Helpful Articles

8 Steps Preventing the Flu

8 Steps Preventing the Flu

By Dr. William Sears

Despite the scary headlines, winter flu germs are preventable. We have carefully researched the following steps that families can take to lower their risk of getting the flu in the first place. We call our flu-prevention regimen the outside/inside program: keeping those germs from getting into the body in the first place by careful hygiene; and if they do get in, building the body’s natural immune system to fight these germs so they self-destruct before overwhelming the system.

1. Show me the Science: 

Families are vulnerable to less-than -credible flu-prevention advertising,after all we don’t want our children to miss school, miss sleep, and we don’t want to miss work. If someone advises "Take this..." research the potion by asking two questions: 1) Is there scientific research from credible universities that show the supplement or nutrient gets into the body? 2)Once inside the body, does it strengthen the immune system to fight germs? If the answer is "yes/yes," and it has been proven safe, just take it! The Sears doctors’ promise is that we recommend only flu-prevention remedies that are backed by credible science.

2. Keep the germs away from your body: 

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Children's Health Study

We’re not paying enough attention to nutrition.

healthykidAs parents, we work hard to give our children every possible advantage in life. Yet too often we don't have the time (or don't make the time) to look after their nutritional health. We're too busy. We don't completely understand what eating right means ourselves. And we're battling some pretty formidable enemies such as junk food and fast food.

As a result, our children eat and drink too much sugar, consume too many empty calories, and don't eat enough of the good things they need - especially fresh fruits and vegetables. Because of this, our children will be at risk of developing degenerative diseases such as heart disease, cancer, diabetes, and stroke at a much younger age.

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Schools in Which All Kinds of Minds Can Grow

By: Mel Levine (2006)

As we discover more about how students learn and how different minds learn differently, our schools have a golden opportunity to increase the percentage of their students who experience true academic success.

Armed with these new insights into brain function, educators can help all children and adolescents develop their unique strengths while overcoming the negative effects of their weaknesses. In doing so, they will have created schools for all kinds of minds. Let us consider some prominent features of such optimal educational environments:

  • Teachers would be well trained in how learning works and would be knowledgeable about the specific brain functions that are critical for the age group and/or subject matter they teach.

  • Teachers would have learned about the revealing signs of specific differences in learning, how to identify these in the classroom and how to manage students with learning problems more effectively.

  • Teachers would be trained to "diagnose" students' strengths and special affinities (areas of strong interest), so as to make sure that these positive qualities are being recognized, celebrated, and enhanced. 

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Dyslexia and the Brain

Dyslexia and the Brain: What Does Current Research Tell Us?

By: Roxanne F. Hudson , Leslie High , and Stephanie Al Otaiba (2007)

The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child’s learning. Developmental dyslexia and how it relates to brain function are complicated topics that researchers have been studying since dyslexia was first described over a hundred years ago.

W. Pringle Morgan (cited in Shaywitz, 1996), a doctor in Sussex, England, described the puzzling case of a boy in the British Medical Journal: "Percy … aged 14 … has always been a bright and intelligent boy, quick at games, and in no way inferior to others of his age. His great difficulty has been – and is now – his inability to read" (p. 98).

Almost every teacher in the United States has at least one student who could fit the same description written so many years ago. This situation leads many school personnel to wonder why their articulate, clearly bright student has so many problems with what appears to be a simple task – reading a text that everyone else seems to easily comprehend.

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