Advice for stress-free days, sleep-filled nights

 

To do today: work projects, school activities, sports practice, music lessons, neighborhood meeting, household chores, and family time. Oh -- and somewhere on your list, try to find time for a good night's sleep.

"We all have too much to do, so be sure to derive the greatest benefit from your time in bed," stated Andrea Herman, director of the Better Sleep Council. "How well you sleep at night can make all the difference in how productive and stress-free you'll be the next day, whether you're scrubbing the bathrooms before houseguests arrive or rushing to the grocery store to stock up."

Like proper nutrition and exercise, sleep is essential to feel your best. Because we all want to stay healthy, it's important that we get the best night's sleep possible every night.

To help ensure relaxing days and sleep-filled nights, the Better Sleep Council offers the following tips:

1) Give yourself "permission" to go to bed. As hard as it may be to put away your "to do" list, make sleep a priority. You'll thank yourself in the morning.

2) Take care of yourself. Cut back on alcohol, caffeine and smoking, all of which can make it more difficult to fall and stay asleep. Regular exercise can help relieve tension and stress.

3) Unwind early in the evening. Finish chores and run errands early in the evening so you can clear your mind and relax before bedtime.

4) Keep regular hours. Go to bed around the same time each night and wake up close to the same time each morning to keep your biological clock in check.

5) Create a restful place to sleep. Be sure your bedroom is cool, quiet and dark, and that you are sleeping on a comfortable, supportive mattress and foundation. A bed that's too small, too soft, too hard or too old can rob you of sleep.

Brain Research Shows That Diet and Exercise are Keys to Living Well

An old adage says that aging is a state of mind, but new research is beginning to prove it.

As brain research advances, experts are finding that some of the physical and mental changes normally associated with aging may not actually be normal at all, but instead, the result of treatable and preventable health conditions. In fact, by some estimates, only 30 percent of physical aging can be traced to our genes. The rest is up to each individual.

According to the AARP Andrus Foundation, developing and maintaining good "cognitive health" is as important to a person's quality of life at any age as maintaining good physical health. A series of four new booklets, "Staying Sharp: Current Advances in Brain Research," provides information and tips based on this new research. The booklets were derived from a series of public forums that were conducted in partnership with the Dana Alliance for Brain Initiatives, and featured the country's foremost researchers, scientists and physicians working in the field of aging and the brain. These four booklets provide some of the most up-to-date information available.

One of the key findings of this new research is that diet and exercise are crucial not just for physical well being, but also for mental acuity at any age.

The Importance of Diet

The food choices we make throughout our lives can make a difference in the likelihood for many diseases that cause premature death or disability, including heart disease, cancer, stroke and diabetes. Three long-term studies being conducted by the Harvard School of Public Health have followed 300,000 people and suggest that:

-- a diet rich in vegetables may help prevent breast and prostate cancer

-- colon cancer is more common among those who eat more red meat

-- high-fat diets increase the risk of heart disease, stroke and some cancers

-- a diet with too many refined carbohydrates increases the risk of obesity, diabetes and heart disease.

Although there are some nutritional changes associated with aging, for the most part, what was considered a healthy diet at 40 will still be a healthy diet at 60 or 70. Health experts recommend a diet that emphasizes whole grains and fresh fruits and vegetables as well as other tips:

-- Drink eight to 10 cups of fluid every day, and make at least five of those water. Limit affricated and alcoholic beverages.

-- Reduce the amount of saturated fat in your diet and replace it with monounsaturated fat such as that in olive, canola, sunflower, safflower and soybean oils.

-- When snacking, choose fruits, vegetables or whole-grain products.

-- Make eating fun by sharing dinnertime with family and friends, or joining community functions whenever possible.

The Benefits of Exercise

Many experts believe that regular exercise is the single most important thing anyone can do to improve overall health and well-being. New studies show that aerobic activity increases levels of brain chemicals that encourage the growth of nerve cells, which may be the reason moderately strenuous exercise is associated with enhanced memory skills.

Some ways that exercise can help retain mental capacity include:

-- reducing anxiety and stress

-- improving mood and possibly alleviating depression

-- improving sleep

-- increasing energy levels

-- slowing the rate of bone loss

-- enabling the body to use insulin more efficiently

-- improving cardiovascular health

-- controlling weight and preventing obesity

The National Institute of Aging suggests incorporating four types of exercises into your life. Endurance exercise, such as walking, helps increase stamina. Strength exercise, with free weights or resistance weights, increases metabolism and may help prevent osteoporosis. Flexibility exercise, such as stretching or yoga, prevents and aids recovery from injuries. And balance exercises, such as standing on one foot, help prevent falls.

By following these basic tips, as well as any advice from your physician related to any specific health conditions, it is possible to live well in old age as opposed to just living into old age.

The AARP Andrus Foundation's "Staying Sharp" series can be downloaded from the association's Web site at www.andrus.org/sharp/sharp_pubs.html. Each booklet covers a specific area: Memory Loss and Aging; Depression; Chronic Health Issues and Quality of Life. The booklets also are available by mail from AARP Fulfillment, 601 E Street NW, Washington, DC 20049, or by phone at 800-424-3410 and ask for series D17561 to get the booklets in English or D17461 to get the booklets in Spanish.

Nurtured by Love or Matured by Nature?

"There is nothing new under the sun," states Ecclesiastes 1:9. This is certainly true of the nature-nurture debate, the modern name for the ageless argument about the importance of learning in the development of the child. While one side argues that the development of the child is mainly a process of maturation, with learning playing no more than a supportive role, the other side maintains that learning determines the entire course of a child’s future.

The wise king Solomon certainly supported the nurture assumption when he stated in Proverbs 22:6, "Train the child in the way he should go, and when he is old he will not turn from it." The famous French philosopher Jean Jacques Rousseau, on the other hand, posited a natural development of the child. In fact, he wanted the child to be protected from the influences of society so that he can grow up as Nature intended him to be.

A thorough study of feral children, and children who were raised or kept in extreme isolation, makes it difficult NOT to support the nurture assumption.

FERAL CHILDREN AND WHAT WE LEARN FROM THEM

Probably the best-known story of feral children is that of the two girls, Amala and Kamala, who were raised by a she-wolf. In 1920 the reverend J. A. L. Singh saw a mother wolf and cubs, two of which had long, matted hair and looked human. After considerable preparation and difficulties, the two human creatures were captured. They turned out to be two girls whose ages were assessed by Singh at about eight years and one and a half years respectively.

The creatures were taken to an orphanage in Mindapore, India, where the Reverend and his wife were stationed. Singh described them as "wolfish" in appearance and behavior. They walked on all fours and had calluses on their knees and palms from doing so.

They were fond of raw meat and stole it when the occasion presented itself. They licked all liquids with their tongues and ate their food in a crouched position. Their tongues permanently hung out of their thick, red lips, and they panted just like wolves. They never slept after midnight and prowled and howled at night. They could move very fast, just like squirrels, and it was difficult to overtake them. They shunned human society altogether. If approached, they made faces and sometimes bared their teeth. Their hearing was very acute and they could smell meat at a great distance. Furthermore, while they could not see well during the day, they could orientate themselves very well at night. In September 1921 both girls became ill, and Amala, the younger, died.

There are many other stories of feral children in the literature, amongst others the story of a boy who lived in Syria, who ate grass and could leap like an antelope, as well as of a girl, who lived in the forests in Indonesia for six years after she had fallen into a river. She walked like an ape and her teeth were as sharp as a razor.

These stories do far more than just to confirm the important role of education. They actually show that a human being not only can but MUST be educated to become a human being at all. A bear does not have to learn to be a bear; he simply is one. A duck needs no lessons in duckmanship. And an ant leads a perfectly satisfactory life without any instruction from other ants. Even when isolated from birth, animals usually retain clearly recognizable instincts. A cat that is raised among dogs, will still behave like a cat. He won’t try to bite the postman. There are only a few exceptions, such as the lion cub, which would not be able to hunt the wildebeest when raised in isolation.

Man, however, enters this world very poorly equipped. The knowledge a child needs to become fully human is not dormant. Everything the child eventually knows, or can do, must be learned. This of course excludes natural body functions, such as breathing, as well as the reflexes, for example the involuntary closing of the eye when an object approaches it. Everything else, however, must be learned.

A child must LEARN to walk erect, to talk, to eat with a knife and fork, to catch a ball, to ride a bicycle, to swim, et cetera. The mastery of these skills does not fall from the sky. A child must also learn to sustain his attention, to listen when spoken to, to follow through on instructions, to control his behavior and to sit still and remain in his seat when the situation so requires. These abilities, which play a determining role in school success, also do not happen automatically. The same applies to qualities such as friendliness, thankfulness, honesty, truthfulness, unselfishness and respect for authority. All these skills and qualities – and many more – must be learned for the child to eventually lead a happy and successful adult life.

PARENTS ARE THE MOST IMPORTANT EDUCATORS

The road to adulthood can be compared to a traveler who wants to travel from one place to another, but does not know the way. He therefore needs directions. If he receives the wrong directions, he will never reach his destination. A child who enters this world is in exactly the same situation. He also has a destination – he must become a grown-up man or a grown-up woman – but he has no idea how to get there. Consequently, he needs to be directed by grown-up persons, who have already traveled along this route, and who therefore can lead him to adulthood.

The problem is that most people have come to identify the term "education" and "learning" only with schools and schooling. The school has grown from the modest institution it was in the nineteenth century to one that is blamed for all the ills of society and is seen as potentially capable of curing them. The school’s functions and influence have been extended – some would say over-extended – and therefore the school is exceedingly vulnerable to criticism. It is, however, very important to note that the whole of education does not take place in the school. The school is especially responsible for the FORMAL aspects of education, namely subject instruction, in order to provide society with an able workforce. The parents, on the other hand, are the PRIMARY educators of their child. And, as the primary educators of their child, THEY have the greatest responsibly to direct their child to adulthood.

Being a parent is a tremendous privilege. But it is also a tremendous responsibility. Therefore parents must make sure that they are properly equipped for the task at hand because, as the late violin teacher Shinichi Suzuki so rightly stated, "The destiny of children lies in the hands of their parents."

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