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arthritis, heart disease, and some forms of cancer. (It's probably not a coincidence that one recent study finds that people in their 60s have more disabilities than in years past.) But paying attention to what you eat isn't only about controlling weight; the need for some vitamins and minerals increases with age. One is calcium, necessary to protect bones. Another |
is B12, since some older adults make less of the stomach acid required to absorb the vitamin. More vitamin D also is required. "The skin gets less efficient at converting sunlight into this vitamin, so more is needed from other sources," Lichtenstein says. Fewer than 7 percent of Americans between 50 and 70 get enough vitamin D from the foods |
they eat, and fewer than 26 percent get enough calcium. Staying lean and eating right are both crucial for maintaining health through the years. (Kessler recalls a fellow researcher at Yale who, upon realizing the panoply of diseases linked to body weight, promptly lost 30 pounds.) If weight is a problem, it is especially important to cut back on the |
processed foods that combine sugar and fat. Studies with rats indicate that when the two are added to chow, animals can't easily stop eating, says Kessler. This happens in humans, too, he says, and food manufacturers have taken note and added sugar and fat to many products. So what should people eat? A healthful diet at midlife is the same |
as for younger adults—it's just that the stakes may be higher. The focus should be on fruit, vegetables, whole grains, low- and nonfat dairy, legumes, lean meats, and fish. For someone whose current diet is far from this ideal, Lichtenstein suggests starting small: Swap dark green lettuce for iceberg, load more veggies on the dinner plate, eat more skinless chicken |
or beans in place of hamburger. And exercise. Walking briskly for at least 30 minutes every day makes it easier to get away with the occasional cookie. With some further fine-tuning of that basic healthful eating plan, you can greatly improve your odds of staving off the major barriers to a vital old age: Bone loss. No nutrient can stop |
bones from losing mass over time, but consuming sufficient calcium and vitamin D can slow the deterioration, says Felicia Cosman, an osteoporosis specialist at Helen Hayes Hospital in West Haverstraw, N.Y., and clinical director of the National Osteoporosis Foundation. Once a person reaches age 50, calcium requirements jump to 1,200 mg per day (from 1,000 mg). Cosman recommends adding up |
the number of dairy and highly calcium-fortified products (such as juice and cereal) eaten in a typical day and multiplying that by the 300 mg each likely supplies. Add another 200 to 300 mg for the combined trace amounts in leafy green vegetables, nuts, and other sources. Then get the remainder in a supplement. By midlife, adults also need at |
least 800 to 1,000 IU of vitamin D to help the body absorb calcium and, possibly, prevent other diseases, according to the NOF. Sources include fatty fish such as salmon (also important for heart health), egg yolks, and fortified foods, but most people need to supplement. [Check out: Does Early Bone Loss Mean You Need Drugs?] Heart disease. By now |
every American surely knows which foods affect your heart. Good for the ticker: monounsaturated fats like olive oil and the omega-3 fatty acids found in such cold-water fish as salmon and herring and in flaxseed and walnuts. Harmful: too much red meat and full-fat dairy, because of their saturated fat content, and margarine and baked goods, because of the trans |
fats they contain. Still, troublesome foods can be hard to limit. "Although many supermarket products have removed the trans fats, they're hardly history. Restaurants, especially, continue to use them," cautions Robert Eckel, former president of the American Heart Association and a professor at the University of Colorado–Denver. Plus, some food manufacturers have swapped their trans fats for equally problematic saturated |
fat, Eckel says. Sat fat should total no more than 7 percent of daily energy intake—about 16 grams for the average, 2,000-calorie diet. Recent research points to another potential heart danger: high-fructose corn syrup, commonly found in soda. The decades-long, 88,000-women Nurse's Health Study found that, even controlling for weight and other unhealthy habits, drinking one 12-ounce can of regular |
soda daily boosts a woman's risk of later having a heart attack by 24 percent; two or more servings raise the risk by 35 percent. "We don't know exactly why this is, but fructose does increase uric acid and triglycerides in the blood, which are known contributors to hypertension and heart disease," says study coauthor Teresa Fung, associate professor of |
nutrition at Simmons College in Boston. Hypertension. Lowering high blood pressure before it contributes to the development of heart disease is vital for people in midlife. It can be accomplished with an eating plan known as the DASH (Dietary Approaches to Stop Hypertension) diet. "The DASH diet has the same effect as taking a blood-pressure-lowering medication," Eckel says; the DASH-Sodium |
version, which subtracts salt, works as well as up to two medications. The plan is rich in fruits and vegetables (eight to 10 servings a day for someone on a 2,000 calorie diet), grains (six to eight servings daily, with most being whole grains), and low-fat protein sources. And it's low in saturated fats and added sugars. The biggest difference |
from standard healthful eating advice is DASH's focus on lowering sodium, which can damage artery walls in people sensitive to the nutrient. The diet limits sodium to 2,300 mg a day, while DASH-Sodium slashes it to 1,500 mg—just two thirds of a teaspoon. It's not enough to go easier on the salt shaker; the National Institutes of Health recommends looking |
for low- or no-salt labels, limiting salty foods like bacon and sauerkraut, and rinsing canned foods. (Here's a sample menu of a DASH eating plan.) Insulin resistance. Research has repeatedly demonstrated that type 2 diabetes and insulin resistance (a precursor to the disease in which the body begins to respond less well to the hormone that clears glucose from the |
bloodstream) can often be prevented or postponed with a healthful diet, exercise, and weight loss. That combination, in fact, actually has proved to be more effective than medication. An eating plan aimed at minimizing the risk of insulin resistance does not have to be complex. "I coach people to mentally divide their lunch and dinner plate in thirds, with one |
third protein, one third nonstarchy vegetables, and the final third a starch like brown rice, whole wheat pasta, potatoes, or corn," says Nora Saul, a dietitian and diabetes educator at Harvard's Joslin Diabetes Center in Boston. It's also a good idea to get serious about cutting back on sugar and white flour, both of which can spike blood glucose levels. |
Memory problems. Alas, there's no magic bullet that will guarantee protection from dementia. But researchers are finding that a Mediterranean diet—similar to a conventional healthful diet but with an emphasis on fish and olive oil—seems to lower the odds of developing cognitive problems. Scientists at Columbia University followed more than 1,300 people for up to 16 years; those most closely |
adhering to this diet developed Alzheimer's at half the rate of those who didn't. One caveat: Alcohol (particularly in the form of wine), one element of the Mediterranean diet that has been suggested as a memory function enhancer, has not been proven as such, says Gary J. Kennedy, director of geriatric psychiatry at Montefiore Medical Center in New York. Joint |
disease. Although age is a risk factor for arthritis, the breakdown of cartilage in the joints is not inevitable. Minimizing weight gain goes a long way toward avoiding this problem, because every extra pound translates to three pounds of pressure on the knees while walking. It is also a good idea to limit foods that encourage inflammation in the body, |
particularly omega-6 fatty acids (found in corn and soybean oils and many snack and fried foods), the Arthritis Foundation says. Cancer. Some 45 percent of colon cancers, 38 percent of breast cancers, and 69 percent of esophageal cancers would never occur if Americans ate better, controlled their weight, and stepped up their exercise, estimates the American Institute for Cancer Research. |
"It's not just cancers of the digestive tract. What you eat and what you weigh affect certain other cancer types as well," says Alice Bender, AICR's nutrition communications manager. The organization recommends limiting red meat to 18 (cooked) ounces per week and loading up on plant-based foods, which are high in the phytochemicals and antioxidants known to inhibit cancer cell |
growth in lab animals. Those with the deepest colors—like purple grapes, blueberries, and leafy green vegetables—have the most beneficial compounds. One recent study, for example, showed that eating foods with the antioxidant sulforaphane, found in broccoli and kale, reduces the amount of a bacteria linked to stomach cancer. At least for now, people should plan on getting as many as |
possible of their healthful nutrients from food rather than supplements. "Numerous studies on supplements—of vitamin C, lycopene, beta-carotene, and even fiber—have all proved disappointing," Bender says. Another reason to swap that cookie for a carrot. |
When a person loses a great deal of blood for one reason or another, his life can often be saved by a blood transfusion. The blood of another person is put into the circulatory system and replaces his lost blood. The first recorded blood transfusion was performed in 1677, when |
the blood of a lamb was injected into the veins of a dying boy. That boy was lucky and recovered. We now know that the blood of lower animals is different from human blood and cannot be used for transfusions with safety. In 1940, it was found that there was |
still another way of dividing blood groups, and this was according to the Rh factor. This discovery was made in the course of experiments on rhesus monkeys, and that’s why it came to have the name “Rh”. It was found that when certain combinations of blood were made, the red |
blood cells broke apart. The cause was traced to certain differences in the Rh factor. The blood of human beings in this case is divided into Rh positive and Rh negative. When blood from an Rh-positive person is transfused to a person who is Rh-negative, the latter will develop a |
blood disease when he receives Rh-positive blood again. In rare cases, an Rh-positive father and Rh-negative mother will produce an infant with a blood disease if certain other conditions exist. |
MONDAY, Nov. 12 (HealthDay News) -- Digital tablets such as iPads and Kindles can boost reading speed in people who have eye diseases that damage their central vision, according to a new study. Researchers looked at 100 people with this type of vision loss and found that their reading speed increased by at least 42 words per minute when they used the iPad tablet |
on the 18-point font setting, compared with reading a print book or newspaper. Their reading speed increased by an average of 12 words per minute when they used the Kindle tablet set to 18-point font, according to the researchers. Patients with the poorest vision -- 20/40 or worse in both eyes -- showed the most improvement in reading speed when using the tablets, compared |
with print books or newspapers. The high degree of contrast between words and the back-lit screen on the iPad is the reason people using that device had such a major increase in reading speed, the researchers said. The original Kindle used in this study does not have a back-lit screen. The study also found that the degree of vision loss influenced patients' preferences for |
their mode of reading. Those with the worst vision found the iPad most comfortable, while those with the best vision preferred printed books and newspapers. The findings will help eye doctors advise patients with various degrees of vision loss, the researchers said. The study was scheduled for presentation Sunday at the annual meeting of the American Academy of Ophthalmology in Chicago. "Reading is a |
simple pleasure that we often take for granted until vision loss makes it difficult," study leader Dr. Daniel Roth, associate clinical professor at Robert Wood Johnson School of Medicine, in Piscataway Township, N.J., said in an academy news release. "Our findings show that at a relatively low cost, digital tablets can improve the lives of people with vision loss and help them reconnect with |
the larger world." Eye diseases such as macular degeneration or diabetic retinopathy cause loss of central vision. Before digital tablets were invented, people with these diseases often relied on cumbersome lighted magnifiers for reading. Data and conclusions presented at medical meetings are typically considered preliminary until published in a peer-reviewed medical journal. The U.S. National Eye Institute has more about vision loss. SOURCE: American |
Academy of Ophthalmology, news release, Nov. 11, 2012 live longer and age well The diet that can help you live long and well, fight disease, boost immunity, strengthen bones, lubricate joints and make you feel better overall. Find out the most important tests, tips and more for women of all ages Find out the symptoms of osteopenia, the precursor to osteoporosis, and what you |
can do to help thinning bones. Wouldn't it be nice to feel 21 again? Give your body a good once-over to see if trouble may be lurking. These little tweaks make life great now and could buy you time, say SELF's medical advisor, Henry Lodge, M.D. Ditching cigs adds a decade to your life—this, plus other ways to live longer Keep your mind razor-sharp |
The Park District of Highland Park wants to spray Confront, a dangerous herbicide not approved for residential use, on children’s athletic fields. The label on the bottle says “Do not use on residential turf.” Yet families visiting the Park District’s parks and watching athletic games feel at home. Small children drop their snacks and toys and pick them up and |
put them in their mouths. Older children do this with their water bottles. Families spread out blankets and pets lay on the grass. Later, everyone tracks pesticide residue indoors. If Confront is not safe enough for home use, it’s not safe enough for children’s parks and athletic fields. In four states (New York, Washington, Oregon, and California), Confront may only |
be used on golf courses. Many cities in the US forbid its sale and use and some provinces in Canada do so as well. Spraying children’s playing fields with pesticides is unsafe. Highland Park should not take a chance when it comes to a child’s health. Doctors from the Children’s Environmental Health Center of Mt. Sinai Hospital have sent a |
statement to the Park District Board asking them not to spray Confront on children’s athletic fields. The Park District selected a crop scientist, Dr. Bruce Branham, to say that spraying Confront on children’s athletic fields is safe. When asked by telephone about his funding sources, Dr. Branham acknowledged that he receives funding from Dow Chemical, the manufacturer of Confront. Thus |
he can hardly be considered an impartial source. Low levels of pesticides can have serious health impacts. Please see the rebuttal of Dr. Branham’s statement by Beyond Pesticides here and a statement by Environmental Toxicology professor Dr. Warren Porter here. Spraying children’s playing fields with pesticides is unnecessary. The fields are in great shape and very playable. (See photos on |
for about 10 years. Chip Osborne, Chairman of Marblehead’s Recreation and Parks Department and founder of a natural turf management company, traveled to Highland Park and visited the Park District fields in question. He said he found them in very good shape, that the few weeds present did not affect playability, and that the fields could easily be improved by |
implementing the right practices. Mr. Osborne shared his expertise and findings with the Park District Board at the public meeting on October 11, 2011. Arcata, California (pop. 17,231) – For 20 years Arcata has been managing its fields, forests, parks, and a semi-pro baseball field without pesticides, according to Mr. Dan Diemer, Superintendent of Parks/Facilities, who provided the Park District |
Board with a written statement about Arcata’s successful natural turf management practices. St. John’s, Newfoundland, Canada (pop. 105,000) – For 12 years, the city of St. John’s has not used pesticides on park lands and sports facilities. Its 23 national regulation turf sports fields have thick and healthy turf with virtually no weeds, according to Mr. Brian Head, Operations Manager |
of the Parks Services Division, who provided the Park District with a written statement about St. John’s successful natural turf management approach. Highland Park (pop. 30,009) can certainly implement a successful natural turf management program that is pesticide-free, using one/more of the above cities as a model. A Natural Turf Management Program is needed. The community asks the Park District |
to hire a vetted consultant with a top track record in natural turf management of athletic fields to work with the Park District to design and help implement a Natural Turf Management Program. This effort should be budgeted and funded adequately to ensure success. The Park District is currently paying consultants to study ways to renovate Rosewood Beach and to |
create a plan for repairing or replacing the bluff stairs connecting Central Park to Park Avenue Beach. Certainly it behooves the Park District to hire a consultant for an issue that impacts children’s health and safety. The community also asks the Park District of Highland Park to please continue the efforts for transparency by responding to the community’s questions and |
concerns. Highland Park always strives to be best in class and should lead the North Shore in being pesticide-free. The term “pesticides” is used in a generic sense and includes herbicides, insecticides, fungicides, etc. |
The Study of History in Schools: A Report to the Association by the Committee of Seven Appendix VII: Some Books and Articles on the Teaching of History The following titles have been selected from the vast number of books and articles relating to history and its teaching, in the hope that they may prove helpful to teachers who may not already be acquainted with |
them. Longer lists will be found in Channing and Hart's Guide to the Study of American History, section 15, and at the beginning of the various chapters of Hinsdale's How to Study and Teach History. For discussions that have appeared since the publication of these works, see particularly the Educational Review, the School Review, and the Proceedings of the National Educational Association, the Association |
of Colleges and Preparatory Schools in the Middle States and Maryland, the similar Association in New England, and of the New England History Teachers' Association. Mr. J. I. Wyer, of the library of the University of Nebraska, has compiled for the American Historical Association an extensive **Bibliography of the Study and Teaching of History, which it is hoped will soon be published. The prices |
quoted below are taken from the publishers' catalogues; in the case of works in foreign languages they do not include the cost of binding. 1. Books with which Every Teacher of History Should Be Acquainted. Charles Kendall Adams, A Manual of Historical Literature. Third edition. New York, Harpers, 1889. $2.50. Contains an introduction on the study of history, "brief descriptions of the most important |
histories in English, French, and German," and suggestions as to courses of reading on particular countries or periods. The work needs revision. Sonnenschein's Bibliography of History (reprinted from his Best Books and Reader's Guide, London, 1897, 4s. 6d.), is more recent, and in some respects more helpful. The American Historical Review. New York, Macmillan, quarterly since 1895. $3 a year (free to members of |
the American Every progressive teacher of history should keep abreast of current publications on historical topics. The most convenient method is by means of the book reviews and notes in the American Historical Review. Edward Channing and Albert Bushnell Hart, Guide to the Study of American History. Boston, Ginn, 1896. $2. Includes a consideration of methods and materials, a bibliography of American history, and |
a series of topical references. Especially intended for the teacher of American History. Burke Aaron Hinsdale, How to Study and Teach History, with Particular Reference to the History of the United States. (International Education Series.) New York, Appleton, 1894. $1.50. "No effort is made to tell the teacher just what be shall teach or just how he shall teach it. The aim is rather |
to state the uses of history, to define in a general way its field, to present and to illustrate criteria for the choice of facts, to emphasize the organization of facts with reference to the three principles of association, to indicate sources of information, to describe the qualifications of the teacher, and, finally, to illustrate causation and the grouping of facts by drawing the |
outlines of some important chapters of American history." The book is written particularly for the use of teachers in elementary and secondary schools, and contains numerous references to books and articles on the subject. Charles Victor Langlois and Charles Seignobos, Introduction to the Study of History. Translated by G. G. Berry, with a preface by F. York Powell. New York, Holt, 1898. $2.25. The |
best brief treatise on the methods of historical investigation. Appendix I treats briefly of history in French secondary schools. Report of the Committee [of Ten] on Secondary School Studies. Washington Bureau of Education, 1893. Now out of print in this form. Also reprinted by the American Book Company, New York, 1894. 30 cents. Pp. 162-203 contain the report of the Madison Conference on history, |
civil government, and political economy; pp. 185-200 are devoted to "methods of historical teaching." 2. Other Noteworthy Books on Historical Methods. Mary Sheldon Barnes, Studies in Historical Method. Boston, Heath, 1896. 90 cents. "Written especially for the teacher who wishes to specialize his work;" particularly suggestive in regard to children's ideas of history. Contains brief bibliographies; sources, pp. 8-10; helps for the study of |
current history, pp. 14-15; bibliographical aids, maps and atlases, chronologies, pp. 34-37; works on method, pp. 139-144. Johann Gustav Droysen, Outline of the Principles of History. Translated by E. Benjamin Andrews. Boston, Ginn, 1893. $1. A philosophical discussion of the nature of history. Edward A. Freeman, Methods of Historical Study. London and New York, Macmillan, 1886. Interesting lectures on various aspects of historical study |
in general. G. Stanley Hall, editor. Methods of Teaching History, Second edition. Boston, Heath, 1885. $1.50. A series of papers by teachers of history on various aspects of historical study, particularly as seen in colleges and universities. Now somewhat out of date; a third edition is proposed. William Harrison Mace. Method in History. Boston, Ginn, 1897. $1. Treats of the "organization of historical material," |
particularly as illustrated by American history. 3. Ten Useful Articles on Methods of Teaching History in Secondary Schools. This short list contains only articles which deal directly and in a, helpful way with problems of teaching; articles on the nature of historical study in general, on the place of history in schools, or on the arrangement of the curriculum in history are not included. |
Mary Sheldon Barnes. The Teaching of Local History. In Educational Review (December, 1895), X, 481-488. A more special article on the same theme is that of R. G. Thwaites, "The Study of Local History in the Wisconsin Schools," Wisconsin Journal of Education (November, 1888), XVIII, 465-476. James Bryce, "The Teachings of Civic Duty" in Forum (July, 1893), XV, 552-566; and Contemporary Review (July, 1893), |
LXIV, 14-28. Albert Bushnell Hart, "How to Teach History in Secondary Schools," Syracuse Academy (September, October, 1887), 11, 256-265, 306-315. Reprinted in his Studies in American Education (New York, Longmans, 1895), 91-121. Ray Greene Huling, "History in Secondary Education," Educational Review (May, June, 1894), VII, 448-459; VIII, 43-53. J. W. Macdonald, "Civics by the Parliamentary Method," Syracuse Academy (May, 1892), VII, 217-227. "Practical Methods |
of Teaching History." Educational Review (April, 1898), XV, 313-330. Report to the New England History Teachers' Association, with discussion, by President Eliot. Printed also in the Register and Report of the First Annual Meeting of the Association, Boston, 1897. "Report of the Conference on Entrance Requirements in History (to the New England Association of Colleges and Preparatory Schools)," School Review (October, 1895), III, 469-485. |
For discussion of this report, see School Review (December, 1895), III, 597-631; Educational Review (December, 1895), X, 417-429. James E. Russell, "History and Geography in the Higher Schools of Germany," School Review (May, October, 1897), V. 257-268, 539-547. Also forms part of his German Higher Schools (New York, Longmans, 1899), 291-311. Lucy M. Salmon, "The Teaching of History in Academies and Colleges," Syracuse Academy |
(September, 1890), V. 283-292. Reprinted in Woman and the Higher Education (New York, Harpers, 1893), 131-152. Anna Boynton Thompson, "Suggestions to Teachers," in Channing's Students' History of the United States (New York, Macmillan, 1898), 4. Valuable Works in Foreign Languages. Rafael Altamira, La Ensenanza de la Historia. Second edition, Madrid, Suarev, 1895. $2. Largely a description of the secondary and higher instruction in history |
in Europe and America. Ernst Bernheim, Lehrbuch der historischen Methode. Second edition. Leipzig, Duncker and Humblot, 1894. $3; bound, $3.50. An admirable manual, discussing the nature of historical science, its relations to other subjects, and the principles of historical criticism and interpretation. Excellent bibliographies. Oskar Jager, Didaktik and Methodik des Geschichtsunterrichts. Munich, Beck, 1895. 75 cents. (Reprinted from Baumeister's Handbuch der Erziehungs und Unterrichtslehre |
fur hohere Schulen.) Gives a detailed exposition of the methods of instruction in the various classes of the German gymnasium. Charles Victor Langlois, Manuel de Bibliographie Historique. Part I. Paris, Hachette, 1896. 60 cents. The best account of the bibliographical tools of the historian. Ernest Lavisse. A propos de nos Ecoles. Paris, Colin, 1895. 70 cents. M. Lavisse is an exceedingly stimulating writer on |
history and its teaching, but unfortunately his essays are scattered in various publications. This volume includes (pp. 77-107) his report of 1890 on methods of teaching history in secondary schools. 5. Articles on the Teaching of History Written from the Point of View of English Schools. Alice Andrews, "Teaching Modern History to Senior Classes," in Work and Play in Girl's Schools (London and New |
York, Longmans, 1899), 124-158. $2.25. Oscar Browning, "The Teaching of History in Schools," in Royal Historical Society Transactions, new series, IV, 69-84. R. F. Charles, "History Teaching in Schools," in London Journal of Education (June, 1895), XVII, 379. A. H. Garlick, A New Manual of Method. London and New York, Longmans, 1896. $1.20. Chapter XIII deals with history. R. Somervell, "Modern History," in P. |
A. Barnett's Teaching and Organization (London and New York, Longmans, 1897),161-179. $2. C. H. Spence, A. L. Smith, "The Teaching of Modern History," in Essays on Secondary Education, edited by Christopher Cookson (Oxford, Clarendon Press, 1898),161-195. J. Wells, The Teaching of History in Schools. (A lecture delivered at the University Extension Summer Meeting in Oxford.) London, Methuen, 1892. 6 d. H. L. Withers, "Ancient |
Single Mothers and Welfare In 1992 the Better Homes Fund, a nonprofit organization based in Massachusetts, began a study of 216 women in low-income housing and 220 homeless women, along with 627 of their dependent children. All these women in |
Worcester, Mass., were raising their families single-handedly, and the majority were receiving cash assistance. Despite this aid, most of the families lived below the federal poverty level ($12,156 for a family of three in 1995). We wanted to understand what |
had pushed some of these families into homelessness, what their lives were like and what role welfare--in their case, Aid to Families with Dependent Children (AFDC)--played in their survival. We found that these low-income women often faced insurmountable barriers to |
becoming self-supporting. Unlike popular stereotypes, most of the women who received welfare were neither teenage mothers nor the daughters of women who had been on welfare; they used welfare episodically, in times of crisis, rather than chronically. Despite limited education |
and the demands of child care-- the average age of their children was five and a half years--approximately 70 percent of them had worked for short periods. Yet the study revealed that even full-time employment at minimum wage is not |
enough to enable a single mother to climb out of poverty. Many of the housed mothers lived in extremely precarious circumstances, only one crisis away from homelessness. (Authors) Type of Resource: |
A few months ago, former Hannah Montana star Miley Cyrus announced she’s on gluten-free diet — dismissing rumors that she was battling anorexia. She was the latest celeb to join the gluten-free diet bandwagon. But what exactly is a gluten-free diet? Is it for everyone who wants to lose weight? |
In a recent study featured on the American Journal of Gastroenterology, about 1.6 million Americans are on gluten-free diet even though they have never been diagnosed with celiac disease — a disorder resulting from an immune reaction to gluten. Gluten is a type of protein found in wheat, rye, bran, |
enriched flour, and barley. People with celiac disease must avoid these foods to prevent an immune response that could damage the small intestine, which causes gastrointestinal distress and nutritional deficiencies. However, for people without the disease, a gluten-free diet may not necessarily mean healthy. Experts say that many gluten-free foods |
have higher calorie contents than gluten-containing products. Similarly, people who skip gluten may be more likely to fall short on important nutrients needed by the body, including iron, B vitamins, and fiber. Although gluten protein is not suitable for people with celiac disease, they could just be a better alternative |
for people who are allergic to soy or dairy. Gluten is also a protein of choice for people with high cholesterol or other health problems and cannot get their protein from red meat. |
Historian Laurel Thatcher Ulrich’s adage “Well-behaved women seldom make history” has exploded into a feminist cultural phenomenon. Backpacks, t-shirts, bumper stickers and posters are now sold with the quote on them. Despite the popularity of her assertion, Ulrich has said that her words have been taken out of context by readers and businessmen alike. The inadvertent statement was a small |
sentence in a larger, obscure article about Puritan funerals. Perhaps the popularity of the phrase has developed due to its truth. It is not often we read about ordinary, otherwise well-behaved women in our history books. The women we have come to know as the feminist faces of American history include Elizabeth Cady Stanton, Susan B. Anthony, Rosa Parks, Jane |
Addams, Anne Hutchinson, Eleanor Roosevelt and many others. These women were outspoken, feisty, and non-compliant. They did not settle for the status quo, but instead inserted themselves into whatever fight or cause they deemed appropriate. Because of their behavior, they altered and made history. But what of the ordinary, well-behaved women? Are their lives somehow less meaningful or worthy of |
historical examination? Their stories go untold, hidden within attics, basements, or sometimes even local archives. Once examined, these ordinary lives do not seem so ordinary anymore; rather, they become extraordinary stories of people who experienced and lived through the historical events that our historical heroes made. Their perspective deserves analysis, as it illuminates the real story, the story of what |
really happened in an every day American’s life and family. Ruth Keppel was one of these ordinary, well-behaved women. She does not appear in history books, even those about Holland, Michigan, a city she lived in for her entire life. Though she was a prominent citizen, recognized for her efforts in preserving the past as an amateur historian, her memory |
perhaps only exists in the elderly members of the community, who may have knew her from newspaper articles or events. It is likely that most Holland residents have no idea who Ruth Keppel was. This project seeks to tell Ruth's story, the story of her family and her ancestors. It seeks to link heritage with the present, to understand the |
traces of the Keppels left behind in present day Holland. Ruth Keppel wanted to do her beloved city some good and leave behind memories that future generations could know as well as she did. She accomplished this many times over and lives on through the historical information she left behind. |
FP7 ICT project IntelLEO (2009 – 2012): Intelligent Learning in Extended Organisations The project IntelLEO aims to explore supportive technologies for learning and knowledge building activities of learners in Intelligent Learning Extended Organisations (IntelLEO). An IntelLEO represents a community that emerges as a temporal integration of two or more different |
business and educational communities and organisational cultures (industrial, research and educational) and leverages innovative ICT technologies to support successful knowledge sharing. The objective is to explore how the responsiveness of the learning environments in an IntelLEO can be radically enhanced by a synergy between services for efficient management of collaborative |
knowledge building activities and the harmonisation of individual and organisational goals. From a technical point of view the project develops an innovative ontological framework for learning context representation, as well as a set of Core Services supporting the: - Management of social interactions and competencies in extended organisation, - Sharing |
and annotating the knowledge assets, - Documenting and analysing the learning paths for individuals and groups, - Scaffolding of the learning process of individuals in accordance with organisation objectives and policy. FP7 SIS project S-TEAM (2009 – 2012): Science Teacher Education Advanced Methods S-TEAM is a Seventh Framework Programme Science-in-Society |
project, funded by the EU, which aims to disseminate inquiry-based science teaching methods (IBST) to the widest possible range of teachers and teacher educators across Europe and associated countries. The three main objectives of the S-TEAM Project are: - To improve motivation, learning and pupil attitudes in European science education, |
resulting in increased scientific literacy and recruitment to science-based careers, by: - Enabling large numbers of teachers to adopt inquiry-based and other proven methods for more effective science teaching by: - Supporting teachers by providing training in, and access to, innovative methods and research-based knowledge. The main areas of science |
teaching supported by S-TEAM include: argumentation, collaborative curriculum development, dialogic teaching, pupil motivation, teaching for scientific literacy, video-based resources in science teacher education. Targeted Research Grant SF0130159s08 (2008-2013): E-learning systems with distributed architecture, their interoperability and models of application The goal of the project is to develop an integrated learning |
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