Wherever You Are, Be There
July 31, 2005
One of the major reasons why we fail to find happiness or to create unique lifestyle is because we have not yet mastered the art of being.
While we are home our thoughts are still absorbed with solving the challenges we face at the office. And when we are at the office we find ourselves worrying about problems at home.
We go through the day without really listening to what others are saying to us. We may be hearing the words, but we aren’t absorbing the message.
As we go through the day we find ourselves focusing on past experiences or future possibilities. We are so involved in yesterday and tomorrow that we never even notice that today is slipping by.
We go through the day rather than getting something from the day. We are everywhere at any given moment in time except living in that moment in time.
Lifestyle is learning to be wherever you are.
It is developing a unique focus on the current moment, and drawing from it all of the substance and wealth of experience and emotions that it has to offer.
Lifestyle is taking time to watch a sunset.
Lifestyle is listening to silence.
Lifestyle is capturing each moment so that it becomes a new part of what we are and of what we are in the process of becoming.
Lifestyle is not something we do; it is something we experience. And until we learn to be there, we will never master the art of living well.
To Your Success,
Jim Rohn
Reproduced with permission from Jim Rohn’s Weekly E-zine. Copyright 2005 Jim Rohn International. All rights reserved worldwide. To subscribe to Jim Rohn’s Weekly E-zine, go to http://Jim-Rohn.InspiresYOU.com
Reading, Writing, Rithmetic — and Recess!
July 31, 2005
Recess has begun disappearing in states all around the country. The reason is the increasing emphasis on "academics" and the mistaken belief that recess detracts from time that could be better spent studying. According to some estimates, 40% of schools have already eliminated recess or are considering the idea. Some cities have abolished recess completely and are building new elementary schools without playgrounds!
But does recess detract from children’s studies? What does the research say?
Recess and Academics
Language arts (comprised of listening, speaking, reading, and writing), mathematics, science, and social studies are often considered the "essential" content areas in a typical curriculum. Although it may not be immediately obvious, recess can have an impact on all of these subjects.
For example, when children speak and listen to one another, they’re using and expanding their vocabularies and learning important lessons in communication. When they move over, under, around, and through pieces of equipment, these prepositions take on meaning and relevance to them because children need to experience concepts to understand them fully. When children invent stories to act out, they develop skills essential to writing. These are some of the ways in which the language arts are addressed on the playground.
When children keep score, they’re dealing with important mathematics concepts: counting, quantitative ideas (which number is bigger?; which score is highest?), and simple computation. When they decide on and act out a series of events, they’re tackling the mathematics concept of sequencing. When they play hopscotch and jump rope, math is involved.
Throughout it all, the children are working together, interacting in numerous and varied ways and thereby learning valuable lessons in social studies. As children learn about themselves and about each other, they discover how they’re alike and different. They explore feelings and rules for living, make decisions, and solve problems. Learned, too, is the ability to deal with conflict. In other words, children learn how to be part of and work together in a community.
Additionally, much of the learning that takes place outside is related to science. Classroom themes typically falling into the science category include the human body and such nature-related topics as the seasons, weather, plants, and animals. Where better to experience these subjects than in the outdoors?
Consider, too, such scientific concepts as evaporation (learned when children "paint" the sidewalk or side of the school with water), flotation (easily demonstrated with a bottle of bubbles and a wand), balance and stability (the lesson of the seesaw), gravity (why doesn’t the ball stay in the air no matter how hard we throw it?), and action and reaction (obvious during a game of tug-of-war).
Of course, we can "teach" children these concepts through the use of lectures, books, and/or demonstrations. Or we can let children really learn them ? in such a way that the lessons remain with them for a lifetime. The research shows that, for the majority of individuals, learning by doing is the most effective. In fact, the more senses involved in the learning process, the more individuals retain.
What Else the Research Says
Recess also contributes more indirectly to the learning of academics. As far back as 1885 and 1901, the research showed that both children and adults learn better and more quickly when their efforts are distributed (breaks are included) than when concentrated (work is conducted in longer periods). In fact, because young children don’t process most information as effectively as older individuals (due to the immaturity of their nervous systems and their lack of experience), they can especially benefit from breaks.
We also have to consider the value of the outdoors. The outside light stimulates the pineal gland, which is the part of the brain that helps regulate our biological clock, is vital to the immune system, and simply makes us feel happier. Outside light triggers the synthesis of vitamin D. And a number of studies have demonstrated that it increases academic learning and productivity.
Young children learn much through their senses, and the outdoors is a virtual wonderland for the senses. There are different and incredible things for the children to see (insects, clouds, and shadows), to hear (traffic sounds, birdsongs, leaves rustling in the wind), to smell (flowers and the rain-soaked ground), to touch (a fuzzy caterpillar or the bark of a tree), and even to taste (newly fallen snow, a raindrop, or a freshly picked blueberry). Children who spend much of their time acquiring experiences through television, computers, and even books are using only two senses (hearing and sight), and this can seriously affect their perceptual abilities.
Then, too, there’s the aesthetic value of the outdoors. Because the natural world is filled with amazing sights, sounds, and textures, it’s the perfect resource for the development of aesthetics in young children. Since aesthetic awareness means a heightened sensitivity to the beauty around us, it’s something that can serve children well at those times when, as adolescents and adults, the world seems less than beautiful.
Rae Pica is a children’s physical activity specialist and the author of Your Active Child: How to Boost Physical, Emotional, and Cognitive Development through Age-Appropriate Activity (McGraw-Hill, 2003). Rae speaks to parent and education groups throughout North America. Visit her and read more articles at http://www.movingandlearning.com.
Do You Really Need To Wear A Moisturizer?
July 31, 2005
You just may be able to get away without using a moisturizer.
"Not everyone needs or should use a moisturizer, especially women with oily, combination, or acne-prone skin!" Paula Begoun, author of Don’t Go to the Cosmetics Counter Without Me, writes on her website. But what if you just can’t part with your favorite day and night creams? What should you be looking for when shopping for a moisturizer?
According to Paula, a good moisturizer should contain emollients (essential for making skin not feel dry), water-binding agents (ingredients that attract water to the skin and help keep it there), anti-irritants and antioxidants. For daytime, it must contain a well-formulated sunscreen.
If you have an oily t-zone area (forehead, nose and cheeks) and your skin is normal to dry elsewhere on your face, you have combination skin. Most of us will have combination skin at some point in our lives. Use an oil-free moisturizer in the t-zone and a light moisturizer on other areas. In order to normalize your skin, it may be necessary to apply two different types of products on the different areas of your skin. Alternatively, you can skip the moisturizer for your t-zone entirely and just moisturize the cheeks and eyes.
If you have dry skin, your skin may feel dry and itchy and wrinkles are more obvious on your skin than other skin types. Although the use of a moisturizer can help to temporarily smooth out wrinkles, none of them can turn back the clock. Choose one which makes your skin look smooth and feel supple. A water-based moisturizer is preferable, although it won’t last as long as an oil-based moisturizer. However, emollients in water-based moisturizers such as plant oils and shea butter can help to provide your skin with essential moisture. (Tip: Apply moisturizer on damp skin to lock in moisture.)
If you have sensitive skin, you may have red patches on your face and/or are easily irritated by using certain products. It can be difficult to find a product which doesn’t aggravate your skin and cause breakouts or unsightly rashes. Look for moisturizers which do not contain fragrance and ingredients which you know can be potentially irritating to your skin. Even something as harmless as Aloe Vera can cause skin irritations!
Sunscreens are essential for daytime wear to protect your skin from the sun’s harmful UVA and UVB rays. There are plenty of sunscreens on the market which hydrate the skin as well as protect the skin from the harmful rays of the sun. Why not skip the moisturizer and wear a sunscreen instead? The fewer products on your skin, the less likely your skin will develop an irritation to any of the ingredients.
Tara Sabeti is Vice-President of Marketing at http://www.BeautySteals.com, an online retailer of cosmetics, skin care and fragrances. A graduate of Fashion Institute of Technology in New York City, she has spent more than five years researching and working in the cosmetics and fashion industries. Her in-depth knowledge of all aspects of the cosmetics industry, from product development to e-marketing, as well as cosmetic applications for women of varying backgrounds, makes Sabeti an authority women can trust.
Landscaping Tips
July 31, 2005
When you want to create a beautiful and functional landscape, the task may be overwhelming. Before the first shovel of soil is turned, close your eyes and picture your dream garden. Begin by asking what are your landscape goals. Some of the common reason to landscape include:
? Create privacy
? Invite entertaining
? Provide recreation
? Modify the climate
? Beautify the property
? Grow a kitchen garden
? Attract wildlife
? Reduce water use
When a landscape is thoughtfully planned, it does more than beautify the property: It can provide a recreation area and places to entertain. Well placed trees and shrubs can cut down on heating and cooling costs. A good design can also add more living space to your home in the warm seasons and provide a window to the natural world during colder months.
Following are some landscape design basics that apply to all designs. Every good garden design owes its effectiveness to certain basic design principles. These rules apply to all levels of gardens, from a simple garden border to an elaborate classical design. Remember, in any well-designed garden no one feature, plant or structure is completely dominant. Instead, all features work together to establish a sense of unity.
A. Repetition. Repeat certain plants, textures or colors.
B. Simplicity. This is the result of constraint. It keeps your design from being cluttered and unfocused.
C. Unity. A unified design ensures that the garden reads as one whole design rather than a hodgepodge of separate elements.
D. Scale. Scale refers to the balance between sizes of various elements, which includes the house, walkways, paths, fences, garden beds and plantings. No one element or feature should overpower all of the others.
Donna Evans is a landscape designer and website designer. Donna along with her husband own, Gizmo Creations LLC, http://www.gizmocreations.com, works with residential property owners and commercial property owners to create landscape designs that provide beauty and functionality to the site’s owners. As well as having a landscape designer, the company has a licensed landscape architect on staff. In addition to working with nearby property owners, Gizmo Creations also does on-line landscape design through their site at, http://www.gclandscapes.com. Donna also teaches an on-line landscape design course. For information about the course go to http://www.gizmocreations.com. More articles on landscaping and sample plans can be seen on the website.
Remodeling Online
July 31, 2005
Remodeling Plans
Making remodeling plans for a house helps you to ensure that your home meets all your needs. It also adds value to your home in the long term. After all, you will spend at least half your working life paying off the first mortgage on your house-by making remodeling plans, you ensure that your home evolves with the changes in your lifestyle and add value to the property.
When you want to improve or remodel your home, you cannot afford to proceed in a haphazard manner-you need to make a plan and adhere to it. For instance, you might find it troublesome to get your house painted every few years. Maybe you should get information on and try out Total Remodeling’s System 2000 and Elite siding systems, which include energy-saving options. You can consult with our designers at Total Remodeling to select the best color combinations in sidings and trims.
What if you find that the windows and doors in your home need to be changed? You need to create a remodeling plan with our experts at Total Remodeling and select doors and windows to maximize security and energy savings. Suppose you have a large basement, which needs to be waterproofed. You could create a remodeling plan with our experts at Total Remodeling to not only waterproof the basement, but also install an electric floor warming system and create a home entertainment center.
Within 10 or 15 years of purchasing your house, you may find that the wiring and pipes need to be replaced. Our designers and contractors at Total Remodeling can help you get new pipes and wires installed.
As your family grows, you will need to add more rooms, and as each child leaves home, you will need to change the use of various spaces in your home. You will need to make remodeling plans with our experts at Total Remodeling to build more rooms in your home and change the use of existing spaces. At Total Remodeling, we can supervise the work to be done for your home and co-ordinate with several contractors and designers.
You can add more value to your home by converting the master bathroom into a health spa and by changing the tiling, cabinetry, and sinks in the bathrooms and kitchen. You can also make your bathrooms and kitchen more comfortable in the winters by installing an electrical floor warming system, controlled with a thermostat.
Dan Noyes
Marketing Head
Promoting Your Childs Motor Development
July 31, 2005
Assuming there are no serious motor problems present, what can you, as an involved parent, do to help promote your child’s motor development? To help ensure she becomes a competent, confident mover who enjoys and therefore takes part in physical activity? The answer is: Plenty!
Practice is one of the most important factors involved in achieving higher levels of skill performance. But one of the most important factors involved in practice is that it not feel like practice!
It’s simple, really: All you have to do is play with your child. It should be noncompetitive play, with no pressure whatsoever, and your child should never guess you’re trying to "improve" him.
Following are some other general tips to keep in mind:
* Keep the sessions short. It’s better to have shorter, more frequent sessions than to wear your child out with a few that seem never-ending.
* Build on skills in a logical order (walking before running; jumping before hopping, etc.). Remember, too, that performing a skill in a stationary environment precedes performing it in a moving environment. An example is catching a ball tossed to oneself versus catching one hit by a bat.
* If you’re using equipment (for instance, a bat and ball), be sure it’s child-sized. Equipment meant for adults can seriously stack the odds against a child.
* Keep a progression in mind for equipment, too. For instance, if you’re working on catching, start with something simple and nonthreatening that allows for maximum success, like a chiffon scarf. Then work your way up from there, perhaps with a balloon, followed by a small beach ball and then increasingly smaller (soft, easily grasped) balls.
* Children need to work on a skill as a whole before attempting its smaller parts. For example, a child needs to feel comfortable with a vertical jump as a whole before she can begin to concentrate on toe-ball-heel landings or the role her arms can play in achieving greater height.
* Be sure your child is dressed in clothing that allows for maximum movement and the possibility of dirtying.
* Whenever possible, demonstrate a skill yourself so your child has an opportunity to see what it should look like. Children need to employ as many senses in the learning process as possible.
Children also need feedback as they practice their motor skills ? and the most important thing you can remember is to keep it neutral and encouraging. We too often believe we need to tell children what they’ve done wrong ? so they can fix it. But if you do need to make corrections, keep the "sandwich" approach in mind. First, compliment the child on something she’s done right. Then suggest a way to eliminate the error. Finally, end with something positive, even if it’s to reiterate the first point.
To be truly helpful to a child, we must avoid "moralizing" with our feedback. A jump isn’t "good" or "bad." A jump is either high or low, light or heavy. If we use the former descriptors ? or use such general terms as "good job," "good girl/boy," or "I liked that jump" ? we aren’t really telling the child anything. He has no idea what was "good" about what he did. But if we describe what we’ve seen ("You landed very lightly from your jump, with your knees bent. That helps keep your knees from getting hurt."), we not only provide vocabulary for what he’s done; we provide useful specifics as well.
Finally, when providing feedback, make sure you give it in small amounts. Young children can generally absorb only one bit of information at a time. So, if your child is practicing his long jump and you’re instructing him to "swing your arms out and up and extend your knees and hips on takeoff; then bring your arms back down and bend your knees in preparation for landing," he’ll likely miss most ? if not all ? of the information!
Rae Pica is a children’s physical activity specialist and author of Your Active Child: How to Boost Physical, Emotional, and Cognitive Development through Age-Appropriate Activity (McGraw-Hill, 2003). Rae speaks to parent and education groups throughout North America. To visit her and to read more articles, go to http://www.movingandlearning.com.
