Edi Purwa Blog Site

Vegetarian Recipes

2008-12-30T19:37:00.000-08:00

A collection of recipes with no ingredients that are known to commonly contain meat or meat products.

Beetroot dip

Worth making for its colour alone! With only four ingredients and ready in five minutes, this is sure to become an instant favourite. More

Savoury nuts

Small portions are the key with nuts. They do contain healthy fats, but there are just as many kilojoules in healthy fats as bad fats. More

Bruschetta with chickpea spread and basil tomatoes

Day-old bread is perfect for bruschetta, and this chickpea spread is a subtle but delicious addition to a canapé favourite. More

Cannellini bean and olive dip

Serve with fresh vegetables such as blanched snow peas and asparagus, radish, baby carrots and capsicum sticks. More

Mushroom Wellington

A rich and tasty mushroom filling in golden pastry makes a meat-free celebration meal even ardent meat-lovers will enjoy. More

Pizza sauce

A quick and easy sauce that goes with any topping. More

Beetroot, orzo and feta salad

Serve this colourful salad as a side dish with fish or chicken, or as part of a salad selection at barbecues and parties. More

Pizza dough

A good basic dough for all types of pizza. More

Healthy roast vegetables

Roast veges don’t need to be cooked with the meat; make them healthy by adding lots of flavour and cooking separately. More

Tortellini bake

A fabulous no-fuss dinner when you’re tired at the end of the week. Serve with a big green salad. More

How to choose: Breakfast cereals for kids

2008-12-30T18:40:00.000-08:00

There are so many cereals to choose from! Here are some label-reading tips to help us make good decisions for our kids.

What makes a healthy breakfast cereal for kids?

Breakfast is an essential start to the day; it refuels children’s brains as well as their bodies. Cereals with milk provide carbohydrate, some protein, B vitamins, fibre and calcium. Add fruit to that and there’s more fibre plus a wider range of vitamins and minerals.

It's unlikely you'll need added vitamins and minerals in a cereal if you're eating a balanced diet which includes fruit, vegetables and cereals as well as meat or other protein foods, as they will provide vitamins and minerals in a form more readily absorbed by the body.

Sugar

Earlier this year Consumer magazine compared 26 breakfast cereals specifically aimed at children and found that over half of them were at least 1/3 sugar.

Often the excuse is that people are just going to add sugar at home anyway, but that’s really no excuse at all; we should be given the choice. High amounts of sugar in the diet are related to tooth decay as well as overweight and obesity, which is on the increase amongst our children.

Look for products with less than 15g of sugar per 100g, or if they contain dried fruit up to 25g per 100g.

Sodium

It’s best not to give children foods with high amounts of sugar or sodium as ‘everyday foods’ as they’ll become accustomed to these tastes. For children (and adults other than those on a low-sodium diet) look for a moderate sodium content of up to 600mg per 100g.

Fibre

For adults, breakfast cereals are often an opportunity to increase a low fibre intake, but kids don’t need as much fibre in their diet. Look for a cereal with more than 5g of fibre per 100g but no more than 15g.

The guide for fibre intake for children over 2 is ‘age plus 5’. So if your child is 8 years old they need about 13g of fibre each day.

No matter what they choose, the most important thing to remember about breakfast for children is to ensure they have it.

Article by:: Rose Carr

Cod liver oil

2008-10-19T18:21:00.001-07:00

source : wikipedia

Cod liver oil is a nutritional supplement derived from liver of cod fish. It has high levels of the omega-3 fatty acids, EPA and DHA, and very high levels of vitamin A, and vitamin D. It is widely taken to ease the symptoms of arthritis as well as other health benefits. It was once commonly given to children.

Cod liver oil in gelatin capsules

Depending on the quality of the oil, the flavor and aroma range from a mild sardine-like flavor, to an intense and obnoxious odor of rotten fish and rancid oil. High quality cod liver oil is a pale-yellow, thin, oily liquid, having a peculiar, slightly fishy, but not rancid odor, and a bland, slightly fishy taste. Manufacturers sometimes add flavorings, such as citrus or mint essence, to cod liver oil to make it more palatable.

The Mozart Effect for Children

2008-10-17T21:14:00.000-07:00

source : www.curledup.com

The Mozart Effect for Children is Don Campbell’s sequel to - and extensive application Of - musical and extra-musical benefits suggested in the original The Mozart Effect, 1997. The author focuses on sensory-motor stimulation and neuronal connections in the growing brain and body associated with the ages and sequential stages of child development. Campbell, enraptured by Mozart and his music and buttressed by the initial research on therapeutic sound by Dr. Alfred Tomatis in France, pulled together neuroscience research, case studies, and testimonials to propose fetal-intrauterine communication with soon to- to-be mothers. Methods of sound communication included possible changes in heartbeat rhythms, breathing patterns, tone of voice, physical vibrations, verbal chants, humming, light tapping, varied muscle movements, personalized stories with music (preferably by Mozart), singing, and family music-making renditions. This available usable human repertoire of sound methodology and love of Mozart leads the author to develop a rather ambitious, if not audacious, goal.

In the prelude, Campbell is asked, “Can music make your child more intelligent?” He responds, “True, many influences contribute to the molding of a life, and music is only one of them. But, unlike our genetic inheritance, which is fixed, our musical inheritance is expandable. We can turn up the volume and make it as positive a force as we wish… my goal is to simply give as many children as possible the incomparable gift of music— and, in doing so, to help them reach their emotional, intellectual, and spiritual potential.”

Campbell will go on to describe in what ways varied, soothing tones, repetitive movements, “catchy” rhythmical lyrics, lullabies (e.g., Twinkle, Twinkle, Little Star), patting the stomach and related loving activities can work for soon-to-be parents and mothers/fathers willing to share and pursue this noble goal with newborn family members. Consequently, Campbell’s Mozart Effect turns out to be not one objective, measurable, or wished-for effect. In fact, as the stated goal suggests, the Mozart Effect, is produced if at all by overlapping, multi-dimensional, expressive, physical and empathetic activities that may be communicated to stimulate brain growth, perception, cognitive organization and understanding, visual-spatial benefits, the reduction of stress, motor enhancements, improve language, facilitate emotional, social, cultural, and academic skills, improve reading, procedural memory, creativity, aesthetic sensitivity, a stronger sense of identity, and the joys of community (pg. 8-9). The author asserts such effects (or the Mozart Effect?) are real and measurable. Research scientists might ask if they are robust, testable and disprovable.

In Chapter 2 the author covers pre-birth through birth. He summarizes some of the science underlying his general assumptions: “The ear is the first sense organ to develop in the womb… (to) “The human fetus is therefore capable of learning before birth at a level that can affect her postbirth behavior.” Campbell provides the mother-to-be practical suggestions for listening, playing, and singing music to stabilize her own internal emotional/hormonal status as well as help keep the unborn recipient relaxed, attentive, less stressed, and responsive to musical messages.

In Chapter 3, the focus is on the baby’s birth and coping with a new sensory world while bonding and learning to communicate with mother. Internally, the baby is generating vast numbers of neurons, synaptic connections, and potentially organized pathways for learning through out the growing body in tune with the mother’s focused attention, feeding/nurturing care, emotional and vocal support. Campbell views parent talk from the very beginning as an important opportunity to make vocal expressions, varied rhythmical movements, and baby play for fun with music (e.g., parentese).

Each succeeding chapter focuses on a developmental stage (6-18 months, 18 months to 3 years, 3 to 4 years, 4 to 6 years, 6 to 8 years, and 8 to 10 years). Each chapter offers themes of rhythm, repetition, improvisation, playing, mimicking and spontaneous movement of hands, arms, face, and voice to engage and create with music. The book provides examples of activities, musical selections, and adaptive materials mothers, parents and family members can use to engage in elements of musical activity with their growing child. Parents are always encouraged to listen, play (with or without musical recordings and instruments) and share musically-oriented activities that may stimulate, explore, and generate qualitative values. The author believes these loved and valued intangibles will mature and help youngsters integrate total mind/body experiences and sustain meaningful, healthy, life purposes.

The Mozart Effect, whether based on sound, convincing research or not, is not limited to an elite, economically privileged few in society but rather appeals to and strikes a chord in most of us who recall our earliest exposures to music or who may feel we missed out on some of the benefits described in the book. We may have only a limited appreciation of Mozart and little to no musical training, yet Campbell’s positive, sweeping approach carries no risks or negative side effects to adult or child. The work and musical selections may be used with the youngest of children and school kids of all ages, genders, ethnic backgrounds, interests, and levels of educational achievement. Highlighted applications, chapter notes, and a variety of resource materials, in addition to many of Mozart’s works, are included for interested readers to investigate, individualize, and enjoy.

The Moral Development of Children

2008-10-17T21:08:00.000-07:00

The Child's Mind; Exclusive Online Issues; by William Damon;

With unsettling regularity, news reports tell us of children wreaking havoc on their schools and communities: attacking teachers and classmates, murdering parents, persecuting others out of viciousness, avarice or spite. We hear about feral gangs of children running drugs or numbers, about teenage date rape, about youthful vandalism, about epidemics of cheating even in academically elite schools. Not long ago a middle-class gang of youths terrorized an affluent California suburb through menacing threats and extortion, proudly awarding themselves points for each antisocial act. Such stories make Lord of the Flies seem eerily prophetic.

What many people forget in the face of this grim news is that most children most of the time do follow the rules of their society, act fairly, treat friends kindly, tell the truth and respect their elders. Many youngsters do even more. A large portion of young Americans volunteer in community service-according to one survey, between 22 and 45 percent, depending on the location. Young people have also been leaders in social causes. Harvard University psychiatrist Robert Coles has written about children such as Ruby, an African-American girl who broke the color barrier in her school during the 1960s. Ruby's daily walk into the all-white school demonstrated a brave sense of moral purpose. When taunted by classmates, Ruby prayed for their redemption rather than cursing them. "Ruby," Coles observed, "had a will and used it to make an ethical choice; she demonstrated moral stamina; she possessed honor, courage."

DeLancey, Perjalanan Spiritual Seorang Pembantu Pastor Menjadi Seorang Muslim

2008-10-15T23:11:00.000-07:00

www.eramuslim.com

"Saya tidak bisa menemukan jawaban-jawabannya di Alkitab. Begitu saya sadar bahwa Trinitas cuma sebuah mitos dan bahwa Tuhan cukup kuat untuk "menyelamatkan" seseorang tanpa membutuhkan bantuan dari seorang anak atau siapapun, atau apapun.

Semuanya kemudian berubah. Keyakinan saya selama ini terhadap ajaran Kristen runtuh. Saya tidak lagi mempercayai ajaran Kristen atau menjadi seorang Kristiani."

Jalan untuk meraih cita-citanya sebagai pastor atau pemimpin misionaris terbuka lebar, namun jalan yang terbentang itu justru membawanya untuk mengenal Islam. Sehingga ia akhirnya memutuskan untuk menjadi seorang Muslim dan melepaskan semua ambisinya, meski pada saat itu ia sudah menjadi pembantu pastor. Dia adalah Abdullah DeLancey, seorang warga Kanada yang menceritakan perjalanannya menjadi seorang Muslim.

"Dulu, saya adalah penganut Kristen Protestan. Keluarga saya membesarkan saya dalam ajaran Gereja Pantekosta, hingga saya dewasa dan saya memilih menjadi seorang jamaah Gereja Baptist yang fundamental," kata DeLancey mengawali ceritanya.

Menurutnya, sebagai seorang Kristen yang taat, kala itu dia kerap terlibat dengan berbagai aktivitas gereja seperti memberikan khotbah pada sekolah minggu dan kegiatan-kegiatan lainnya. "Saya akhirnya terpilih sebagai pembantu pastor. Saya benar-benar ingin mengabdi lebih banyak lagi pada Tuhan dan memutuskan untuk mengejar karir sampai menjadi seorang Pendeta," tutur DeLancey yang kini bekerja memberikan pelayanan pada para pasien di sebuah rumah sakit lokal.

Keinginannya, sebenarnya menjadi seorang Pastor atau menjadi seorang misionaris. Namun ia berpikir, jika menjadi seorang Pendeta maka akan memperkuat komitmen hidupnya dan keluarganya pada gereja secara penuh. DeLancey pun mendapatkan beasiswa untuk mengambil gelar sarjana di bidang agama.

"Sebelum mengikuti kuliah di Bible College, saya berpikir untuk lebih menelaah ajaran-ajaran Kristen dan saya mulai menanyakan sejumlah pertanyaan-pertanyaan serius tentang ajaran agama saya. Saya mempertanyakan masalah Trinitas, menagapa Tuhan membutuhkan seorang anak dan mengapa Yesus harus dikorbankan untuk menebus dosa-dosa manusia seperti yang disebutkan dalam Alkitab," ujar DeLancey yang dikaruniai tiga anak dari perkawinannya selama hampir 20 tahun.

Hal lainnya yang menjadi tanda tanya bagi DeLancey, bagaimana bisa orang-orang yang disebutkan dalam "Kitab Perjanjian Lama" bisa "selamat" dan masuk surga padahal Yesus belum lahir. "Saya dengan serius merenungkan semua ajaran Kristen, yang selama ini saya abaikan," sambung DeLancey. Ia mengakui tidak mendapatkan jawaban yang masuk akan dan cukup beralasan atas semua pertanyaan-pertanyaan yang menjadi dasar ajaran Kristen itu.

"Lantas, untuk apa Tuhan memberikan kita akal yang luar biasa jika kemudian kita tidak boleh menggunakannya. Itulah yang perintahkan agama Kristen, agama Kristen meminta kita untuk tidak menggunakan akal ketika menyatakan bahwa Anda harus punya keyakinan. Sebuah keyakinan yang buta," kata DeLancey, mengenang pengalamannya di masa lalu.

Sejak itu, DeLancey sadar bahwa selama ini ia sudah menelan ajaran Kristen dengan secara buta dan tidak pernah mempertanyakan hal-hal yang sebenarnya membuatnya bingung. "Saya sama sekali tidak pernah menyadarinya," ujar DeLancey.

"Saya tidak bisa menemukan jawaban-jawabannya di Alkitab. Begitu saya sadar bahwa Trinitas cuma sebuah mitos dan bahwa Tuhan cukup kuat untuk "menyelamatkan" seseorang tanpa membutuhkan bantuan dari seorang anak atau siapapun, atau apapun. Semuanya kemudian berubah. Keyakinan saya selama ini terhadap ajaran Kristen runtuh. Saya tidak lagi mempercayai ajaran Kristen atau menjadi seorang Kristiani."

"Saya meninggalkan gereja untuk selamanya dan istri saya mengikuti langkah saya, karena ia juga mengalami hal yang sama dalam menerima ajaran-ajaran Kristen. Inilah yang akan menjadi awal perjalanan spritual saya, ketika itu saya tanpa agama tapi tetap percaya pada Tuhan," papar DeLancey.

Hidayah Itupun Datang

DeLancey mengakui, saat-saat itu menjadi saat-saat yang sulit bagi dirinya dan keluarganya yang selama ini hanya tahu ajaran Kristen. Namun ia terus mencari kebenaran dan mulai mempelajari berbagai agama. DeLancey tetap menemui kejanggalan-kejanggalan dalam agama-agama yang dipelajarinya, sampai ia mendengar tentang agama Islam.

"Islam !!! Apalagi itu? Sepanjang yang saya ingat, saya tidak pernah mengenal seorang Muslim dan tidak pernah mendengar Islam, bahkan pembicaraan tentang Islam sebagai salah satu agama di tempat saya tinggal di Kanada kecuali cerita-cerita buruk tentang Islam. Ketika itu, saya sama sekali tidak mempertimbangkan Islam," tutur DeLancey.

Tapi kemudian, DeLancey mulai membaca-baca informasi tentang Islam dan mulai membaca isi al-Quran. Isi al-Quran itulah yang mengubah kehidupannya sehingga ia tertarik untuk membaca segala sesuatu tentang Islam. Beruntung, DeLancey menemukan sebuah masjid yang letaknya sekitar 100 mil dari kota tempat tinggalnya.

"Saya lalu membawa keluarga saya ke masjid ini. Dalam perjalanan, saya merasa gugup tapi juga dipenuhi semangat dan saya bertanya pada diri sendiri, apakah saya akan diizinkan masuk ke masjid karena saya bukan seorang Arab atau Muslim," kisahnya.

Setelah sampai di masjid, saya pun merasa bahwa tidak ada yang perlu dikhawatirkan. Ia dan keluarganya disambut hangat oleh seorang Imam dan sejumlah Muslim di masjid itu. "Mereka sangat baik. Tidak seburuk berita-berita tentang Muslim," aku DeLancey.

Di masjid itu, DeLancey diberi buku yang ditulis oleh Ahmad Deedat dan ia diyakinkan bisa menjadi seorang Muslim. DeLancey membaca semua material-material tentang Islam dan sangat menghargai pemberian itu, karena di perpustakaan di tempatnya tinggal hanya ada empat buku tentang Islam.

"Setelah mempelajari buku-buku itu, saya sangat syok. Bagaimana bisa saya menjadi seorang Kristiani begitu lama dan tidak pernah mendengar ada kebenaran? Saya akhirnya meyakini Islam dan ingin masuk Islam," kisah DeLancey.

Ia kemudian mengontak komunitas Muslim di kotanya dan pada 24 Maret 2006 saya pergi ke masjid dan mengucapkan syahadah beberapa saat sebelum pelaksanaan salat Jumat, dengan disaksikan komunitas Muslim di kotanya.

"Saya mengucapkan La illaha ill Allah, Muhammadur Rasul Allah, tiada tuhan selain Allah dan Muhammad adalah utusan Allah. Saya pun menjadi seorang Muslim. Hari itu adalah hari paling indah dalam hidup saya. Saya mencintai Islam dan merasakan kedamaian sekarang," tukas DeLancey mengingat kembali saat-saat ia menjadi seorang Mualaf.

DeLancey mengakui, ia dan keluarganya menghadapi masa-masa sulit setelah memutuskan memeluk Islam terutama dari teman-temannya yang Kristen dan dari kedua orangtuanya. Ia tidak diakui lagi sebagai anak dan teman-temannya yang Kristen tidak mau lagi bicara dengannya. DeLancey dijauhi bahkan ditertawai.

"Saya senang menjadi seorang Muslim, tak masalah jika teman-teman saya sesama orang Kanada memandang saya aneh karena memilih menjadi seorang Muslim. Karena saya sendiri yang akan mempertanggungjawabkan perbuatan saya pada Allah setelah saya mati."

"Allah memberi saya kekuatan dan Allah yang Maha Besar menolong saya untuk melewati masa-masa sulit setelah saya masuk agama Islam. Saya punya banyak sekali saudara seiman sekarang," tandas DeLancey.

Setelah masuk Islam, DeLancey mengubah nama depannya dan jadilah namanya sekarang Abdullah DeLancey. menjadi orang pertama dan satu-satunya pembimbing rohani Islam yang dibolehkan bekerja di rumah sakit di kotanya. Ia juga mengelola sebuah situs Islam Muslimforlife.com yang dididirikannya.

"Saya seorang Muslim dan saya sangat bahagia menjadi seorang Muslim. Rasa syukur saya panjatkan pada Allah swt," tukas DeLancey mengakhiri kisah perjalanannya dari seorang pembantu pastor menjadi seorang Muslim.

DHA and ARA Basics

2008-08-31T19:54:00.000-07:00

I see formulas on the market that contain ingredients called DHA and ARA. What are these substances?

DHA is docosahexaenoic acid and ARA is arachidonic acid. Both are long-chain polyunsaturated fatty acids. The body can make DHA and ARA from certain other dietary fatty acids, which are found in plant oils and other sources; however, DHA and ARA are also consumed directly in the diet.

What foods contain the fatty acids DHA (docosahexaenoic acid) and ARA (arachidonic acid)?

DHA is contained in varying amounts in fish oils, with oils from cold-water fish containing higher amounts. DHA and ARA are also found in some algae and fungi, eggs, and in human breast milk. Some manufacturers make dietary supplements containing DHA and ARA.

Why is there interest in adding DHA and ARA to infant formulas?

While infants can make these fatty acids from other ("essential") fatty acids in their diet, including the fatty acids in infant formulas, some studies suggest that some infants, such as premature infants, may benefit from direct consumption. Other studies suggest no benefit. It is known that long-chain polyunsaturated fatty acids (DHA in particular) accumulate in brain and eye of the fetus, especially during the last trimester of pregnancy. These fatty acids are also found in the fat of human breast milk. Blood levels of DHA and ARA are typically higher in breast-fed infants than in infants fed formulas not containing these fatty acids. For these reasons, some infant formula manufacturers and consumers are interested in providing DHA and ARA directly to infants. These manufacturers and consumers argue that adding oils containing these fatty acids to the fats and oils already in infant formula will provide an infant with both pre-formed DHA and ARA and the essential fatty acids an infant needs to make its own DHA and ARA.

What is the evidence that addition of DHA and ARA to infant formulas is beneficial?

The scientific evidence is mixed. Some studies in infants suggest that including these fatty acids in infant formulas may have positive effects on visual function and neural development over the short term. Other studies in infants do not confirm these benefits. There are no currently available published reports from clinical studies that address whether any long-term beneficial effects exist.

I understand that oils containing DHA and ARA have been added to infant formulas for several years in other countries. Isn't there information from those countries on any long-term benefits or adverse consequences of formulas containing these fatty acids?

Systematic monitoring efforts are not in place to collect and analyze information on effects of infant formulas containing DHA and ARA in countries where these formulas are in use.

Why has FDA asked infant formula manufacturers to do postmarket surveillance of infants consuming formulas containing ARA or DHA?

These are new ingredients that were not used in infant formulas in this country before early 2002, and infant formulas containing ARASCO (ARA Single Cell Oil) and DHASCO (DHA Single Cell Oil) have been marketed in other countries for only a few years. FDA views any evaluation of the safety of use of new food ingredients such as DHASCO and ARASCO as a time-dependent judgment that is based on general scientific knowledge as well as specific data and information about the ingredient. Therefore, scientific data that become available after specific products containing a new ingredient enter the market must be considered as a part of the totality of information about the ingredient. Pre-market clinical studies evaluating the effects of infant formulas containing DHASCO and ARASCO on physical growth and some aspects of development are short-term studies, while some studies suggest that feeding of infant formulas with oils containing DHA and ARA to infants may have long-term effects on growth and development. For all these reasons, manufacturers have been asked to closely monitor these new infant formulas in the marketplace.

Bux.to

2008-06-16T23:04:00.000-07:00

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Are we ready for climate change's health impacts?

2008-05-25T04:51:00.000-07:00

This post is by Catherine Malina, an associate in the Health Sciences Program at Environmental Defense Fund and a survey interviewer for the "Are We Ready?" report.

Environmental Defense Fund released a new report [PDF] today on the U.S. public health system’s state of preparedness for global climate change. It’s based on a survey of local health department directors from across the country. I was one of the survey interviewers.

Is our nation ready to address the public health challenges of a warming planet? Our survey found there’s much work still to be done.

Climate change already contributes to disease and premature deaths worldwide, as populations experience greater health risks from more frequent and intense heat waves, extreme weather events, reduced air quality and infectious disease. The new EDF report, written in collaboration with the National Association of County and City Health Officials and George Mason University, evaluates our public health infrastructure based on a survey of 133 local health departments in 39 states.

Public health officials concerned
The survey, conducted over the course of two months, included health officials in all parts of the country - from Utah, Kentucky and Florida, to Wisconsin, North Carolina and Maine.

In each interview I asked public health directors about their perception of climate-related health risks, and the status and adequacy of their departments' programs in response to these dangers. Directors also described their current or planned activities to help reduce greenhouse gas emissions, and the additional resources they would need to more effectively deal with climate change as a public health issue.

I learned that there is widespread concern about climate change and the public health challenges it presents. This was true from small, rural counties to large, urban centers, and the suburbs in between.

Most of the directors were both personally and professionally interested in the issue, and believed climate change had already taken place in their jurisdiction. Even more believed they would see the local climate change over the next 20 years. I was struck to learn that a large majority thought their area would experience one or more serious public health problems as a result of climate change.

Lack of funding for long-range planning
Tellingly, most of the directors I interviewed saw the public health effects of climate change as an important priority for their department, but relatively few identified it as a top priority. Many admitted they lacked the resources and expertise to fully respond to the challenge. One director said:

We have limited staff and budget, so time is spent on routine issues. We don't have the ability to focus on long-range planning.

Another - one of many - echoed this response:

It would be a priority, but I don't have the funding for it.

Though we're not where we need to be, hearing this made me feel optimistic. Public health directors recognize the challenge ahead and are eager to find solutions.

Where we go from here
Our survey shows that local health directors across the U.S. are looking to state and national leadership for guidance and support. Improving public health's capacity to respond to climate change impacts will require closing a gap in resources and funding, but there are many opportunities to reduce health risks through smart policies that serve both climate and health goals.

For a detailed set of recommendations on how the U.S. can prepare for these health impacts, and to learn more about the survey, check out the full report [PDF].

Go Green, Live Rich

2008-05-25T04:23:00.000-07:00

While living green is good for the environment, it can also mean more green in your pocket too. To show you how to save the planet and save in your pockets is financial expert David Bach with his new book, Go Green, Live Rich. This is the ultimate how-to guide for navigating the vast tide of today's green options.

As the author of books such as The Automatic Millionaire and my personal favorite, Smart Women Finish Rich, Bach has enlightened thousands on how to save money and get rich through the examination of daily actions and taking smart little steps to bulk up your bank account. He now applies these principles to going green using the same easy-to-follow methodology.

He starts by asking you to look at your impact. Creating awareness of how your daily actions affect the environment will set you on a path to action. Bach then reviews the basics of daily life and how slight adjustments can make a big difference in your carbon footprint and bottom line -- such as choosing what and how you drive, reducing energy consumption at home and work, and going low-flow on water use. He stresses that going green is really a mission the whole family can get behind, as well as benefit from the amount of money that can be saved.

Bach cleverly puts a twist the concept he used in his previous books of calculating your "latte factor" (adding up how much you spend on small daily purchases like a coffee to see how much money you waste without realizing it).

This time it's your "litter factor" where he asks readers to consider the amount of paper cups used for those daily cups of coffee and how much landfill waste is produced through the plethora of single-serving water bottles tossed in the trash.

Some wonder if going green means paying more for things like organic and recycled products. Bach explains how -- in the long run -- if everyone buys green, it sends a message to manufacturers that the demand is there, and that will drive prices down.

While Go Green, Live Rich is a great beginner's guide to making your lifestyle more eco-friendly, the book is also a fantastic resource for those who have been living green for a while. It's packed with website references for green shopping and more information to help you make earth-conscious choices.

And for those ready to take more hardcore steps, the second half of Bach's book is filled with suggestions such as investing in socially responsible stock options, starting a green business, and getting in on the new green invention revolution.

What Go Green, Live Rich really does is pose the question, why wouldn't you live a green life? It's a win-win for the environment and your wallet.

Growth and Development, Ages 1 to 12 Months

2008-03-27T00:56:00.000-07:00

Topic Overview
How does my baby grow and develop in the first year?
The first 12 months may be the most dynamic period of life. Dramatic changes are taking place in all areas of growth and development, which include:
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Growth and Development, Ages 12 to 24 Months
Growth and Development, Ages 2 to 5 Years
» More baby Articles
Physical development. Most babies double their birth weight by gaining an average of 0.5 oz (14.2 g) to 1 oz (28.4 g) every day for the first 6 months of life. Birth weight usually triples somewhere between 9 and 12 months of age. By 12 months of age, most babies have grown a total of about 10 in. (25.4 cm) in length since birth. Head circumference usually increases about 0.25 in. (0.6 cm) to 0.5 in. (1.3 cm) per month.
Cognitive development. This is the process by which babies develop the abilities to learn and remember. Babies begin to recognize and interact with loved ones and start to understand that people and objects still exist even when they are out of sight (object permanence).
Emotional and social development. In a loving environment, babies easily bond to their parents. In the first month, newborns express emotion mainly by crying and grimacing or displaying an alert and bright face. By about 4 months, they learn to smile, coo, and move their arms around when excited. By 5 months, babies show a clear preference for a loved one. In the following months, "separation protest" and "stranger anxiety" are two of the ways babies demonstrate this growing attachment. A close bond provides a foundation for future relationships: babies learn from their parents how to love and how to trust.
Language development. Babies' brains are very open to learning, and they quickly absorb the language around them. By about 3 to 6 weeks, babies develop a different crying sound to indicate a specific need (such as hunger or discomfort). By around 2 months of age, they begin to interact with caregivers by cooing and smiling, which proceeds to babbling and chuckling within about 6 months. Also by 6 months, most babies have learned all of the basic and distinct sounds of their native language.1 By the first year most babies can say a few words, like "mama" or "dada," and can understand many more.
Sensory and motor development. A baby's movements become more controlled and deliberate as the newborn reflexes fade. Although seemingly stiff at times, a baby will be limber and coordinated enough in 6 months to suck his or her toes and strong enough to sit with light support. By 10 months, many babies can stand, although they may need support.
When are routine medical visits needed?
Routine checkups, or well baby visits, should occur after the first month at 2, 4, 6, 9, and 12 months of age. During these visits, your health professional examines your baby for signs of normal growth and development. You will be asked about whether your baby is reaching expected developmental milestones. Immunizations are also given according to the standard schedule.
When should I be concerned about my baby's growth and development?
Talk to your health professional if your baby is not reaching anticipated growth and development milestones. However, keep in mind that every child develops at a different pace. A child who is slow to reach milestones in one area, such as interactive babbling with caregivers, may be ahead in another area, such as crawling or walking. Usually it is of more concern when a child reaches developmental milestones but then loses those abilities.
Also, call your health professional if your child shows signs of hearing problems, such as not responding to your voice or to loud noises.
Do not hesitate to talk to your health professional any time you have concerns about your child, even if you aren't sure exactly what it is that worries you.
How can I help my baby during the first year?
You can help promote healthy development by interacting with your child and providing a loving and stimulating environment. Also, learn about normal behavior and development patterns. This information helps you to understand your baby's changes and healthy ways of responding to them.
Allow your baby to explore safely. Offer guidance and limits, but respect your baby's curiosity and growing abilities. This can help your child develop the confidence needed to try new skills and to grow and develop into a healthy child.
Frequently Asked Questions
Learning about growth and development:
How does my child grow and develop between 1 and 12 months of age?
Developmental milestones:
How will my baby grow physically?
What kinds of cognitive development occurs between 1 and 12 months?
How will my baby develop emotionally and socially?
How will my baby learn language?
How do sensory and motor skills develop between ages 1 and 12 months?
Seeing a health professional:
When should I call a doctor?
When are routine exams scheduled between 1 and 12 months?
Ongoing concerns:
How can I help my baby grow and develop?
How do I manage separation protest?

What to Expect
Babies usually progress in a natural, predictable sequence from one developmental milestone to the next. During the first year you will see gains in five major areas.
Physical development is rapid during the first year of life. Babies steadily gain weight and grow in length throughout this first year. Your baby's birth weight doubles around 6 months of age and triples by about 12 months. But remember that each child is different. Your child may be smaller or larger than other children of the same age. As long as your child continues to grow at a regular pace, your doctor will likely assure you that your baby's growth is within the normal range. Most babies nearly triple their birth weight by their first birthday.
Cognitive development, or how the brain develops its abilities to learn and remember, progresses rapidly. Babies soon begin to recognize familiar people. As their memory develops, they gradually realize that people and objects exist even when they are out of sight, a cognitive skill called object permanence. Sensory integration evolves throughout the first year, which is the process by which a baby's brain begins to connect what is seen with what is tasted, heard, and felt.
Emotional and social development begins with the bonds babies form with their parents and other caregivers. When cared for in a loving and consistent way, most babies begin to engage and interact with others. By 2 months of age, your baby smiles as a way to engage you. This is called a "social smile." At about 9 months, your baby gets upset when you or another caregiver leaves. This is a normal phase that is known as separation protest. By 12 months, most babies are expressive and have formed a close attachment to their parents. They also experience some degree of separation protest.
Language development occurs along with brain growth. Babies start communicating with different types of cries, then progress to babbling. By 12 months, they may be able to say a few words. Most babies also understand some words by this time and begin to infer the meaning of many others. For more information, see the topic Speech and Language Development.
Sensory and motor skill development progresses with the continual growth of the brain, nerves, and muscles. As controlled movements become more refined, newborn reflexes gradually fade. By 4 months of age, your baby will start using the arms with purpose. For example, your baby may move the arms and squirm when excited or "swipe" at dangling objects. By 6 months of age, your baby will likely be able to sit with little or no support. Your baby learns to crawl usually by 8 months of age. Some babies will be walking by their first birthday.
Although most children reach milestones by a specific age, it's important to remember that development occurs at an individual pace. Also, many children tend to make progress in one area, such as learning to say "da-da," while another skill, like motor coordination, levels off. If your child experiences a slight delay in an area, it does not necessarily indicate a problem. However, talk to your health professional if you are concerned.
Babies born prematurely typically reach milestones later than others of the same age. However, they are usually on schedule for their expected time of birth. For example, a baby born 2 months prematurely might reach milestones 2 months later than a full-term baby born at the same time. Healthy babies who were born prematurely usually reach normal developmental levels for their age by the time they are about 24 months of age. Cognitive skills usually are first to catch up; motor skills are often the last.

Common Concerns
Between 1 and 12 months of age, it is very common for parents to have concerns about their baby's general well-being. Know that you likely do not have anything to worry about. But it is good to be aware of health, development, and safety issues to help prevent or respond to problems.
Some common concerns include:
Sudden infant death syndrome (SIDS). SIDS is the death of a baby who is younger than 1 year old without a known cause. Typically, a parent or other caregiver puts the baby—who seems healthy—down to sleep and returns later to find the baby has died. SIDS is very rare and it cannot always be prevented. But you can help prevent SIDS by always putting your baby to sleep on his or her back. Also consider giving your baby a pacifier at nap and bedtime. Keep your baby's crib clear of toys and blankets. Clothing should be just enough for warmth without the risk of overheating. If possible, keep the room where your baby sleeps at a temperature that is comfortable without needing a lot of clothing or blankets. The safest place for your baby to sleep until at least 6 months of age is in your room in a separate crib or bassinet.2 For more information, see the topic Sudden Infant Death Syndrome.
Sleeping patterns. You may just start bragging to your friends and family how your baby is sleeping through the night when—BAM—all bets are off. Your baby may suddenly start to cry when it's nap or bedtime or wake up during the night. Sometimes a baby gets too excited for sleep after he or she has mastered some new skill, such as jabbering or shaking the crib. Other times, hunger from a growth spurt, a change in routine, or not feeling well may interrupt a good sleep pattern. Try to stick to a nap and bedtime routine. Your baby will adjust if you keep consistent. And remember, napping can be good for tired parents, too!
Crying. Babies cry a lot, especially in the first 2 months. Crying is your child's first way of communicating. The amount of time your baby spends crying usually increases from birth until your baby is about 6 weeks old. After that, your baby will gradually cry less as he or she finds other ways of communicating or consoling himself or herself. If your child is crying, try to identify the type of cry. It helps to go through a mental checklist of what might be wrong and make sure your child is safe and cared for. As parents or caregivers respond to the young child's other signals (such as whimpering, facial expressions, and wiggling), the child will usually cry less. For more information, see the topic Crying, Age 3 and Younger.
Head shape. The back of your baby's head may get a little flat from always placing him or her to sleep on the back. Usually, the flat area is not very noticeable. Your baby's head shape will return to normal once he or she can sit and crawl. But sometimes the head can become very noticeably flat. You can help prevent this by changing his or her head position regularly.
Make sure your baby gets "tummy time" every day. Place your baby on his or her tummy for playtime while you are watching closely. Let your baby "squirm" around, making sure that he or she can breathe easily. Tummy time helps your baby develop motor skills. These are important for helping your baby learn to move and hold his or head up.
Cuddle your baby while holding his or her head up as much as you can. Don't place your baby in car seat carriers or bouncers for long periods each day. Holding your baby is better for all areas of development.
Change your baby's head position during sleep at least every week. (Remember to always keep your baby on his or her back during naps and at bedtime.) A good way to make sure your baby's head rests in different positions is to switch which end of the bed you place him or her each week. One week, place your baby so his or her feet are at one end of the crib; the next week, place the feet at the other end. Babies usually turn their heads away from the wall, toward the inside of a room. If your baby's crib is not against a wall, you can try moving your baby's head position more to one side while he or she is sleeping.
Choking. Babies love to put objects into their mouths. This habit is a choking hazard. To prevent your baby from choking, be careful about the size of toys he or she plays with. Watch out for everyday items that your baby could swallow, such as coins. Also, choking becomes a concern as you begin introducing solid foods to your baby between 4 and 6 months of age. Help prevent choking on food by not giving your child round, firm foods, such as hot dogs, unless you first completely chop them into very small pieces.
Diaper rash. Diaper rash (diaper dermatitis) is a skin irritation caused by prolonged skin wetness, friction with the diaper material, and contact with chemicals in the urine and stool. The skin may look red, raw, scalded, or burned. While a diaper rash is uncomfortable, normally it is not serious. Diaper rash occurs most often in babies who are at least 6 months old. Usually the rash clears up when you change diapers more often, you are careful about cleaning your baby's bottom, or you apply nonprescription ointments to the rash. For more information, see the topic Diaper Rash.
Sibling rivalry. It may take a few months before an older child shows signs of jealousy of a new baby. When your child realizes that the baby is there to stay, strong emotions and behavior problems may soon follow. You can help your older child adjust by setting time aside for just the two of you. Also, talk about how important it is for your older child to help care for the baby. Give him or her a role in daily care, such as handing you a fresh diaper when you change your baby. Or you may put your child "in charge" of your baby's favorite toy. Your child can have a special spot for the toy and be the one who always gives it to the baby and puts it away.

Promoting Healthy Growth and Development
Babies thrive when all of their needs are fulfilled consistently and with loving care. A baby goes through so many changes that it can be hard for you to keep up with all the things experts say you "should be" doing to promote healthy growth and development. Remember that the best things for your baby are usually the simplest. Loving, holding, feeding, changing, and talking to your baby are the things to focus on. The rest will fall into place.
But you can always learn more about how to help your baby grow and develop in healthy ways.
Promote physical health and development by:
Breast-feeding for at least the first year of life. Introduce solid foods at the appropriate time, ideally after breast-feeding exclusively for the first 6 months.
Learning your baby's rhythms. You will gradually get a sense of your baby's unique sleeping and eating patterns and be able to help establish a routine by about 3 months of age. However, be prepared to make adjustments as needed.
Always putting your baby to sleep on his or her back. This sleep position helps reduce the risk for sudden infant death syndrome (SIDS). For more information on SIDS, see the topic Sudden Infant Death Syndrome (SIDS).
Allowing your baby "tummy time" while he or she is awake and you are closely watching.
Keeping your baby safe from injury, drowning, burns, poisoning, and other dangers.
Buy safe baby equipment (What is a PDF document?) and use it properly.
Use a car seat every time your baby rides in the car.
Do not leave your baby alone with a pet.
Never leave your baby alone or in the care of an older child, even for a moment, during baths or while he or she is on a changing table.
Post emergency numbers near the phone. Include information about how to reach your doctor, friends, and neighbors. Keep your local Poison Control Center number handy, too.
Never shake your baby. Shaking your baby in anger or frustration can lead to shaken baby syndrome. Get help immediately if you feel that you or another caregiver might hurt your baby.
Call 911 if it is an emergency.
Call your health professional, friend, relative, or parent hot line if you are feeling overwhelmed to the point that you feel you are not able to care for your baby.
For more information, see the topic Health and Safety, Birth to Age 2.
You can help promote the healthy emotional development of your baby by:
Encouraging bonding. Consistently interact with and provide loving attention to your baby.
Recognizing and reinforcing behaviors. For example, when interacting with your baby, encourage smiling and eye contact.
Responding appropriately to crying. Your baby cries to communicate needs, such as feeling hungry or uncomfortable. You are not spoiling your baby by promptly responding to these cues. Some babies may experience colic, which is the extreme end of normal crying behavior that peaks at about 8 weeks of age. Using comforting techniques, such as carrying your baby with you in a front pack, may help. For more information on crying behavior, see the topic Colic or Crying, Age 3 and Younger.
Managing separation protest. Beginning around 6 months of age, your baby begins to feel uneasy when you go away. You can help your baby manage these emotions by making sure your child is well-rested and well-fed before you leave. It may also help to distract your baby, such as with a favorite toy.
Help your baby gain new skills by:
Stimulating learning. You help promote your baby's cognitive development through emotional bonding, interaction and play, and providing unconditional love.
Nurturing speech and language development. Talking to, interacting with, and reading to your baby are all natural ways to promote language development. For more information, see the topic Speech and Language Development.
As a parent or caregiver of children, it is also important for you to:
Learn and use effective parenting and discipline techniques. Do not spank or use other types of corporal punishment. A baby between 1 and 12 months is too young to understand what is "good" and "bad" behavior. Try distracting a child who is doing something wrong or something that might be dangerous. For example, if your baby tries to pull the dog's tail, find a toy to get his or her attention and move the dog to another area. You cannot "spoil" a baby between 1 and 12 months. Hold your child and give him or her as much love and attention as you can. Your love and patience are critical for helping your child develop into a happy and confident toddler. Parenting classes are offered in most communities. Ask your health professional or call a local hospital for more information.
Learn healthy techniques to resolve conflicts and manage stress. Taking care of your baby is an exciting time, but it can also be stressful. Babies need a lot of love and attention. As a parent or caregiver, you must make changes in your daily routine and some days you may simply feel overwhelmed. Also, parents often find that they have a harder time communicating with each other. Feeling tired can make you more sensitive and lose patience more easily than normal. You can help meet these new challenges by learning stress management skills. For example, think about ways to let others know your feelings before you reach your breaking point. Also, try new ways to relieve stress, such as exercising or listening to relaxing music. For more information, see the topic Stress Management.
Ask for help when you need it. Call a family member or friend to watch your baby and give you a break if you feel overwhelmed. Investigate community resources that are available to help you with child care or other needed services. Call a health professional or local hospital for some suggestions. Some communities have respite care facilities for children. A respite care facility is a place that provides temporary child care during times when you need a break.

When to Call a Doctor
Talk to your health professional any time you have concerns about your baby's:
Physical development. It is important to talk with your health professional if your baby's growth seems to slow significantly or if he or she is not consistently eating well.
Cognitive development. Cognition is the ability to learn and remember. If your baby is not becoming increasingly alert or active, talk to your health professional.
Emotional and social development. Talk to your health professional if you are concerned about how you and your baby interact or if you feel unable to nurture or emotionally connect with your child.
Language development. If your baby doesn't babble as expected or respond to your voice, talk to your doctor. These may be indications of a hearing problem.
Sensory and motor skill development. If your baby does not consistently meet motor skill development milestones, such as purposeful rolling over or crawling, talk to your health professional.
Also see your health professional if your child has lost a skill that he or she had previously mastered.
Remember that babies reach developmental milestones at different times. Just because your child is slow in one area does not mean that he or she has a health problem or developmental delay. However, it is important to talk to your health professional whenever you have concerns. Identifying problems early usually offers the best opportunities for successful treatment. Seek other information sources if you feel your concerns are not addressed or if you have any other communication problems with your child's health professional.
Your physical and mental health are also important in helping your baby reach his or her potential. Talk to your health professional if think you might be depressed or if you feel detached or unable to care for your baby in any way.

Routine Checkups
Babies between 1 month and 1 year of age should have routine checkups, sometimes called well baby visits, at 2, 4, 6, 9, and 12 months of age. During these visits, your baby's growth and development are evaluated to see whether he or she is reaching the milestones for each specific age.
At every checkup, the health professional:
Looks at your baby's physical growth by measuring weight, length, and head circumference. These measurements are plotted on a growth chart and are compared to previous and later markings to make sure your baby is growing as expected.
Asks you about your baby's motor and sensory development, vision, and hearing. Your baby receives a thorough examination, and immunizations are given. For more information, see the topic Immunizations or the childhood immunization schedule (What is a PDF document?).
Assesses your baby's emotional and social development by observing his or her interactions with you. You will be asked questions about how you and the rest of the family are doing, how your baby is eating and sleeping, and whether you have noticed any changes in behavior.
In addition to the above assessments, the health professional will be especially interested in checking specific developments at your baby's:
2-month checkup. Is your baby smiling yet? Do you have a routine feeding schedule? Are you bonding with your baby? Is the rest of the family adjusting to the baby?
4-month checkup. Is your baby reaching and grasping? Does your baby try to bring objects to his or her mouth? Are crying spells shortening? Is your baby settling in with the family, and is your family enjoying the baby?
6-month checkup. Is your baby able to sit? How is your baby's sensory and motor development and hand-eye coordination?
9-month checkup. How is your baby eating? Is your baby able to pick up objects? Does your baby respond to his or her name?
12-month checkup. Does your baby walk holding on to furniture? Does your baby enjoy playing peekaboo or patty-cake?
Routine checkups are a good time for parents to ask about what to expect in the weeks to come. You may find it helpful to keep a running list of questions (What is a PDF document?).

Credits
Author
Amy Fackler, MA
Editor
Susan Van Houten, RN, BSN, MBA
Associate Editor
Pat Truman
Primary Medical Reviewer
Michael J. Sexton, MD- Pediatrics
Specialist Medical Reviewer
Louis Pellegrino, MD- Developmental Pediatrics
Last Updated
April 14, 2006
Author: Amy Fackler, MA
Medical Review: Michael J. Sexton, MD - Pediatrics Louis Pellegrino, MD - Developmental Pediatrics
Last Updated: 04/14/2006
© 1995-2007, Healthwise, Incorporated, P.O. Box 1989, Boise, ID 83701. ALL RIGHTS RESERVED.

Childhood Obesity

2008-03-25T17:36:00.000-07:00

Childhood obesity is a growing concern for parents as well as healthcare professionals. The prevalence of obesity among children in the United States increased by 100 percent between 1980 and the mid-1990s. Being overweight brings serious health concerns for children including diabetes, high blood pressure, high cholesterol levels and orthopedic problems, such as increased stress on joints. Self-esteem also often decreases when children are overweight.
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Why are more children overweight?
Genetic factors play a role in a child's risk of being overweight, but obesity rates have tripled in the past 30 years, while genes have not changed. That means that the recent widespread obesity problem is primarily caused by environmental factors.
In other words, says David Ludwig, MD, PhD, director of the Optimal Weight for Life program at Children's Hospital Boston, genes are not the problem for the vast majority of people. Instead, two-thirds of obesity would vanish, he says, if society could revert back to the way it did certain things 40 years ago. Environmental factors that have changed since then include:
What we're eating
How active we are
Our family structure
"Parents can think back to their childhood to what they ate and what they did for activities," Dr. Ludwig says. "In many cases, it is vastly different than what many families eat and do today."

What We're Eating

Fast food
In the 1950s, people ate fast food maybe once a month on special occasions or as a treat. Now, most children in the United States have fast food at least once a week and it's served in enormous portion sizes. Fast food has a tremendous number of calories per bite, and no fiber, so it can be chewed easily and consumed quickly before the body has time to register that the calories are coming in. By the time the body registers that it is full, too many calories have already been consumed.
"Fast is not best when it comes to eating," says Dr. Ludwig. "The focus should instead be on quality."
Typical fast food meals are high in refined starch and added sugar. They also have a high glycemic index, which refers to the rise in blood glucose that occurs after a person eats foods containing carbohydrates. High glycemic diets have been associated with an increase in insulin levels and may contribute to excessive weight gain. Some studies have shown that high glycemic load meals increase hunger and make a person want to eat more throughout the day.
To help prevent becoming overweight, children should eat less fast food, says Dr. Ludwig. Overall, they should eat less refined grains and concentrated sugars, and more low glycemic index foodsfruits, vegetables, beans, nuts, unprocessed grains, adequate protein and healthful oils such as olive oil, avocados, nuts, and omega 3 fatswhich leave a person feeling filled longer.
Even schools may be contributing to the problem of obesity by including fast food in their lunch menus and having soft drink machines on campus for students.

Soft Drinks
Soft drinks are another likely reason for increased childhood obesity. In the 1950s, children had three cups of milk for every one cup of soda. Now that has reversed, says Dr. Ludwig. Most children in the United States have three cups of soda for every one cup of milk.
Similar to eating calorie-laden fast food, when a person drinks sodawhich is 100 percent sugarit may escape the body's regulating methods.
One study found that every additional serving of soda per day increased a child's odds of becoming obese by 1.6 times.
"We've cut back on fats, but we've replaced them with refined starches and sugars. So this makes our blood sugar go way up and then crash, and then we want to eat again," Dr. Ludwig says. "We're always craving sweets because we're lacking real nutritious foods."

How Active We Are
Instead of playing outside, children are watching a massive amount of television, which is clearly linked to obesity, Dr Ludwig says. And while children are watching television, they are:
Not exercising
Eating junk food
Being inundated with advertisements for some of the unhealthiest foods.
"Parents' efforts to teach their children to eat healthy are being undermined by the television," Dr. Ludwig says. "Television typically advertises some of the worst kinds of foods for you
Children and teenagers who watch several hours of television a day have less opportunity to develop the athletic skills and love of physical activity, which can make exercise and staying physically fit enjoyable as they grow into adulthood. Unfortunately, many schools are cutting back on physical activity and physical education programs. This gives children even less opportunity to get exercise, become more confident in their athletic abilities, and develop an interest in sports or in being active.

The Family Structure
The third contributing factor to the obesity epidemic in the United States, according to Dr. Ludwig, is that there's too much stress on families these days. "Everybody is working too hard and too long to support an increasingly materialistic lifestyle and parents aren't spending time with their kids, teaching them good nutrition or being active with them."
Forty years ago, families cooked dinner and sat and ate it together on a regular basis. Too often now, dinner is grabbed from a fast food restaurant and eaten on the go.
It's important to set a good example for your children by being active yourself and planning family activities such as biking, hiking, running, walking, swimming or skating.
"There's no alternative to a parent cooking a dinner and eating it together with his or her children, and taking them outside to play," Dr. Ludwig says. "The answer to the obesity problem is very simple. We need to return to more traditional ways of eating, exercising and being with our families."

Source: David Ludwig, MD, PhD, director of the Optimal Weight for Life program at Children's Hospital Boston.
Last Updated: 07/30/04
2007 Children's Hospital Boston . All rights reserved.

Why Does Your Child Misbehave?

2008-03-24T20:53:00.000-07:00

When a child misbehaves frequently it can be frustrating, especially when parents don't know why it's happening or what to do about it. The good news is that there are almost always reasons for a child's misbehavior, which means that most of the time parents can do something about it.
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Most misbehavior is guided by an incentive or goal -- in other words, the child wants to attain or avoid something. And while the behavior is inappropriate, the incentive is usually appropriate. For example, your child may be seeking your attention, and due to your busy schedule, the only way she knows how to achieve this is through negative behaviors. To her, your angry reaction is better than no reaction.
If you think this may be the cause in your child's situation, it's important to catch her while she is being good, and provide positive attention and praise during these moments. Reinforcing her good behavior will make her more likely to behave well. Conversely, don't reinforce her poor behaviors by paying them too much attention, unless she is creating an unsafe situation.
Other situations could include:
Your child may have tantrums in the morning as you are about to bring him to daycare. Once you establish the trend in his behavior (that it's occurring prior to leaving the house and going to daycare), you can consider what your child may be avoiding. For example, is he afraid of some situation at daycare or school? Speak with his teachers or daycare workers to see if they notice any perplexing behaviors that could be clues as to why your child may not want to go there (for example, poor peer relations, learning or communication difficulties, mental health or health issues, and so on).
Your child's difficult behavior may be due to her desire to assert herself and promote her independence. For example, she may be argumentative when asked to do something. This can be a positive attribute, as it means your child feels she is important and that her views should be valued. She also may be demonstrating that she has a secure relationship with her caregiver, and is not afraid to speak up, which can also be a good thing. Obviously, overstepping social boundaries with extreme rudeness or obstinacy should be curtailed.
These broad examples may help parents begin to look at their child's behavior from a different perspective, and thus begin to devise more successful interventions.
Strategies for handling your child's misbehavior:
Establish clear and concise rules. They can be reiterated in a picture chart that can be hung in your home in a highly traveled location, such as on the refrigerator or on the child's bedroom door. This chart should explain rules, as well as consequences for breaking those rules, and should be followed consistently.
Create a Star Chart to illustrate good behavior that your child can be proud of. Draw or write the desired behavior or action (such as cleaning his room) followed by various columns. At the end of each day/week, place a star in the columns next to the activities your child accomplished. Tally the stars and provide rewards for him.
If you find yourself angry or frustrated with your child, "take five." Take a deep breath, count to 20, or give yourself five minutes away from your child to cool down before you respond.
Never strike your child in anger. This teaches your child that aggression is okay, and he may then resort to aggression with peers, which will lead to more frustration.
Don't yell. Words can hurt more than physical punishment, and can cause more long-term damage. Do not yell at or insult your child. If she breaks a rule, tell her what she did wrong, and why it makes you angry. Tell her you are angry at what she did, not at who she is.
Give time outs. If your child engages in negative behavior you may use time outs. A time out should never exceed your child's age (for example, a 4-year-old's time out should not exceed four minutes). Be sure your child understands why he is in time out. Children age 10 and older generally benefit more from discussion or removal of privileges, than from time out.
If your child's negative behaviors don't appear to be based on any ulterior motive and/or if you are having a difficult time managing your child, it's important to consult your child's pediatrician and to consider having her evaluated by a specialist who can look into any other possible causes that may be beyond anyone's control.

Source: Molly Meyers, MA, program manager of the Advocating Success for Kids Program and Anna Chaves McDonald, PhD, a psychologist in the Developmental Medicine Center at Children's Hospital Boston.
Last Updated: 04/04/06
2007 Children's Hospital Boston . All rights reserved.

The Gene Responsibility

2008-03-23T19:38:00.000-07:00

Once, parents were given all the credit--and all the blame--for how their children turned out. Then researchers told us that heredity determines who we are. The latest take: parents ran work with their children's innate tendencies to rear happy, healthy kids. It's a message many parents will find reassuring--but it may make others very nervous.
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David Reiss, M.D., didn't want to believe it. The George Washington University psychiatrist had worked for more than 12 years on a study of adolescent development--just completed--and its conclusions were a surprise, to say the least. "I'm talking to you seven or eight years after the initial results came out, so I can sound very calm and collected now," says Reiss. "But I was shocked." This, even though other scientists had previously reached similar conclusions in many smaller scale studies. "We knew about those results, but we didn't believe it," says Reiss, speaking of himself and one of his collaborators, E. Mavis Heatherington, Ph.D. "Now we've done the research ourselves, so..." He sighs. "We're not ever going to believe it, but we're going to have to act as if we do."
What Reiss and his colleagues discovered, in one of the longest and most thorough studies of child development ever attempted, was that parents appear to have relatively little effect on how children turn out, once genetic influences are accounted for. "The original objective was to look for environmental differences," says Reiss. "We didn't find many." Instead, it seems that genetic influences are largely responsible for how "adjusted" kids are: how well they do in school, how they get along with their peers, whether they engage in dangerous or delinquent behavior. "If you follow the study's implications through to the end, it's a radical revision of contemporary theories of child development," says Reiss. "I can't even describe what a paradigm shift it is."
The only member of the research team who wasn't surprised by the results, Reiss recalls, was Robert Plomin, Ph.D., a researcher at the Institute of Psychiatry in London. Plomin is a behavioral geneticist, and he and others in his field have been saying for years what Reiss has just begun to accept: genes have a much greater influence on our personalities than previously thought, and parenting much less. The work of behavioral geneticists has been the focus of considerable controversy among psychologists, but it has been mostly ignored by parents, despite ample attention from the media. That may be because such coverage has rarely described just how genes are thought to wield their purported influence. Behavioral geneticists don't claim that genes are blueprints that direct every detail of our personality and behavior; rather, they propose that heredity reveals itself through complex interactions with the environment. Their theories are far more subtle, and more persuasive, than the simple idea of heredity as destiny. It is by participating in these very interactions, some scientists now say, that parents exert their own considerable influence--and they can learn to exert even more.
NATURE MEETS NURTURE
As behavioral geneticists understand it, the way heredity shapes who we are is less like one-way dictation and more like spirited rounds of call and response, with each phrase spoken by heredity summoning an answer from the environment. Scientists' unwieldy name for this exchange is "evocative gene-environment correlations," so called because people's genetic makeup is thought to bring forth particular reactions from others, which in turn influence their personalities. A baby with a sunny disposition will receive more affection than one who is difficult; an attractive child will be smiled at more often than a homely one. And the qualities that prompt such responses from parents are likely to elicit more of the same from others, so that over time a self-image is created and confirmed in others' eyes.
Even as genes are calling forth particular reactions, they're also reaching out for particular kinds of experience. That's because each person's DNA codes for a certain type of nervous system: one that feels alarm at new situations, one that craves strong sensations, or one that is sluggish and slow to react. Given an array of opportunities, some researchers say, children will pick the ones that are most suited to their "genotype," or genetic endowment. As they grow older, they have more chances to choose--friends, interests, jobs, spouses--decisions that both reflect and define personality.
In order for genes and environment to interact in this way, they need to be in constant conversation, back and forth. Since parents usually raise the children to whom they have passed on their genes, that's rarely a problem: they are likely to share and perhaps appreciate the qualities of their offspring. And the environment they provide their children with may further support their natural abilities: highly literate parents might give birth to an equally verbal child, then raise her in a house full of books. Developmental psychologists call this fortunate match "goodness of fit." But problems may arise if nurture and nature aren't on speaking terms--if a child's environment doesn't permit or encourage expression of his natural tendencies. That may happen when children's abilities don't match their parents' expectations; when their genetically-influenced temperament clashes with that of their parents; or when their environment offers them few opportunities to express themselves constructively, as is often the case with children who grow up in severe poverty. Research has shown that a poor person-to-environment match can lead to decreased motivation, diminished mental health, and rebellious or antisocial behavior.
The dialogue between genes and environment becomes more complicated when a sibling adds another voice. Although siblings share an average of 50 percent of their genes, the half that is different--and the kaleidoscopic ways that genes can combine--leads their genotypes to ask different questions and get different answers from what would seem to be the same environment. In fact, siblings create individual environments of their own by seeking out different experiences and by evoking different responses from parents, friends, and others. Like the proverbial blind men touching the leg, the trunk, or the tail of an elephant, they "see" different parts of the same animal. "Our studies show that parents do indeed treat their children differently, but that they are in large measure responding to differences that are already there," says Robert Plomin. "Family environment does have an effect on personality development, but not in the way we've always thought. It's the experiences that siblings don't share that matter, not the ones they do."
KIDS IN CHARGE?
One intriguing implication of behavioral genetic research is that children are in many ways driving their own development, through the choices they make, the reactions they elicit, even the friends they pick (see "The Power of Peers," below). But parents are crucial collaborators in that process, and that means that their role in shaping their children may actually be larger than it first appears. How a parent responds to a child's genetically-influenced characteristics may make all the difference in how those traits are expressed, says David Reiss. In his formulation, the parent-child relationship acts as a sort of translator of genetic influence: the genotype provides the basic plot, but parenting gives it tone and inflection, accent and emphasis. He calls this conception of gene-environment correlation "the relationship code," and says that it returns to parents some of the influence his study would seem to give to genes. "Our data actually give the role of parents a real boost--but it's saying that the story doesn't necessarily start with the parent," says Reiss. "It starts with the kid, and then the parent picks up on it."
To Reiss, parents' role as interpreters of the language of heredity holds out an exciting possibility. "If you could intervene with parents and get them to respond differently to troublesome behavior, you might be able to offset much of the genetic influence" on those traits, he says. In other words, if genes become behavior by way of the environment, then changing the environment might change the expression of the genes. Although such intervention studies are years away from fruition, small-scale research and clinical experience are pointing the way toward working with children's hereditary strengths and weaknesses. Stanley Greenspan, M.D., a pediatric psychiatrist at George Washington Medical School and author of The Growth of the Mind, is actively applying the discoveries of genetics to parenting. "Genes do create certain general tendencies, but parents can work with these by tailoring their actions to the nervous system of the child," says Greenspan. He believes that the responses children "naturally" elicit may not be in their best interests--but that parents can consciously and deliberately give them the ones that are "You have to pay attention to what you're doing intuitively, and make sure that is what the kids really need," he says.
A baby with a sluggish temperament, for example, won't respond as readily to his parents' advances as a child with a more active nervous system. Disappointed at their offspring's lack of engagement, parents may respond with dwindling interest and attention. Left to his own devices, the baby may become even more withdrawn, failing to make crucial connections and to master developmental challenges. But if the parents resist their inclinations, and engage the baby with special enthusiasm, Greenspan has found that the child will change his own behavior in response. The same principle of working against the grain of a child's genotype applies to those who are especially active or oversensitive, suggests Greenspan, comparing the process to a right-handed baseball player who practices throwing with his left hand. "It feels funny at first, but gradually you build up strength in an area in which you would naturally be weak," he says.
Of course, honing a right-handed pitch is important, too. Parents can improve on their children's hereditary strengths by encouraging their tendency to seek out experiences in tune with their genes. "Parents should think of themselves as resource providers," says Plomin. "Expose the child to a lot of things, see what they like, what they're good at, and go with that." By offering opportunities congenial to children's genetic constitutions, parents are in a sense improving their "goodness of fit" with the environment.
WILL YOUR KID GO TO YALE--OR TO JAIL?
For those traits that could easily become either assets or liabilities, parenting may be especially critical to the outcome. "The same temperament that can make for a criminal can also make for a hot test pilot or astronaut," says David Lykken, Ph.D., a behavioral geneticist at the University of Minnesota. "That kind of little boy--aggressive, fearless, impulsive--is hard to handle. It's easy for parents to give up and let him run wild, or turn up the heat and the punishment and thereby alienate him and lose all control. But properly handled, this can be the kid who grows up to break the sound barrier." Lykken believes that especially firm, conscientious, and responsive parents can make the difference--but not all behavioral geneticists agree. David Rowe, Ph.D., a University of Arizona psychologist and author of The Limits of Family Influence, claims that "much of the effort of `superparents' may be wasted, if not counter-productive." And as for exposing children to a variety of experiences, Rowe thinks that this can give genetically talented children the chance they need, "but not many children have that much potential. This may not be so in Lake Wobegon [where every child is "above average"], but it is true in the rest of the world."
But with an optimism worthy of Garrison Keillor, advocates of parental influence insist that genes aren't the end of the story. "The old idea is that you tried to live up to a potential that was set by genes," says Greenspan. "The new idea is that environment helps create potential." His view is supported by recent research that suggests a baby is born with only basic neural "wiring" in place, wiring whose connections are then elaborated by experience. Both sides will have to await the next chapter of genetic research, which may reveal even more complicated interactions between the worlds within and without. In the long-running debate between genes and the environment, neither one has yet had the last word.
THE POWER OF PEERS
IT'S A WORLD OUT OF A FANCIFUL children's book: a place where parents and teachers don't matter, where the company of other kids is most meaningful, where nothing much would change if we left children in their homes and schools "but switched all the parents around." That doesn't describe an imagined never-never land, however, but the environment that every one of us grows up in, contends Judith Rich Harris. The maverick writer and theoretician believes that peers, not parents, determine our personalities, and her unorthodox views have made the very real world of psychology sit up and take notice.
Harris, who is unaffiliated with any university or institution, laid out her radical theory in a 1995 Psychological Review paper, which was later cited as one of the year's outstanding articles by the American Psychological Association. Like behavioral geneticists, Harris believes that heredity is a force to be reckoned with. But she sees another powerful force at work: group socialization, or the shaping of one's character by one's peers.
Central to this theory is the idea that behavior is "'context-specific": we act in specific ways in specific circumstances. "Children to day live in two different worlds: home and the world outside the home," says Harris. "There is little overlap between these two worlds, and the rules for how to behave in them are quite different." Displays of emotion, for example, are often accepted by parents but discouraged by teachers or friends. Rewards and punishments are different too. At home, children may be scolded for their failures and praised for their successes; outside the home, they may be ridiculed when they make a mistake or ignored when they behave appropriately.
As children grow older and peer influence grows stronger, says Harris, they come to prefer the ways of peers over those of their parents. She likes to use language as an exam pie: the children of immigrants, she notes, will readily learn to speak the language of the new country without an accent.
They may continue to speak in their parents' tongue when at home, but over time the language of their peers will become their "native" language. Adopting the ways of their contemporaries makes sense, says Harris, because children will live among them, and not among older adults, for the greater part of their lives. "Parents are past, peers are future," she says.
It's evolutionarily adaptive, too. "Humans were designed to live not in nuclear families, but in larger groups," observes Harris. "The individuals who became our ancestors succeeded partly because they had the ability to get along with the other members." The group continues to influence us in a number of ways: we identify ourselves with it, and change our behavior to conform to its norms. We define our group by contrasting it with other groups, and seek to distinguish our group by our actions and appearance. Within the group, we compare ourselves to others and jockey for higher status. We may receive labels from our peers, and strive to live up (or down) to them. Finally, we may be most lastingly affected by peers by being rejected by them. People who were rejected as children often report long-term self-esteem problems, poor social skills, and increased rates of psychopathology.
Our personalities become less flexible as we grow older, says Harris, so that "the language and personality acquired in childhood and adolescent peer groups persist, with little modification, for the remainder of the life span." It's a startling conclusion, but Harris claims that her greatest challenge lies not in persuading people that peers matter, but in persuading people that peers matter, but in convincing them that parents don't. She calls the belief in parents' enduring importance "the nurture assumption," and her forthcoming book by that title will argue that it's simply a myth of modern culture. She doesn't deny that children need the care and protection of parents, and acknowledges that mothers and fathers can influence things like religious affiliation and choice of career. But, she maintains, "parental behaviors have no effect on the psychological characteristics their children will have as adults."
In fact, she says, "probably the most important way that parents can influence their children is by determining who their peers are. The immigrants who move their children to another country have provided them with a completely different set of peers. But a less dramatic shift--simply deciding which neighborhood to live in--can also make a difference." From one area to another, she notes, there are substantial variations in the rates of delinquency, truancy, and teen pregnancy--problems parents can try to avoid by surrounding their offspring with suitable friends. Beyond that, however, children will make their own choices. "It's pretty easy to control the social life of a three-year-old," says Harris. "But once the kids are past age 10 or 12, and bets are off."
Last Updated: 01/01/98
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