Friday, March 3, 2017

The True Cause of Diseases

And the million dollar question, " Why do people get sick?"
What is the true cause of disease?  Louis Pasteur said, "Germs cause disease." Well, he made the germ-theory famous, in the 1850s. And the germs theory states that many diseases are caused by microorganisms. These small organisms, too small to see without magnification, invade humans, animals, and other living hosts. Their growth and reproduction within their hosts can cause a disease. Now if the germ-theory is correct, surely all we have to do is find something that would kill the germ. 

Now we've got enough things to kill germs. There are multi multi million dollars pharmaceutical industry out there. In fact, there are two multi million dollar industry , actually there are three now. 
1. Number one is the junk food industry; And because of the junk food industry, people are not working well , and that produce the pharmaceutical industry . It comes along, trying to fulfill what?; to fulfill Louis Pasteur's statement  that said, "Germs cause disease", but why aren't people getting better? In fact, our people are getting sicker. They are. Well, there is another multi million dollars industry, born out of the frustration from the people who aren't getting better out from drugs. 
2. The vitamin industry. Is it working? I would like to suggest to you that it is not working. And there was a very famous nurse, called Florence Nightingale. She knew the true cause of disease. I'll show you why in a minute. And when she read Louis Pasteur's theory, who was her contemporary at her time, she said, " This is a theory of a man of very unstable mind ." And she said, "Anyone who believe it, is equally unstable." What did Florence Nightingale believe? Florence Nightingale was born of a very wealthy parents. She was educated , which was very unusual for a woman of her day. And she wanted to help people. And so, at the age of 28,

Thursday, March 2, 2017


11. Discovering Good Health: "The Frontal Lobe" (Complete) PBMC (CLICK HERE TO WATCH YOUTUBE VIDEO) [Barbara ONeill] Our brain is our headquarter. When the headquarter is not working, nothing works. The human body will deteriorate, but the human brain never needs to deteriorate. However, whatever we do to our body, it will effect our brain. Let's find out how to keep it working and functioning until the day we die.

Tuesday, February 28, 2017

how to start WordPress website tutorial

Here is the procedure to do that....

Yes you can,  but do weigh the cost and is the maintenance effort before committing to it.

Hi guys, need some help here. We have a html site hosted on Amazon currently. Is it possible to have using WordPress?

Friday, February 10, 2017

Use ‘The V of Love’

I would like to share a concept developed by Dr Sylvia Rimm, a noted psychologist, author and educator. Rimm explains that children require leadership and limits from their parents to feel secure. Effective parents use what she calls the "V" of love.

Envision the letter V. The space in the center of the V represents the amount of choice, freedom and responsibility that a child can be given. When children are very young, they're at the base of the V with few choices, little freedom and small responsibilities that match their small size. As children mature, parents can provide them with more choices — freedom with responsibility. Although limits remain, more freedom is provided. The top of the V represents the time when children are ready to leave the nest.

Obviously, a newborn has few choices. However, by the second year of life, a toddler can choose between water or milk or which of two books he or she wants Dad to read. By the preschool years, a young child can decide between two different shirts, which board game he or she would like to play and whether the bath should be filled with bubbles or not. The type and amount of responsibility we assign to our children also changes over time. Infants are dependent on us to take responsibility for all of their needs. But toddlers can help put toys away, learn to buckle themselves into their car seats and throw something in the trash for Mom. Children ages 3 and 4 can help set the table, gather laundry and help prepare simple meals. Responsibility allows a child to gain competence and confidence — both important characteristics of kindergarten readiness.

Unfortunately, if parents invert the V and give children too many choices and freedoms in the earliest years, children will have difficulty when not given a choice. These are the same children who cannot accept limits imposed on them by others. They will resent rules and responsibilities. These children are often the ones we see who seem to be in charge of the household. They hold their parents hostage through temper tantrums, whining and pouting. They demand power that shouldn't be theirs before they are developmentally ready to handle that kind of responsibility. Remember how important the V in love can be for you and your child.

Use ‘The V of Love’ to set limits, build your child’s responsibility

Parenting is always a balancing act between letting go and setting limits. Here’s a great way to think about how to set limits. It’s called “The V of Love.”

Draw a large letter V on a piece of paper. The sides of the V represent the parent’s firm limits. Outside those lines, the child has no choices—the parent’s rule goes. But inside the lines, the child can make decisions and live with the consequences.

As your child gets older, you can give her more freedom. For example, when she was a toddler, she could choose between the red or yellow shirt. As a preschooler, she could choose to eat a banana or an apple.

Now that she’s in elementary school, her choices should expand. She should decide if she joins the swim team or soccer team. And she needs to live with the choice she makes. She can decide whether to do her math homework first or her reading (but she has to finish both).

The older your child gets, the more control she should have. Gradually, she’ll be ready for adult life—ready to make responsible choices and live with the consequences.

Some parents work the other way. They give young children too many choices. They treat their kids like little adults. These parents soon have a child who’s out of control. Then the parent clamps down. The child is unhappy and rebels, so the parent clamps down even more.

So, think about “The V of Love” when you’re setting limits.

The V of Love – Setting Age-appropriate Boundaries

 I was driving back to my mum’s place with my kids in the backseat when my older boy, just 9 years old then, asked me, “Mum, when will I be able to do that?”

“Do what, Darling?” I asked.

He pointed to a group of junior college students walking along the pavement leading to a mall nearby. My son wanted to know when he can go out with his friends, on his own, after school.

On another occasion my son asked, “When will you allow me to have my iPhone? I will only use it after I finish my work, Mum. We can discuss the rules. Can I have it please?”  

My husband and I had our reservations about giving my son a smartphone, let alone an expensive iPhone. It is true that we have to set boundaries when we decide he is ready, but the policing seems like a constant battle for many parents I have spoken with. There seems to be a constant negotiation between parent and child. So for a long time, the easier option was the status quo – no smartphone, no iPhone.  Just use the phone in the school office if you need to reach us.  But I knew we couldn’t continue to hide in our cave much longer, the boy was a pre-teen, we had to deal with this situation soon enough.

The First Step on a Wider Path of Decisions (us) and Choices (them)
We finally did, out of necessity. I was travelling for three weeks and wanted to be able to keep in touch with my sons daily, and for them to still “chat” with me like they do when I’m around.  It’s been six months since both boys were given their smartphones. (Yes, the younger one got it when he was just 9 years old. Is there really a right age to give them a mobile phone? I am often asked this by friends)

Thankfully the ground rules were set and we have no issues with the phone interfering with our family meals or their homework so far. But I am prepared for the day when we have to renegotiate the terms of use when the older boy starts to question the restrictions we place on him.

What’s next?
He is already telling me about the complete freedom his friends have -- they are allowed to use the phone late into the night, they can play games on it anytime, they can download games or any applications without needing to ask for permission! But he cleverly adds, “But I am not comparing. I am just saying.”

I may have crossed a small “milestone” in the life of every Singaporean parent -- the giving of mobile phones to my sons, but I have yet to cross another. That is, when do I allow them to go out on their own with their friends? Or when will I allow them to play computer games at home. For now, we have not bought them an Xbox, PlayStation or a fancy laptop for gaming.

We take it a step at a time though I do admit we have had it easy so far. The boys have been raised to reason, and have not asked or pestered us for any of these, for now. They have, however, asked about going out with friends or hanging out in their homes. When do we let go? How much freedom should I give to my boys? These are questions every parent will ask, many times over as our children grow up. How do we navigate this? How do we negotiate with our children or should we even negotiate? Thankfully, I have had resources that help me make informed decisions (not perfect because every child is different) and I can learn from the experiences of other parents and experts who have spent time studying and working with children and teens.

Thursday, February 9, 2017

PBL Teaches Children to Be Learners

PBL Teaches Children to Be Learners

Dear Dr. Sylvia:

Q. What are the benefits and pitfalls of Problem Based Learning (PBL)? Our school is in the very beginning phase of changing to PBL. Do you know any research sources?

A. Problem Based Learning (PBL) began in universities and medical schools where it has been researched, at those levels, as being extremely effective for student learning. It provides students with challenging and open ended real life problems and gives the students the responsibility for organizing, initiating and directing their own learning experiences. Students take turns in leading small groups, gathering resources, discussing differences in interpretation and evaluating their experiences. They also debate and discuss possible solutions to the problems. Teachers facilitate the learning by only occasionally asking questions requesting clarifications and suggesting additional resources that could be helpful. Teachers also observe and evaluate student participation.

At the medical school level, case studies are introduced and students must research the potential causes and treatments for the case as they will have to do in the real world of medical practice. Students report enjoying PBL much more than they have the typical lecture approach, although as part of PBL there can also be lectures that provide technical information which argument the discussion process. The students integrate the information from many resources to describe solutions for the patient case.

Many school districts are now encouraging teachers at the upper elementary, middle and high school level to incorporate PBL into the learning process. In the classroom, there might be four or five small groups, each working on the same problem and eventually sharing their solutions with the rest of the class. Science and social studies classes are more likely to include PBL than are math or language classes. For example, a government class could learn a great deal about their local government by trying to solve a problem within their community such as "How can the community prevent traffic accidents at a busy corner where there have recently been several accidents?” Students would have to research traffic patterns to verify that the problem exists, determine the legal issues involved, identify who controls these laws and how law related to traffic in a community are changed. There is little doubt that students would not agree on the same solution, so in addition to identifying possible solutions, students learn to listen to each other, debate and compromise. Reports would likely have to be written either together as a group or individually, so the written aspects of learning are not neglected. In some cases, students might prepare PowerPoint presentations to present to a public audience about the need for changes in the law.

Schools don’t usually adopt PBL as their entire curriculum, but only utilize it in some subjects and as part of learning process. Students seem to enjoy it and research findings have been continuously positive. Searching the Internet can provide you with significant research evidence. As to the pitfalls, I've not seen those yet, but I'm sure there are some. Most crucial will be that since children seem to enjoy taking responsibility for their own learning, they may be more disappointed to have to return toward the more routine and boring kind of learning that is still required for many basic subjects.

Animosity in School District Causes Problems

Animosity in School District Causes Problems

Dear Dr. Sylvia:

Q. I have been reading your book, “Why Bright Kids Get Poor Grades and What You Can Do About It” (Great Potential Press Inc, 2008) while I am also pursuing a second Masters degree in Educational Leadership (My first is an MS in Healthcare Management). The current district I am teaching is in vast need of your expertise. This is my first year here, but my 7th year of teaching. I am trying to find the right way to help this district get on the road turning the underachievers into the achieving students that I’m sure they can be.

What holds me back most is that this district is at war with itself. In spite of this obvious animosity and verbose disgust between teaching staff, administration and parents, the Superintendent is intent on having the teaching staff set up Professional Learning Committees. This requires full support of the administration and teaching staff in order for the idea to work, but both sides don't trust each other.

I get the feeling that the Superintendent doesn't care about the animosity, that feelings are very raw among the staff and it will take a lot on the part of the administration for this to be successful. It is frustrating to see this and stay to the outside. Do you have any advice about how to get both parties to clear the air? I ask because, unless this gets straightened out, I can't see my staying in this school district beyond this year.

A. Perhaps it's your work in your various Masters Degree programs that has sensitized you to the management issues taking place in your school, or maybe they're so bad that they're obvious to all. I don't know much about Professional Learning Committees, but your superintendent may be intending to use them to heal relationships between administration and teachers. Although it's obvious to you that there are major antagonisms as a first year teacher in your school, you're probably not in a position to do much about the continuing conflict. Although it may seem like the Superintendent doesn't care, he probably cares very much. While you may eventually decide to leave the district, I'd recommend that you don’t announce such threats or you may not be invited back just when you’ve decided you love your school after all. My experience working with schools is that either the animosity eventually diminishes or School Boards make dramatic changes.

The more important part of the answer to your question follows. You want to reverse underachievement and I know you can. Sometimes entire school districts adopt all or parts of my Tri-focal Model for reversing underachievement, but other times, teachers choose to reverse underachievement in only their classrooms. While it's easier if your colleagues join you, you can successfully reverse underachievement of one child at time, these children and their parents will appreciate your help and your progress will soon be known.

Don't let the conflict in your school prevent you accomplishing what you can--that is helping your students work to their abilities. In that way, you won't be an underachieving teacher. You can feel good about what you're accomplishing instead of avoiding the challenge by reason of a somewhat dysfunctional school. Your task is more challenging than it would be otherwise, but my message for your mission, is much like one that I would give to a middle school student who blames his or her underachievement on peer pressure to underachieve. Your determination to teach well is at least as crucial to you as the motivation for a peer pressured child to learn. Your students need your commitment and dedication and you will feel better about yourself if you can cut through the politics and concentrate on your teaching mission.

Bullying Causes Serious Problems

Dear Dr. Sylvia:

Q. I’m hoping you can help me with a problem in my classroom. I didn't see a book or DVD about bullying on your website, but that is a problem in my classroom and other classrooms in my school. What are your recommendations for dealing with bullying that occurs out of sight and earshot of the teacher? What do I do when a student or parent of a student complains about another child's bullying that I haven't witnessed? I teach fourth grade, and every year there seem to be problems with bullying.

A. I've actually written a great deal about bullying in various books and I'll summarize those after I've answered your specific question about what you do about bullying you haven't witnessed. The answer is that you take it as seriously as if you had witnessed it. Most bullies manage to bully kids out of sight and earshot of teachers and parents or they wouldn't be successful at bullying. They're smart enough to know that teachers and parents would make them quit, punish them and force them to apologize. Bullies don't win any peer credit by getting caught. Kids who habitually bully other kids are likely to have great problems later in life and to be in trouble with the law eventually. They often come from families that provided neither sufficient love nor boundaries, so you do them a great favor by providing caring and consequences. The caring is harder to provide than the consequences because bullies can be mean. Finding their strengths and engaging them in positive activities is a challenge. Punishing them can keep others safe temporarily, but they'll soon be back if they can get away with hurting others. They've learned it's one activity at which they're effective.

The continuous victims of bullying need protecting and suffer great harm to their self esteem. Children need to know how and where they can be safe and that they won't be considered tattletales for reporting their problems. They need engagement in activities to build confidence and friendships. Sometimes victims of bullying also need social skills counseling.

Anti-bullying programs in schools are effective at decreasing, but not necessarily eliminating bullying. I have many other suggestions for children that teachers could include in their lessons. Bullying is particularly prevalent at the middle grade level, starting at around third or fourth grade. A chapter on bullying in schools starts on page 39 in my book, Growing Up Too Fast: The Rimm Report on the Secret World of America’s Middle Schoolers. Because overweight children are often victimized by bullies, Chapter 3 in my book Rescuing the Emotional Lives of Overweight Children, “Feeling Like a Blob and An Outcast,” has additional tips on bullying. Finally, suggestions that are directed specifically to kids, but will also be helpful to you, are included in Gifted Kids Have Feelings Too and See Jane Win For Girls. In addition to all these, I'll be happy to send you a free newsletter on bullying, and there is an article in the parenting articles section of my website titled “Bullying Needs to Stop” which you may also find helpful.