Dare to Blog

• Boost self-confidence. Begin the conversation by telling your middle-schooler that you're proud of her and the person she's becoming. Identify specific instances where she was mature (think, doing the dishes without being asked, or watching a younger sibling), and tell her how much you admire that behavior. By working to raise her self-esteem, you make your tween less likely to turn to alcohol as a way to fit in or feel better about herself. Additionally, knowing you respect her makes her respect you in turn, and take your words seriously.
• Talk often. It can take a lot of repetition before your message about your tween doing her own laundry sinks in—and an anti-alcohol message is no different. Work towards creating an ongoing dialogue with your tween about drinking, rather than a one-time conversation, and speak "as frequently as you have an opportunity," recommends Sue Scheff, a parent advocate, author, and founder of Parent's Universal Resource Experts, Inc. "If there is a reason for it—if there is a conversation about it, expand on it—don't run from it." It may feel awkward at first, but have patience: the more you chat freely, the less forced it will feel.
• Use a movie. Since getting a middle schooler to open up can be tricky, try starting the conversation by bringing up a book or movie she's familiar with. Ask about how your child thinks the characters onscreen handle themselves while drinking, such as during the party scenes in Mean Girls. Keeping the conversation about popular culture makes your tween feel less vulnerable, and more willing to openly share her opinions and thoughts.
• Share your story. If you or a family member has ever battled alcohol abuse or addiction, you may have struggled with whether or not to tell your tween. According to Scheff, the best approach is typically an honest one, especially if you're dealing with a tween who's thinking about trying alcohol for the first time. She explains, "If you have a family member that has battled with addiction, alcoholism or similar issues, there is nothing like firsthand experiences (especially those people that are related to them) to help them understand how harmful this disease can be and in some cases, deadly."
• Act it out. Role-play with your kid to act out how she can respond to real-world situations where she might be offered alcohol. If you're not sure where to start, you can again try referring to scenes from a well-known movie, or have your tween be the director and let her stage the scenarios. Regardless of which situations you choose, make it a point to teach several different ways to say no to drinking. Popular ways to say no include, "I'd rather have a soda," "Can't, I've got a test/game tomorrow," "My parents would kill me!" or plain old, "No thanks."
• Find role models. Direct your tween towards positive role models to counter-act any peer pressure she feels to fit in by drinking. Find an adult in a field that interests your kid (think sports, music, or drama) who has spoken out against teen drinking or alcohol abuse. Recently, for example, superstar speed skater Apolo Ohno partnered with The Century Council, a leading activist group against underage drinking, to spread the word on the dangers of teen drinking and to promote a healthy lifestyle.
• Offer resources. Give your tween an outlet where she can go for answers to questions that she feels uncomfortable asking you or other adults. Since most thirteen-year-olds practically live online, it's a good idea to find a few websites that offer accurate information in a format you're comfortable with. For tweens, Scheff recommends The Cool Spot, an informative website that discusses the dangers of alcohol and ways to beat peer pressure.

The stereotype of the cutthroat, pushy Little League coach is all too familiar to most people. Why, some parents ask, should I subject my child to competitive team sports if that’s how it goes?

For one thing, the news. Today’s generation of children is fighting the worst obesity epidemic in history. Giving kids an excuse to exercise is reason enough to consider team sports. But calories aside, team sports have other benefits to kids—social, emotional and physical ones.

Here are some things that team sports teach that go well beyond scoring, batting, shooting and winning.

Ego Checks

Any parent knows that a child can be extremely egocentric. But that “my way or the highway” attitude will have to stay in check on a team sport. When a kid sees that everyone gets to play, they hopefully start to think about the group as a whole, and not just themselves. Even better, they learn to be happy for other player’s successes because they see how it benefits the team.

Positive Mentors

A dedicated, thoughtful and skilled coach can have an amazing impact on children. In fact, sometimes your child will respond better to an objective coach than he will to his own parent. When kids have early, positive experiences with coaches, they continue to seek out and learn from mentors who can help them with school, jobs and other interests.

The Three P's

Just as they must practice spelling, math and any other skill, kids need to learn that being part of a sports team requires the three P's … practice, patience and persistence. Whether it’s showing up to practice when you’d rather be home with Legos, waiting your turn on the sidelines, or doing the same drill over and over again, the three P's of team sports translate into important life lessons.

Another Reason for Family Time

Playing catch in the yard, heading down to the local soccer field for some drills … these types of outings with your kids can mean a great deal in our busy parenting culture. While the official reason may be practicing for the team, an even greater benefit is the time you get to spend together. Sometimes, in between dribbling and lay-ups, an important truth is revealed or an opportunity presents itself to teach a value.

Did we also mention that by practicing drills with your child and running up and down the sidelines to cheer them on, you might get into better shape, too? Score one for the family team!

By: Lucy Rector Filppu - Education.com

The flexibility of online MBA programs is appealing to many entrepreneurs and business professionals. This highly-valued degree will not only improve your skills and knowledge, but also give you more confidence to take on new challenges in your career. Students who enroll in these courses receive extensive guidance and assistance. They also have access to online libraries, textbooks, student-faculty discussion forums, and self-assessment tests.

The Advantages of Pursuing an MBA Degree

Earning an MBA can increase your earning potential and open a whole new world of possibilities. Distance learning MBA programs give you all the flexibility and convenience of online education. You can focus on the discussion topic or assignment for your online classes from your computer. Each student is assigned a personal advisor and has access to the latest information. Highly qualified teachers are ready to answer your questions and help you study for your exams.

When you enroll in an MBA program online, you can overlap courses for faster completion. Students can go to classes at noon, midnight, or whenever they want. The most appealing aspect of distance learning education is that you can keep your job and take care of your children while studying for a better future. Here are the key benefits of earning an MBA online:

• Flexible learning
• Cutting edge technology
• Career advancement opportunities
• Access to online learning resources
• Timely responses
• Technical support
• Individual attention
• Affordable fees
• Low tuition costs
• Increased convenience

Students can customize their class schedule to meet their needs. They can attend classes anytime they want. Costs are lower because you don’t have to commute to and from your classes. Most distance learning MBA programs allow you to review materials at your own pace as long as you complete all the work before deadline.

Should You Apply for an MBA Online?

Earning an MBA online can help you become the business professional you want to be. After graduation, you'll understand complex business issues and think strategically. Since you have to study from home, you'll improve your time management skills and learn to be more organized. Distance learning MBA programs offer the same quality education as traditional classes.

Northeastern University’s D’Amore-McKim School of Business offers top rated MBA programs online for students who want to pursue a business career. Applicants can choose from several specializations, including healthcare management, international management, supply chain management, marketing, finance, and innovation entrepreneurship. You can also earn a dual Masters in finance/MBA with only four more courses.

Many of today's best business programs are provided through the online interface of various schools. This is the new way of the world, as students no longer have to head to a typical college to the education that they so desperately crave. Instead, these students can get an accredited online MBA from a place like the University of Maryland. That's a legitimately strong college offering a full program right over the Internet. Maryland isn't alone, either, as many other schools are providing the same type of service to students across the country. These programs are wholly legitimate, and they're providing a great alternative for today's students.

Accreditation matters in today's world

When a student's looking for an MBA, there are many factors to consider. One of the most important, of course, is whether the school is accredited by the proper authorities. This indicates that the school has certain strengths that a student can rely on. It means that the faculty is qualified, as well. The biggest reason this matters, though, is that employers will care if the program has the right credentials. There are many things that employers won't look for. They will look hard, however, at whether a school's been sanctioned by the proper administrative bodies.

A big college education with an online feel

With so many large universities offering great business programs today, students are able to get a big college feel with the flexibility of going to an online school. This is the perfect combination for many students. They crave some of the opportunities that go along with a name like Maryland. They also crave the ability to choose their own class schedule and work at their own pace. The good news is that students can have all of these things when they look into some of today's top programs.

Programs making use of top technology

One of the nice things about some of the online programs today is that they're experimenting with new types of technology and different types of instructions. It's not exactly correct to say that students are guinea pigs in the new educational world. They do get to see some of the newest innovations, though, and this can make a huge difference. Some students may perform better under these conditions. There is no way that you'll know this until you're exposed to some of the great things that modern online business programs are providing.

• Snowman Math ($.99) Who needs to brave the cold to build a snowman? Skip the time it usually takes to bundle up your little one and let him build Frosty indoors with the Snowman Math app. Every time your kid answers a simple addition or subtraction problem, he'll add a carrot nose, mittens, coal eyes, or other traditional snowman accessories to his icy pal. Classical guitar, enchanting graphics and sound effects add up to seasonal fun with numbers.
• A-Story-A-Day Advent Calendar Christmas ($1.99) Looking for an interactive Advent calendar without the sugar buzz? This app allows your child to count down to Christmas with a customizable calendar. Help him choose from holiday tunes and background themes to make this countdown his own. Each of the 25 days also comes with a different Christmas image and corresponding holiday book to read. You'll look forward to reading and watching as Christmas gets closer.
• Cookie Doodle ($.99) Avoid a sticky mess without sacrificing tradition with the Cookie Doodle app. Boasting 199 cookie cutters, 24 make-your-own cookie dough recipes, 21 instant cookie dough flavors, 48 different sprinkles and 85 candy toppings, this baking app has everything your little baker needs to create colorful, mouth-watering treats for Santa—without covering the kitchen in flour. Your kid will learn some of the basic rules of baking, including how to measure and mix ingredients, that he'll eventually be able to use in the kitchen.
• Cut the Rope: Holiday Gift ($.99) This Christmas-themed version of the popular game Cut the Rope challenges your kid to slice strings of lights, freeing holiday goodies to be scarfed down by Om Nom, a hungry little monster. Your kid will be so jazzed about the adorable graphics, lively music and 25 levels of puzzles that he won't even notice reaping the educational benefits of physics fundamentals and fine motor skill practice.
• Santa's Christmas Village ($.99) Step off the Polar Express and enter the magical world of lights, elves, and workshops in Santa's Christmas Village. This app features 17 classic brain games with a holiday twist—including solitaire, Sudoku, word searches, and checkers—set to a soundtrack of holiday songs. Challenge your child to a friendly competition with multi-player games, help Santa plan his delivery route, or help your child create a melody by tapping on the North Pole's most musical bears.
• Super Dreidel ($.99) Rousing games of spin the dreidel are a Hanukkah tradition, and the Super Dreidel app puts a modern twist on the classic game. Up to 8 players can challenge each other in three different speed modes; Traditional, Vegas or Turbo. A quick swipe with a finger sends the dreidel spinning, and the last person with gelt wins! Complete with different versions of the classic "Dreidel Song," this portable game saves you the trouble of hunting down a spinning top after the latkes and brisket are eaten.
• Reindeer Match 'Em Up ($.99) Challenge your child's memory, concentration, and motor skills with this fast-paced game. Find Dasher, Dancer, Prancer and Vixen's look-alikes in Reindeer Match 'Em Up, a virtual memory game played solo or with a friend. Rack up bonus points by matching Comet, Cupid, Donner, and Blitzen cards in record time.
• Grinchmas ($.99) The grumpy hermit who attempts to steal Christmas is back, but this time in a highly addictive app. If your kid loves whack-a-mole, he'll love playing the part of 'Mean Grinch' or 'Merry Grinch' perched atop Mount Crumpit, lobbing presents or snowballs down to Who-ville. Speed and accuracy are crucial as your kid races against the clock, all the while soaking up information about physics basics and honing fine motor skills.
• PopOut! The Night Before Christmas ($4.99) This electronic rendition of childhood classic, The Night Before Christmas, is full of surprises! Based on the beloved children's story by Clement Clarke Moore, this storybook app allows your child to interact with everything on the page as the story is read. He'll get to do pull-tabs, spin-wheels and other interactive elements, bringing these classic illustrations to life. As he goes, the "Read to Me" function can help him practice phonics, as words are narrated and highlighted on the screen.
• Rudolph the Red-Nosed Reindeer ($2.99) Everyone's favorite little sleigh-leader is back! This digital book version of the 1964 Christmas special allows your kid to read the book in its traditional form, listen to the narrated version and follow along with highlighted words, or simply press play and watch the classic story unfold. With customizable music, original artwork and clips, this app is sure to warm hearts by bringing this timeless story of friendship and acceptance to life.  By: Lori Calabrese - Education.com

What's good about fundraising ideas for schools for the benefit of society? What's the purpose of generating an income out from nature fundraising? Do fundraising is really helpful not just for the benefit of society but for every people as a whole? Well, in my own point of view, fundraising is actually a product of human mind. The proceeds of the said fundraising would be a great help for the students at school.

A nature fundraiser or a teacher who in one way stands as a fundraiser coordinator usually acts as the focal person whose in-charge of all productions. Meaning, whatever he/shes receives from the outside must be added on the fundraising income.

A nature fundraising is actually generated to improve the current situation of the school environment. Its a part of school plans and improvements which in one way fundraising in the only way to support the needs of the school to radically change the aura of the school environment.

So, for parents out there who are the major contacts of the school I highly ask your humbleness to support your children on whatever fundraising ideas for schools as this will definitely help to improve the school's current standing on clean and green program.

Loneliness is a significant problem that can predispose young children to immediate and long-term negative consequences. However, only recently have research and intervention in educational settings focused on young children who are lonely. It is becoming increasingly clear that many young children understand the concept of loneliness and report feeling lonely. For example, kindergarten and first-grade children responded appropriately to a series of questions regarding what loneliness is ("being sad and alone"), where it comes from ("nobody to play with"), and what one might do to overcome feelings of loneliness ("find a friend") (Cassidy & Asher, 1992). In a more recent study (Ladd, Kochenderfer, & Coleman, 1996), kindergarten children's loneliness in school was reliably measured with a series of questions such as, "Are you lonely in school?"; "Is school a lonely place for you?"; and "Are you sad and alone in school?" These studies suggest that young children's concepts of loneliness have meaning to them and are similar to those shared by older children and adults. This Digest presents an overview of loneliness with suggestions for practitioners on how they can apply the research in early childhood settings.†

Consequences of Loneliness

Children who feel lonely often experience poor peer relationships and therefore express more loneliness than peers with friends. They often feel excluded--a feeling that can be damaging to their self-esteem. In addition, they may experience feelings of sadness, malaise, boredom, and alienation. Furthermore, early childhood experiences that contribute to loneliness may predict loneliness during adulthood. Consequently, lonely children may miss out on many opportunities to interact with their peers and to learn important lifelong skills. Given the importance placed on the benefits of peer interactions and friendships to children's development, this potential lack of interaction raises many concerns for teachers who work with young children. Peer relations matter to children, and lonely children place as much importance on them as do other children (Ramsey, 1991).†

Contributing Factors of Loneliness

Several factors contribute to feelings of loneliness in young children. Some that occur outside of the school setting are conflict within the home; moving to a new school or neighborhood; losing a friend; losing an object, possession, or pet; experiencing the divorce of parents; or experiencing the death of a pet or significant person. Equally important are factors that occur within the child's school setting, such as being rejected by peers; lacking social skills and knowledge of how to make friends; or possessing personal characteristics (e.g., shyness, anxiety, and low self-esteem) that contribute to difficulties in making friends. Kindergarten children who are victimized by peers (e.g., picked on, or physically or verbally attacked or taunted) report higher levels of loneliness, distress, and negative attitudes toward school than nonvictimized children (Kochenderfer & Ladd, 1996).†

Observing and Assessing Young Children

Participating in careful observation of children is a necessary first step to gain insights into children's loneliness. While observing children, teachers can focus on the following, which may suggest signs of loneliness: Does the child appear timid, anxious, unsure of himself or herself, or sad? Does the child show a lack of interest in the surroundings? Does the child seem to be rejected by playmates? Does the child avoid other children by choice? Does the child appear to lack social skills that might prevent him or her from initiating or maintaining interactions? Does the child have the necessary social skills but is reluctant to use them? Is the child victimized by peers? Does the child's apparent loneliness seem to be a consistent pattern over time, or is it a more recent phenomenon? In addition, because loneliness cannot always be observed in children (e.g., there are children who appear to have friends but report feeling lonely), teachers can spend time talking individually with children. They might ask children, "What does sad and lonely mean?"; "Are you sad and lonely?"; or "What would make you happier?" (Cassidy & Asher, 1992; Ladd, Kochenderfer, & Coleman, 1996).†

When observing and assessing children, it is important to be sensitive to and aware of their developmental abilities and personal inclinations. For example, it has been suggested that young children who play alone may be at increased risk for later problems, both socially and cognitively. Many preschool and kindergarten children, however, engage in nonsocial activities that are highly predictive of competence. Therefore, over time, teachers need to observe children's interactions with their peers, talk to children about their feelings, and document their behaviors and responses to determine whether they are lonely or are happily and productively self-engaged.†

Intervention Strategies and Recommendations

Although research in support of specific practices assisting lonely children in the classroom is weak, teachers might consider several approaches that may be adapted to individual children. Children who are aggressive report the greatest degrees of loneliness and social dissatisfaction (Asher, Parkhurst, Hymel, & Williams, 1990). Children are rejected for many reasons, and teachers will need to assess the circumstances that seem to lead to the rejection. Is the child acting aggressively toward others? Does the child have difficulty entering ongoing play and adapting to the situation? Does the child have difficulty communicating needs and desires? Once the problem is identified, teachers can assist the child in changing the situation. The teacher can point out the effects of the child's behavior on others, show the child how to adapt to the ongoing play, or help the child to clearly communicate feelings and desires. Children who are supported, nurtured, and cherished are less likely to be rejected and more likely to interact positively with peers (Honig & Wittmer, 1996).†

Children who are neglected or withdrawn also report feelings of loneliness, although to a lesser extent than do aggressive-rejected children. Because these children often lack social skills, they have difficulty interacting with their peers. These children may also be extremely shy, inhibited, and anxious, and they may lack self-confidence (Rubin, LeMare, & Lollis, 1990). If children lack certain skills, the teacher can focus on giving feedback, suggestions, and ideas that the child can implement. Children who possess adequate social skills but are reluctant to use them can be given opportunities for doing so by being paired with younger children. This experience gives the older child an opportunity to practice skills and boost self-confidence.†

Children who are victimized by others believe that school is an unsafe and threatening place and often express a dislike for school. Furthermore, these children report lingering feelings of loneliness and a desire to avoid school even when victimization ceases (Kochenderfer & Ladd, 1996). These findings point to the importance of implementing immediate intervention strategies to reduce victimization. Teachers can provide firm but supportive suggestions to the aggressor. For example, teachers might guide and assist children in developing the life skills they need, such as respecting others and self, engaging in problem solving, working together on skills and tasks that require cooperation, and expressing feelings and emotions in appropriate ways (Gartrell, 1997).†

Teachers can think about how the curricula might be helpful to a child who is feeling lonely. Some children may benefit by being given opportunities to express their feelings of sadness or loneliness through manipulation, drawing, movement, music, or creative activities (Edwards, Gandini, & Forman, 1993). Arranging the dramatic play area with props may help some children act out or express their feelings and feel a sense of control. Use of crisis-oriented books with children, referred to as bibliotherapy, may assist a child in coping with a personal crisis. Sharing carefully selected literature with children may assist in facilitating emotional health. Children who are able to express and articulate their concerns may want to talk about their unhappiness.†

Developing close relationships with children and communicating with their primary caregivers can give teachers valuable insights and guidance. When teachers become aware of children who are experiencing loneliness caused by a family situation, they can lend their support in a variety of ways. Spending extra time listening can be reassuring and helpful to some children. Suggesting to a parent the possibility of inviting a peer over to the child's home may be a good idea and may help the child to form a friendship. In addition, teachers can ask parents for their recommendations about what might make the child feel more comfortable at school, and they can share relevant resources with parents, such as literature or information on parent discussion groups.†

Conclusion

The issues of loneliness were once considered relevant only to adolescents and adults. Research suggests that this notion is misguided and that a small but significant portion of young children do in fact experience feelings of loneliness (Asher, Parkhurst, Hymel, & Williams, 1990). As a result, the immediate and long-term negative consequences associated with loneliness in children are becoming apparent, and the need to observe children and to develop and implement intervention strategies is becoming critical. When teachers take time to focus on individual needs of children, build relationships, and assist them with their needs, children thrive (Kontos & Wilcox-Herzog, 1997).†

By: Janis R. Bullock - Educational Resource Information Center (U.S. Department of Education) - Education.com

It’s no secret that all of America weighs 25 pounds more than it did just 30 years ago. Just go to the mall or to Disneyworld, and see for yourself. And those extra pounds have led to skyrocketing increases in heart disease, hypertension, Type 2 diabetes, and many other adult conditions, even in children. Indeed, nowhere has this weight burden been more obvious than in our nation’s youth. We have 10% of preschoolers, 25% of elementary school children, and 33% of teenagers tipping the scales. The childhood obesity epidemic has disastrous consequences. Thirty years ago, no one ever heard of Type 2 diabetes in children, and now 1 out of every 4 children with diabetes is Type 2. [Type 2 is Diabetes that develops later in life, often related to obesity, and can improve with weight loss; Type 1 Diabetes is the more ‘classic type’ that develops earlier in life and is more typically and persistently dependent on insulin.] One-third of adult Americans by the year 2030 are predicted to be diabetic. This current generation is the first one in history that is predicted to die younger than their parents, mostly due to the problems associated with overweight.

So what happened? It is said that obesity is an interaction between genes and the environment. Well, our genes haven’t changed in the last 30 years, but the environment sure has. We all eat more, and exercise less. This isn’t news. But what is news is that our energy intake (what we eat and drink) and expenditure (what we use in everyday living – including normal activity and sports/exercise) are biochemically determined. So what in the environment changed our biochemistry?

To understand this dilemma, you have to understand a little biochemistry, but I’ll explain as simply as possible. The hypothalamus (the brain region which regulates hormones and energy balance) normally receives a signal from your fat cells (adipocytes) called leptin. Leptin is the fat cell hormone that tells your hypothalamus that you have enough energy stored in order to burn energy at a normal rate. Leptin levels can be too low (leptin deficiency, due to dieting or starvation) or too high (leptin resistance, if something blocks the leptin hormone from acting on those brain cells). In either case, the brain can’t see the leptin signal, and so the brain interprets it as a state of starvation. In this “starvation response”, two things happen: 1) the sympathetic nervous system (which controls your heart rate, blood pressure, and muscle metabolism) slows energy expenditure in order to conserve energy (which makes you feel bad), and 2) the vagus nerve (which controls your stomach, intestine, and pancreas) directs the body to store more energy as fat. Both of these “starvation responses” work to bring your leptin level higher. Obese people have high leptin levels, and therefore they are leptin resistant.

What blocks leptin signaling in obese people? Research over the past ten years suggests the following: leptin transport from fat cells to the brain is prevented by high triglyceride levels in the blood, and leptin release from fat cells is prevented by high insulin levels in the blood. This phenomenon is a normal response under some circumstances, such as the temporary blockage of leptin to promote weight gain during puberty and pregnancy, and is essential for reproduction and the survival of the species. But at other times, this phenomenon becomes a problem, as it causes the “starvation response” at a higher weight instead of a normal response at a lower weight. In addition, leptin resistance also fosters continued reward of food, which makes you eat more. These are the cardinal features of the obesity epidemic.

So, in order to prevent or treat obesity, we have to get the triglycerides and the insulin down. But what caused them to go up? This is where food processing affected our biochemistry directly. I can sum up the downside of food processing into two basic concepts.

1. Sugar. Dietary sugar is either sucrose (cane or beet sugar, composed of 50% glucose and 50% fructose) or high-fructose corn syrup (HFCS, composed of 45% glucose and 55% fructose). For lay purposes, both sugar sources are equivalent. Both are equally bad. It’s the fructose that is the problem. Fructose is what makes sugar sweet. But due to its unusual biochemical properties, fructose has been shown to increase the liver’s production of triglycerides, induces liver insulin resistance (making your liver sick), and drives your insulin levels up. All of this contributes to the phenomenon of leptin resistance, driving the obesity epidemic.

Fructose has been added to most processed foods. Look at the food labels. The food industry says fructose improves palatability, is a better browning agent, and holds onto water, keeping things moist. But, a more sinister reason it’s added to processed food is that it makes you eat more! Soda, juice, and sports drinks are merely fructose delivery vehicles.

Water is the perfect beverage; it has everything you need, and nothing you don’t.

Two simple rules:

1. If it’s a liquid, look at the calories. 6 or more, leave at the store! Milk is the only exception.
2. If it’s a solid, look for the sugar in the ingredients. If any form of sugar is one of the first three ingredients, it’s a dessert!

2. Fiber. Fiber is the antidote to sugar. I like to tell my patients, “When God made the poison, he packaged it with the antidote”. Wherever there is sugar in nature, there is way more fiber. Sugar cane is a very fibrous plant that’s almost impossible to chew. Fruit has much more fiber than fructose.

Fiber slows sugar absorption from the gut into the bloodstream. This gives the liver a chance to process the fructose, so the triglyceride levels in the blood are lower and the insulin rise is lower. Fiber also moves food through the gut faster. This leads to faster satiety (feeling full), which reduces the number of second portions. Unfortunately, fiber doesn’t freeze well – the ice crystals affect the molecular structure and it becomes mushy when it thaws. The food industry avoids this by removing fiber, to allow for freezing and increase the shelf life. So “fast food” is “fiberless food”, which makes it doubly bad.

The answer here is: Eat your carbohydrate with fiber.

Two simple rules:

1. If it’s a solid, look for 3 gm of fiber or more.
2. Eat the fruit, don’t drink the juice!

But be careful, adding cereal fiber to processed food doesn’t do the job. The fiber must cover the starch or sugar molecules (i.e., whole grains) as it does with food that comes out of the ground, to reduce the rate of the sugar absorption in the gut.

So one big way to fight obesity is to fight food processing. We need to eat the way our ancestors did. We need to eat whole grains, fruits and vegetables, and a lot less sugar. And we need to relearn to cook. Eating this way often costs more, because the shelf life of such foods is much shorter. And with our current economic downturn, there is a premium for cheap food (since 2008, only two stocks are up: Wal-Mart and McDonalds). But for America to win the battle of obesity, we need to undo the damage that the food industry has done to us.

By: Robert H Lustig, M.D., Professor of Clinical Pediatrics, Division of Endocrinology, Director, Weight Obesity Prevention Special Edition Contributor - Education.com

Surgical treatment for obesity in children is very controversial and should only be considered as a last resort. Obesity surgery in adults has become popular recently – partly because of the global obesity epidemic, and partly because it is a lucrative business for surgeons – but obesity surgery in children comes with an entirely different set of ethical questions and health concerns. This article outlines the two major types of obesity surgery, their associated risks, and the particular problems and challenges of performing these procedures in children.

Surgical Approaches to Obesity

The two most common operations for obesity are gastric bypass and gastric banding. All obesity surgery in children must be considered experimental; we simply do not know what the long-term effects will be 20-40 years later, when the child has become an adult. Because these procedures are experimental and because children are not just smaller adults, any parent considering obesity surgery for their child should ensure that it is only performed in a children’s hospital by a specialist in surgery on children (a board-certified Pediatric Surgeon). Non-pediatric surgeons should only be allowed to operate on children in extraordinary circumstances and only after their training and pediatric experience has been thoroughly substantiated.

Gastric Bypass

Gastric bypass (also known as Laparoscopic Roux-en-Y Gastric Bypass, or LRYGB) involves cutting most of the stomach away and attaching the small remaining gastric “pouch” to a part of the intestine downstream, thus “bypassing” some of the absorbing surface of the intestine (Figure 1). This operation provides two ways to lose weight: 1) a small stomach so that patients eat less because they feel full; and 2) some malabsorption from the bypassed intestine – so the food that is eaten isn’t fully absorbed.

Gastric bypass results in the fastest weight loss (often over one hundred pounds in a year), but comes with the risk of serious complications, including dying from the operation, surgical complications, vitamin deficiencies, bone demineralization, shortness of breath, birth defects in future pregnancies, and long-term risks of intestinal problems, ulcers, and the need for future operations. But for some massively obese children, gastric bypass might be worth the risk; the weight loss that results has been shown to reverse diabetes in some patients. I recommend Cincinnati Children’s Hospital as the center with the most experience with this operation for children.

Gastric Banding

The second most common operation is laparoscopic gastric banding. Unlike gastric bypass, gastric banding does not permanently alter the digestive system. An adjustable belt, commonly known as the “lap band,” is fitted around the upper part of the stomach, restricting food intake and decreasing the speed at which food empties from the stomach, thus creating a constant “full” feeling. To control the amount of weight loss, physicians can squeeze or deflate the inflatable saline-filled tube inside the belt.

Gastric banding results in slower but steady weight loss and has the additional virtue of being reversible – the belt can be removed later on. It also is a less risky surgery, with a lower risk of death, fewer long-term complications, and no associated malnutrition. Like gastric bypass, it is considered experimental in children, as the lap band device was only tested in adults when approved by the FDA. Clinical studies are being done on both surgical approaches to try to learn what the long-term consequences of these operations are. There are a few other experimental procedures out there including just cutting out half of the stomach, but parents should be very skeptical.

Problems with Gastric Bypass Surgery for Children

Thanks in part to the popular TV show “The Biggest Loser,” we all now know that weight loss can be achieved without surgery of any kind. It is a tragic indictment of our society that we can spend $10,000 - $40,000 cutting the stomachs and rearranging the intestines of our children, but we cannot spend one-tenth of that amount in diet and exercise programs to prevent and reverse this problem. As such, there are several reasons why I respectfully object to gastric bypass surgery for children:

* While co-morbidities of obesity, such as type 2 diabetes and sleep apnea, are serious, children are not dying before the age of 18 solely from being overweight. Obesity surgery, however, carries a small but finite peri-operative mortality rate. Is it really justifiable for a precious child to lose his or her life undergoing experimental weight loss surgery?

* We do not know the long-term consequences of having one’s stomach cut away from the flow of intestinal contents and then “parked” in the abdomen for potentially 60-80 years with no ability to access it via endoscopy. What are the potential complications of this down the road? Gastric cancers, ulcers, more?

* We do know that the gastric bypass operation comes with several side effects, among them nutrient and calcium malabsorption, iron-deficiency anemia, bone density problems, and folate malabsorption, leading to an increased likelihood of birth defects in subsequent pregnancies. We also know that teens are notoriously non-compliant with parental recommendations to take vitamins (and most other advice from their parents!). Is it realistic to expect adolescents to take responsibility for managing these side effects, and are they prepared for the consequences of not doing so?

* As minors, children and teenagers cannot legally consent to this permanently life-altering operation. Their parents do this for (to) them. Our clinical psychology colleagues inform us that the cognitive ability to understand death does not occur until approximately age 25. If child and adolescent obesity isn’t life threatening, shouldn’t these children have a chance to make the decision to undergo surgery for themselves when they are old enough to understand the risks and consequences of such a decision?

* Lastly, there’s a good chance that obesity surgery may become obsolete in the near future. Given the feverish pace of drug company research into obesity and the rapid advances in understanding the neuro-endocrine-gastrointestinal contributors to appetite control, it is hard not to believe that a medical aid to weight loss will be developed in the next 5-10 years. What will we do with all these re-routed stomachs then?

Non-Surgical Alternatives

Obesity surgery for children is a problem of too much, too soon. We must seriously attack childhood obesity in the young (6-7 year olds) when we stand the best chance of changing behavior. We should enroll them in serious diet and exercise programs and, if necessary, take them out of school for 6 months or a year (as with a child with cancer or another serious illness) and spend time and money on treating this problem.

If all fails, gastric bypass surgery can be an option as an adult when the child has grown up, had their children, and most importantly, is more able to understand the life-long risks of mortality, cancer, adhesive bowel obstructions, internal hernias, flatulence, and other health consequences of obesity surgery and can give their own informed consent.

Parents and pediatricians are the gatekeepers and guardians of our youth. We all must think long and hard before recommending a “quick surgical fix” for a chronic behavioral problem. Long-term studies in adults suggest that even with gastric bypass surgery, weight loss may not sustain and weight often returns after 10 years. For a young patient with 50+ years to go, that is truly significant!

By: Diana Farmer, M.D. - Obesity Prevention Special Edition Contributor - Education.com

Unintentional injuries are defined as bodily harm that results from accidental causes such as falls, motor vehicle accidents, drowning, electrocution, suffocation. Unintentional injuries are the leading cause of death for children ages 5–14. More than 5.5 million children from this age group also suffer nonfatal injuries requiring emergency room care (Burt & Fingerhut, 1998; CDC, 2004). Injuries requiring medical attention, or resulting in restricted activity, affect more than 20 million children and cost $17 billion annually for medical care (Danesco, Miller, & Spicer, 2000).

To reduce the incidence of future unintentional injuries, researchers focus on factors that identify which children are more likely to experience injury based on past statistics. Both internal and external variables place some children more at risk than others. Variables that contribute to increased injury rates in children include:

* Individual variables (e.g., age, gender, temperament, race/ethnicity)
* Behavioral variables (e.g., antisocial or conduct disorders)
* Risk-taking behavior (e.g., not wearing helmets or using seatbelts)
* Caregiver behaviors (e.g., level of parental supervision)
* Economic variables (e.g., income)
* Environmental variables (e.g., streets, playgrounds, neighborhoods)
* Sociocultural variables (e.g., crime rates, overcrowding) (Sleet & Mercy, 2003)

By identifying the individual and ecological characteristics of children who experience higher rates of injury, safety prevention programs can target populations who exhibit greater need.

Injury patterns appear to change over the life course and are closely related to developmental stage (Dahlberg & Potter, 2001). For example, there are high rates of injury in children ages 1–4, followed by a slight drop for children ages 5–9, then a sharp rise in injuries in children ages 10–14 that continues through adolescence and early adulthood. The increase in unintentional injuries, particularly in children ages 10–14 may, in part, be a result of children’s increased exposure to activities and environments outside the home. During this time in children’s lives, safety monitoring shifts from a reliance on parents/guardians in the home to reliance on self and others (e.g., peers, teachers, coaches).

Studies that examine car-pedestrian and car-bicycle collisions, in particular, find that immature perceptual and cognitive skills may also be putting children at greater risk for these injuries (Connelly, Conaglen, Parsonson, & Isler, 1998; Plumert, Kearney, & Cremer, 2004). For example, to safely cross a street with moving traffic, children must accurately judge the size of the gap between 2 cars in relation to the time it will take them to cross the road. When a “pretend road” was set up parallel to an actual road, children, ages 5–9 years, were asked to watch the cars on the actual road and cross the pretend road when they thought they could safely get to the other side. The younger children in the study picked gaps that were too short. They would have been hit on 6% of their crossings if they had been on the actual road. Approximately 75% of 5-year-olds made at least one road-crossing error and only 58% of 9-year-olds did so. These findings suggest that although 9-year-olds are better than 5-year-olds at making moving-car judgments, children in middle childhood still misjudge their ability to walk through traffic gaps safely.

In another study, researchers asked 5–12-year-old-children to stand at a roadside and indicate the last possible moment they could safely cross (Connelly et al., 1998). The researchers varied the car speeds throughout the study. Overall, the older children selected safe crossing gaps 92% of the time, whereas 5-year-olds selected safe gap crossings only 66% of the time. It was notable that the older children based their judgments more on distance away from the car rather than on the speed of the approaching vehicle. These results imply that children in middle childhood would make more crossing errors when cars are traveling faster than normal on a given roadway.

Finally, a study that used an interactive bicycling simulator demonstrated that children ages 10- and 12-years-old left far less time to spare between themselves and a vehicle approaching an intersection. When compared to adults in this study, children took longer in getting started on their bicycles and took longer to approach the roadway, thus underestimating their cycling abilities in their crossing calculations (Plumert et al., 2004).

These findings are consistent with other applied developmental research showing that children in middle childhood, when compared to adolescents or adults, have more difficulty judging how long it would take a moving vehicle to cross a line (Caird & Hancock, 1994), overestimate their physical abilities (e.g., starting their bikes), and generally have more difficulty coordinating their own physical movements with that of moving objects (Pitcairn & Edlmann, 2000; Schwebel & Plumert, 1999).

It appears that developmental changes in coordinating motor movements with visual information occur as children gain experience with specific tasks (Savelsbergh & van der Kamp, 2000). In other words, the more guidance and practice children have in crossing streets with adults who point out key variables, such as starting across the road before the first car clears, will assist children as they perform the same tasks on their own. This information is useful to professionals who design injury prevention strategies and to parents and teachers who want to reduce unintentional injuries in children of all ages.

By: M.J. Zembar|L.B Blume - Pearson Allyn Bacon Prentice Hall - Education.com

How Vulnerable are Young Children to Stress?

Stress is experienced in many forms and varies by the individual, the child's developmental level, and the child's previous life experience. Adapting or managing stress appears to be highly dependent on a child's developmental capabilities and coping-skill inventory. Researchers suggest that children under the age of 6 are developmentally less capable of (1) thinking about an event in its entirety; (2) selecting from a menu of possible behaviors in response to any new, interesting, or anxiety-inducing event; (3) comprehending an event separate from their own feelings; and (4) modifying their physical reactions in response to change in stimuli (Allen & Marotz, 2003).

Stress can have positive as well as negative influences. The younger the child, the greater the impact of new events, and the more powerful and potentially negative stress becomes. Some stress is a normal part of a child's everyday life and can have positive influences. However, excessive stress can have both immediate and far-reaching effects on children's adaptability to new situations, even events that are seemingly unrelated to the specific stressful event.

Research indicates that the negative impact of stress is more profound on children who are younger than age 10, have a genetic temperament that is "slow-to-warm-up" or "difficult," were born premature, are male, have limited cognitive capacity, or have experienced prenatal stress (Monk et al., 2000). Children who live in poverty, who live in violent communities, or who are bullied in school settings are also subject to more external stress (McLoyd, 1998) than other children. Children who have lower thresholds for external and internal stimuli will find a wider variety of events and conditions to be negatively stressful (Stansbury & Harris, 2000).

How do Children Experience Stress?

Specialists have identified two categories of stressful experiences. Acute stress is defined as a sudden, intense onset (e.g., short-term parental illness) and then the subsidence of stressful stimuli. Chronic stress (e.g., loss through death or prolonged separation of a significant person in the child's life--grandparent, caregiver, sibling) is, on the other hand, ongoing and has the most significant and detrimental effects on children, including changing brain chemistry and function, and lowering resistance to disease (Gunnar & Barr, 1998; Lombroso & Sapolsky, 1998).

Zegans (1982) theorizes that stress is experienced in four somewhat distinct stages: (1) alarm and physical reaction; (2) appraisal, as a child attempts to make meaning from the event; (3) searching for adaptation and coping strategies; and finally (4) implementation of a strategy or strategies. This implementation stage may be a one-time action or may be extended over hours or days. Children's appraisal of stressful events and their choices of viable coping strategies are different from those used by adults (e.g., leaving a favorite toy at child care overnight may have a negative impact on children who cannot "find" a way to "wait" until they are reunited; this reaction and fear of its recurrence may last for several days). In addition, experts have observed that children's physical responses to stress are also different from adult responses in that they may be more intense and involve the whole body (Zegans, 1982).

How Does Stress Manifest Itself in Children?

Stress is most often seen as an overt physical reaction: crying, sweating palms, running away, aggressive or defensive outbursts, rocking and self-comforting behaviors, headaches and stomachaches, nervous fine motor behaviors (e.g., hair twirling or pulling, chewing and sucking, biting of skin and fingernails), toileting accidents, and sleep disturbances (Stansbury & Harris, 2000; Fallin, Wallinga, & Coleman, 2001; Marion, 2003). Experts suggest that children may react globally through depression and avoidance; excessive shyness; hyper-vigilance; excessive worrying; "freezing up" in social situations; seemingly obsessive interest in objects, routines, food, and persistent concern about "what comes next"; and excessive clinging (Dacey & Fiore, 2000).

How do Children Adapt to Stress?

Theorists believe that these behaviors represent children's struggles to manage and react to stressful events. They believe that children generally distance themselves emotionally from stressful situations by behaving in ways to diminish the stress (e.g., crying and being upset in order to show feelings of abandonment when parents go to work) or acting in ways to cover or conceal feelings of vulnerability (e.g., acting out and being aggressive or disruptive when it's time for toys to be put away or play to stop). With age, children increasingly use cognitive problem-solving strategies to cope with negative stress by asking questions about events, circumstances, and expectations for what will happen and clarification of what has happened (Kochenderfer-Ladd & Skinner, 2002).

Prolonged exposure to stress and a child's continued use of coping strategies may result in behavior patterns that are difficult to change if the child perceives the strategy as being effective (Kochenderfer-Ladd & Skinner, 2002; Stansbury & Harris, 2000).
How Can Adults Respond to Children's Stress?

Assisting children in understanding and using effective adaptation and coping strategies must be based on the child's developmental level and understanding of the nature of the stress-inducing event. Teachers and parents can prevent and reduce stress for children in many ways:

* Help the child anticipate stressful events, such as a first haircut or the birth of a sibling. Adults can prepare children by increasing their understanding of the upcoming event and reducing its stressful impact (Marion, 2003). Over-preparing children for upcoming stressful events, however, can prove even more stressful than the event itself (Donate-Bartfield & Passman, 2000). Adults can judge the optimal level of preparation by encouraging the child to ask questions if he or she wants to know more.

* Provide supportive environments where children can play out or use art materials to express their concerns (Gross & Clemens, 2002).

* Help children identify a variety of coping strategies (e.g., "ask for help if someone is teasing you"; "tell them you don't like it"; "walk away"). Coping strategies help children feel more effective in stressful situations (Fallin, Wallinga, & Coleman, 2001).

* Help children recognize, name, accept, and express their feelings appropriately.

* Teach children relaxation techniques. Consider suggesting to a child such things as "take three deep breaths"; "count backwards"; "tense and release your muscles"; "play with play dough"; "dance"; "imagine a favorite place to be and visit that place in your mind" (use creative imagery) (O'Neill, 1993).

* Practice positive self-talk skills (e.g., "I'll try. I think I can do this.") to help in promoting stress management (O'Neill, 1993).

Other basic strategies include implementing sound positive discipline strategies, following consistent routines, enhancing cooperation, and providing time for children to safely disclose their concerns and stresses privately and in groups.
Conclusion

Our increasing knowledge about the importance and impact of stress on young children should be put to good use in reducing stress factors for young children and in assisting children to increase coping strategies and healthy responses to the unavoidable stresses in their lives.

By: Jan Jewett|Karen Peterson - Educational Resource Information Center (U.S. Department of Education) - Education.com