WebGeek Journal...

Kid-Friendly Neuroscience

noreply@blogger.com (willstop) — Fri, 24 Jun 2011 14:16:00 +0000

The human brain is a control center: It monitors everything our body does, every minute of every day. Chances are, your child's science teacher has introduced the human brain in passing. So, your child may not know that his brain, which sends messages to other parts of his body through nerves, or bundles of neurons, controls his movements and also makes his thoughts and emotions possible.

You may know a bit about neuroscience – the study of the nervous system – through books like Oliver Sacks’ recent Musicophilia, which compiles stories about unusual neurological disorders, some of which make people see certain colors when they hear a particular kind of music, or associate a specific scent with a musical octave. Another book, Proust Was a Neuroscientist, shows that taste and smell are more powerful than sight: Memories from childhood, for example, are more vividly recalled through our tongue or nose.

Sounds fascinating, doesn’t it? Well, experts in this cutting-edge field are learning more about the brain’s mysterious nature, and its connections to perception, memory, and the development of our language. NeuroKids, created by youngsters Bo Erik and Shennendoah Hollsten, and the University of Washington’s Neuroscience for Kids both maintain colorful and illustrated resources on the brain. If your child loves science and is a gross-out guru, he'll enjoy picking apart the cerebrum, cerebellum, and other parts of a wrinkly, pinkish-gray plastic model of the brain.

But neuroscience trickles into disciplines other than science, like music, art, cooking, and literature. So if your child isn’t an aspiring scientist, an overview of the field is still helpful to understand how we learn new skills and remember information, move our bodies, or dream and imagine new ideas. The brain controls everything. And who knows? Your child may one day be a neuroscientist.

To understand, then, how the field relates to various interests or professions, consider these activities with your child:

The Memoirist:

If your child enjoys writing, telling childhood stories, or recounting places she’s been or people she’s known, she probably senses the power of words and the emotions and memories they evoke. The cerebral cortex, the outer layers of our cerebrum where most of our thinking takes place, is made up of different lobes. The temporal lobe – the hippocampus in particular – is associated with memory.

Exercise: Gather at least 25 objects in your house and spread them out on a table. Allow 30 seconds to study the items, and then cover them. Write down as many objects as you can remember. After, create a poem incorporating the words on the list. Compare your stanzas to see how a person’s unique memory creates a distinct poem.

The Psychologist:

Fascinated by Freud? If dreams and the unconscious intrigue your child – or he prefers movies or books of fantasy and the supernatural – he may be interested in his brain’s activity during sleep. Your child spends about 8 hours a day, or 122 days a year, in deep sleep! It may seem like a lot of time doing nothing. His brain, however, is very active while he snoozes, making sure his body is replenished with energy for the next day. Most dreaming occurs during rapid eye movement (REM) sleep, a stage in which his eyes quickly move back and forth.

Exercise: To monitor the REM stage, quietly observe a family member as they sleep to see if the person’s eyes shift back and forth. There are only four or five periods of REM over the course of a night’s sleep, so you may miss it.

Another activity is to keep a dream journal. Leave a notepad and pen next to your bed before you sleep, and when you wake up, record visuals, sounds, and feelings from, as well as questions about, your dreams. Train yourself to gather fragments from dreams with your eyes shut after you wake up. We lose details from our subconscious the moment we open them.

The Chef:

If your child has seen Ratatouille, there’s a good chance the flavorful film got him interested, or at least hungry for, gourmet food. Budding chefs – and kids who simply appreciate delicious dishes – may be interested in learning how the brain relies on sensory receptors, like the tongue, to collect information about chemicals in food and drinks.

Exercise: Test your taste buds. In paper cups, create different “flavors” of water: Dissolve salt in cup A, mix sugar in cup B, squeeze lemon or add vinegar into cup C, and pour tonic water into cup D. Use a dropper or thick toothpick to graze different areas of the tongue – front, sides, middle, and back – with each liquid. (Rinse between each test with unflavored water). Are parts of the tongue more sensitive to salty, sweet, sour, or bitter tastes?

The Musician:

“Our ability to make sense of music depends on experience,” writes Daniel Levitin, author of This Is Your Brain on Music. Over time, a person grows to prefer a particular style, such as rock, jazz, reggae, R&B, electronic, or classical, and finds certain rhythms, tempos, pitches, and melodies familiar and comforting.

Music – and most creative pursuits – has been associated with the brain’s right hemisphere, which deals with aesthetics, feeling, and intuition. “Each time we hear a musical pattern, we try to contextualize the sounds, and eventually, we create memory links between a set of notes and a particular place, time, or set of events,” writes Levitin. Often, listening to music is subjective and emotional.

Exercise: First, gauge your hearing acuity. You can try this several ways. Situate yourself in a park or busy (but safe) street intersection, put on a blindfold, try to detect various sounds, and compare your results. An indoor alternative is playing a recording of sound effects and identifying noises. (That CD used for last Halloween's haunted house is fitting!)

Next, proceed to more complex sounds. Choose several CDs of different genres: Classical, jazz, and rock are good bets because each is composed of different instruments, from string and wood to brass and percussion. Take note of the instruments you recognize and enjoy in each song, and which ones you dislike. What do you like about a particular sound, but not another?

Neuroscience is a fast-growing field, and scientists continue to discover new, unprecedented ideas about the brain. The possibilities for learning about this science are endless, so get that noodle working!

By: Cheri Lucas - Education.com

Legal Advice Services!

noreply@blogger.com (willstop) — Fri, 24 Jun 2011 14:05:00 +0000

Do anyone womens out there who been searching a reliable and excellent lawyers to help them out as victim of paxil drug effects? Are you one of those suffering women who badly need justice for your baby who were affected by the paxil drug? Well, if you do I highly recommend you to contact O’Hanlon, McCollom & Demerath – Personal Injury Lawyers – 808 West Avenue, Austin, TX. 78701 – 512-494-9949 'cause they are know to be an specialized lawyers for the said cases.

They've actually help several womens already who were victims of paxil drugs. For your information, paxil is drug that can 'cause birth defects if being issued to pregnant womens. So, if you are one those womens out there who badly need a Paxil Lawsuit lawyer to help you out on your situation better take sometime now to contact them to further discuss your case. With them, you'll definitely obtain the justice you want.

Tips for Parents: Helping Parents Understand Their Profoundly Gifted Children

noreply@blogger.com (willstop) — Fri, 24 Jun 2011 14:02:00 +0000

The very definition of profound giftedness includes the extremely individual nature of the development of these children. We can discuss this development in general terms, however, much of what we discuss will apply differently to each profoundly gifted child. Being familiar with the basic structure and function of the human brain will prove invaluable as we seek to understand how we might nurture profound giftedness.

Nature and Nurture

It has been established that at birth nearly all human infants come equipped with a marvelous, complex heritage that contains some 100 to 200 billion brain cells. Each neural cell is in place, ready to be developed and used for actualizing the highest levels of human potential. Such a structure will allow us to connect cells to process trillions of bits of information in our lifetime. However, it is estimated that we actually use less than 5% of this capability. How we use this complex system is guided by the patterns provided by our genes, the element within the cell nucleus that transmits a hereditary character and forms essential parts of our DNA that become critical to our development of intelligence, personality, and the very quality of life we experience as we grow. However, genes do not make specific bits and pieces of a body; they code for a range of forms under an array of environmental conditions. Moreover, even when a trait has been built and set, environmental intervention may still modify inherited effects. Enriched education can increase intelligence. Genes provide us with a structure or pattern but are dependent upon the environment for the particular characteristic that they will express. Whereas genes provide us with our own unique menu, the environment makes the actual selection within that range of choice. It is misleading to think of either genes or the environment as being more important: Genes can only express themselves in an environment, and an environment has no effect except by evoking genotypes already present. Siegel (1999), medical director of the Infant and Preschool Service and associate clinical professor of psychiatry at the School of Medicine, University of California, Los Angeles concludes, "Genes contain the information for the general organization of the brain's structure, but experience determines which genes become expressed, how, and when" (p. 14).

Levels of Giftedness

The area of gifted education recognizes three levels of giftedness, the moderately gifted students that comprise the major group of gifted learners, the highly gifted persons who are as different from this major group as the moderately gifted are from average learners and the profoundly gifted learners. The highly and the profoundly gifted learners tend to evidence more energy than gifted individuals; they think faster and are more intent and focused on their interests. They exhibit a higher degree of ability in most of the traits we have identified with giftedness. Such children are less able to benefit from regular classroom experiences, and modifications to their educational programs need to be more comprehensive and developed to a much higher degree to meet their needs than is necessary for less gifted learners.

Studies of the profoundly gifted learners suggest that they differ significantly from highly gifted students as a result of differently wired neurons that allow more complex and efficient neural highways for transmitting information. They seem to have different value structures, which usually allow them to cope with the dissonance they find between their perception of life and that of the average person. They tend to be more isolated by choice and more invested in concerns of a meta-nature (e. g., universal problems). They seldom seek popularity or social acclaim.

A pressing issue is the provision of an appropriate education for profoundly gifted students. Typically, schools offer these students little; some educators suggest that tutoring with eminent authorities or homeschooling would be a far more productive educational plan. The higher the expressed intellectual ability, the more difficult will be the problem of finding a match between the school programs and the child. Although many school settings give limited priority to differentiating learning experiences for gifted students in general, even less concern is given to the highly and profoundly gifted student.

Characteristics of Profoundly Gifted Individuals

Profoundly gifted individuals seem to be characterized by their uniqueness; each is different from others their age and from others who are highly and profoundly gifted. There are, however, some characteristics that seem to be common among such children. These include both marvelous traits that provide joy and fulfillment to the individuals and those that result in deep frustration and despair as they confront structures that have no space for them and attitudes that have no understanding. Some of the most often found characteristics are:

* Extraordinary speed in processing information.
* Rapid and thorough comprehension of ideas and concepts.
* Unusual ability to perceive essential elements and underlying structures and patterns in relationships and ideas.
* The desire for precision in thinking and expression resulting in the need to correct errors and argue extensively.
* Ability to relate a broad range of ideas and synthesize commonalities among them.
* Early development of a high degree of ability to think abstractly.
* Appreciation of complexity; ability to find myriad alternative meanings in even the most simple issues or problems.
* Ability to learn in an integrative, intuitively nonlinear manner.
* An extraordinary degree of intellectual curiosity.
* Unusual capacity for memory.
* A long concentration span.
* A fascination with ideas and words.
* An extensive vocabulary.
* Ability to perceive many sides of an issue.
* Argumentativeness.
* Advanced visual and motor skills.
* Ability from an early age to think in metaphors and symbols; a preference for doing so.
* Ability to visualize models and systems.
* Ability to learn in great intuitive leaps.
* Highly idiosyncratic interpretations of events.
* Awareness of detail.
* Unusual intensity and depth of feeling.
* A high degree of emotional sensitivity.
* Highly developed morals and ethics and early concern for moral and existential issues.
* Unusual and early insight into social and moral issues.
* Ability to empathetically understand and relate to ideas and other people.
* An extraordinarily high energy level.
* A need for the world to be logical and fair.
* Conviction of correctness of personal ideas and beliefs.

A Summary of Clues from Brain Research for Educators at Home and School

There are exciting clues in brain research that can help parents optimize learning experiences for their youngsters. The following summary of ideas will help parents get a better idea of how to use the information:
An Enriched Environment

* includes a steady source of positive emotional support.
* provides a nutritious diet with adequate amounts of protein, vitamins, minerals, and calories
* stimulates all senses, but not necessarily at once.
* is stimulating and includes appropriate challenges that encourage curiosity, exploration, and the fun and excitement of learning.
* gives a child an opportunity to choose many of his or her own activities.
* provides an atmosphere with a degree of pleasurable intensity, but free of undue pressure and stress. (Note: Stress produces biochemistry for the adrenal cortex that dampens cerebral cortical function. Fear, threat, anxiety, and tension make it very difficult to learn.)
* presents a series of novel challenges that are neither too easy nor too difficult for the child at his or her level of development. (Note: The brain responds to novelty, to the unexpected, and to discrepant information. Novelty registers information independent of rewards or punishment, and such processing is more effective for learning. When asked to repeat, drill, or do reinforced repetitive activities, the brain habituates, that is, responds automatically without thought, and such practices may be counterproductive to learning concepts; doing something new and different is the way to gain information most effectively.)
* includes activities that are physical, cognitive, affective, and intuitive to ensure balanced and integrated brain growth.
* allows the child to be an active participant, rather than a passive observer.

At School:

* Individualized instructional planning is strongly indicated as each person responds uniquely to the environment.
* The use of single goals or objectives does not allow for developing patterns and relationships; bright minds require complexity.
* The brain does not just process information or amplify thought, it constructs meaning. Didactic teaching is no longer justifiable; instead, teachers must create problems to solve.
* The brain attaches emotional significance to information; good learning derives from exciting teaching. Emotional responses are often more important in making cognitive decisions than are our rational processes.
* Optimal development requires the active involvement of the learner.
* Concrete experiences and active sensory stimulation are needed at both elementary and secondary levels. Written material (e.g., texts and workbooks) alone is not appropriate to teach abstract concepts.
* The processes and content of both specializations of the right and left hemispheres of the cortex need to be included in curriculum planning to take advantage of their complementary nature.
* Opportunities must be given for alternative modes of learning and expression so that the whole cortex is used for support and integration, preventing the limits to knowledge and understanding brought about by teaching each discipline as a separate specialization.
* The brain is a model builder generating models of reality. Students' minds do not just record what is taught; the brain makes inferences.

Remember:

1. The potential of brain development is essentially unlimited for most individuals.
2. The dynamic nature of the brain allows intellectual growth to progress or regress, but not to maintain or remain static.
3. How intelligence is expressed will depend on the individual genetic pattern and anatomical structure in interaction with the support and opportunities provided by the environment.

As we have seen, intelligence is dynamic. As relevant as the axiom "Use it or lose it" is when applied to abilities and talents, when it focuses on the profoundly gifted learner it is critical. They and we have so much to lose.

By: Barbara Clark - Davidson Institute for Talent Development - Education.com

Musical Intelligence

noreply@blogger.com (willstop) — Fri, 24 Jun 2011 13:58:00 +0000

"Of all the gifts with which individuals may be endowed, none emerges earlier than musical talent" (Gardner, 1983, p. 99). Leonard Bernstein had lots of it; Mozart, presumably, had even more (Gardner, 1993b). Types of musical skills one might encounter in young, exceptionally talented individuals (called prodigies) might include playing a Bach suite for solo violin with technical accuracy as well as considerable feeling; performing a complete aria from a Mozart opera after hearing it sung but a single time; or playing on a piano a simple minuet the child has composed. There is a wide range of musical skills and abilities found in the human population and of ways in which people encounter music through the senses, media, and modalities. These abilities might be shown through singing, playing instruments by hand or with the mouth, writing or reading musical notation, listening to recordings, or moving to music.

Music has been described as the controlled movement of sound in time, and the "succession of tones and tone combinations so organized as to have an agreeable impression on the ear and its impression on the intelligence is comprehensible" (see Sessions, 1970). Composers, for example, work with tones, rhythms, and an overall sense of form and movement when deciding how much melodic, rhythmic, or harmonic repetition is appropriate and how much variation or elaboration is required to achieve their musical ideas (Gardner, 1983). Of the constituent elements of music, pitch and rhythm are central to the tonal and temporal aspects and provide the structural and organization components of the aural expression (Wright, 1985). While pitch and rhythm can exist independently, most often musical elements coexist.

Musical intelligence involves musical memory, a sensitivity to sound, and a responsiveness to sound sequences and structures. In addition, most people who have been involved intimately with music acknowledge the importance of emotions. Music conveys emotions or affects by capturing the forms of these feelings—it imitates the world around us and our human emotions (Worth, 2000). However, these emotions are more in the abstract than directly linked to events, objects, or persons. Music, which is perhaps the most abstract of the various art forms, is similar to abstract art—there is no object to which our emotions can be directed. In some ways, understanding music is a purer process than understanding language, because language is complicated with outside referents in order to determine meaning and to communicate. Music does not have easily detectable referents. Instead, it represents what is closest to us, too close to be put into words. It has the capacity not only to "go beyond words, but to exist only beyond words" (Worth, 2000, p. 105). Music is about "the experience that moves us, that reaches the deepest part of our interior world, that part in which the human spirit resides" (Eisner, 2001).

By: S. Wright - Pearson Allyn Bacon Prentice Hall - Education.com

Lawsuit Services!

noreply@blogger.com (willstop) — Fri, 24 Jun 2011 13:55:00 +0000

Every person has the right to complain and ask for justice to a specific situation wherein he/she was the victim. Specifically, for womens who suffers from paxil medication may complain against the doctor who issue it to them. Wellbutrin is a drug which was known to be one of the factor that contributes birth diffects in pregnant womens.

For womens out there who do a similar or the same problems you may raise a case against the said doctor. For that, you can ask the assitance and expertise of a Wellbutrin Lawsuit lawyers for them to help you out on the said case. They will help you obtain the justice and support you need from that specific doctor who give you the said dosage of wellbutrin.

So, if you guys are one of those womens who were victims of wellbutrin drug you've better contact now O’Hanlon, McCollom & Demerath – Personal Injury Lawyers – 808 West Avenue, Austin, TX. 78701 – 512-494-9949 'cause they are an specialized lawyers on the said case. With them, they'll definitely help you to obtain the justice you want!

Travel Info: Ravenala Beach Bungalows, Moalboal, Cebu

noreply@blogger.com (willstop) — Fri, 11 Mar 2011 17:20:00 +0000

This charming little resort gets its name from the Latin for the travelers’ tree “ravenala.” It is tucked away on the magnificent white sands of White Beach, 15 minutes from the famous Panagsama Beach of Moalboal. It blends all the necessary elements that guarantee a relaxing holiday: privacy, a pleasant architecture, a beautiful landscaped garden, crystal clear waters and a superb 50-meter deep ridge running parallel to the shore. Even children can swim here in complete safety.

You are warmly greeted upon arrival by the resort’s owners: Eddie, a Dutchman and Teresita, a Filipina. When they constructed the resort a few of years ago, the owners were also its architects and landscape artists. Passionately fond of their property, they were pioneers in developing diving in the Philippines over 20 years ago and have trained instructors who have now settled in the region. Concerned about environmental protection, they will tell you about the damage wreaked by the terrible typhoon that swept through the beach of Panagsama in 1984, the return of the whale sharks were mercilessly massacred on Pamalican Island and the absolute necessity of eliminating the starfish with poisoned spikes that devour the corals.

The rooms are in two big bungalows apposite each other, perpendicular to the beach. These have been designed, furnished and decorated by the owner and have a comfortable “cottage atmosphere.” They have imposing nipa rooftops, stone walls, and many semi-octagonal lattice windows. Two rooms have more recently been added, facing the beach and especially suitable for children.

The guestrooms on the ground floor have neat and harmonious interiors, with pink and green as he main colors. The furnishings include an imposing bamboo bed with a brightly colored floral bed covers, armchairs and low tables. Beside lamps, mirrors and cone-shaped hats complete the decor. Deck chairs on the terrace invite you to relax, while you enjoy the breeze.

A lovely stone staircase on the outside leads to the apartments on the upper floors meant to accommodate close friends.

The restaurant is very well ventilated — a magnificent, octagonal, bamboo structure from a stone pillar in the center. The food is delicious. In the evening, you will see in the distant dark horizon a chain of lights formed by the countless tiny lamps on the fishing boats out at the sea.

How to get there

By air and land, 75-minute daily flights on Air Philippines Cebu Pacific, Asian Spirit or PAL from Manila to Cebu. 3 hours by car from Cebu Mactan Airport to the resort. Two possible routes: (1) through Carcar and Barili, and (2) through the Transcentral Highway which starts at Nivel Hills (the road going to Cebu Plaza Hotel) going to Busay Hills then to the mountain roads of Taptap, Sibugay and Catimpla.

Contact:

Teresita S. Schaap, Owner
Ravenala Beach Bungalows
Moalboal, Cebu Island
Tel: (63) 9173248680
Email: tsschaap@yahoo.com

Accident Attorney...

noreply@blogger.com (willstop) — Fri, 11 Mar 2011 16:53:00 +0000

Do anyone of you here needs to have an accident attorney? Are you one of those people who needs a legal advice and support? Well, if you do then better take sometime now to browse the web and look for a reliable attorney's in your area.

But if you badly need a motorcycle accident attorney Austin as you don't have enough time to browse the web I highly recommend you to visit the site of O’Hanlon, McCollom & Demerath – Personal Injury Lawyers – 808 West Avenue, Austin, TX. 78701 – 512-494-9949 'cause they are one of the most reliable lawyers who can provide everything you need on legal advices and some othe things related to accidents.

No worries if you decide to try their service simply because they are one of the leading lawyers who can definitely justify your case and give you justice. Aside from that, they are more into solutions and result rather than asking you more to pay.

Nonetheless, the most impotant thing as you consider taking an attornies advice you have to be honest and true to your words and actions when reporting something that will help you both to solved the issues you are in.

How to Discipline Children and Help Them Develop Self-Contro

noreply@blogger.com (willstop) — Fri, 11 Mar 2011 16:48:00 +0000

What parents can do

If you want considerate, cooperative, and flexible children, you should be their model.

Think about your style of discipline

Parents discipline their children in various ways. Researchers have identified the three most common parenting styles: authoritarian/strict, authoritative/moderate and permissive.

* An authoritarian, or extremely strict, parent controls a child's behavior and attitude by stressing obedience to authority and discouraging discussion. Extremely strict parents often rely on punishment.

* An authoritative, or moderate, parent sets limits and relies on natural and logical consequences for children to learn from making their own mistakes. The parent explains why rules are important and why they must be followed. Authoritative parents reason with their children and consider the children's point of view even though they might not agree with them. They are firm, with kindness, warmth and love. They set high standards and encourage their children to be independent.

* A permissive, or indulgent, parent exerts minimal control. Children are allowed to set their own rules and schedules and activities. Permissive parents do not demand the high levels of behavior as authoritarian and authoritative parents.

How do children raised by these types of parents grow up? Follow-up studies show that the moderate way, between extreme permissiveness and extreme strictness, is the most effective of the three styles. Children raised by authoritative/moderate parents tended to have a good self concept and to be responsible, cooperative, self-reliant and intellectually curious. Children raised by authoritarian/strict parents tended to be timid and withdrawn, less intellectually curious and dependent on the voice of authority. Children raised by permissive parents tended to be immature, reluctant to accept responsibility or to show independence.
Following are some helpful discipline techniques:

Use language to help solve problems

Establish fair, simple rules and state them clearly. When children acquire language, help them use words, rather than actions, to express how they feel. Similarly, when you are disciplining your child, tell her that you understand what she's feeling. After the preschool years, a child is able and interested in understanding behavior. For example, a 7-year-old may hit her younger brother when he grabs her toy. In the child's world, it's difficult to have a younger sibling messing with your stuff. So, accompany the discipline with a statement that tells her you know how annoying it can be to have someone getting in your way, but she is not allowed to hit. Help her practice identifying and saying what she feels before she acts. You might pose situations such as "How can you tell Amanda that you don't like it when doesn't let you have a turn?" You might also suggest some other situations and encourage to child to generate some possible solutions to the situation.

Ignoring

For some infractions, the simple act of ignoring the behavior will make it disappear. Some children misbehave as a way of getting attention, and parents may unwittingly encourage the behavior they are trying to stop. By repeatedly telling your child to stop blowing bubbles into his milk or to stop playing with her food, you may be really calling attention to the behavior, turning it into an event. Ignore it and attend to something else and then focus attention on the child when she does the right thing. The point is: recognize and attend to behavior you want to encourage rather than behavior you don't want to encourage.

Rewards

Positive reinforcement is the best technique for encouraging wanted behavior. Most children crave attention and acceptance from their parents and will work to get it. Rewards are not bribes; they are ways to show a child that she is doing a good job. The reward should be tailored to the age and tastes of the child as well as to the resources of the parent. Verbal praise can be effective. Although stickers are often used to encourage new or improved behavior, don't underestimate the value of time. A special trip to the playground or an extra story at bedtime is often all it takes to motivate the child to do a better job.

Natural consequences

Parents always have the option of using natural consequences to drive home a point. Natural consequences help children learn to take responsibility for their actions and help parents realize that the long term gain will be worth the short term discomfort. For example, the l0-year-old who forgot to bring home her social studies book and is unprepared for a quiz may want you to write a note that she was sick. Refusing to do this teaches the child to plan better next time and not to expect that her parents will lie to bail her out.

No more no – keep it positive

Both parents and children get tired of hearing 'no' all the time. Too many no's lose their meaning and don't help a child learn what will get her a 'yes.' Positive statements teach children what is appropriate. It is not enough to tell a child what not to do; you should also teach a better alternative. If your five-year-old is happily and busily coloring with crayon on the wall, it's more effective to give him paper, perhaps in different sizes and shapes in a box just for art supplies, and say something like 'walls are not meant for drawing, but paper is perfect. And when you use paper you can draw as many pictures as you want, and I can save them.' Parents should develop a radar system to pick up the good behavior rather than just the bad. Catch children when they are sharing, helping other children, dealing well with frustration, and compliment them immediately. Try a one-day experiment and you'll be surprised at all the good behavior you'll find.

Don't dictate: negotiate

Negotiation does not mean that that parents or children get their way. Negotiation, when done with sensitivity, makes everyone feel part of the solution to a problem. Even young children like to feel they have a choice rather than that they are being forced into something. Think carefully about the choices you offer before starting the negotiations. Insisting that your child take his bad-tasting medicine can set the stage for conflict. However, giving him the choice of taking the medicine with a juice pack or a milkshake encourages cooperation. But proceed with caution and choose your words carefully. Give the child a choice only when he truly has one. Don't ask a 4-year-old if she wants to go to the doctor if a doctor visit is necessary. But do ask her to choose what snack to take or what to wear.

Pick your battles

Some issues just aren't worth the hassle. Discipline doesn't mean that parents always win. You may feel as if you're giving in, but there are times when you should decide if what your child is carrying on about is worth the fuss. Obviously, destroying a toy on purpose is more serious and requires a direct response when compared to prolonging play time in the bathtub. Parents should prioritize and decide what's important. For example, parents can be more strict about honesty that about cleaning up a room. It's reasonable to set a curfew for a 15-year-old, but it's probably not worth fighting about what clothes she wears as long as they fit your rules of decency.

Prevention

With time, parents get to know their child's trouble spots, and then prevention is in order. For example, if every time you go to the supermarket your 4-year-old begs you to buy her various items, devise a plan before you go. You might give her an empty box of an item you want to buy and have her help you hunt for it. Perhaps you can also tell her you will stop at the library, or plan some other treat, if she helps you. Preparing children in advance for a change from one activity or environment to another helps them manage the transition.

Dealing with unacceptable behavior – Despite all the advice and good intentions, children and parents will still have meltdowns. Keeping blowups in perspective, preparing for them, and having some strategies for dealing with them will help everyone manage crises.A basic principle to remember: parents should separate out the child and the action. It is essential to remind a child that it is the behavior that is disliked, but the child is still loved.

* Be clear, firm and specific about what you mean.
* Be respectful. Don't resort to name-calling or yelling.
* The consequence should follow the behavior immediately. The consequence should be fair in relation to the behavior.
* Time out

When it works it really works! Time out is time honored for good reason. Time out teaches the child that for every action there is a reaction. Specifically, time out achieves two important objectives: it immediately stops unwanted behavior and it gives the child (and parent) a necessary cooling off period. The general rule of thumb is to start time out immediately after the incident or behavior and have a designated spot for the time out. The number of minutes the child is in time out should be generally equivalent to his age; thus the 5-year-old is in time out for five minutes. Some children may need to be held during the time out to stay, and physically feel, in control, and some children may be too scared about being alone to benefit from this technique.

What doesn't work

Studies confirm that children who are treated aggressively physically will grow up to be aggressive. Thus the potential for the cycle of abuse to repeat itself through the generations is increased. Another main reason that spanking is not an effective form of discipline is that it can backfire. Imagine this: A 7-year-old hits a 4-year-old. A parent rushes in and hits the offender. What did the children learn from this scenario? They learned that it's okay to hit when they're mad, exactly the opposite of what the parent intended to teach. Children are masters of imitation and look to their parents as models. What's the effect of hitting? The children learn to hit, just like the mom and dad.

When to seek help

Check things out with a professional if your child is doing dangerous or risky things that you can't stop, if he's overly aggressive with others, or is disrespectful of people or property. Parents should also seek consultation if there are changes in behavior or if there are physical signs, such as headaches, or poor eating/sleeping. Any medical or psychological causes for unacceptable behavior should be identified and addressed as soon as possible.

By: Robin F. Goodman, Ph.D|Anita Gurian, Ph.D. - NYU Child Study Center - Education.com

TSUNAMI HITS JAPAN (March 11, 2011)

noreply@blogger.com (willstop) — Fri, 11 Mar 2011 16:40:00 +0000

An insanely intense earthquake hit the Northern Coast of Japan on March 11, 2011 at rush hour, causing a huge tsunami.

The massive 8.9 earthquake happened at rush hour Friday, causing a massive tsunami that was watched live by millions around the world as it happened. Aftershocks rocked Japan, the largest being a 7.4.

Japan has suffered multiple earthquakes this week, including a 7.8 on Wednesday, but none resulted in a tsunami, until now.

So far, no tsunami warnings to the West Coast of the U.S., but Hawaii is expected to have a tsunami hit at 2:59 a.m. Friday morning. The Pacific Tsunami Warning Center in Hawaii also said a tsunami warning was in effect for Japan, Russia, Marcus Island and the Northern Marianas. Update: Tsunami Watch has been added for WA, OR, CA, AK and British Columbia.

All Japanese transportation systems including airports have been shut down.

This March 11, 2011 earthquake in Japan is the seventh largest on record. As I write this (11:45 pm PST) it is unclear the damage the tsunamis have caused, but it does not look good. CNN is reporting that the Japanese are very schooled in knowing what to do when it comes to earthquakes and tsunamis, and that the mood there is generally calm, but just by watching live coverage you could see cars trying to outrun the tsunami, some with no luck.

Tsunami coverage is live now on CNN – we will post more Japan tsunami March 11, 2011 videos as they are available.

Buy Gold Bullion...

noreply@blogger.com (willstop) — Wed, 09 Feb 2011 16:41:00 +0000

Do anyone of you here wants to buy gold bullion for a valentines gift? Are you one of those people who wants to invest for future use? Well, if you are one those people who wanted have a new set of gold bullions as offerings for the upcoming valentines day to your partner or if you wish to invest for future use better take sometime now to visit the site of United States Gold Bureau 'cause they are the sole answer to your bullion needs.

For more information about them before buying at them online I highly recommend you to visit their site and check all the customer feedback they received. Aside from that, you may also contact them for further assistance regarding bullion matters and some other products they offer.

So, if you guys are one of the few people who were about to buy bullion for some personal purposes better take sometime now to visit their site and purchased at them online. Rest assures that your ordered item will be delivered right into your door steps or on your desired delivery location.

Travel Info: Friday’s Resort, Boracay, Aklan, Philippines

noreply@blogger.com (willstop) — Wed, 09 Feb 2011 16:36:00 +0000

Friday’s Resort, Boracay, managed by Australians and Filipinos, was opened in 1986 and is undoubtedly the loveliest resort in Boracay. It enjoys the privilege of being in the best area of the island, the extreme north of White Beach where the beach is widest. You can make the most of your stay in this idyllic side of the island and yet be near the center of activity.

The resort is built in a dense coconut grove. You can at times see the trees growing out of ceilings and stairways! Masses of greenery and flower beds outlined with pebbles surround the cottages. The architecture is inspired by the local style using natural materials like bamboo for walls and cogon for rooftops. Elegance and simplicity are artfully combined in a unique style.

The rooms are in bamboo cottages painted in stained green. Set in two floors, these are linked by an exterior staircase with wide terraces or balconies provided with mattresses and hammocks. The spacious Premier Rooms along the sea are on either side of the reception area. Direct access to the beach and its turquoise waters is no doubt a plus point. The Deluxe Rooms are set back from the beach right in the middle of the coconut grove; some look out onto a swimming pool. Their interiors and terraces are smaller than the Premier Rooms, but they are comfortable enough for three persons.

The rooms are tastefully decorated, blending modern comfort and tradition with artful mastery. The parquet floor, shutters and furniture are made of a fine tropical wood while the walls and ceiling are covered with panels of braided wicker. The warm colors blend into a harmonious palette with touches of bold colors — like colored throw pillows on immaculate white bedcovers. However, note that the white Deluxe Rooms are more simply furnished.

The restaurant on the beach is very elegant and pleasant, with comfortable wicker armchairs and white tablecloths on tables adorned with flowers. Besides the casual menu, you may discover other dishes during the peak season as a themed menu is introduced during this period. You can stay on the beach and have a drink while admiring the unforgettable Boracay sunset.

A bulletin board displays the resort’s activities for the day.

How to get there:

By air , land and sea, 55-minute daily flights on PAL or Cebu Pacific from Manila to Kalibo, 90 minutes by air-conditioned bus on Southwest Tours from Kalibo airport to Caticlan Jetty Port. Departures depend on flight schedules. 25 minutes by banca from Caticlan Jetty port to the resort.

Handling Children's Feelings in Public Places

noreply@blogger.com (willstop) — Wed, 09 Feb 2011 16:31:00 +0000

We live in a society that has a demanding and judgmental attitude toward parents and young children. Often, the attitude toward children in public is that they should be seen and not heard, that the parent should be “in control” of the child’s behavior, and that children who are having feelings in public are a nuisance. In short, children are not really welcome. Their freshness, curiosity, and frank expressions of feelings are not seen as a gift.

In addition, the childrearing tradition that has been handed down to most of us sets us against our children when their behavior isn’t convenient for adults. Others expect us to criticize, use harsh words, punish, isolate, shame, threaten, or physically attack a child who is “misbehaving.” No parent really wants to act like an adversary to the child he loves. We treat our beloved children in these ways when we can’t think of anything else to do, or when we fear the disapproval of others.
You can learn to predict your child’s emotional moments

There are certain situations in which young children often become emotionally charged. These situations include:

* Being with several people: with the whole family at dinner, at a family gathering, a meeting, a birthday party, the grocery store, church, or temple.

* Moving from one activity to another: leaving home for day care, leaving day care for home, stopping play for dinner, going to bed.

* Being with a parent who is under stress: the parent is cooking, cleaning, shopping, trying to finish a task on time, and is upset because there’s so little help.

* At the end of any especially close or fun-filled time: after a trip to the park, after a good friend leaves, after wrestling, chasing and laughing with Mom or Dad.

When children become emotionally charged, they can’t think. They simply can’t function normally. They become rigid and unreasonable in what they want, and are unsatisfied with your attempts to give them what they want. They can’t listen, and the slightest thing brings them to tears or tantrums. Their minds are full of upset. They can’t get out of that state without your help.

The help your child needs at this time is to have you set kind, sensible limits, and then for you to listen while he bursts out with the intense feelings he has. This spilling of feelings, together with your kind attention and patience, is the most effective way to speed your child’s return to his sensible, loving self. A good, vigorous tantrum, or a hearty, deeply felt cry will clear your child’s mind of the emotion that was driving him “off track” and will enable him to relax again and make the best of the situation he is in.

“Do I have to listen to a screaming, flailing child in the middle of the supermarket?”

Several adjustments of our expectations are necessary before we can let ourselves to be on our children’s side as they do what they need to do in a public place.

* We need to remember that every good child falls apart often in public places. This is, for some reason, the way children are built!

* We need to remember that our society has trained people to disapprove of children doing what is healthy and natural. People disapprove of horseplay, of noise, of exuberance, of too much laughter, of tantrums, of crying, of children asking for the attention they need. This disapproval is out of line. Children are good, and their needs are important, including the need to offload bad feelings.

* We need to decide that, as parents, it’s our job to treat our child well. When other adults criticize him, it makes sense to do what we can to be on our child’s side. If a child doesn’t have his parent to protect him from harm, who will?

* We need to realize that being parents means that we will have to advocate for our children in many settings: with doctors and nurses, with teaches, with relatives, and with strangers.

* Finally, we need to acknowledge that children legitimately need far more attention than it is comfortable to give. Adults who gave less attention to their own children, or who got little attention themselves as children, will be upset when they see you giving undivided attention to your child. We can expect these upsets, but we don’t have to be governed by them.

“OK, but what do I do when my child falls apart in the supermarket aisle, or at the grandparents’ house?”

* Spend one-on-one time with your child before you take him to a public place, so that you and he are connected with each other before heading into a challenging situation. Then, stay connected. Use eye contact, touch, your voice, and short spurts of attention to keep him in the orbit of your love. This contact is deeply reassuring, and can sometimes defuse situations that your child often finds difficult.

* When you see an upset brewing, make contact right away. See if you can find a way to play, so that your child can laugh. Laughter relieves children’s tensions, and allows them to feel more and more connected. If, when you make contact, your child begins to cry or tantrum, do what you can to allow him to continue. His upset will heal if the feelings are allowed to drain.

* Slow down the action, and listen. If getting into the car seat has triggered tears, then stay there, seat belt not yet done, and let the tears flow. Listen until he is done. Because of this cry, your whole day, and his, will improve.

* If necessary, move to a more socially acceptable place. Go to the back bedroom, or move your grocery cart out the exit to the sidewalk. Do this as calmly as you can. Your child isn’t doing anything wrong. It’s sort of like a car alarm going off accidentally—loud, but not harmful to anyone. These things happen!

* Plan what you will say to people who express their opinions or concern. It’s hard to come up with a comment that says, “We’re OK—don’t worry!” in the middle of wild things happening, so think ahead. You can adopt some phrase like, “We seem to be having technical difficulties,” or, “My daughter really knows how to wail!” or, “It’s that kind of a day!” or, “After he’s finished, it’s my turn!” or simply, “We’re OK. I don’t think this will last all day.” A comment like this reassures others, and gives the message that you are in charge.

As one parent I know put it, “I’ve finally figured out that it’s my job to set a limit when he’s going “nuts,” and it’s his job to get the bad feelings out. As I listen to him, people might not be able to tell that I’m doing my job and he’s doing his, but at least I know that’s what’s going on.”

By Patty Wipfler - Hand in Hand - Education.com

Fighting children's future...

noreply@blogger.com (willstop) — Sun, 09 Jan 2011 17:14:00 +0000

We are aware that children is the successor for the next generation. Right? We also know that as guardians and as parents they need us to guide and eventually educate them to become a better and productive citizens. Right? So, it is therefore clear that as guardians and parents we are task to raised them up despite the problems that we commonly encounter such poverty. Basically, poverty is not a hindrance to fulfill our dreams for them. Poverty only depends to each an everyone of us. Every single problems in this world has its corresponding reasons why God permitted us to experience. Because of that we need to find ways and means in order to give our children a brighter tomorrow. Poverty is not a reason to stop but eventually its a reason to never stop and exert more efforts to go beyond.

Anyhow, the other aspect that we need to look up is the health conditions of our children. As guardians and parents, we need to be responsive on their needs and wants. Though its not possible to give them everything they want but at least we do our part to support all their needs particularly on their health. Its too bad to think that their were children who were not given a great importance by their parents. And its too mad to think that their were children who are victims on malpractice on medicine. Specifically, they are those children whose parents could not afford to send their sick child to a certified Doctors or Surgeons. Because of that, as one nation and if you are concern on your fellow people specially for those young innocent children it is possible to live save their lives. In what ways? Well, if you knew who were those people who are performing an illegal operations you can submit them to the city officials particularly to the Department of Health. Those acts should not be condemn! They must be pay the law of land and the law God. Its good to save life but saving life through practice is not good anymore!

In fact, one of the most common illness that a child has is a cerebral palsy. Cerebral Palsy is a group of disorders associated with developmental brain injuries that occur during fetal development, birth, or shortly after birth. This common illness is not new already. There were several cases on this that has been solve and yet others are not. There are also cases that cerebral palsy operations turns to be an injury. For that, if you are those people who do have this type of cases that the cerebral palsy of your innocent child has been injured you can consult to a reliable cerebral palsy lawyers or Texas truck accident attorney who specializes both incidents that will definitely help you out to solve your issues. Don’t be afraid to voice out! Its your right to find the justice that you want for your injured child. By never condemning the injured operation of your child will also teach those Doctors who believes that they new everything on the said field. Aside from that, that will also give a lessons for them to be careful on handling an operations. All in all, as guardians and as parents, we need to exert more efforts for the benefit of our children.

How Can Teachers and Families Work Together?

noreply@blogger.com (willstop) — Sun, 09 Jan 2011 17:11:00 +0000

To work well with families and help young children learn, teachers need to know several things. The following skills are ones that parents can look for in their child's teacher. These are also skills that parents can help teachers learn. Teachers need to know:

* About families—who they are and what they want for their young child.
* How to involve families in their young child's learning.
* How to talk with families.
* How to support families in helping their young child learn at home.
* How to involve families in the classroom and school.
* How to support families' interests and needs.
* How to share decision making with families.
* Respect and value different cultures.

Research on how teachers learn to work with families shows good examples of families and teachers as partners and the important role that families play. For example, in an early childhood center in Napa, California where the preschool teachers are mostly non-Hispanic and the families are mostly Hispanic, the teachers invited the families to the center to learn from them about their culture and their goals for their young children. In this way, the parents and teachers helped each other gain important knowledge about what the families and teachers valued, how to communicate with each other, and how to work as partners.

In an early childhood center in Fort Worth, Texas, teachers and other staff members have helped busy parents save time and have more time to spend with their young children. Parents can drop off their dry cleaning at the center when they bring their children there in the morning. They can also buy snacks for the ride home when picking their children up in the evenings. Many of these time-saving ideas came from parents who returned a survey about what they needed help with most from the child care center.

By Holly Kreider - Harvard Family Research Project - Education.com

School Success for Your Child

noreply@blogger.com (willstop) — Mon, 15 Nov 2010 20:51:00 +0000

The No Child Left Behind Act of 2001 helps to ensure that all children receive a high-quality education and holds schools responsible for making sure that all children are learning. The information below is consistent with this important law.

This brochure includes information on things you can do at home and at school to help your child be a more successful student, including tips for parents of students with disabilities.
Background

Every child has the power to succeed in school and in life, and every parent, family member and caregiver can help. The question is: How can we help our children succeed?

We know, for example, that children tend to follow their parents' example. Children watch what we say and do. Parents are truly their children's first teachers, and this role lasts a lifetime. When we show our children that we value education, it gives them a powerful model for success. At home, we can take steps to support our children's education. Also, research shows that when parents and families are involved in their children's schools, the children are more likely to succeed.
What You Can Do at Home

As a parent or caregiver, no one cares more about your child's education than you. Get involved in your child's education at home. Here are simple tips that may be useful to you:

* Encourage Your Child to Read. It's the single most important thing you can do to help your child succeed in school. Read aloud to your baby right from the start, and make reading together part of your daily routine.

* Encourage Healthy Habits. Research shows that regular sleeping times, good eating habits and physical exercise are critical for student success.

* Monitor Homework, TV Viewing, Computer Use and Video Game Playing. Have a special place and regular time for your child to study, and check to see if your child needs help. Set limits on time spent watching TV, using the computer and playing video games.

* Encourage Your Child to Be Responsible and to Work on His Own. Help your child choose activities that build knowledge, responsibility and independence, and be aware of his activities after school, in the evenings and on weekends.

* Communicate With Your Child. Have daily conversations with your child about his or her school day.

* Praise Your Child. Provide consistent, encouraging words to help motivate young children.

Working With Teachers And Schools

Learn everything you can about your child's school. You know your child best and understand her needs. Ask for a school handbook and read it over. Ask the principal and teachers about the school's expectations of your child and how it will prepare your child to succeed in life. Visit the school's Web site for more information. Ask for information in your native language.

Talk with your child's teacher early and often—and start talking right at the beginning of the school year. Contact the teacher immediately if you notice a change in your child's behavior or school performance or if your child doesn't understand an assignment. If you don't understand a school rule or the teacher's assignments, set up a meeting to talk about the issue.

Stay involved in your child's school activities. Attend school events. Go to sports events, back- to-school nights and parent-teacher meetings. Volunteer in your school.

Tips for Parents of Students With Disabilities

When a child is having a reading or language problem, the reason might be simple to understand or it might require extra help. Some children may have a learning disability.

If you think your child may have some kind of learning problem, get help quickly. Talk with your child's teacher or principal. By law, schools must provide special help to children with disabilities. By: U.S. Department of Education - Education.com

Planning to start a business with gold coins?

noreply@blogger.com (willstop) — Mon, 15 Nov 2010 20:42:00 +0000

Do you know that investing in gold or buy gold coins is one of the best option to consider if you want to save for the future? Do you know that through this process you can definitely save and raise your money to a percentage that you didn't expexct to have? Do you know that through gold investment your life will radically change? All of this facts can be ahieved through gold investment.

Anyhow, I know some of you might think that this will not surely succedd but mind you, there were several people out there who already invested gold bullions and buy gold bars 'cause they see that the necessity of gold in the current economy nowadays is pretty high. So, if you guys are one of those people who wanted to invest on gold better take sometime now to visit the site of United States Gold Bureau 'cause they will guide you as to how to obtain bullions that will definitely suit on your alloted budget and as to how you can generate an income from it.

No worries if you opt to buy gold krugerrands from them 'cause they are one of the leading provider for the said products and has been to this type of business for several years now. Through that time they garnered the trust and loyalty of their clients and customers who keep coming back to avail their products as well as refer them to their family, friends and relatives. So, start your business now with them!

Manny Pacquiao vs. Antonio Margarito: Live Round-by-Round Updates

noreply@blogger.com (willstop) — Mon, 15 Nov 2010 20:19:00 +0000

Judges: Jurgen Langos, Oren Shellenberger, and, Glen Crocker, had it, 120-108, 119-109, and, 118-110, all for Manny Pacquiao.

FanHouse had it for Manny Pacquiao, 119-107.

Referee: Laurence Cole

Margarito enters the ring first to cheers, led by his Mexican flag; Pacquiao, second, led, initially, by AC/DC'S "Thunderstruck." Both fighters were cheered loudly as they entered.

Margarito's introduction is greeted by a mixture of cheers and boos, but mostly, cheers. Pacquiao's introduction receives a similar reception, so the crowd appears to be a mix of fans for both fighters.

Round 1: Pacquiao has a bit of a bulge to his belly and his trunks are pulled high. They touch gloves, Pacquiao right jabs and Margarito meets him in the middle of the ring and is coming forward. Pacquiao jabs and goes to the belly with a left. Margarito is so much bigger at 165 to Pacquiao's 148. Pacquiao lands a few jabs and right hands that follow and the crowd gets into it. A counter right hand lands for Pacquiao and another that jars Margarito's head. Pacquiao lands a right to the body and two more jabs to the head. Margarito is backing up. A three-punch combination by Pacquiao, who is so much faster. Another three-punch Pacquiao combination. Margarito misses with a wild right hand. Another three-punch combination for Pacquiao as the bell rings. Pacquiao's round, 10-9.

Round 2: Pacquiao has established the tempo behind his right jab and follow up lefts. Margarito's guard is high but he is not punching. Pacquiao counters with a hard right but then takes a left from Margarito. Pacquiao stays on the outside and circles. Margarito takes a four-punch combination, right-left, right-left, and another right uppercut. Margarito lands three blows to the head and chest along the ropes. Margarito fires twice to the body. If Pacquiao can do this all night he will have no problems. Pacquiao lands a double-right hook and two left hands, but takes a nice uppercut from Margarito. Margarito lands two solid left jabs. Pacquiao fires and lands two left hands before the bell. Pacquiao's round, 10-9; Pacquiao, 20-18.

Round 3: Margarito did better in the second round by closing the distance and landing some punches in close. But Pacquiao resumed his strategy of landing from the outside, a one-two up the middle early. Pacquiao whips home a nice left hand and then another. Margarito clubs with a jab and a right hand. The pressure is decent from Margarito, his hands held high. Margarito lands a nice right but takes a hard left hand from Pacquiao that draws crowd reaction. Pacquiao takes a wide right but Pacquiao's defense is tight. Pacquiao reaches and lands a round-ending four-punch combination. Pacquiao's round, 10-9; Pacquiao, 30-27.

Round 4: Pacquiao continues to circle to his left, and then lands a double-right hook over the top. Pacquiao escapes a jam along the ropes with a hard right and a left and then fires another three-punch combination. Pacquiao shakes Margarito with a hard right and then lands seven unanswered punches. Margarito is undeterred and comes forward. A hard body shot backs up Margarito and then a right wobbles him. Pacquiao is on him, pounding away. Pacquiao is peppering with his right jab and pounding him so that there is swelling and a large, bloody cut. Pacquiao's round, 10-8; Pacquiao, 40-35.

Round 5: Margarito appeared to be ready to go at the end of the last round, but catches Pacquiao early along the ropes with a series of body shots. However, the smaller man resumes control with yet another series of unanswered punches, starting with a right-left combination. A hard left hook targets Margarito's eye again. Margarito gets Pacquiao on the ropes for a three-punch combination to the body, but Pacquiao escapes and fires that left hand that swivels Margarito's head. Pacquiao drives Margarito's head back, yet again, with another right-left, right combination before the bell. Pacquiao's round, 10-9; Pacquiao, 50-44.

Round 6: Pacquiao continues to circle and jab with his right, and Margarito, to plod, unable to close in. Margarito continues to run into the right hand and then a left hook follows from Pacquiao. A right to the chin by Pacquiao. A right-left from Pacquiao jars Margarito. A four-punch series -- all uppercuts -- find the mark for Pacquiao, whose angles and movement prevent Margarito from getting a bead on him. Pacquiao appears to nearly go down from a left hand to the body along the ropes, but escapes, moves away, and then fires about six unanswered punches to win the momentum back. Margarito's round, 10-9; Pacquiao, 59-54.

Round 7: Pacquiao goes back to jabbing and moving to start the seventh, apparently wary of Margarito's body shots. Pacquiao does the Ali-Shuffle to the delight of the crowd, and then fires two, successive combinations. Pacquiao lands a nice left but can't follow up. Pacquiao answers with a three-punch volley and then dances away. Pacqauiao takes a right to the body and two uppercuts. Margarito takes three of the same. Pacquiao fires a seven-punch combination starting with his left hand. Margarito seems close to trapping Pacquiao in a neutral corner, lands two body shots, and then absorbs a right, left right combination as the bell sounds. Pacquiao's round, 10-9; Pacquiao, 69-63.

Round 8: Pacquiao is on his toes but then gets trapped on the ropes and absorbs some punishment to the body. A vicious counter attack allows Pacquiao to escape. Pacquiao lands and shakes Margarito with a big left, but the bigger man comes forward. Margarito lands a good, solid left to the chin along the ropes. Pacquiao escapes and fires a four-punch volley. Margarito fires a straight right hand up the middle, and, later, traps Pacquiao along the ropes and enjoys some success to the body. But Pacquiao closes strongly. Pacquiao's round, 10-9; Pacquiao, 79-72.

Round 9: Margarito steps up the pressure early and lands a hard right to the body along the ropes. Pacquiao dances and jabs to create distance. Pacquiao is boxing almost exclusively until he lands two, wicked left hands that knock Margarito's head back. Pacquiao's energy level is incredible. Hard right hand from Pacquiao, who takes one, and then lands another right that shakes Margarito. Pacquiao's round, 10-9; Pacquiao, 89-81.

Round 10: Margarito's eyes, bruised over and under, are nearly closed. Referee Laurence Cole tests them prior to the start of the round, asking what Margarito can see when he holds up his fingers. He allow the fight to continue, and Pacquiao lands a wicked right hand. A five-punch combination from Pacquiao begins a 10-punch assault. The crowd chants "Manny!" A right uppercut lands from Pacquiao, and then, an overhand right. Pacquiao fires and lands an eight-punch combination and Margarito is rocked by a right hand and nearly goes down. Pacquiao pours it on, but, amazingly, Margarito stays on his feet. Pacquiao's round, 10-9; Pacquiao, 99-90.

Round 11: Pacquiao goes back to pounding Margarito, who appears ready to go. Rights and lefts to the head, uppercuts, and Pacquiao looks at Cole as if asking him to stop the fight. And then Pacquiao resumes the punishment, uppercuts, right hands. Cole stops the action and asks Margarito if he can see, and then allows the beating to continue. Margarito's right eye is pouring blood. His mouth is agape. Pacquiao closes with a four-punch combination, Pacquiao's round, 10-8; Pacquiao, 109-98.

Round 12: Pacquiao, told simply to ease up and win the round by trainer, Freddie Roach, has his up-jab working early. Margarito is still throwing punches, gamely. Margarito still is coming forward, and Pacquiao seems content to box. A four-punch combination lands to the head for Pacquiao. Pacquiao doubles up on the left hand. Pacquiao closes the round with a six-punch volley, even as Margarito throws and misses. Pacquiao's round, 10-9; Pacquiao 119-107. By Lem Satterfield

Charter Schools on the Rise: What You Need to Know

noreply@blogger.com (willstop) — Tue, 19 Oct 2010 19:31:00 +0000

Charter schools have been around for nearly 20 years and their numbers have been swelling in recent years, with 1.5 million students and more than 4,900 schools throughout the country, according to a 2009 survey.

But this past summer, President Obama gave parents who may not be familiar with charter schools billions of reasons to consider this alternative to traditional public schools.

More than $4.3 billion in grant money, part of the federal stimulus program, is available through the U.S. Department of Education. States interested in battling for the money have already turned in applications in the first part of the Race to the Top program that encourages innovative programs that emphasize several key areas, including turning around low-performing schools and raising standards through test scores and other accountability measures.

The president, in interviews since the summer, has made it clear that charter schools are an important part of the Race to the Top initiative, and states with laws that limit the number of charter schools could find themselves on the outside looking in when it comes time to dole out the $4.35 billion.

"The stimulus has had an interesting effect ... It's creating a debate about charter schools—and making that debate even more widespread—particularly in the 10 states that don't have them," said Paul O'Neill, a senior fellow with EdisonLearning and an adjunct professor at Columbia University, where he teaches education and special education law and has a special course on charter school design. EdisonLearning is an educational management firm that promises to improve school performance in public and charter K-12 schools and is affiliated with 125 schools and 350,000 students in the United States and Britain.

Charter schools offer an opportunity to create a school to meet specific needs, while still relying on public dollars, O'Neill said. Charter school organizers can establish their own discipline rules and set up the kind of educational program they want—like dual Spanish-English curriculum originally established at the Family Life Academy Charter School in the south Bronx in New York—as long as it is approved by the governing authorities.

For example, there have historically been restrictions on single sex public schools, leaving that arena largely for private and parochial schools. However, changes to the federal Title IX rules several years ago eased that ban, O'Neill said. A group of parents in Baltimore have taken advantage of the change and created a charter school model for an all boys school called Maryland Possibility Prep.

Charter school proponents must come up with a contract with state officials, often from the Board of Education, laying out the rules and setup of the proposed school. Depending on the size of the proposed school, and if the charter model is approved, a budget is approved by state officials. Most charter schools have a "charter term" or contract period of five years, though some are longer. When that period is up, the state decides whether to renew the contract and can examine accountability statistics to determine the future of the school.

Because charter schools have only existed since 1991, and they are only located in 40 states plus Washington, D.C., O'Neill said he routinely runs into parents who know very little about charter schools. By: Bob Ross

Bullion Offers!

noreply@blogger.com (willstop) — Tue, 19 Oct 2010 19:22:00 +0000

Do anyone of you here wants to have a new set of bullion rings? Are you one of those people who wanted to buy a gold bullions for peace of gift offers? Well, if you are then bettet take sometime now to visit the site of United States Gold Bureau 'cause they are the one you been looking for!

They got a great offers that will definitely blow you away! You hear it right guys, they offer a very competitive and affordables bullion rates that will definitely suit on your budget. Aside from that you can ask some discounts from them if you'll be a regular customers who buy at them from time to time. Youd don't actually have to worry if you will purchased bullion at them online simply because they are one of the leading provider for the said products and they had been to this business for severa years now. Through those times they been noted as one of the leading provider among all other competitors in the said industry.

So, if you guys want to have your own gold bullions better take some time now to visit their site and purchase at them online. Rest assures that your ordered item will be delivered right into your door steps or on your desired delivery location.

8 Tips to help you (and your kids) adjust...

noreply@blogger.com (willstop) — Tue, 19 Oct 2010 19:17:00 +0000

Every year, school boards across the country grapple with the issue of redistricting: Drawing new lines to decide which kids go to which schools, thanks to the opening of a new building, the closure of an old school or lopsided class sizes among schools in the same district. Once these new lines are drawn, many kids end up stuck in the middle.

If redistricting means your child is at a new school this year, it's a sure thing she’s going through a period of adjustment – which could be rough if he was happy at his old school. “It is a big deal for your child, no matter what age they are,” says Dr. Mary Beth Klotz, a certified school psychologist at the National Association of School Psychologists.

Still, in this situation your child isn’t the only one who has to get used to a new school. Everyone is in the same boat and some of your child’s old friends are probably at the new school too, which makes the transition less disorienting than moving to a whole new neighborhood.

The process of redistricting is often contentious, but Klotz says that once the new lines have been drawn, parents should keep a positive attitude and encourage their kids to embrace the new opportunities that a different school can bring.

When you’re talking to your kids, emphasize the good things like a new playground and the chance to be the first kids ever in a new school, says Dr. Karen Hoving, a psychotherapist in Aurora, Colorado.

Here are 8 tips to help you (and your kids) adjust:

* Make new friends and keep the old. The nice thing about new attendance boundaries is that some of your child’s old friends will probably be going to the new school with her. Set up a play date with some of her old friends and some new ones – or if she’s older, help her plan a sleepover or movie night. Make sure your help your child keep in touch with her friends that aren’t attending the new school.

* Keep up-to-date. Find out how parents at the new school keep in touch. Is there a parent e-mail listserv? Sign up for it. Does your child’s new teacher have a website? Check in regularly to keep tabs on homework assignments and classroom activities. Staying abreast on homework and happenings at school will make the transition easier for everyone.

* Get involved. Look for a way for each family member to find a place in the new school community. Is there a club or sports team your child might like to join? Could the PTA or PTO use your help on a project? Is there a school picnic coming up? Getting involved at school will not only help you and your child get to know others, but it's also a great way to show support for your child's education.

* Volunteer. Schools can always use volunteers. Give some of your time if you can. This will also allow you to get to know teachers and staff at the new school on an informal basis.

* Stay in touch. Attend back-to-school night to get acquainted with your child’s teacher. Find out if he prefers e-mails or phone calls from parents. Ask what your child can expect to learn this year and how much homework to expect every night. Asking questions and communicating frequently will help you and your child will help you stay ahead of them game when adjusting to a new school.

* Talk to your child. Ask your child what she thinks of the new school. What is her teacher like? Who does she eat lunch with? What are the names of her new friends? If you had to go to a new school when you were a kid, tell her what it was like. If you didn’t, describe how you might have felt about it. It's important to make your child feel like her feelings matter and that she has a say in this new situation.

* Remember: The teacher is your ally. Every day your child’s teacher sees how your child is progressing academically and socially. If your child is having trouble making friends or is struggling with her homework, contact the teacher right away. “The teachers will give you feedback on what they see,” Hoving says. “Anything can be helped if you catch it early.”

* Ask for help. If your child has been in the new school for a few weeks and is having problems with the change, talk to a school counselor or school psychologist. Talking to someone other than a teacher or parent can make a hugely positive impact in how your child adjusts and deals with any problems she may be having at school.

Remember that going to a new school is a new start for your child. She has a chance to make new friends and get to know new teachers. With caring adults like you by her side and lots of support at home and at school, she'll make it through the transition and come out a stronger person. By Rebecca VanderMeulen

Facts about fast foods!

noreply@blogger.com (willstop) — Mon, 27 Sep 2010 19:39:00 +0000

People who live in neighborhoods packed with fast-food restaurants are more likely to suffer strokes, U.S. researchers said on Thursday. They said residents of one Texas county who lived in neighborhoods with the highest number of fast-food restaurants had a 13 percent higher risk of experiencing a stroke than those in neighborhoods with the fewest such restaurants. The study, presented at the American Stroke Association’s International Stroke Conference, does not prove living near fast-food restaurants raises the risk of stroke, but it does suggest the two are linked in some way.

“The data show a true association,” said Dr. Lewis Morgenstern of the University of Michigan’s stroke program, who led the study. But he said it is not clear whether being surrounded by fast food means you eat more of it or that it is simply a sign of an unhealthy neighborhood. “We need to start unraveling why these particular communities have higher stroke risks,” Morgenstern said. “Is it direct consumption of fast food? Is it the lack of more healthy options? Is there something completely different in these neighborhoods that are associated with poor health?” For the study, Morgenstern and colleagues examined stroke data on residents of Nueces County, Texas, between January 1, 2000, and June 2003.

During that time, county residents suffered a total of 1,247 ischemic strokes, the most common type caused by a blocked artery that chokes off bloodflow to the brain. They used U.S. Census Bureau demographic and socioeconomic data to determine the number of fast-food restaurants in each neighborhood. And they compared neighborhoods with the lowest number of fast-food restaurants — fewer than 12 — to those with the highest number — more than 33. They found the relative stroke risk rose 1 percent for each fast-food restaurant in a neighborhood. Morgenstern said public health experts should consider neighborhoods with a large number of fast-food restaurants as prime areas for stroke prevention programs.

“We need to consider targeting communities that have a lot of fast-food restaurants as places where we can improve health,” Morgenstern said. Prior studies have found a link between fast-food restaurants, heart risks and obesity, leading consumer groups to push for laws such as July’s moratorium on new fast-food restaurants in certain Los Angeles neighborhoods.

The food industry often maintains that a lack of exercise is more to blame. Stroke is the No. 3 killer in the United States behind heart disease and cancer. The CDC estimates 780,000 Americans will have strokes this year. Strokes will kill 150,000 people and leave 15 percent to 30 percent of survivors permanently disabled.

Are you a victim of accutane?

noreply@blogger.com (willstop) — Mon, 27 Sep 2010 19:15:00 +0000

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Pinoy Linky Love!

noreply@blogger.com (willstop) — Mon, 27 Sep 2010 19:12:00 +0000

Hey, WPP Member! You know the drill… if you get a pingback from any of your co-WPP member, add their nick to the list and hyperlink it back to their blog’s URL (if you haven’t done so yet).

This is strictly for WordPress Pinoys members only!

“LINK LOVE”

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Obesity Facts!

noreply@blogger.com (willstop) — Mon, 27 Sep 2010 19:09:00 +0000

According to Mark Henderson, for those of us who find that a new year means a new hole in the belt and a resolution to diet, genetics can be a comforting science. Where once we would have muttered something about metabolism to explain why our weight balloons while others stay slim as ever, DNA has given us reason to hold up our heads as we suck in our stomachs. Since recent discoveries have shown how far genetic factors influence obesity, “big genes” have become the new big bones.

Comparisons between identical and non-identical twins have found that inherited factors account for about three quarters of the differences between people’s waistlines, and new gene-hunting techniques have revealed some of the DNA variations responsible.

People who inherit one version of a gene called FTO are 70 per cent more likely to be obese than those who inherit another, and weigh, on average, 3kg more. Variations in another gene, MC4R, can tip the scales by an extra 1.5kg. Last month scientists from decode genetics and the international giant consortium have discovered seven more genetic regions that influence body weight.

This is often taken to mean that obese people bear little responsibility for their shape. Rather than lacking the will-power to eat less and exercise more, perhaps their genes have forged thrifty, fat-prone bodies that burn calories reluctantly. If nature can trump nurture like this, the thinking goes, politicians and doctors are wrong to hector fat people about unhealthy lifestyles. They are just prisoners of their genes.

Many people with the “fat” version of FTO maintain a perfectly healthy weight because they eat well and take exercise. Changing lifestyles, too, must lie behind recent obesity trends: genes that predispose to weight gain have not become more common over the past decade, during which child obesity has increased by 7pc.

Most genes that affect health work by raising the risk of an outcome such as obesity, if the right environmental factors are present. Scientists on both sides of the nature versus nurture debate now accept that it is rare for either to act alone. The latest genetic research, however, suggests that the true extent of this interaction is more subtle and fascinating than was imagined. DNA does not just create predispositions that are triggered by environmental influences. It also affects the environmental influences to which we become exposed.

The obvious hypothesis was that DNA alters metabolism, so that some people burn less energy and lay down more fat. As some of the genes involved have been pinpointed, however, it has become possible to work out what they do. And it turns out that most seem not to affect metabolism at all.

Of the seven variants just identified last month, five are active in the brain. They affect obesity not by changing people’s energy balance, but their behavior. They might increase appetite or confer a sweet tooth. They might affect the brain’s reward system – there is evidence that some obese people get less pleasure from food, so eat more to feel satisfied.

If genes affect obesity primarily by boosting appetite that means we cannot lazily blame DNA for an expanding waistline. But it also shows that there is nothing in our biology to stop us from losing weight if we count calories and join a gym. A fuller understanding of genetics can demonstrate just how much control we have over our health. Obesity might well be in your genes, but it is also in your head.

It is becoming clear that the dichotomy between nature and nurture was not the only sterile aspect of that great debate. The very terms are not clear cut. Is a gene that predisposes to obesity by means of appetite an aspect of nature or nurture? It is not just that these forces often work together. They can, at times, mean much the same thing.

Faces of Education

noreply@blogger.com (willstop) — Mon, 27 Sep 2010 18:34:00 +0000

Education is a wide topic to discuss. It composes of several subsidiaries that leads to one specific goal. Goal that leads man to dream and keep fighting for the better. Well, to define Education. Education is the basic foundation of knowledge and plays a vital role in everyones success. There would never be professionals like teachers, engineers, doctors, hairstylist, cosmetologist, and some other forms of profession if there were no educatio at all.

Simply because education was the driving force and very essence in uplifting man's personality. It develops enlightens one's mind and perhpas it is the greatest and noblest constructive force ever set in motion.

To cite a specific profession, let cosmetlogist be the sample of profession. Do you think there'll be cosmetologist, hairstylist and beauticians if there's no education? Of course not! All of their God given talents is hone through education and through the help of Regency Beauty Institute who in one way taught them all the techniques and proper guidlines of becoming a versatile cosmetologist.

So, if you guys are one of those people who wanted to become a well-known beauticians and famous hairstylist better enroll your self now at Regency Beauty Insitute and earn the degree for cosmetology to become a certified beauticians. With them, education for cosmetologist is just a click away! This blog post was based on information provided by Blogitive. For more information, please visit Blogitive.com