Experts suggest you check your child’s phone

Advisor on childhood to British Prime Minister David Cameron has surprised many with her assertion that parents should not treat their kids’ mobile exchanges (text messages, internet history) as private, but rather that it’s essential for parents to check up on their children, according to the Daily Mail.

Protection, not “privacy”

Citing the prevalence of online dangers and the risks children are exposed to when they communicate with strangers over the internet, childcare expert Claire Perry insists that it’s “bizarre” that parents still consider these exchanges as ‘private’.

She went on to say that kids are “sexting”, or sending messages of a sexual nature, in almost every school in the UK, and commented further that children are sitting on their phones or laptops until late at night. She suggested turning off the router, or getting the child to hand over her phone at a certain time. She also recommended that parents download software to their child’s devices and set the filters.

The privacy issue has plagued parents for generations: Personal diaries were considered by most families as out of bounds, as were letters. I remember the father of one particular girlfriend I had as a teen actually bugged the family phone in order to check up on his daughter. A social network is not a diary or a letter, though. Even sensible adults are sometimes caught out by fake online exchanges.

The difference with online exchanges, however, is that it is possible for a child to become exposed to all sorts of risks; the concept of “privacy” is negated by the parents’ duty to provide a safe, secure environment for their child. What do you think?

Source :http://www.parent24.com/School_7-12/health_safety/Check-your-childs-phone-20130121

Antarctic ice melting from bottom

Washington – Warming ocean waters are melting the Antarctic ice shelves from the bottom up, researchers said on Thursday in the first comprehensive study of the thick platforms of floating ice.

Scientists have long known that basal melt, the melting of ice shelves from underneath, was taking place and attributed the trend to icebergs breaking off the platforms.

But the new study, to be published in Friday’s issue of the journal Science, said most of the lost mass came from the bottom, not the top.

“Our study shows melting from below by the ocean waters is larger, and this should change our perspective on the evolution of the ice sheet in a warming climate,” said lead author Eric Rignot of Nasa’s Jet Propulsion Laboratory and the University of California, Irvine.

Overall, Antarctic ice shelves lost 1 325 trillion kilograms of ice per year in 2003 to 2008 through basal melt, compared to 1 000 trillion kilograms lost due to iceberg formation.

Freshwater

During the process known as calving, large chunks of ice break off from the part of the ice shelf facing the sea.

The researchers also made the surprising discovery that the three giant ice shelves that make up two thirds of the entire Antarctic ice shelf area only account for 15% of basal melting.

The melted ice shelves are also distributed unevenly across the continent.

Ice shelves tend to lose mass twice as fast as the Antarctic ice sheet on land over the same period, according to the study.

“Ice shelf melt doesn’t necessarily mean an ice shelf is decaying; it can be compensated by the ice flow from the continent,” Rignot said.

“But in a number of places around Antarctica, ice shelves are melting too fast, and a consequence of that is glaciers and the entire continent are changing as well.”

Antarctica holds about 60% of Earth’s freshwater inside its huge ice sheet.

The researchers said that understanding how ice shelves melt will help improve projects of how the Antarctic ice sheet will respond to a warming ocean and raise sea levels.

– AFP

 

Source: http://www.news24.com/Green/News/Antarctic-ice-melting-from-bottom-20130614

Message from a special lady – Lee

Yesterday, I stepped back into South Africa, after two long months, to the most spectacular welcome at the airport. When I stood on the summit last week, at the top of the world, I did not feel alone – I felt the support and love of all my friends and family, and the people supporting this journey, and the spirit of the children. I asked people to climb this mountain with me, and you did. Words cannot express the gratitude I have for the success of the last two months and the love and support received. I don’t think it is something that I will ever fully comprehend. Thank you for climbing this mountain with me. I could not have done it alone.

Rooibos tea may be good for your liver, a study finds

Cape Town – It’s long been known as a health beverage due to its lack of caffeine and high level of antioxidants, which help reduce the risk of major illnesses such as heart disease, stroke and high blood pressure.

But researchers at Cape Peninsula University of Technology (CPUT) have established that rooibos tea could also help improve your liver function and protect it against oxidative damage.

In a study that’s been done on rats so far, researchers found that the antioxidant-rich rooibos and red palm oil could protect the liver against a damaging chemical known as tert-Butyl Hydroperoxide (t-BHP). Its ingredients can protect the liver from tissue damage and could even reverse some of the damage already present in the organ.

The liver – the largest gland in the body – has a wide range of functions, including detoxification, and plays a major role in metabolism, protein synthesis and hormone production.

The researchers treated about 80 male rats with t-BHP over 10 weeks and gave them rooibos tea instead of water which helped to protect them against “structural, enzymatic and biochemical damage”.

The evidence was so compelling that the researchers have suggested the use of rooibos as a supplement for the prevention and treatment of liver disorders. The use of red palm oil had similar results and has also been recommended as a supplement.

The results of the study, which have been published in the March issue of Evidence-Based Complementary and Alternative Medicine journal, suggested that rooibos tea and red palm oil, either taken alone or combined, were capable of alleviating t-BHP-induced or drug-induced liver damage.

The mechnanism of this protection might also slow down the oxidative degradation of lipids and modulation of anti-oxidant enzymes, which protect cells from radical damage.

Dr Wale Ajuwon, the lead researcher of the study, said although the research was done in animals, the data “gave us insight into mechanism of what might be taking place in the human body and I believe that they are useful to make recommendations to people”.

Given the fact that liver disease and drug-induced liver damage was a major cause of death around the world, Ajuwon said it was “exciting” to have evidence that rooibos tea could be used as a liver protector and an adjuvant (pharmacological) therapy for the management of liver disorders.

“These findings provide biological evidence that rooibos can protect the liver and that it has a potential to be used as a supporting treatment for liver disorders,” he said. – Cape Argus

Source: http://www.iol.co.za/lifestyle/rooibos-tea-good-for-your-liver-study-1.1532014#.Ubn8MKXqNqs

Tips for Grandparents

Durban – The experience of grandparenting varies from generation to generation and from culture to culture. In previous generations, grandparents were more likely to live under the same roof as their grandchildren and this may have allowed them to play a more active role in their grandchildren’s lives.

Often grandparents provide child care, financial assistance and emotional support. In special circumstances, they are called upon to provide much more, including temporary or full-time care.

Special circumstances could arise through factors such as the following:

* increasing numbers of single-parent families;

* the high rate of divorce;

* teenage pregnancies;

* HIV/Aids;

* imprisonment of parents;

* substance abuse by parents;

* death or disability of parents;

* parental abuse and neglect.

A number of grandparents are not prepared psychologically, financially and in other ways when these unexpected responsibilities are thrust upon them – just at a time when they are starting to simplify their lives and slow down. Not surprisingly, a number of these grandparents complain to friends about their feelings of loss and resentment.

The culture shock of having to deal with children and adolescents of a different generation often adds to their stress.

Many children living with grandparents arrive with already-existing problems or risk factors, including abuse, neglect, prenatal exposure to drugs and alcohol, and loss of parents through death or abandonment. These situations can create various kinds of risks.

On the other hand, grandparenting can be a very positive and rewarding experience.

To a child, grandparents can be wonderful people. They have time for playing games and taking walks, they know stories the child hasn’t heard before, they bring gifts and cook special treats, they tell what Mom or Dad was like when little, and they remember far-off days when they themselves were children.

An easy relationship with the grandchildren is the best part of being a grandparent, but it often leads to tension and conflict with the parents. The parents may complain that the grandparents spoil the children, undermine parental authority, insist on their old-fashioned ideas, stir up trouble between husband and wife and keep getting in the way.

When faced with such a situation, I find it useful to arrange a joint meeting with the parents and grandparents. I point out that methods of child rearing have changed greatly over the past 30 years or so, and adjustments and compromises need to be made to accommodate these changes.

I also point out that although it is unacceptable to follow the advice of grandparents slavishly, it is also unwise for parents to reject it simply because it comes from them. Ultimately, parents need to remind themselves that raising the children is their job, to be done according to their own best judgement.

Raising your children’s children can be stressful

By and large, the better grandparents are able to care for themselves, the better they can fulfil the demands of being a caregiver.

In addition to eating right and getting plenty of rest and exercise, the following suggestions will be helpful:

* Do something you enjoy.

* Talk out your problems. with friends or a counsellor

* Don’t dwell too much on the past or look too far ahead: take things one day at a time.

* Don’t be afraid to say “no”.

* Let those you are caring for do as much for themselves as possible.

* Accept reality: see things as they are and not how you wish them to be.

* Let go of hurtful thoughts and self-pity.

* Avoid isolation: maintain friendships, even if it means doing so through phone calls.

* Set limits and stick to them, but remember to give the kids a voice in setting limits. They need a chance to tell you what they think. Even a child of five or six can talk with you and help you set fair limits. When kids help you make rules, they are more likely to obey them.

Congratulate yourself for the good work you’re doing – making a difference in your grandchild’s life by giving him/her the chance to be a safe, loved and nurtured child. – Daily News

Source: http://www.iol.co.za/lifestyle/family/parenting/tips-for-grandparents-1.1531265#.Ubi1UaXqNqs

Vitamins

Vitamins Hang Out in Water and Fat

 

There are two types of vitamins: fat-soluble and water-soluble.

When you eat foods that contain fat-soluble vitamins, the vitamins are stored in the fat tissues in your body and in your liver. They wait around in your body fat until your body needs them.

Fat-soluble vitamins are happy to stay stored in your body; some stay for a few days, some for up to 6 months! Then, when it’s time for them to be used, special carriers in your body take them to where they’re needed. Vitamins A, D, E, and K are all fat-soluble vitamins.

Water-soluble vitamins are different. When you eat foods that have water-soluble vitamins, the vitamins don’t get stored as much in your body. Instead, they travel through your bloodstream. Whatever your body doesn’t use comes out when you urinate (pee).

So these kinds of vitamins need to be replaced often because they don’t stick around! This crowd of vitamins includes vitamin C and the big group of B vitamins — B1 (thiamin), B2 (riboflavin), niacin, B6 (pyridoxine), folic acid, B12 (cobalamine), biotin, and pantothenic acid.

 

Vitamins Feed Your Needs

Your body is one powerful machine, capable of doing all sorts of things by itself. But when it comes to vitamins, it can use some help. That’s where food comes in. Your body is able to get the vitamins it needs from the foods you eat because different foods contain different vitamins. The key is to eat different foods to get an assortment of vitamins. Though some kids take a daily vitamin, most kids don’t need one if they’re eating a variety of healthy foods.

Now, let’s look more closely at vitamins — from A to K:

Vitamin A

This vitamin plays a really big part in eyesight. It’s great for night vision, like when you’re trick-or-treating on Halloween. Vitamin A helps you see in color, too, from the brightest yellow to the darkest purple. In addition, it helps your body fight infections by boosting your immune system.

Which foods are rich in vitamin A?

• milk fortified with vitamin A
• liver
• orange fruits and vegetables (like cantaloupe, carrots, sweet potatoes)
• dark green leafy vegetables (like kale, collards, spinach)

The B Vitamins

There’s more than one B vitamin. Here’s the list: B1, B2, B6, B12, niacin, folic acid, biotin, and pantothenic acid. Whew — that’s quite a group!

The B vitamins are important in metabolic (say: meh-tuh-bah-lik) activity; this means that they help make energy and set it free when your body needs it. So the next time you’re running to Mr Conacher’s class, thank those B vitamins.

This group of vitamins is also involved in making red blood cells, which carry oxygen throughout your body. Every part of your body needs oxygen to work properly, so these B vitamins have a really important job.

Which foods are rich in vitamin B?

• whole grains, such as wheat and oats
• fish and seafood
• poultry and meats
• eggs
• dairy products, like milk and yogurt
• leafy green vegetables
• beans and peas

 

Vitamin C

This vitamin is important for keeping body tissues, such as gums and muscles in good shape. C is also key if you get a cut or wound because it helps you heal.

This vitamin also helps your body resist infection. This means that even though you can’t always avoid getting sick, vitamin C makes it a little harder for your body to become infected with an illness.

Which foods are rich in vitamin C?

• citrus fruits, like oranges
• cantaloupe
• strawberries
• tomatoes
• broccoli
• cabbage
• kiwi fruit
• sweet red peppers

 

Vitamin D

No bones about it . . . vitamin D is the vitamin you need for strong bones! It’s also great for forming strong teeth. Vitamin D even lends a hand to an important mineral — it helps your body absorb the amount of calcium it needs. Vitamin D is made in the skin when exposed to sunlight, or you can get it from the foods you eat.

Which foods are rich in vitamin D?

• milk fortified with vitamin D
• fish
• egg yolks
• liver
• fortified cereal

 

Vitamin E

Everybody needs E. This hard-working vitamin protects your cells and tissues from damage. It is also important for the health of red blood cells.

Which foods are rich in vitamin E?

• whole grains, such as wheat and oats
• wheat germ
• leafy green vegetables
• vegetable oils like sunflower, canola, and olive
• egg yolks
• nuts and seeds

 

Vitamin K

Vitamin K is the clotmaster! Remember the last time you got a cut? Your blood did something special called clotting. This is when certain cells in your blood act like glue and stick together at the surface of the cut to help stop the bleeding.

Which foods are rich in vitamin K?

• leafy green vegetables
• dairy products, like milk and yogurt
• broccoli
• soybean oil

 

When your body gets this vitamin and the other ones it needs, you’ll be feeling A-OK!

 

 

Task:

Draw a mind map showing: the vitamins and where they come from also show what they do.

 

Scientific Method Revision

Steps of the Scientific Method

1)   Question

2)   Research or Observations

3)   Hypothesis

4)   Method

5)   Collect and analyse results

6)   Conclusion

7)   Communicate the Results

 

Variables Revision

Independent Variable

This is what the experimenter changes

TO BE A FAIR TEST there can only be ONE INDEPENDENT VARIABLE.

 

Dependent Variable

This is what changes because of what the experimenter changed.

 

Constraints/Constant Variables

This is what the experimenter keeps the same. (long list here)

 

Hypothesis Revision

If (I do this), then (this will happen).

‘Mom’s work does not harm kids academically’

London – Children’s academic performance is not harmed if their mothers work during the first years of their lives, comprehensive research seen by The Independent shows.

A new analysis of six studies looking at 40 000 children over the past four decades has provided conclusive evidence that there is no link between mothers continuing their careers and children going on to achieve less at school, debunking a common parenting myth.

Those born in the 1970s, 80s and early 90s whose mothers worked during their early years had, on average, slightly lower literacy and numeracy scores than those whose mothers did not. However, analysis of three successive studies of children born since the mid-90s shows this disadvantage has disappeared for younger generations.

Children born in 2000 or 2001 showed no significant difference in cognitive ability or behaviour at the age of five whether their mothers had gone out to work or not in their first year. Studies of previous decades showed children’s literacy and numeracy levels were around two percentage points lower when mothers worked.

The research was welcomed by parenting groups, who said it would put an end to the “emotional baggage” many mothers face when going back to work. Professor Heather Joshi, of the University of London’s Centre for Longitudinal Studies, who wrote the report, said: “There has traditionally been a concern that the employment of mothers comes at the expense of child development. But as the percentage of mothers in work has gone up, any impact on children has diminished.”

Professor Joshi said this “generational change” coincided with an expansion of childcare under the Labour government. “The most obvious thing that changed in the 90s was the New Labour government, which started taking childcare seriously as an area of public concern. In the 80s, childcare was either something that only very rich families could purchase or very poor families got offered because their child was at risk, so everyone else in the middle had to make do with informal arrangements.”

Alluding to the potential impact of the Government’s proposed changes to childcare, she added: “This wouldn’t have happened without a big expansion of childcare and if anything happens to funds available for childcare, there may be consequences.”

Children born after 2000 were the first to benefit from universal early years teaching as well as better maternity leave. More than 90 percent of those children had some kind of formal education between three and five, compared to “around 40 or 50 percent” in the 80s, Professor Joshi said.

The findings come ahead of a debate in the Commons over proposals to increase the number of children looked after by each childcare worker.

 

Fiona Weir, chief executive of the single-parent charity Gingerbread, said: “We welcome this research, which should put an end to some of the emotional baggage for parents who are making the decision. It’s clear that the changes in maternity leave and greater availability of childcare have played a big role in enabling parents to balance work and family. However, for single parents in particular, the crippling cost of childcare and a shortage of family-friendly jobs are making it very difficult for those who do want to return to work.”

But Professor Joshi warned that while the evidence found no academic effects on children from mothers’ employment, this was not absolute proof of no harm being done under any circumstances. “Parents still take care about their responsibilities and should be encouraged to proceed with caution,” she said.

The research will be presented in central London at a Campaign for Social Science event on longitudinal studies attended by David Willetts, minister for Universities and Science.

On the proposed childcare reforms, a Department for Education spokeswoman said: “Parents want to be able to go out work confident in the knowledge that their children are being well looked after. Quality is central to our childcare reforms which will give parents more choice and ensure their young children have the best start in life.

“We have ensured all three- and four-year-olds can access 15 hours a week of free early education and are extending this entitlement to two-year-olds from low-income families. We are also introducing early years teachers, attracting top graduates by extending Teach First into the early years, and offering bursaries to encourage talented school-leavers into early years apprenticeships.”

 

CASE STUDY

‘My boy’s very active with his childminder’

Aimee Painter, 30, and her son, Morgan, seven, from Cardiff

“It’s a relief to know that working doesn’t have any detrimental effect. Morgan was about three when I started training to go back to work. I had previously been in the pub industry and trained for the job I have now as a receptionist and administrator. His dad was never on the scene and when I made the decision to go back to work, I felt it was time to start earning and get a bit of a life.

“When Morgan was younger he went to nursery and now I drop him off at the childminder before school and pick him up there afterwards. My childminder doesn’t just sit him in front of the television; they go to the park or the library and in the holidays he goes to museums.

“I try to spend whatever time I can in the evening helping him with his reading and homework. Sometimes I do feel guilty that I’m not there to see his music assembly, or things like that, but if they’re happy at the childminder and are learning and interacting with other children, then that’s good.” – The Independent

Source: http://www.iol.co.za/lifestyle/family/kids/mom-s-work-does-not-harm-kids-academically-1.1530701#.UbdgoKXqNqs

How to boost your child’s self-esteem

Dublin – If you want to give your child the best possible opportunities in life, helping them to have high self-esteem is a great starting point.

Children will make mistakes. We can choose to punish them, or we can let them learn from their choices.

Self-esteem can seem a bit intangible. We can’t really see it, hold on to it or touch it in any way. Despite this, we are often acutely aware when it is missing, especially in our children.

They can seem to have a negative opinion of themselves, or they seem unconfident, overly dependent or conformist.

In contrast, children who have high self-esteem are more emotionally mature, more stable, more realistic and they have a higher frustration tolerance. They also tend to be happier and to do better academically.

So if you want to give your child the best possible opportunities in life, then helping them to have high self-esteem is a great starting point. To help you along that road, here are my top 10 tips for building your child’s self-esteem.

 

1. Remember what you are role-modelling

Children watch us all the time. They take their lead from how we act in the world. It is our actions that give them the strongest guide for their own behaviour.

If you find that you are self-deprecating, be aware that your children may learn to do the same.

Similarly, if you find that you always say “yes” to things because you don’t want to offend others by saying “no”, you may be giving your children a message that other people’s needs are more important.

Even our own expectations of ourselves can be unreasonable, leaving us feeling like we are constantly failing.

 

2. Give individual attention to your children

I know how busy family life can get. Nevertheless, children will always benefit from a bit of special time with their parent(s).

When children feel their parents notice them, it really helps children to develop the self-belief that they are indeed important individually.

The individual attention may be just a quick story before bed, or a weekly treat time with one child, or even taking the time to comment specifically to one child about something good and positive they did.

 

3. Accept your child for who they are

We all have our strengths and our weaknesses. There is no perfect parent and no perfect child. But children need to know that, even when they mess up, they are still loved and cared about.

When children make individual choices they need to know that, whatever the outcome, we will not reject or dismiss them.

Often in our approaches to discipline, we can unintentionally make our love seem conditional. Our children may come to believe they are only acceptable to us when they behave in certain ways.

 

4. Communicate with respect

Our typical response to children’s mistakes is to criticise them and their behaviour. We can easily give children a message of both our disappointment in them and our dismissal of them.

We always want our children to be respectful, but we need to think about how respectful we are to them.

Think about how many times a day you may say “I don’t care” to your child, in response to their moans, whinges and demands. We intend to communicate that even though we hear what they want, they can’t have it.

However, when we add the “I don’t care”, children can come to believe that we actually don’t care about them.

 

5. Help children to recognise and understand their feelings

Being a child can be a frustrating experience. When we forget that the demands and restrictions we impose on them trigger feelings in our children, we can easily become angry, dismissive, and critical at their apparent opposition to us.

What children learn from this is that their feelings don’t seem to matter to us.

So, rather than simply railroading children, we can be empathetic, while still remaining firm about what has to be done.

That way, children continue to know that we do understand and care about them, even when we have to go against their desires.

 

6. Identify their strengths and abilities

Often children focus more on the things they can’t do, than the things they can. In group situations, children will often compare themselves negatively with their peers.

Acknowledging what we are good at seems to go a bit against our psyche. However, knowing what we are good at, and what we do well, is at the centre of feeling capable within ourselves.

If ever you feel pride in your child’s achievements, it is helpful to encourage them to feel proud of themselves.

 

7. Treat mistakes as learning opportunities

Making mistakes is part of what makes us human. Almost all of the really significant advancements in science, technology, and medicine are based on experiments involving trial and error.

Children will make mistakes.

We can choose to punish them for those mistakes, possibly leaving them feeling bad, demotivated or resentful, or we can let them experience the consequences of their choices, and then encourage them to have another go with the new knowledge they now have.

 

8. Allow children to make choices and decisions

It naturally follows, therefore, that we have to let children make those choices in the first place if they are to really benefit from the opportunities to learn.

It is tempting to keep ‘bubble-wrapping’ our children to protect them from possible harm or danger. However, if we continue to over-protect them, we will only teach them to be dependent on us.

Similarly, if we don’t give children the chance to solve some of the problems they face, then they may come to believe they are helpless and incapable.

 

9. Encourage effort and acknowledge success

“It’s not the winning that’s important, it’s the taking part that counts.” In terms of building self-esteem there is a lot of truth in this. However, there is more than adequate research to suggest that competitive sport for under-12s is counter-productive, as children can end up too disappointed and disheartened if they constantly perceive themselves to be failing.

It is great for any of us to feel the thrill and achievement of reaching the top or achieving a goal. It is important, too, for children to learn to cope with disappointment, and sometimes sports can be a good and safe opportunity to do so.

However, at heart, if children are to feel good about what they are doing, they need to know the effort they are putting in is valuable, even if they don’t win any given prize.

 

10. Allow children an opportunity to contribute

It is important that children get opportunities to do things that are genuinely useful and appreciated.

Household chores are a great way to give children responsibility. It gives parents the chance to say “thanks” or “well done”. Children like to feel helpful and useful.

We have to let children have a go at being responsible.

For sure they’ll mess it up sometimes, but that is just an opportunity to show them how to do it differently next time. – – Irish Independent

 

Source: http://www.iol.co.za/lifestyle/family/parenting/how-to-boost-your-child-s-self-esteem-1.1523088#.Ubdfj6XqNqs

Top women “at risk of breast cancer”

London – Successful women may be more likely to develop breast cancer – and stress at work, including prejudice, discrimination, and resistance, could be to blame. Women in professional jobs had a near 70 percent higher risk of breast cancer than other women, according to new research.

The research, based on a 55-year study of women who were in their thirties in the 1970’s, links job stress and cancer, and shows that the longer a woman held the job, the greater the risk.

The researchers say that while women going into management in the 1970s were breaking new ground, the same kind of stress affects women today.

“Women who entered managerial occupations in the 1970’s experienced prejudice and discrimination due to prevailing cultural attitudes that men made better leaders than women,” says Dr Tetyana Pudrovska, who led the study.

“Neither men or women preferred to work for a woman because women were seen as ‘temperamentally unfit’ for management, which was consistent with the cultural stereotype of the woman boss.

“Exercising job authority was particularly stressful for women in the context of gender inequality embedded in the occupational structure of the time, when women in managerial positions often faced prejudice, tokenism, discrimination, social isolation, and resistance from subordinates, colleagues, and superiors. We believe that women are still facing the same kind of stresses, and therefore the increased risk is likely to be there… today.”

The study focused on nearly 4 000 women who were all aged 36 in 1975. – The Independent