How to Remove Blackheads
by: Brenda H. Murphy

The bane of most teenagers existence is pimples. But they may also have another skin problem that will stay with them past the hormonal years, and that's blackheads. These are something that can follow a person for much of their life, because they are related to two common factors of everyday life: oil production in your skin, and dead skin cells.

Contrary to popular belief, blackheads are not the result of dirt accumulating in overly deep pores. The "black" part arises from a combination of dead skin cells and sebum, or oil, although it is actually the skin particles that cause the color.

Unlike pimples, which can be a bacterial infection that turns the skin red and fills a pocket with pus, blackheads are flat spots that have filled with the cells that our skin sheds on a daily basis, and oil from the sebaceous glands. But people will treat them the same as pimples and try to squeeze or pop them to remove the unsightly mark. This is the last thing you should do, as it irritates the skin, and can start an infection under the plug of dirt and oil.

Actual removal of blackheads can be done by a dermatologist who uses a small cylindrical instrument that has a tiny opening that goes over the blackhead. It's pressed on the spot for a few seconds, and the resulting pressure around the edges will help dislodge the plug in the pore.

Prevention is they key to reducing the incidence of blackheads, as some people who have particularly active sebaceous glands, especially on the forehead or along the nose and chin, may have blackheads most of their lives.

While a good soap will help remove the oils on your skin, it doesn't get rid of the dead skin cells. A cleanser with salicylic acid will not only clean surface oil, but will get rid of skin debris that is waiting to clog up more pores. Alpha-hydroxi acid formulas will help to gently exfoliate the dead skin cells so there is less shedding skin left on the surface to sink down into pores.

Glycolic peels are very useful, in that they not only remove dead skin cells, but help loosen and lift some of the clogged material in pores. It may take five or six peels, to see visible results. Generally speaking, a home program of salicylic acid cleansers and glycolic peels is the key to reducing the number of blackheads that you get.

The only time you should not use the peels, is if you are using a topical retinoid, which loosens the blackheads, while speeding up the rate at which dead skin cells are sloughed off. Both of these at once, can cause skin irritation.

Simple Steps To Help Overcome Acne
by: Sylvie Brinton

Important Steps When Fighting Acne

Acne. The word strikes fear in heart of anyone who has had to deal with it. And the unfortunate reality is that it isn't just an affliction that affects teenagers, many people suffer from acne well into adulthood. And who hasn't heard the outrageous claims that are made by so many producers of acne treatment.

The problem is that each person is different, so there isn't one blanket treatment. People are willing to spend their hard earned money looking for the perfect solution to their acne problem.

If you are suffering from severe acne the best option may be to go and see a dermatologist. Acne is considered severe when it is covering a good majority of the face. If this sounds like you, your dermatologist should be able to prescribe medication to help with your acne. If you do not do anything to combat this you could end up with scarring. For the rest of us, dealing with acne is not quite so urgent, but something that we would like cleared up nonetheless.

Finding a good cleanser is one of the most important things we can do to help combat acne. Almost every skin care and cosmetic company has a line of products that is purported to clear up acne and reduce or eliminate the number of blemishes we get. And some of these products can be extremely expensive.

The truth is some of these miracle treatments can actually make your acne worse. In reality, some of the best cleansers for acne are relatively inexpensive and can be found in your local drugstore. The best ones are gentle and non-foaming.

Drinking a lot of water can get clear complexion. The nourishing properties of water help acne. The large intake of water helps us in taking out the toxins from our body. It is felt that taking seven to twelve glasses of water in a day would be adequate, though it varies from person to person. One must not drink too much of water as it will reduce the number of electrolytes in your body.

One of the good methods to fight acne and blemishes is facials, though it costs a lot of money. Generally pimples and whiteheads erupt suddenly from tiny simple blackheads on the face. To avoid any damage to the delicate skin of the face one must not attempt to extract them oneself. The process of extraction during deep pore facials removes these blackheads completely.

While facials can be extremely expensive (upwards of $100), you only need one every one to two months and you will typically see a massive improvement in your skin's condition. Your aesthetician can recommend products to help you keep breakouts at bay in between your facials.

Most people have had to deal with acne at some time. Since it's been around for so long there are a lot of solutions available. To find which is right for you may take time and a few failed attempts, but stick with it. You will eventually find a product that won't bankrupt you.

If you feel that you have tried just about everything and you are not seeing an improvement in your acne, do not hesitate to contact a dermatologist. There are many medications that they can prescribe if they see fit, which you cannot get over the counter.

Five Tips To Get Kids to Eat Healthier
by: Mubarakah Ibrahim CPT

Dealing with an overweight child can be a very delicate situation. We do not want to damage their self esteem by telling them they are fat or lazy, yet at the same time they must be conscious that they have to be more aware of their weight and eating habits for them to be healthy. Parents have a significant influence over the situation. Consequently most of the effort will have to come from the parents. Try these tips for getting kids to eat healthier.

#1 Kids listen to what you do not what you say.

Parents must be an example to their children. Children watch you even when you don’t know they are. If you are sitting in front of the TV with a bowl of ice cream and a bag of chips you are sending the wrong message to them. They don’t know you have PMS or you had a hard day or even you’ve been good on your diet for a month and this isn’t so bad. They are seeing lounge and eat. Nothing more or less. Make a salad in the middle of the day and offer them some. Have a piece of fruit as you go out the door and give them permission to go grab themselves a piece to take with them. This changes the message to snack and snack healthy.

#2 Encourage healthier eating habits by cooking healthier meals. You don’t have to announce “ we are all going to eat healthier so we can loose weight”. Cook a healthier recipe that you think your family will like. When they complain or ask “what’s this”, simply tell them you thought you’d try a new recipe. Don’t be disappointed or discouraged if they won’t eat it, or don’t like it. Simply offer them a peanut butter and jelly sandwich in its place. Most importantly do not go back a cook again trying to give them what they want. When given a choice they will most likely choose their “regular” less healthy meal.

#3 Implement house rules that require healthy eating. If you have a child that loves juice tell them they can only have juice if they drink and equivalent amount of water first. If you have a child that’s use to grabbing a handful of cookies when they get home. Instead of taking the cookies away , which is sure to give you a “health witch” title, Simply state “you can have cookies, after you eat a piece of fresh fruit first”. This will not only increase the amount of healthy foods and drink they eat, but also fill them with whole foods which leaves less room for junk.

#4) Be like your mother.

Remember when you had to eat all your vegetables? Offer (healthier) desserts after dinner to those that eat their vegetable. You may be in a situation of one child having dessert and the other not, however that’s great learning experience for everyone, You get what you earn. Life lesson at the dinner table. And no it’s not unfair. Kids understand immediate reward/punishment better than speeches. Keep the talking to a minimum, state the rule then stick to it.

#5) Be firm and be consistent.

Kids will push to test your limit. When you decide to implement a healthy habit stick to it. No matter how much a kid cries, whines, or sneaks (and they will). Stay firm that this is the rule. Discuss the rule with you’re your spouse so you can have a united front. If your children are use to free range in the kitchen, and eating whatever they want implementing all these tips at once will be to drastic a change for them. Try implementing one rule a week or even every two week. Remember health eating is a process and slow and steady wins the race. Not only will the new “house rules” be a change for your children but it will be a change for you as well, requiring more monitoring and more planning (making healthy snacks and ingredients always available).

Irish Baby Names - History and Origin
by: John Lynch

The meaning of baby names of irish origin lies hundreds of years back in the Irish gaelic language of the ancient Celts who migrated from Central Europe before the foundation of the Roman Empire.

The Celts Dominant

Those Celts who came to Britain, France and Ireland were dominant for a long period. With the spread of the Roman Empire, the Celts gradually were pushed back into North Western France (modern Brittany with its distinct Breton language), Western Britain (Cornwall and Wales), Northern Britain (Isle of Man and Scotland), and the island of Ireland which was never conquered by the Romans.

As a result of Ireland's separate development from Roman influence, the gaelic language and way of life was much less diluted than in Scotland or Wales. Again the influence of the Anglo-Normans and later the English was less in Ireland because of the difficulty of establishing control in the country other than a few coastal towns such as Dublin.

The English kings' governor sat in Dublin Castle issuing edicts against native Irish habits in dress, custom and language, only to have them ignored in about 80% of the country with the exception of the areas around Dublin called The Pale where the English army held sway.

Gradual English Control

This situation continued for hundreds of years until the English asserted an uneasy control at the end of the 17th century with the defeat of James 11 at the Battle of the Boyne by William of Orange (the Dutch Protestant prince who was offered the English throne by Parliament)in 1690.

So the first name origins of Irish Christian names and surnames lie overwhelmingly in this gaelic Celtic culture which was totally dominant until the end of the 19th century. Only at this point do we see English culture making inroads in language, games and of course in first name origins.

In fact, this was not voluntary as primary schools were established in all the major towns from the 1830's onwards where English was the only language of instruction and Irish gaelic was forbidden.First name origins of Celtic descent gradually declined and English baby names became popular for the first time.

Irish Revival

By the end of the 19th century, Irish was in crisis and English totally dominant in all the commercial, legal and cultural spheres of Irish life. At this time organisations to stem the English tide were established such as the Gaelic Athletic Association(to foster the games of hurling and gaelic football), and the Gaelic League to prevent the decline of the Irish language.

This brings us up to the present where the meaning of baby names of most first names in Ireland are English in origin or anglicisations of native Irish names.This bilingual melange will continue. It remains to be seen whether first name origins of Irish gaelic ancestry will increase as they have been doing, or whether the sea of Anglo-American influence will predominate.

(c) John Lynch

Influencial People
by: Renee Canali

Each of us has been fortunate enough to have had someone in our lives have a positive affect on us. Some of us remember a teacher that made a difference at a critical time. Some had parents, grandparents or other relatives to lean on. For others, it may have been a rabbi or pastor. We had the fortunate experience of someone supporting us in just the right way at just the right time.

As fortunate as we have been to have had at least one person to influence us in our lives, I wonder what influence we have had on other people. Are we conscious of how we relate to others and what affect our interactions have had on the other person? Or is most of our focus on how the other person is affecting us?

You don't have to be a "person of influence" to be influential. In fact, the most influential people in my life are probably not even aware of the things they've taught me." Scott Adams, American Cartoonist

Have you ever wondered why people react to you in a less than favorable way? Your awareness of their behavior towards you is a possible clue about what influence you may have on those other people. Take children, for instance; they are usually a good indicator of how things affect them. Picture children in a grocery store at meal time with a stressed out parent rushing them through the aisles. THEY get cranky and stressed out. They start bothering a brother or sister. Or they may start pulling things off the nearby shelves. The more irritated the parent becomes, the more wound up the child becomes. This ends in the child crying, the parent yelling and possibly other shoppers scurrying for cover. Worse yet, if you are the one behind this frazzled group at the register, you may carry some of their stress home with YOU.

Influence, defined by Webster as “a power indirectly or intangibly affecting a person or course of action…an effect or a change produced by such power”, is either positive or negative. Our actions determine what type of influence we have on other people.

It is my hope that we become more aware of the influence we have on those around us. If we want the Generation Y children to show respect, appreciation and courtesy, we have to influence their behaviors as often as we can by making sure our interactions are as positive and supportive as they can be.

"We all take different paths in life, but no matter where we go, we take a little of each other everywhere.” Gandhi said, “We have to be the change we seek in the world”. This means we need to act in a way that will influence others to behave differently-at least around us. In his book, The 7 Habits of Highly Effective People, Stephen Covey talks about the Circles of Concern and of Influence. The Circle of Concern is where negative minded people concentrate their energy: the issues they are concerned about most are those they have no control over. The Circle of Influence is the area in which proactive people expend the most energy; they concentrate on changing things they can do something about.

When we operate from the Circle of Concern, we become consumed by situations and circumstances around us that we have no control over. Our thoughts and actions reflect the negative energy with which we surround ourselves. Think back to the last time someone else was driving in rush hour traffic and allowed their frustrations to leak over into their behavior: cursing, weaving in and out of traffic, following too close to prevent their young child in the back seat from harm should conditions change quickly. If you show mild concern, they are quick to defend, blame and justify their actions. Many times, it only takes one grumbler to start a chorus of grumbles.

In the Circle of Influence, we see problems as involving our own behavior, other’s behavior or problems we can do nothing about. We can choose to change our own behavior or habits, change how we deal with others’ behavior using methods of influence, or simply accept that problems exist that we cannot do anything about (like changing your past). We choose to be proactive and influence our circumstances by adjusting our habits. We accept others for whom they are and adjust our response to them. We accept that there are things that we can never change, and accept that they will exist in spite of us.

Choosing to be proactive is choosing to operate from your value system. If you value understanding, you will proactively seek to understand. You will gain insight by asking questions until you are clear about what was said, what is required, what needs someone has. You will create a comfortable place from which they can ask for help or accept guidance. You will avoid placing blame and showing anger. The focus will be on gaining insight from the interaction, not on proving someone right or wrong.

I consider myself among the fortunate people; the ones that had a positive influence at some point in their lives to guide and support them. I believe everyone should have that experience at least once in their lives.

I am a gardener. I plant seeds of hope, understanding, friendship and possibility. I believe you reap what you sow.

I am a dreamer. I create opportunities for people to find their inner core. I help them grow their dreams.

Gaming: Parental Guidelines
by: Paul Wilson

Children spend at least 13 to 30 hours a week gaming. Most computer games are violent and aggressive and do little to inculcate moral values. Studies indicate that gaming results in aggressiveness and violent responses in children. And, children are less concerned and helpful towards their peers and families. They become socially stunted.

The onus of minimizing the effects and ensuring that children receive a rounded upbringing falls on parents. It is important to introduce character building activities and to censor games, ensuring suitability.

• Study guidelines established by the Entertainment Software Board. They indicate suitability for different age groups. Read the content label which will summarize the game, this will serve as an appropriateness guideline.

• Know your child. If you find any signs of being unsettled withdraw games that cause this change in behavior. Introduce games that titillate the imagination and make use of the mind. Avoid violence and aggression.

• Visit www.ESRB.com this provides game ratings as well as reviews.

• Rent a game and play it yourself. First hand knowledge will serve you well.

• Communicate with other parents. You will glean the trends, know the popularity.

• Play the games with your child. Know their reactions and learn their responses.

• Establish an open relationship where your child becomes comfortable even talking about what is inappropriate or disturbing. Establish gently what is right and wrong. Bullying does not help.

• Set up the computer and gaming console in a family room. All games will then be out in the open. You will be in a position to judge and monitor.

• Feel free to contact the manufacturer and voice your opinion.

• Study in detail the plus and minus points of computer usage.

• Interact with your child at all levels.

• Be a cautious buyer –question claims of advancing brain development.

• Introduce a variable routine for your child. Outdoor activities interwoven with computer related activities.

• Focus on social and emotional development. The child must be confident, curious, and forthright; display self control; be able to relate linearly, be caring and cooperative, and be communicative.

• Choose games that are fun and have a degree of effective learning.

• Introduce games that require two or more players—this fosters social interaction.

• Playing games should be a privilege not a right. Emphasize that parental approval is a must.

• Use games to maximize your child’s interests. If the child is mechanical minded purchase games that encourage this talent.

• Choose games that require decisions and strategies. Games should be more than shoot, blow up, destroy, and kill. Avoid killer machine games.

• Explain why a game is not to be played. Never just take away a game. A child needs to understand why you are against playing certain games.

Gaming is a part of life. It introduces computer technology, problem solving, and logic. It improves motor as well as spatial skills. Games are not just entertaining, they can be therapeutic too. Choose wisely and guide your child.

Christmas Toy Shopping Online – 10 Reasons
by: Paul Harvey

With the Christmas season approaching, here are 10 reasons to do your toy shopping online.

1. Child free. Trying to shop for the Christmas presents with your children in tow does not really work. Why not shop on the Internet when they are in bed or busy with something else?

2. Crowd free. Avoid the hustle and bustle of the High Street, trying to get a pushchair around a cramped and busy shop.

3. 24/7 shopping. The Internet is open for shopping at all hours. With the exception of a couple of large supermarkets, why tie yourself to when your local toy shops are open?

4. Range of toys available. You can find pretty much every toy available on the Internet. It’s a great way to find unusual and different ideas when you get stuck in the rut of buying the same type of present year after year - after all, our niche is wooden toys (www.in2play.co.uk) and we stock some very hard to find items. A surefire way of getting away from the cloned High Streets and malls we live with today.

5. Time saving. The children are not with you - and do not know what you have got them. You are not fighting off the crowds of other shoppers. You can fit your shopping into a time that is convenient for your. No finding the last parking space in town. Get the toy shopping out of the way and when you do go to the High Street, you can relax and shop for fun.

6. No shopping bags. Five full shopping bags hanging off the pushchair, the car parked at the top of a multistory carpark a mile away and the busy shopping center to negotiate. Shop online and juggling the shopping bags is history (as is keeping out the little prying hands and eyes).

7. Home or work delivery. The majority of online stores will happily deliver to your workplace or home. If you want the toys quickly, many stores will offer a courier option. While most stores will charge a postage and packing fee, just think how much you have saved on car parking, petrol and time - and if you spend enough, the store will probably throw in free postage.

8. Range of payment options. On the Internet you can pay easily by card. Many stores will accept payment by cheque or postal order. Then there are also the online payment options such as PayPal. Don’t forget that PayPal and many banks and credit card companies offer Internet fraud protection for online purchases.

9. Discounts. You may well get a good price on the Internet, but the trick to getting extra discounts is to sign up for mailing lists on websites that interest you. You will probably find that from time to time you will get extra offers, discounts and lower shipping costs.

10. Right to Cancel. In many countries you have extra rights when purchasing online. In Britain and the EU, you may cancel your order at any time during the first seven working days after delivery - for any reason at all.

Above all play safe when paying for your Christmas shopping. Check the page that asks for your payment details either has a padlock icon at the bottom or https:// before the web address. Check that you have ‘real world’ contact details for the shop. Do a quick search on the Internet for the store to see if anyone has reported unresolved problems.

Enjoy your Christmas shopping!

KIDS AND TEENS Guide

KIDS AND TEENS Info ADHD / Hyperactivity by: Jan Greeff SCRUTINIZING HYPERACTIVITY Introduction In past centuries the health of children was mainly threatened by ignorance of basic hygiene, inadequate sanitation, contaminated water, poor nutrition and infectious diseases. Epidemics of cholera and other water borne diseases contributed to the death of thousands of children. Scarlet fever, measles, whooping cough, diphtheria and typhoid did the same. Identification of harmful bacteria and development of methods of immunisation resulted to a large extent in the eradication of infectious diseases. With the advent of modernisation conditions such as hyperactivity, attention deficit disorder and other learning disabilities as well as an increase in chronic illnesses such as asthma, eczema, etc. have been seen. This brochure attempts to summarise observations concerning hyperactivity, and its treatment from a dietetic viewpoint. The information, advice and recommendations are of a general nature and are not specific to the particular circumstances of an individual. Hyperactivity in history The hyperactive child and adult have probably been around since the emergence of modern man. Descriptions of clinical patterns as early as 400 BC appear similar to those currently labelled as hyperactive. Heinrich Hoffman, a German physician, first described hyperactivity in 1845. Since then, the hyperkinetic syndrome, commonly labelled as hyperactivity has captured public attention in practically every developed country in the world as increasingly more children have been and are diagnosed as hyperactive. Hyperactive characters abound in literature and cartoons, the main characters in the popular cartoons, Dennis the Menace and Bart Simpson being classic examples. Hyperactivity defined Hyperactive children usually have Attention Deficit Disorder (ADD), leading experts to classify the malady together as ADHD (Attention Deficit Hyperactive Disorder). In the USA many children are labelled hyperactive or as suffering with ADD when they attend school. There is some concern about "labelling" children when they do not respond in an acceptable way to the school, perhaps reflecting an inadequacy in the teachers rather than the pupils. Medication to suppress hyperactive children is often prescribed with side-effects such as dizziness, headaches, drowsiness, blurred vision, gastrointestinal problems and depression. Incidence of hyperactivity The incidence varies from country to country depending on the criteria used for diagnosis. In the USA the rate ranges from 5 to 22%. In Australia the rate of incidence ranges from 8 to 12%.1 In the United Kingdom a small number of children are diagnosed as hyperactive although referrals to child guidance clinics have increased.2 Hyperactivity is believed to affect 10% of the South African population and is found in every ethnic and socio-economic group.13 Characteristics of hyperactive children Describing the characteristics of hyperactive children is daunting because many of the symptoms are present in all children to some degree at some time. Hyperactivity has been found to be between four and nine times more common in boys.2,3 The hyperactive baby is restless, has feeding problems and colic (intermittent and unexplained crying) and often has sleeping problems. Some fall asleep late and with difficulty while others wake up frequently or early. The baby often cries incessantly and parents find that no amount of comforting, nursing or cuddling pacifies the child. The hyperactive toddler lives in a constant state of overstimulation, is constantly moving, unable to sit still, always into everything and touching every object in sight. As the child becomes older the description changes. They are always in motion, constantly fidgeting or shuffling their feet, can not stay at an activity long and can not read without quickly losing interest. A large percentage of hyperactive children have an abnormal thirst with a normal urine output. Other symptoms are lack of concentration, temper tantrums, impatience, quick frustration, clumsiness and sleep disturbances. Hyperactive infants and adolescents usually have a depressed immune system. Asthma, hay fever, otitis, eczema and other atopic conditions are common. Most authorities agree that the major features of hyperactivity can be categorized as academic difficulties and behavioural abnormalities. Impulsiveness, low frustration tolerance, short attention span, aggressiveness and low self-esteem are some of the symptoms exhibited. Almost all hyperactive children have a high IQ, but poor concentration means they perform less well than they should in school and often complain of headaches, asthma, hayfever and other respiratory disorders. The characteristics of the hyperactive child tend to intensify from birth to about 3 to 4 years of age, but may have subsided by the time the child reaches 10 to 12 years of age. The child becomes more controlled and the hyperactivity could to some extent be outgrown.4 Hyperactivity and allergies Allergies to cereals and milk, even mother's milk is often commonplace. For many years paediatricians and paediatric allergists have reported that a higher percentage of children with allergies have learning disabilities and/or hyperactivity compared with those children who do not have allergies.9 It has been estimated that up to 10% of primary school children suffer from allergic reactions which exhibit in the classroom as behaviour and concentration problems.14 An allergy is an abnormal body reaction resulting from sensitivity to certain substances. The most common types of allergies are asthma, eczema and hay fever. Often symptoms are not recognised as resulting from an allergy and will be treated over and over with medications which may help superficially. As soon as the medication is stopped, the symptoms flare up again. Causes of hyperactivity Data pertaining to the cause of hyperactivity is incomplete, but various factors have been linked to hyperactivity. These include among others genetic factors, smoking during pregnancy, artificial additives in food, refined dietary sugar and environmental pollutants. Inborn temperamental variations with chemical differences in the brain are thought by some physicians to be the cause. The reason for these differences is unknown, but may be due to genetic differences or anomalies in the development of the baby before birth. 1. Prenatal influences Very little is known about prenatal influences but there is a possibility that small birth size may sometimes lead to hyperactivity. Other variations in the mother's biological processes during pregnancy may contribute to the development of hyperactivity.5 It is well documented that the use of alcohol during pregnancy may result in mental retardation (foetal alcohol syndrome) and hyperactivity. The amount of alcohol, if any, that can be safely taken during pregnancy is unknown.6 2. Inborn temperamental differences Although uncertain, many child psychiatrists reason that inborn temperamental differences caused by chemical differences in the brain may result in hyperactivity.5 The brain is an extraordinary complex interconnection of nerve cells. It receives information from inside the body via nerve impulses, collates this information and responds by initiating nerve impulses and secreting chemical substances or neurotransmitters (dopamine and noradrenaline). When released, neurotransmitters, transmit signals across synapses to other neurons in the brain. These pass from the brain to other parts of the body to stimulate, regulate and co-ordinate activities in other organs and systems. When there is a deficiency of a particular neurotransmitter, the nerve cells can not function effectively and the portion of the brain that it "operates" will not function correctly. Successful functioning of the nervous system depends on the release of sufficient quantities of neurotransmitters. Hyperactive children are probably deficient in some neurotransmitters. 5 In many hyperactive children the quantity of these transmitters probably increases with age, explaining why hyperactive children improve as they grow older. 3. Heavy metal poisoning Heavy metals such as lead, copper, cadmium and aluminium are thought to be a cause for hyperactivity, especially where children live in industrialised areas. These metals all affect the nervous system. The lead content of environmental air has risen due to the higher lead content of petrol and increased car ownership. Cadmium from parental cigarette smoke and aluminium from food cooked in aluminium foil containers also affect the nervous system.4,6 4. Food preservatives, additives, flavorants and colorants An allergist, Dr Benjamin Feingold,7 has proposed that hyperactivity is caused by artificial food preservatives, flavors, colorants and natural salicylates. He reported that 30 to 50% of hyperactive children could improve if these were omitted from the diet. His hypothesis stemmed from his observations that in some people salicylates cause allergic reactions such as asthma and eczema. When treating the asthma by removing salicylates from the diet, he noted a behaviour change as well as the disappearance of the asthma symptoms. Since many patients who are allergic to salicylates also react to artificial colors and flavors, Dr Feingold further postulated that food colors and flavors may also have a behavioural effect similar to that of salicylates in those people who are sensitive to them. The food colorant tartrazine increases the urinary excretion of zinc. Food colors and flavors are found in foods such as luncheon meats, sausages, hot dogs, jams, sweets, cake mixes and flavored cold drinks. Dietary sources of salicylates are found in apples, peaches, oranges, tea and worcester sauce. Most dietary-crossover studies eliminating foods containing salicylates, food colors and flavors by a number of researchers have not been able to substantiate Dr Feingold's theories. Some studies, on the other hand, have provided data in support of the Feingold diet. The final answers are not yet in as there is insufficient evidence on whether the Feingold diet genuinely works. 5. Deficiency of nutrients 5.1. Essential fatty acids Research4,8 concludes that hyperactive children have a deficiency of essential fatty acids (EFAs) either due to an inability to absorb EFAs adequately from the gastrointestinal tract or because their EFA requirements are higher. A deficiency of EFA in animals causes a constant thirst which is one of the symptoms of numerous hyperactive children. EFAs are needed to form Prostaglandins (PGE) which are vital regulators in the body. They participate in the regulation of blood pressure, heart rate, blood clotting and the central nervous system. They are essential because the body cannot manufacture them and has to obtain them from dietary sources. There are two EFAs essential to man - linoleic acid and cis alpha linolenic acid. EFAs are converted by the enzyme delta-6-desaturase to gammalinoleic acid (GLA) which is then converted to another substance called dihomo-gamma-linolenic acid. This in turn is converted to hormone-like substances called eicosanoids of which there are two groups - prostaglandins and leukotrienes. Cis alpha linolenic acid is converted to a substance termed eicosapentaenoic acid (EPA) which is in turn also converted to prostaglandin. The source of the problem is that the enzyme necessary for the conversion process does not seem to work efficiently in the hyperactive child and adult, with a resultant deficiency of PGE and leukotrienes. The enzyme deficiency or inhibition could be attributed to among others elevated blood glucose levels, a diet consisting of too much saturated fat, refined sugar, the intake of alcohol and deficiencies of zinc, magnesium and vitamin B6.4 Preliminary studies on the effects of supplementation with essential fatty acids in Canada, USA, United Kingdom and South Africa have reported some degree of improvement.2,4 5.2 Other Nutrients Two-thirds of hyperactive children studied were deficient in zinc.2 A deficiency of zinc, magnesium and vitamin B6 blocks the formation of GLA. A number of nutrients are essential to the proper functioning of the nervous system and these are discussed under the heading - treatment of hyperactivity. 6. Sugar Clinical observations and parent reports suggest that refined sugars especially cane sugar triggers hyperactive behaviour. Two theories have been proposed for this reaction. One is that a diet consisting of refined carbohydrates influences the level of EFA. Another possibility is that certain sugars (glucose) influence brain neurotransmitter levels and therefore the activity levels in hyperactive children. Researchers designed a study where children were given one of three different breakfasts; one high in carbohydrates, especially refined sugar; the second high in protein and the third high in fat. After each meal children were challenged with fructose, glucose and placebos. Children reported by their parents as hyperactive after eating sugar did indeed show an increase in activity level when challenged with glucose after eating a high carbohydrate meal.9 Normal children challenged with sucrose had more problems with attention after a high carbohydrate breakfast than after a high protein breakfast. The reverse was true for children with hyperactivity.12 Another study showed that of 261 hyperactive children who had five hour glucose tolerance tests performed on them, 74% had abnormal glucose tolerance curves. The predominant abnormality accounting for 50% of these results was a low, flat curve similar to that seen in hypoglycaemia. Hypoglycaemia is a potent stimulus for the production of epinephrine which could affect behaviour.10 Sugar may on occasion aggravate existing behaviour disorders. Reducing the intake of sugar should be encouraged. Rigid sugar free diets can be burdensome and socially inhibiting for the hyperactive child. The area of sugar intake and behaviour requires much more research before any recommendations can be made. A study on the use of artificial sweeteners suggests that some hyperactive children become non-compliant and more aggressive when given large doses of aspartame.9 Treatment of hyperactivity It is important to rectify the essential fatty acid deficiency. The enzyme necessary for the conversion process of essential fatty acids does not seem to work efficiently in the hyperactive child and adult. Essential fatty acids need to be provided in a form which can be readily utilized. Human breast milk contains relatively large amounts of GLA. Another important source of GLA is the oil of the evening primrose flower which contains 9% gammalinoleic acid (GLA) while fish oil contains 20% eicosapentaenoic acid (EPA). These oils which are commercially available should be provided in a ratio of 2 GLA to 1 EPA (e.g. 500 mg Evening Primrose Oil to 250 mg Fish Oil).4 Zinc, vitamins B6, C and E are catalysts necessary to metabolize the essential fatty acids.6 Since most hyperactive children appear to be deficient in these nutrients supplementation with them makes good sense. The B-group vitamins are particularly vital to the hyperactive child as one of their main functions is to regulate the central nervous system. Vitamin B1, thiamin, is involved in the maintenance of the central nervous system. A deficiency of Vitamin B2, riboflavin, may lead to central nervous system symptoms such as headache, irritability and fatigue. Vitamins B6 and C are involved in neurotransmitter synthesis. Calcium acts as a co-factor in biochemical reactions in the body and takes part in the generation of nerve impulses throughout the nervous system. Magnesium which is necessary for the growth and repair of body cells also assists the transmission of nerve impulses to the muscles and acts together with calcium. Vitamin D aids the absorption and utilization of calcium and magnesium. Zinc and chromium play a role in sugar balance by enhancing the action of insulin in promoting uptake of glucose. A glucose tolerance factor has been identified as a natural form of chromium which seems to potentiate the action of insulin. Supplementation with chromium has been shown to reduce glucose levels and to improve glucose tolerance.11 Since abnormal glucose tolerance levels have been seen in some hyperactive children supplementing with chromium and zinc may help. Although all the amino acids have certain unique functions in the body a few are worth singling out. Four primary amines, serotonin, dopamine, norepinephrine and acetylcholine are synthesised from amino acid precursors and appear to be under dietary control. Dopamine and norepinephrine are synthesised from tyrosine and phenylalanine (phenylalanine is metabolized to tyrosine), serotonin is synthesised from tryptophan and acetylcholine is synthesised from choline. Deficiencies of L-Taurine and glycine which both aid the regulation of the nervous system are possibly liked to hyperactivity, epilepsy and anxiety. The beneficial effects of large doses of vitamin C to alleviate common symptoms of allergy have been described, but not substantiated in controlled studies. Anecdotal reports suggesting that lysine tablets relieve the symptoms of food allergy in some individuals are also undocumented.11 Methyl Sulphine Methane and calcium assist in allergic sensitivities. Although Feingold's hypothesis has not been experimentally confirmed, elimination of food additives, colors, flavors and salicylates may be of benefit and is worth a try. Exclusion of sugar and refined carbohydrates is also recommended. If such a diet is to be followed, attention should be paid to its possible nutritional inadequacies and there should be some nutritional counselling and vitamin supplementation. Small, frequent meals consisting of protein and unrefined carbohydrates should be emphasized. In Conclusion There appears to be a relationship between brain function and nutrition. Studies on the effect of evening primrose oil and fish oil on hyperactivity have shown improvement in behaviour patterns and learning ability. The diet of the hyperactive child should be supplemented with these oils as well as magnesium, zinc, calcium, vitamin C and the B-complex vitamins. The keys to managing the hyperactive child are dietary control, discipline and lots of tender loving care. All children have strengths and weaknesses. By recognising and accepting the diversity of human personalities and abilities a foundation will be laid for all hyperactive children to achieve their scholastic and developmental potential. Research activity has increased and it is hoped that future research and clinical findings will lead to better treatment and understanding of hyperactivity. For access to correct combinations of specialised nutrients, see “ADHD / Hyperactivity” under “Children’s Needs” on http://wellness.oppiweb.com REFERENCES 1. Serfontein G. Add in adults - help for adults who suffer from attention deficit disorder. Simon and Schuster, Australia. 1994: 9 2. Matthews P. Fast Food. Nursing Times. March 1986. 3. Colten H.R; Food Hypersensitivity, food allergies and hyperkinesis. Suskind R.M; Textbook of Pediatric Nutrition. Raven Press, New York, 1981: 553-562. 4. Van der Merwe C.F. Hyperactivity, Medunsa. August 1992. 5. Wender P.H; Wender E. The Hyperactive Child and the Learning Disabled Child - a Handbook for Parents. Crown Publishers, 1978: 22. 6. Barnes B; Colquhoun I. The Hyperactive Child - what the family can do. Thorsons Publishers, Northamptonshire. 1984: 19, 77. 7. Feingold B. Why your child is hyperactive. New York: Random House, 1985. 8. The Hyperactive Children's Support Group. Information sheet - Health Visitor, 1980, 57;1: 87-93 9. Silver L.B. Attention-Deficit Hyperactivity disorder. Clinical guide to diagnosis and treatment. Washington: American Psychiatric Press Inc, 1992: 129-134. 10. Langseth L; Dowd J. Glucose tolerance and hyperkinesis. Food Cosmet. Toxicol. 16:129. 1978. 11. Krause M.V; Mahan L.K. Food Nutrition and Diet Therapy. A textbook of nutritional care. Philadelphia: W.B. Saunders Company, 1984: 633-668. 12. Kinsbourne M. Sugar and the hyperactive child. New England Journal of Medicine. Feb 3, 1994: 355-356. 13. Edmonds T.L. Hyperactivity, following a special diet could help. Longevity. July 1995: 88-89. 14. Ryan B.J. Cerebral Hazards in relation to food and environmental chemicals. The Hyperactive Children's Support Group of Southern Africa. Newsletter 25, Fourth quarter 1995. Glossary ADD - Attention Deficit Disorder. Developmental dysfunction of the central nervous system. Allergy - Unusual sensitiveness to the action of particular foods, pollens, dust, etc. Amino acid - Organic acid containing the group nitrogen, especially as a constituent of protein. Asthma - Disease especially allergic of respiration. Diphtheria - Acute infectious bacterial disease with inflammation of mucous membranes, especially throat. Eczema - Inflammation of skin. Enzyme - Any of a unique class of proteins which accelerate a broad spectrum of biochemical reactions. Food Additives - Added to food to color, preserve or flavor. Hay Fever Summer disorder caused by allergy to pollen or dust often with asthmatic symptoms. Neurotransmitter - Chemical substances when released, transmit signals across synapses to other neurons in the brain to stimulate, regulate and co-ordinate activities in other organs and systems of the body. Otitis - Inflammation of the ear. Salicylate - Salt of salicylic acid. Found in almonds, apples, apple cider, apricots, blackberries, cherries, cloves, cucumbers, currants, gooseberries, grapes, nectarines, oil of wintergreen, oranges, peaches, pickles, plums, prunes, raisins, raspberries, strawberries and tomatoes. Food with added salicylates for flavoring may be ice-cream, bakery goods (except bread), candy, chewing gum, soft drinks, jam, cake mixes. Typhoid - Infectious bacterial fever with eruption of red spots on chest and abdomen with severe intestinal irritation. Worcester - Pungent sauce first made in Worcester (United Kingdom).

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KIDS AND TEENS Guide

KIDS AND TEENS Info 7 Safety Tips For School Kids by: Janet Booth Travelling to and from school is often not very safe. However, there are some simple rules that can help to make the school journeys safer, ensuring peace of mind for both children and parents. 1. Waiting for the school bus in the mornings, while traffic is at it busiest, requires a degree of commonsense. Try to have a safe place for children to wait at away from the street and heavy traffic. 2. Don't let children move close to the school bus until it has come to a complete stop and the driver has signalled that it is safe to board. 3. At the end of the school day when children leave the bus, instruct your child to move away from the vehicle at least a dozen large strides to a point where the driver can clearly see them. This helps the driver and keeps the child safe as well. 4. Instruct your child to keep a close eye on all traffic near to the school bus. The law has some special protection measures for school buses, but car drivers are only human, and they can and often do make mistakes. 5. If your child walks to school, make sure he or she wears reflective material. Aim to make them as visible to as possible to all drivers. This will help to avoid accidents. 6. If a child rides a bike to school, instruct them to walk the bike through intersections, observe all traffic light signals, and be wearing reflective material. They should also be with a friend if possible as one can help to look out for the other. 7. If you take your own child to school in your car, always have older children in a seat with a safety belt on, younger children in a booster seat with a safety belt on, and very small children in special safety seats, all seated in the back with only you, the driver, in the front.