diabetes where the brain appears to reduce the acceptance of insulin secreted by cells in the brain. While Type 1 and 2 diabetes derive from the decline in the pancreas, studies have shows insulin is produced in the brain as well, leading to the recognition of Type 3 diabetes in 2005,” Carol Cum- mings comments, “Poor nutrition and diet resulting in arterio- sclerosis can lead to multiple small strokes, causing damage in the brain, resulting in the second most common form of dementia. Nutrition is highly important, and a diet low in saturated fat and high in Omega-3 fats, fruits and vegetables is highly recommended. In addition, exercise is an essential part of keeping the brain healthy. Experts agree that anything that is good for the heart is good for the brain.” While white flour and refined white sugar have been

shown to slow brain function, there are many natural fruits and vegetables that are good for the brain and memory, espe- cially blueberries. Blueberries contain anthocyanin, a known memory-boosting phytochemical, and also contain many other phytochemicals that may contribute to healthy brain function. Anti-oxidants and the Omega-3 fatty acids DHA and EPA in quantities supplied by pharmaceutical grade fish oils are especially important. Omega-3 rich foods include wild salmon, mackerel, halibut, walnuts, and flaxseeds. Additional memory-power foods are spinach, onion,

grapes, cherries, eggplant, beets, broccoli, olive oil, avocado, berries, beans and apples. Many spices and herbs such as rosemary, cinnamon, oregano, nutmeg, and especially tu- meric are also beneficial. Another nutrition related concern, especially for women, is iron deficiency. Even a slight defi- ciency can significantly affect memory and learning. Note: Talk with your doctor as too much iron can also be harmful.

Restoring the Body and the Mind

Sound sleep has many benefits including increased

concentration, better memory function, the regulation of hormones and repair of tissue damage. The average person needs between seven and nine hours of sleep every night. Few adults understand how much stress and anxiety can impede the sleep cycle and cause insomnia or other sleeping difficulties. A survey taken in 2003 showed that about 20% of older American adults take some form of sleep-aid. A good natural alternative is melatonin. Melatonin is a hormone produced by the pineal gland, and may be one of the best natural remedies for insomnia. Older adults often have lower levels of melatonin, resulting in higher levels of sleepless- ness. In addition to aiding in the regulation of the sleep cycle, melatonin may also strengthen the body’s immune system.

Other herbal remedies for insomnia include chamomile or lemon balm tea. Try a cup just before bed. Additional aids to better sleep include going to bed at the same time each night, moving the television out of the bedroom, decorating with calming and cooling colors, and establishing a natural routine before bedtime.

Exercising the Body, Exercising the Mind

Most people focus on exercise to lose weight, keep fit,

lower cholesterol or reduce the chance of diabetes. Did you

contined on page 10

Cognitive Skills Equal Successful Learning

The word “cognition” is defined as “the act of knowing” or “knowledge.” Cognitive skills are those which make it possible for us to know.

There are four cognitive skills essential for successful

learning. The first is memory. Memory is how we code, store and retrieve data. Our Working or Short-Term Memory allows us to store data in memory for a brief time while using that data. Visual Spatial Memory is our ability to recall information about our surroundings or the location of physical objects in space, including their order of observation or presentation. Long-Term Memory is the ability to store information permanently and retrieve it when needed

A second cognitive skill is attention or

concentration. This is the ability to select important information while ignoring less relevant data. Attention is concentrating on the relevant tasks and performing them efficiently. Sustained Attention refers to the ability to stay focused on a task for sustained periods of time. Selective Attention is the ability to focus on the task at hand when there is competing stimulus. Divided Attention allows one to attend to two activities at the same time. When a person focuses his attention for any length of time, it is termed concentration. The third cognitive skill is Perception, or Sensory

Processing. This is the ability to retrieve what we have seen, heard, touched, tasted or smelled and to mentally manipulate that sensation without changing its essence. While we each differentiate by size, shape, color, form, position, sound, touch, taste or smell, our individual perceptual abilities depend in large part on our past experiences. Fourth on our list is Logic and Reasoning, also

termed Logical Thinking as logic and reasoning work together to help us solve our daily life problems. Concept Formation refers to the skill that helps us to cope within an environment where complex stimuli requires us to organize information to deal with it effectively. These skills help us to create order by categorizing objects according to their attributes. Analysis is the ability to infer, deduce, and predict based on the circumstances.

Since each of these cognitive skills is a mental process originally learned in childhood, we can continue to learn and to improve each of them, and through their collective enhancement, improve our ability to know and to function more optimally in our personal and professional lives.

Sources: www.quickwitz.com and www.audiblox2000. com

natural awakenings natural awakenings

Annual Guide 2010 Annual Guide 2010 9

9 Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64