdNnc6voGE30JG\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJfFOibago7MPB7K-2FjiGixCMfDOk8Mh7ovNtD9VX0EXu81NoyjCfowUHnOM-2BCdpJq48Qka2h9p-2FTTQO-2FleJ-2Be-2BZowiHCm1Jd34gYz6VSbaQu3w3cZij0XedJP9at2O3bIto-2BElm1BQwi2etHXJadyeXHGwimS7Vowgm0ENXlB7cB3Z5GICLk-2FmWjhXhKoTdUd6Bq-2Bxwt78NcG5g0LDcGpK9U-3D">Scientific American</a> <a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPMRGvsJRkCRVObKv6jJ7-2BAj3dRkrLv3m0UoagyLVs-2F8OXQ5woSjgHeQNels35Hn99jUrFq1lSpqzIN-2FOde38GWZzOQU-2Fj4ppOjF-2BI3iXIjhxp68hi6ys8QsD3jisLZZ0ab9jxCzfbLZJWHD5zPYZ-2F3ig3Czr5OYqh9Tsgg0DPySpfzFA7OQFRGqi6dGuOZI7ZTDBemXTbDh4hci8NhK6aelO0KPdoqDBIckKY93AXKXb-2BipgZdQSmI3C8A0mesinm5pTsCRFT85JyChJ71eXTgNFxbRqk175EbloiAwV5J5aTsikBw2UHFNgYJyX3GLZ82ytHGUT7JkxILXhp6e2qouwD88LIJWEmPovaNYmLBO-2BqHUFXbLz2WS9kVn9BUYrRZS2tzJK9DQBCCSgFQO-2FDCU-3DgzqJ\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJeDNA-2FnfjaTa09-2Bb5o64WCNHOH3mWJvMvCgeLMWMhl8DQg4SCVcSLjCPyH0MQkH7htEucr0NBFT-2BEPBO-2BCKxzcDSU1xGw34QaoeaW1YPWbtaG7sdjFA5rYukOlfq77eLelF8fzhd933tze7Uj3B8WVHm5gBSt55yVu2z-2FPA3GIFiLcj0OWMHGDnIfr09jMEDXkFa5AaueYbEelIQE822Crk-3D">Twister and Pickleball. </a><a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPMRGvsJRkCRVObKv6jJ7-2BAj3dRkrLv3m0UoagyLVs-2F8OXQ5woSjgHeQNels35Hn99jUrFq1lSpqzIN-2FOde38GWZzOQU-2Fj4ppOjF-2BI3iXIjhxp68hi6ys8QsD3jisLZZ0ab9jxCzfbLZJWHD5zPYZ-2F3ig3Czr5OYqh9Tsgg0DPySpfzFA7OQFRGqi6dGuOZI7ZTDBemXTbDh4hci8NhK6aelO0KPdoqDBIckKY93AXKXb-2BipgZdQSmI3C8A0mesinm5pTsCRFT85JyChJ71eXTgNFxbRqk175EbloiAwV5J5aTsikBw2UHFNgYJyX3GLZ82ytHGUT7JkxILXhp6e2qouwD88LIJWEmPovaNYmLBO-2BqHUFXbLz2WS9kVn9BUYrRZS2tzJK9DQBCCSgFQO-2FDCU-3Dy5eR\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJZzlqbAEfZplAA8vFbKssu3J6BeiPjv8IyUIy6CRji6HfPoAD5pdq2dkstoTrLjGs2NIjmIkYEG1gJumEFgjfi388xgY7U0O8iy6cI0JNJgVF615nCMCpmdVYj5QZgQjDK4fMFBNnZTQ83R8dY2O7cS0FwUonrjz9ajFW6mq3j-2FSla14SYdUw5oEDQZtHIc9kKYFgR2aceJ0xcKODKcBtfc-3D">The New York Times</a> <a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPAhYkU3qpDDdhU3-2Fb5KUlnIuA6PjMYKZ2a0ZvP2c7XnLjXiles5TCKeC-2F9eZrHPPtSfqqZu0K-2F5C-2BGwZU-2BYj6IY68wIavL7tPq7HIY2GYA8pa6Ctybt5tZoZGfJ0sSmuXDr2Mlxv2VJbtPXnLzOmBm0-3Dr\_bj\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJdI87jPQrKxHYY2MAy5c9IzghicMl9wN9AJirzphGstTllNsw-2B-2BDlPjqkeJPrx-2B1mEWTOepInQLHjTeNdJXLcV5Wt9uxzYLblATxCy-2FsKkOIYTJjn8Tshu59Jg2SD5RM84NlrpkI49B7dxg9tUZ2UaKa7zXk0naWZCH7uZXgIrVm-2FM6mpNua5vAvs0tNnxKcbhqaMWX6lg9gsshRAv3ZUMs-3D">End the Phone-Based Childhood Now. </a><a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPAhYkU3qpDDdhU3-2Fb5KUlnIuA6PjMYKZ2a0ZvP2c7XnLjXiles5TCKeC-2F9eZrHPPtSfqqZu0K-2F5C-2BGwZU-2BYj6IY68wIavL7tPq7HIY2GYA8pa6Ctybt5tZoZGfJ0sSmuXDr2Mlxv2VJbtPXnLzOmBm0-3DVpfz\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJWIs7WDTOfEouLUPOG7brgc9vLrGi8tC-2BZ3yd1dKUkljGvHZFLrkUYKr8JM3J8VFa8PCwFKjGDd4Qk6ze3Yd9dzf21jAHx1Vsa-2FnP5jWfT0spYCHQL0f1PGGyv1bsit1Hjlzb8MbWEZgUkCIav4POS2gS-2FusYNw86JbZG-2BldrhgrU64CFl3TUzNJFRt6owzpYEhepvi2IOCff-2FjFrpAlJ6c-3D">The Atlantic</a> <a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPApk6vaUbMi-2FMXRAq-2BHRzB-2FiRw9EAmPFLn-2FtkWk0UH7rfKkCXJWhHPQU8rpV5g4wDTErejfoVvf2ijMUMFE4iSZizjI1K-2F6zHRyPK6ZXkk7Y3rEYKewAPp-2F6C6ztC6kEl1yOB7o2kR4wkhoGnrqcd-2Bx3msSetKgbdfQxq8FGTiPDe6RdWgN2gUCutRzENYy82Q-3D-3DDnKK\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJQ-2B9lbZJfftdIgoe-2F3EvMw-2BiqTgj-2BE58fpv72fBkEdFDJUK-2BQv2mZFeKsd-2Bnvkqar-2FIL6WaVk48P4XWuVXxX5jcbcYUUQ7e54EEqu5GmNgQNDZvyPCiG8-2BQMFGx86VEGMpXZMDEK-2F76-2F0eaMKqK67kaKvRbZTV6jdfsO1qwRAZVT440SfNtpE-2FBiljGvm6zkEzOw6i5CK8Wu3fbozCnSUV8-3D">Growing Body of Evidence That Phone Bans in Class Can Make a Big Difference in Student Performance. </a><a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPApk6vaUbMi-2FMXRAq-2BHRzB-2FiRw9EAmPFLn-2FtkWk0UH7rfKkCXJWhHPQU8rpV5g4wDTErejfoVvf2ijMUMFE4iSZizjI1K-2F6zHRyPK6ZXkk7Y3rEYKewAPp-2F6C6ztC6kEl1yOB7o2kR4wkhoGnrqcd-2Bx3msSetKgbdfQxq8FGTiPDe6RdWgN2gUCutRzENYy82Q-3D-3DwAeM\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJUgEVxafUWsPyJLa2eQrUm-2B9kiwkPkpryqFjz-2FNRA3JfGW7i2E-2B9898RZyyc2de1cZYmvJdr9oxHQmK9Pe-2FnIVJfHJMT2Ogt-2BR9IMoKzfNdujZ61sJjfcYq08Ne6u-2BIRBIQseKIL2QEbVeWTYhjCXawY8D3ojRmlkT6NifIv-2B2E7bv3pkvQASpy5VHN5xZkYMo3699d8-2B1YGCD0Ym4TmQpY-3D">PJ Media</a> <a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPCEz5gWtnjlMcbibx665XYG8amzJWBFueKE7iIP7VsKtFy7OL1iACq-2F7B6BK3WFmvpQ8cNSS8PuaUGp2DUkIYy1y5-2Ftdcr7Gf4LcYRemi7598OYP\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJWRGOux6YvTfAeO6Bo4gzHqDR5FgV1E4p42CdjlgT3M55DUFYMoEc7oHRkOq4aEzKH3Qz1-2BFNHFlfpbcELLSQk6iH7kfDbROyIGuVMsuKBj-2BMt-2BCDfc0Q26OikY0MAwXVyKril9NMmV6rspbOCLv1dvUNeeF0Fvnu9SECZ19Q1jzFXbQ3iaHSeV7SL2AV7JXmaLkIalo2sLij67rDY2RYvw-3D">Schools Ban Phones, But Do the Policies Work? </a><a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPCEz5gWtnjlMcbibx665XYG8amzJWBFueKE7iIP7VsKtFy7OL1iACq-2F7B6BK3WFmvpQ8cNSS8PuaUGp2DUkIYy1y5-2Ftdcr7Gf4LcYRemi759u1xi\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJQanVDfW3Fuv7n2k4FDVM98dYF8lVxXvMOYDsobVuQ8NtnL0AbY7Ytfm4sVpXE7iEQSNnjWcobM1ub6qzFs0sltvi-2Bm7cy1VvrrSzj94gPOFbQEoknihZHRL4Qt0M-2FeIphEq3hIThB6fZyaKqdr61R5ITM6QQnUgkmwC4i9LKIcLup3MTRqWccEgZY3usZxmmfVtXpIqmJi9BjTMTA5SS7w-3D">Axios</a> Applying the News Story Smartphones are potential distractions not only for students, but for all who own them. Reflect on ways that you, in your own life, can eliminate distractions, maintain focus, and engage in healthy activities. The Big Questions 1. If you own a smartphone, how often do you use it? What value does it have to you? What problems, if any, does it cause for you? 2. How are smartphones and other digital technologies used in the life of your church, if at all? What are the advantages? The disadvantages? 3. What distracts you from the practice of the Christian faith? How can you control or minimize these distractions? 4. Where do you feel your focus needs to be, as you attempt to grow in faith and understanding? What helps you to concentrate and learn? 5. In a Florida school district that banned phones, "students now have more conversations at lunch and play games like Twister and pickleball." What is the value of these activities? Where do you find opportunities for connections with others and healthy recreation? Confronting the News With Scripture and Hope Here are some Bible verses to guide your discussion: Deuteronomy 6:4-5 Hear, O Israel: The LORD is our God, the LORD alone. You shall love the LORD your God with all your heart and with all your soul and with all your might. (For context, read <a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPIPMr3QdAndcnhgARhLxPRBMJBYCTolkbvW-2F0TosyGzx8vT-2B4JcJ5j8RqGNYnps4kufA5LmHfIkBXtDdDzVolp2QsLtYYCzgH6WSxL5lvg488CnD\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJRBT2Fcul5jE1zmtKGNnqQw9c6AJIYe5ua3xiDs1oWLx67i-2FlM1vSyInyrI9u2ACgJPTLEg6HD6chYbI-2Bi1e69yP-2FBoZeQgLDELRo94US9Z13xoQQZL14-2F5PZp9-2FjWdDEdMK4s-2FEdifqs2EyvmzT67UWcsBWfb5zaLceKtULMHWHcFlT7CDUhiCo0h4Q9qNBxAEPgPJnm4hqvevCI10KIyQ-3D">Deuteronomy 6:1-8</a>.) In the sixth chapter of Deuteronomy, Moses describes God as the strongest pillar of the faith. Moses is calling the Israelites to trust in the one true God, the almighty power who loves them and desires that they experience fullness of life. Moses predicts that if the Israelites observe the commandments of God, it will "go well" with them, and they will multiply greatly in the land that has been promised to them (v. 3). Notice that Moses says, Hear, O Israel. Particularly important is the verb "hear," in Hebrew, shema. This applies not only to aural communication, but to reading, sign language and braille as well. Such communication is critical to the life of faith, even more important than seeing, as the apostle Paul noted when he said, "faith comes from what is heard" (Romans 10:17). We are challenged to hear that the "LORD is our God, the LORD alone." When the word "LORD" is written in all caps, it is a code for the personal name for Israel's God: YHWH (pronounced "Yahweh"). Since this name is regarded by many Jews as being too sacred to be pronounced, the word "Lord" is said whenever YHWH appears. It is YHWH, the personal God of Israel, who forms the strongest pillar of our faith. <blockquote> Questions: What do you think was preventing the Israelites from focusing on God, the pillar of their faith? How are you challenged to focus on words that will help you to grow in faith? What can you do about it? </blockquote> 2 Samuel 11:1-2 In the spring of the year, the time when kings go out to battle, David sent Joab with his officers and all Israel with him; they ravaged the Ammonites and besieged Rabbah. But David remained at Jerusalem. It happened, late one afternoon when David rose from his couch and was walking about on the roof of the king's house, that he saw from the roof a woman bathing; the woman was very beautiful. (For context, read <a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPIPMr3QdAndcnhgARhLxPRBMJBYCTolkbvW-2F0TosyGzxlvjJW5fipliacJeM-2BZO3IsuytF7U7HP1-2BwA6EvBsyx3LK2G7zTTPG-2BOV8KGni-2BpRk9rL\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJY87-2BHGPGMQ6OM037hz-2BnOZ2JrHrPLeKOH-2BbdDlCgTVPF-2BEBmZrwPlghFjGSUWMmSoegBFAHWhK40jxtt-2Foxk8PkSSwqg1dMAb6tS6BprP8HXObK9lSRh6VJAFKDQhIo7MCjdRP9PbpzuFpJ9bHIQPhFxnN-2BdC-2FxIsyxN7jSPWoV8Q7MXmCxlGGSn5UHYZzZWIeez-2FDxGrDRUH91JlY1Bhk-3D">2 Samuel 11:1-27</a>.) King David's problems began in the spring, the time each year when "kings" -- that is, serious kings -- "go out to battle." But instead of doing his job and leading his soldiers, David remained in the comfort and safety of Jerusalem, shirking his duties. After getting up from a nap, David saw a naked woman, liked what he saw, and found out that she was "Bathsheba daughter of Eliam, the wife of Uriah the Hittite" (v. 3). Eliam was one of David's mighty men (2 Samuel 23:34) and Uriah was a foreign Hittite who was nonetheless a soldier of Israel. What is clear from this description is that Bathsheba was off limits. But David sent messengers to fetch her, and he went to bed with her. In this terrible abuse of royal power, David shifted his attitude toward the people around him. Instead of seeing them as human beings, he looked at them as objects. Bathsheba soon sent David the message that she was pregnant. Although she had been treated like an object of desire, she was clearly a vital human being, able to play a part in the miracle of conception and birth. But King David failed to open his eyes to this truth. Instead, he continued to treat people like objects, culminating in the killing of Uriah the Hittite. <blockquote> Questions: What distracted David from his duty as a king, and how did this distraction harm the people around him? What pulls you away from your duties, and how can you practice resistance? When, in your experience, have small distractions had big results? </blockquote> John 12:3 Mary took a pound of costly perfume made of pure nard, anointed Jesus's feet, and wiped them with her hair. The house was filled with the fragrance of the perfume. (For context, read <a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPIPMr3QdAndcnhgARhLxPRBMJBYCTolkbvW-2F0TosyGzxwdNvvOPku9x7NSGHv7YPObjOmvXa8jsTldAnVwTGshMjvoPmgqa8BUabxHXo0Jku610U\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJTG5QkohI-2BjY6jkm4RP-2BNrq7bQIqTRezDAtjqg5oab8XytcHJbLXzPhYopFha4ihoFAzSmfSoUAmnbs8qeWGzbQEpBJGUSMGhgR-2FRJtZGmgRxCUoCYEbFrAybfNp-2FX8a5OBObjrs-2B8IAHW-2FfhqIwiD9W8ClfYVJymwUwoFo4FfZSAy30pzNg2xlKVMTjV-2B1NoxmMnTPuX289NCZCuw5bfDU-3D">John 12:1-8.</a>) The gospel of John has a unique perspective on the life, death and resurrection of Jesus, and it is the only gospel that tells the story of the raising of Lazarus. Soon after this miracle, Jesus "came to Bethany, the home of Lazarus, whom he had raised from the dead" (v. 1). There, the sisters of Lazarus, Martha and Mary, gave a dinner for Jesus, and Mary "anointed Jesus's feet, and wiped them with her hair." Judas Iscariot objected, saying, "Why was this perfume not sold for three hundred denarii and the money given to the poor?” (v. 5). Jesus responded by telling Judas to leave Mary alone, and added, "You always have the poor with you, but you do not always have me" (v. 8). This brief story makes clear that Jesus enjoyed a number of healthy activities, including conversation with friends, a good dinner, and the giving and receiving of gifts. While it is certainly true that three hundred denarii could help a large number of poor people, Jesus accepted the gift of perfume as a sign that Mary loved him. He knew that their time together was limited, while their time with "the poor" would continue (v. 8). <blockquote> Questions: Why do you think Jesus put such value on conversation with friends, a good dinner, and the giving and receiving of gifts? Which of these activities are important to you, and why? How can you prioritize such activities? </blockquote> Hebrews 12:1-2 Therefore, since we are surrounded by so great a cloud of witnesses, let us also lay aside every weight and the sin that clings so closely, and let us run with perseverance the race that is set before us, looking to Jesus, the pioneer and perfecter of faith, who for the sake of the joy that was set before him endured the cross, disregarding its shame, and has taken his seat at the right hand of the throne of God. (No context needed.) The letter to the Hebrews was written to followers of Christ who had grown up Jewish, featuring elements that were connected to the ancient sacrificial system of Israel. According to Hebrews, Jesus Christ entered "once for all into the holy place, not with the blood of goats and calves but with his own blood, thus obtaining eternal redemption" (9:12). He "endured the cross, disregarding its shame, and has taken his seat at the right hand of the throne of God." Because of this great sacrifice, Jesus is the focus of our faith. Our challenge is to continue "looking to Jesus, the pioneer and perfecter of faith." He is our advocate, ready to appear in the presence of God on our behalf (9:24). He is our substitute, ready to remove our sin by the sacrifice of himself (9:26). And he is also our savior, ready to rescue those who are eagerly waiting for him (9:28). <blockquote> Questions: What do you do to maintain your spiritual focus, "looking to Jesus, the pioneer and perfecter of faith"? How does the Christian community help you with this? When do you find your focus blurred, and what can you do about it? </blockquote> For Further Discussion 1. TWW Team Member Frank Ramirez wonders if our biblical "scores" would go up if we put down our Bibles. He says, "Jesus encourages us to live scripture rather than quote it. 'You have heard it said, but I say unto you' ... I think it would be better to look up from the Bibles on our phones and see the pain and suffering that surrounds us." Discuss. 2. Content filters can prevent minors from accessing obscene material, pornography and other harmful content. Realizing that other less objectionable material can lead us astray -- Facebook postings, shopping sites, celebrity gossip -- what kind of a content filter would help you, if at all? 3. The apostle Paul says, "Set your minds on the things that are above, not on the things that are on earth" (<a href="https://u14323725.ct.sendgrid.net/ls/click?upn=u001.kR2s0BHA4IMM0a9cQYZVPIPMr3QdAndcnhgARhLxPRBMJBYCTolkbvW-2F0TosyGzxlG6Mf3tvEVmQijV4y0Lg7IBK9tcM0NIpzjo1f7kgCGdNwQRph72ATqDrnbM9CBmj9oNy\_-2FDMt8DmC0b3MPPPEfxHbnxzgfJsbXDNMpwCP9nNwhUmwW6wkyKFLFNgtWOsfoWlqzJWknYznvBlIhQrMvSLcaZdhhbJIKGm-2F5qmCcYPIpJSn2obb9skqJf4MgaypxrLi7oLPa8a7eS7JtzjOXCCX8BHD-2F4cv9wFI-2FUH-2BL75pc25Hbh6RKf8EPZebHASiEu2b1aGXbOqJQ3Dnm6HAk92Ymc-2FpO9CrWP-2Bp6lfVW7QlWO0186TqZzzx1iscUqz7Nrz9V8TbBBb8upRAI8RhG9mVJZGxqpIxNd-2FGKQYVPMfDg7KJBYjlQEyza0W9srmMx3S57IyY0ouo8GJA91OGV-2BiXPjGstfAs6fOzG6-2FB8gBmagUYazpz9iyMeaSgI5BLBjPezUecYWUk3aqR62pEnvJYNnSSCfVOr-2BY-2BYMHQCuYw2r09byqYc2LdhFhZznjAATlx-2FNmMy8GWQSUf83alaL3qeLRK9cUSVVD-2BgGwGdmGsNDY-3D">Colossians 3:2)</a>. On what do you try to "set your mind" as a follower of Jesus? When do you find that your mind is wandering? 4. Are you a parent or grandparent who wants your student to have a smartphone in school so that you can reach them and keep track of them? If so, what will you do if phones are banned? If not, how do you intend to stay connected? Responding to the News Make an effort this week to concentrate on Christian values, minimize distractions, and engage in healthy activities with family members, friends and fellow church members. Prayer God of all creation, we thank you for the opportunities you give us to live and learn together, with a focus on you and on our brothers and sisters -- instead of on our phones. In Jesus' name. Amen. 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