How to Massage Migraine Headaches

Massage, a common method of relieving migraine headaches, can be done by a professional – or you can do it yourself using this technique.

A light massage combined with migraine pressure points will give you the greatest relief. You need only a few simple points about how to massage a migraine headache.

Migraine Pressure Point Defined

It is important to learn the migraine pressure point or points that bring relief. A migraine pressure point is a point on your body that, when pressed, will lessen the pain in your head. Surprisingly, a migraine pressure point is not necessarily the point that hurts most.

A migraine pressure point may be pressed and released in slow, rhythmical fashion, and deliberately massaged to gain relief. This will release congested energy and blood from the head and ease your pain.

Migraine Pressure Point Technique

You will be treating each migraine pressure point with these simple steps.

* Use only the pads of your thumbs or first two fingers – never the ends.

* Keep the pressure light to moderate, depending on how sensitive the point is to your touch.

* Press hard enough so you can feel hardness or tension under your thumb or fingers.

* If a migraine pressure point hurts so much that you can’t take a deep breath, apply less pressure on that point.

* Let your fingers sink into the migraine pressure point as you apply pressure gradually. Feel your thumb or finger going gently, gradually deeper and deeper.

* While your thumb or finger is as deep as you want to go, massage the point with tiny, circular movements of your finger.

* Keep your thumb or finger on the migraine pressure point until you feel a movement or change there. It may feel softer or warmer.

* Now slowly, gradually release the migraine pressure point until your thumb or finger leaves the skin.

* Repeat several times at same point.

Migraine Pressure Point Locations

Remember to be firm, but gentle. Insufficient pressure on a migraine pressure point will not be effective – too much pressure will create tension in your surrounding muscles.

Here are a few migraine pressure point locations to get you started. Start with the first, and work your way through each point, consciously relaxing as you do so.

1. Migraine Pressure Point at Base of Skull

Locate the bony base of your skull in back. Place your thumb pads under the skull’s base, each thumb about 1 inch from your spinal column. Holding your thumbs against the two points, tilt your head back slightly. Now press upward gradually, counting to 10, and breathing deeply as you do so. When you reach the deepest point, massage with tiny, circular motions of the thumbs, still holding the pressure. When you feel a change in the point, slowly release the pressure, counting to 10 again. Repeat 5 times.

2. Migraine Pressure Point at Mid-Forehead

This migraine pressure point is located at the middle of your forehead, right between your eyebrows. Using the migraine pressure point technique described above, and your thumbs or one of the first two fingers, press inward gradually, counting to 10, and breathing deeply as you do so. When you reach the deepest point, massage with tiny, circular motions, still holding the pressure. As you feel a change in the point, slowly release the pressure, counting to 10 as you do so. Repeat 10 times.

3. Migraine Pressure Point at Eye Corners

Feel the face at the outer corners of your eyes. Move your fingers away from the eyes until you find the spots just behind the bone. Using the migraine pressure point technique and one or two finger pads, apply pressure gradually inward, counting to 10, and breathing deeply as you do so. When you reach the deepest point, massage with tiny, circular motions, still holding the pressure. As you feel a change in the point, slowly release the pressure, counting to 10 as you do so. Repeat 10 times.

4. Migraine Pressure Point on Hand

Surprisingly, you have a migraine pressure point on each hand. It’s the fleshy part between your thumb and index finger. Using the thumb pad and index finger of your opposite hand, gradually squeeze the upper portion of this migraine pressure point, counting to 10 and breathing deeply. When you reach the deepest point, massage with tiny, circular motions, still holding the pressure. As you feel a change in the point, slowly release the pressure, counting to 10 as you do so. Repeat 10 times.

5. Migraine Pressure Point on Foot

The last point you will use to massage migraine headaches away is located on the top of each foot. Locate the place where the bones come together between your big toe and your second toe. With thumb or finger pads, press downward gradually, counting to 10, and breathing deeply as you do so. When you reach the deepest point, massage with tiny, circular motions, still holding the pressure. As you feel a change in the point, slowly release the pressure, counting to 10 again. Repeat 10 times.

Different bodies respond differently to pressure points. These should work for you. If you want information on additional migraine pressure points, ask a local shiatsu professional. A professional will also be able to give you a complete treatment for relief or prevention of migraine headaches.

Effective Ways to Cure Oral Thrush

Oral thrush is a fungal infection of the mouth, the condition where the mouth is invaded by candida albicans fungus. The organism normally lives in the mouth in controlled quantity. Imbalance in your system makes the fungus grow faster resulting to infection. The infection may spread on the tongue, inner cheeks and esophagus. It is important to cure oral thrush as early as possible to avoid serious illnesses.

Poor health, taking antibiotics, HIV infection, diabetes and low immune system are some of the reasons that makes an individual prone to oral thrush. The most common symptom of oral candidiasis or thrush is burning sensation in the mouth with the presence of white or yellowish patches. You will find it hard to swallow food and the burning sensation is very uncomfortable or painful.

To cure oral thrush there are things that you can do and here are some tips:

Medications. Your doctor or dentist may prescribe an antifungal mouthwash or medications to cure oral thrush. Follow the doctor’s advice to feel better. If you have frequent thrush outbreaks, you may have to stick with regular medication that works for you.

Oral hygiene. Keeping your mouth, teeth, tongue and gums clean is important to cure oral thrush. Brushing your teeth two or three times a day, scrape your tongue and floss your teeth helps prevent accumulation of bacteria that may aggravate your mouth infection.

Improve your resistance to infection. People who have low resistance to infection have a higher possibility to catch oral candidiasis. Improving your immune system will restore your resistance to infection and will maintain the fungus in its normal behavior avoiding infection. Eat a well balanced diet, regular exercise and get enough sleep to boost your immune system.

Keep good bacteria in balance. Good bacteria that can help you cure oral thrush are lactobacilli. It prevents the candida from growing and helps eliminate the infection in your mouth. Plain yogurt is a good source of lactobacilli.

If you have recurring thrush outbreaks it is important to cure oral thrush permanently. If you are into natural remedies, find out how to cure oral thrush naturally visit 12 Hour Cure For Yeast Infection.

To find out more about health and beauty remedies visit Great Discovery-Health and Beauty

Hair Falling Out With a Little White Bulb at the End

A small white bulb at the end of a fallen hair is not, in itself reason for concern. It only indicates that the follicle has passed through the various phases of the growth cycle before the strand was shed. Although this is a normal process (even in the absence of any type of hair loss disorder), the white bulb is not usually noticed until, or unless shedding becomes excessive–prompting one to examine their fallen strands.

If a disorder is suspected, an examination of the bulb can provide professionals with clues as to the type and cause of the disorder. The shape, size and color will determine which stage of the growth cycle the hair was in prior to falling out; and if any abnormalities are present.

The first phase of the cycle, the period of active growth, is called anagen. During this time the hair is firmly anchored, deeply within the follicle. Removing an anagen hair from a healthy scalp would require a firm, forcible pluck. The tip would reveal a small rounded or slightly elongated, pigmented bulb that may be surrounded by a gelatinous sac-like enclosure.

After each individual hair has reached its full growth potential, the follicle moves into what is known as “catagen”. Although catagen lasts only one to two weeks, many changes take place during this time that prepare for the formation of the white bulb. The lower follicle shrinks. The inner root sheath disappears. Pigmentation ceases. Cellular material (such as that of the outer root sheath) that is no longer needed to sustain growth, begins to migrate to base of the strand.

Once all catagen changes have occurred the follicle enters what is known as “telogen.” In early telogen any remaining cells that are no longer needed migrate to the base of hair. Because pigmentation has ceased, these cells will be non-pigmented. These non-pigmented cells cluster together to form the “mysterious white bulb that acts as an anchor to hold the hair in the follicle while it “rests” for approximately three months before being released. The telogen phase is also referred to as the resting period.

Any hair that falls out with a white bulb attached indicates that it has cycled through the telogen phase before falling out. Because of the shape, these strands are also referred to as club hairs. This feature will be present in normal daily shedding. Unless shedding is excessive there is no reason for concern.

The most common condition that causes excessive shedding with a white bulb attached is telogen effluvium. Because any follicle at any stage of the growth cycle can be affected, fallen strands may be of various lengths.

With alopecia areata the hair is often shed during the telogen phase, but in some cases it can be shed during anagen or it can break off. The affected strands may have an “exclamation mark appearance.” A small portion of the strand right at the scalp level becomes very thin giving the appearance of an exclamation point. Because the hair is very thin at this point it can also break off. Although the most common form of alopecia areata causes bald patches, there are other variations of this condition that cause other, more severe patterns of baldness.

The absence of a visible white bulb could indicate that the hair fell out during the anagen stage, such as in loose anagen syndrome or anagen effluvium. It could also indicate that it broke off rather than fell out.

The size, shape, color and condition of the bulb can provide valuable diagnosis information to the examining hair loss professional.

The Prevailing Delusion About Online College Degrees: A Treatise on the Decline of Public Education

A delusion is defined by Webster’s Dictionary as a false belief regarding the self or persons, or objects, that persists despite the facts, and one of the most prevalent and hard-hitting delusions that have prevailed in the late 20th and early 21st Centuries is the extremely fallacious belief by millions of rank-and-file human beings around the world, especially in the USA, that computer Internet educational pursuits produce as much academic learning for a person as does traditional classroom instruction. On the one hand, there are the many recalcitrant, adolescent, public school students who greatly dislike the free structured courses that they are required to attend in classrooms for twelve years in order to attain basic academic skills and a high school diploma. These young misguided men and women account for approximately 67 percent of all public school students, and, in most cases, merely occupy classroom seats, with their minds absently elsewhere, during their elementary, middle school, and high school years and end-up barely attaining the minimum grades necessary for high school graduation. The real sad fact is that, for the American public schools to retain some delusive credibility in properly educating the bulk of America’s youth, 70 percent of that 67 percent of all public school students have their grades pragmatically padded with huge disproportionate curves in order to make it seem that most of the American youth leaving high school at eighteen years of age are basically educated and ready to, either, enter the workforce or attend college. Yet, these basically uneducated, barely literate men and women leave public high school, and currently end-up, within three-or-more years, enlisting in the military, attending junior college or trade school, apprenticing for a trade, continuing to live at home off their parents, or becoming mendicants on the streets. Every year thousands of these millions of young people, fifteen to eighteen years of age, run away from home to end-up spending five-to-ten years on the streets, many of them turning to crime, before they realize the time and the precious free resources that they have wasted through contrariness and indolence.

Since around 1995, a great many of these millions of poorly educated young adults, eighteen to thirty years of age, have sought to bypass the need for hard work, and have been given the grand delusion that they can accomplish with a personal computer, alone at home for thousands of dollars, what they refused to accomplish during the twelve years of a free public education they were offered as teenagers. What do I mean by this? Seventy years ago, most graduates of public high schools actually graduated on a real eleventh-to-twelfth grade level and were prepared to, either, enter a college or university and perform real college-level work, or to enter a salable trade. As proper child-rearing in American homes (parents helping and encouraging their children to succeed in the public schools) became, over the decades after 1950, more of a burden than a privilege and responsibility for husbands and wives, who were more goal seekers than they were fathers and mothers, the male and female children of these very egoistic men and women were essentially left alone in the home to struggle academically by themselves during their formative and adolescent years. As a result, what used to be real high school diplomas conferred upon most eighteen year old graduates of public schools became no better than certificates showing merely 12 years of attendance, while junior college degrees (A.A.s and A.S.s) became certifications of remediation for high school deficiency. This process of remediation merely indicate that the students had compensated for their lack of academic attainment during their high school years at community and junior colleges during two years of study. Hence, as logically follows, traditional baccalaureate degrees now conferred upon senior college graduates, who matriculate from community and junior colleges, are hardly equivalent, to any degree conferred upon university graduates during the 1950s, ’60s, and ’70s.

Now we arrive at the crux of the issue at hand, the attainment of B.A., B.S., M.A., M.S., and, even, PhD degrees by these under-educated students from colleges and universities offering complete online Internet curriculum programs leading to conferral of these degrees. What happens when under-educated men and women, who graduated high school on probably a ninth-to-tenth grade level, attempt to do real university-level academic work five-to-ten years after they leave the public schools? Now remember that a high percentage of these individuals have spent time in the U.S. military taking military enlisted courses taught on an eighth-grade level and are told by these universities that, if they enroll in particular online degree programs and pay the required tuition, they will be given college-credit for military courses and for “life experience (whatever that means)” that will lead to the total 120 hours of college credit necessary for a baccalaureate degree. Moreover, a great many of these under-educated adults, 25-to-35 years of age, begin their so-called college educations online without any previous junior college remedial study.

So, have you, yet, figured out the dismal result of the grand delusion? These millions of under-educated students, who have anxiously embraced the computer-age, are actually made to believe that they can use the Internet, at home alone, to study the books and course materials provided by online universities and colleges, without the presence of an instructor/professor, in order to learn the equivalent of what is taught during four years of classroom instruction at traditional brick-and-mortar universities. What this was called in the 1950s, ’60s, and ’70s was correspondence/distance learning effect, which was not approved as equivalent to college classroom instruction by regional accrediting commissions. Presently, 98 percent of all Internet online college degree programs offered by most accredited universities and colleges are not interactive; that is, they do not provide video-teleconferencing for designated weekly lesson periods where the individual students are connected together to allow every student enrolled in the particular course to see his, or her, classmates, and the instructor/professor, on a computer screen during the lesson period, and to interact with each other during the class. As compared to the tuition cost of a three-unit undergraduate classroom course in American history, at the University of Maryland, which is around $500, the cost of an interactive online Internet course is about $700, and, invariably, the Socratic method cannot be effectively utilized by the instructor during this very expensive electronic interaction.

Most online undergraduate and graduate courses are, however, “not” interactive to any degree, and the only means for a student to communicate with an instructor, or other classmates, during the semester or quarter course period is by email, and that is regarded by most rational people as an extremely impersonal and disadvantageous means of effective communication. Let’s say the under-educated undergraduate student lives in South Carolina and is enrolled in an undergraduate online degree program at the University of Maryland. The student has all of the course textbooks and study materials, for a semester, mailed to his residence and he, or she, is allowed to perform the prescribed lesson assignments whenever convenient. There are no verbal lectures unless the instructor records them and allows the students to access them, along with the other course materials, using “Blackboard” software. If this is the case, the tuition for the course is substantially increased. Now, believe it or not, the instructor may actually live in another distant state, such as Minnesota, and a student may be unable to contact the instructor by email for extended periods of time. Hence, the under-educated undergraduate student is essentially left alone for most of the semester or quarter to study the course materials alone, and to take un-proctored, open-book, multiple choice question tests for grades, when the student’s academic honesty is not even questioned.

During the 19th and 20th Centuries, this type of learning was called the Lincoln-effect, which was named for the way Abraham Lincoln supposedly learned to be a lawyer, and was called then by most colleges and universities as a poor way to learn for the average student. Lincoln learned on his own by reading and studying what he needed to know in order to succeed in his legal endeavors, and his success was attributable to the fact that he was an extremely intelligent and intuitive person, capable of learning on his own, which the great majority of all public high school graduates are unable to do. Even today, a college or university will “not” give a person credit for learning independently, and actually knowing and mastering college-level course material before enrolling in a university and paying for the course. Then, even after a “very smart” person pays the costly tuition for the course and the professor allows the aspiring individual to take the course’s comprehensive final examination, the examination is, in most cases, not the regular final examination taken by classroom students, but one that has been made inexorably more difficult for the express purpose of ensuring that the very smart person does not make a passing grade. Does this sound unfair and sorely inequitable? Yes it does, because it is! The current academic system is staggeringly unfair to, both, the very intelligent and the very under-educated. The startling reality is that nearly all of the colleges and universities in the USA are much more concerned with advanced learning as a profitable money-making business than what it should be, the scared responsibility of helping intuitive and intelligently capable men and women, who are prepared for college-level work, to attain the learning and research skills that they need to succeed in opening new frontiers of the natural and physical sciences, mathematics, humanities, and literature. The sad fact is that baccalaureate and graduate degrees are being awarded every year to under-educated men and women who have completed undergraduate and graduate online Internet degree programs that are, in no way, equivalent to the degrees attained through classroom work under the close supervision of professors and instructors.

This particular grand delusion’s grave and deprecating effect, which I have endeavored to explicate in this essay, is, simply, that these men and women who have attained these online pseudo-degrees actually believe that they are as educated, intuitive, and intelligent as other men and women who have attended traditional colleges and universities to attain their undergraduate and graduate degrees. It is like comparing an online University of Phoenix baccalaureate degree in economics to a B.A. degree in economics obtained through continuous classroom study at the University of Texas at Austin, or at any other tradition accredited brick and mortar institute of high learning. The two degrees are basically incomparable. Yet, the majority of the American people of the 21st Century, 25-to-40 years of age, who have actually been conditioned to believe that obtaining college degrees quickly through superficial and watered-down online study is entirely equal to the painstaking process of obtaining a four-year baccalaureate degree through continual classroom attendance, have contributed greatly, by participation, to the educational diminution of the American republic, to its relegation to the status of a third-world nation. America now ranks 38th in the world in educational achievement. Can you imagine that, when, from 1945 until around 1970, the USA ranked first among all nations in population literacy, educational superiority, and scientific achievement?

As to the origin and advancement of this grand delusion, the reader is owed an explanation. How could this progressive and aberrant mind-set about the fundamentals of advanced learning have become so destructively prevalent in the latter-part of the 20th Century by sheer accident, or how could it have been widely accepted by the people as a standard model of educational endeavor through the visible efforts of one great man or woman? These two foregoing accepted explanations for the cause of historical events, accident and “the great man” hardly explain the subtle, publicly unnoticeable, events that have occurred from the late 19th Century through the mid-and-late 20th Century, which, working collectively, have caused deliberate systematic change in the way Americans are educated. The “accidental,” and “great man” explanations for the occurrence of history don’t hardly explain the sad miserable events that has plagued human beings from the outset of recorded history. The third accepted explanation accepted by contemporary historians for sad history, conspiracy, is the most reasonable and plausible reason for the occurrence of subtle incremental events that have collectively combined over the decades to produce an effect such as the grand delusion about the proper methodology for American learning. When a thorough investigation of the facts reveals the motives of conspiring men and women over an extended period of time to cause a major shift in the presiding philosophy underlying the essential rudiments of public education, those facts can, either, be closely examined by the existing traditional and electronic media and accepted by the American public, or capriciously discounted by that same media and hidden from the public. Why would an objective and independent media hide such scurrilous facts from the public? A free and independent media would not do such a blasphemous thing, but a media bought and paid for by the powerful and wealthy men and women who have conspired together to bring about such a shift in philosophy would so such a thing quite capably.

As Thomas Jefferson stated in 1805, “I’d rather have newspapers without government, than a government without newspapers.” What he actually meant was that he would rather have newspapers willing to publish the facts and the truth in the absence of government than a government unwilling to allow newspapers to publish the truth about what the government is doing against the interest of the governed. The American Constitutional Framers worked together to produce a state that would serve the people, not a state to be served by a people indoctrinated by government to be subservient. The latter status, a state to be served by the people, was predicated upon a political philosophy called Hegelian “statism”. A free-thinking people, such as the original American population that ratified the U.S. Constitution in 1789, are very concerned about individual liberty. As Henry Ward Beecher succinctly stated, “Liberty is the soul’s right to breathe.” This goes along quite well with what Thomas Jefferson stated in 1779, during the American Revolution. He said, “I have sworn upon the altar of liberty eternal hostility against all tyranny over the mind of man.” These immortal words, among the many others he wrote, today grace Jefferson’s memorial in Washington, D.C. All of the Constitutional Framers, who had also signed the Declaration of Independence, realized that “as a man, or woman, thinks, so he, or she, is,” and that perception of reality is the means whereby the American people will choose who, and what, they are. This is why the Constitutional Framers wrote the preamble of the U.S. Constitution to express its explicit purpose, which is stated with the first eleven words of the last twenty-three words of the Preamble “to secure the blessings of liberty to ourselves and our posterity.” The Preamble didn’t say that purpose of the U.S. constitution was to “establish justice, provide for the common defense, and promote the general welfare.” No, those particular things were a means for implementing the ultimate purpose, which was, and is, to secure the blessings of liberty.” Some might argue that the constitution of the Soviet Union had established a form a justice, provided for a common defense of the Soviet people, and promoted a form of general welfare for the Soviet people. But there was no liberty for the Soviet people to determine their own destinies with their independent pursuits of happiness. No, a communist dictatorship does not secure the blessings of personal liberty to a governed people, but, rather, just the opposite, which is control over the minds and bodies of the people. It’s certainly strange that most federal and State politicians today don’t consider the Preamble to the U.S. Constitution an essential part of the Constitution; but it really is.

“Statism,” socialist fascist philosophy that the people of a nation-state are to be conditioned to serve the state, began in the new USA as a pragmatic sociopolitical ideology embraced by wealthy ideologues in several the New England States in the latter-part of the 19th Century. I know that that’s a long way to look backward on American history to collect the relevant and pertinent facts about what really happened, but those facts were duly recorded by historians, journalists, and ordinary Americans in the form of journals, diaries, books written by writers who had actually witnessed those facts being established, and newspaper articles documenting those facts. The five ‘Ws” and one “H” of historical research are the questions and inquiries that lead to a cogent explication of the issues. Who, What, Where, When, and Why, and, of course, How, constitute the basis for historical research and the answers to how, and why, sad events occurred. There have been wealthy powerful aristocratic people in the USA who, from the outset of the republic, did not, at all, like the idea of a common rabble of human beings, the rank-and-file American People, being allowed to choose democratically, by the vote, who would represent them in a bicameral Congress and legislate laws that would affect and diminish the power and wealth of those aristocrats. In effect, these ideological oligarchies, shadow governments within the State and federal governments, were comprised of super-wealthy people who feared freedom and liberty as a political means of making them less powerful and less wealthy. Hence, came the collective surreptitious efforts of these shadowy oligarchies to systematically control the minds of the population in order to secure their wealth and power. These wealthy, powerful, and pragmatic people, though actually very few in number, knew quite well that the proper education and intuitiveness of that common rabble, the great majority of the U.S. population, would cause that great cross-section of Americans to insightfully seek the passage of laws that would enhance the ability of the common People to eventually, through industry and entrepreneurship, compete with, and eventually overshadow, the controlling aristocratic power-brokers; such as common self-educated, and brightly intuitive individuals like Cyrus McCormick, Eli Whitney, Elias Howe, Thomas Edison, and Philo T. Farnsworth, the poor Idaho farm-boy who was invented television.

In a succinct cut to the chase, the ten decades of passed time that have elapsed in the 19th Century have brought to pass the subtle, and extremely detrimental increments of change to public education in the American republic. For example, the ability to read and understand the published written word was regarded by the honored Framers as the keystone to public awareness and understanding of current events in State and federal government in order to assure an intelligent and informed electorate. The basic methodology for teaching America’s youth began as phonics, which was considered by such Framers as Benjamin Franklin, Thomas Jefferson, and John Adams as the proper methodology for teaching children, and illiterate adults, how to read. That was way that they had learned to read, and Franklin, Jefferson, and Adams had used traditional phonics to teach their own children how to read effectively, and the methodology was used effectively in the first public schools established in America before, and after the American Revolution. The first public schools established in the new United States of American were locally controlled and had nothing at all to do with the federal, or State, government. The parents of the children hired teachers to teach reading skills in these original one-room schools were for children of all ages, and phonics, learning to identify words by their vowel and consonant sounds, was used to teach reading.

Yet, another methodology for reading was created around the year 1813 by a man named Thomas H. Gallaudet. Gallaudet created the “see-say” method of teaching deaf-mutes how to read, since abnormal people could not hear word-letter sounds and learn through the normal use of phonics. Then in 1835, Horace Mann, a college educated intellectual, who had, himself, learned to read phonetically, was instrumental in getting the “see-say” reading primer, “Mother’s Primer” established for use by all primary schools in the State of Massachusetts; but by 1843, the very normal and reasonable parents of Massachusetts rejected the “see-say” method and phonics was restored as the standard method for teaching all normal primary reading in the State of Massachusetts how to read. Yet, Thomas Gallaudet, his children, and grandchildren were all graduates of Yale University, as was Thomas Mann, and they were also members of a secret order that existed then at Yale, and still exists and flourishes in the 21st Century. This was, and is, the Secret Order of the Skull and Bones. In fact, Horace Mann was co-founder of Skull and Bones, and it is much more than a passing thought as to why Mann, who had learned to read using phonics, would have pushed and shoved to get the “see-say” reading methodology, originally designed for abnormal deaf-mutes, accepted as a reading methodology for normal primary-age children. Furthermore, the false propaganda disseminated about the, supposedly, successful use of the “see-say” methodology, from around 1853 to 1900, resulted in the adoption of “see-say” by the influential Columbia Teachers College and the Lincoln School, which propelled the thrust of the speciously new John Dewey-inspired system of education that was geared away from the fundamentals of learning towards, rather, preparing primary child to be subservient units in the organic society instead of intelligent and intuitive individuals who could read comprehensively and effectively. ‘See-say” was ideal for the proponents of Dewey. Since learning to read effectively was the primary key for unlocking a child’s ability to read to learn, the Dewey-system deliberately eviscerated the one essential key step in the learning process, which would ultimately culminate in producing an informed electorate. See-say” also appeared to be an easy way to learn to read, despite the recognized fact that learning to read well required personal discipline and hard work.

Hence, I sincerely believe that the rational and reasonable American reading this essay will be clearly able to cogently extrapolate the inexorable and egregious results of adopting a reading methodology system, “see-say,’ created for “abnormal” deaf-mutes, for systematic use by “all” of the public school districts in all of the States by 1920, in order to teach normal elementary school-age children how to read. It wasn’t adopted by accident or as a result of a grand gesture by a wise man or woman, but, rather, by conspiratorial means over a long period of time The leading educational “authorities” from 1900 to 1920, exclaimed by newspapers, magazines, and radio as “progressives,” in the likeness of Theodore Roosevelt and Woodrow Wilson, constituted a select group of, mostly, men who had been educated at Yale University and were members of Skull and Bones. For an ultimately conspiratorial reason, the fundamental wisdom of the Constitutional Framers, regarding the adoption and preservation of phonics, was devalued during this time, and most, that is over 70 percent, of the national electorate were made to believe that what these, supposedly, learned 20th Century men were spouting about educational learning standards for children was based upon truth. Therefore, what is extant today, a nation of dumbed-down adults, is a sad result of a conspiracy that worked its evil in increments over 150 years to the present day. “See-say” is still the predominant methodology for teaching reading in the federally approved “common-core” system of public education. Though there are many private and parochial schools that have continued to teach phonics in the 20th and 21st Centuries, the graduates of these schools make up a very small portion, less than 10 percent, of all the school children in the USA. Most of America’s children, more than 90 percent, are, and will remain to be, products of the public schools.

In conclusion, the reasonable person can clearly see the progression of ineffective educational standards in the current process of educating most of America’s children. You have the elementary schools, which don’t teach basic reading, writing, and arithmetic to properly prepare children for their middle-school learning experience, and the dumbed-down children that enter middle-school from elementary school aren’t properly prepared for the last three, or four, years of high school. Consequently, middle-school is really a remediation of elementary school, and high school is, in most cases, a remediation of what should have been learned in middle-school. Therefore, 98 percent of the 17-to-18 year old adolescents who receive high school diplomas, aren’t really receiving graduation certificates for the proper completion of twelve years of education, but, rather, for merely attending twelve years of classroom experience, and graduating on much less than a twelfth-grade level. Most seniors in public high schools are actually working on a 9th to 10th grade-level when they walk across the stage to be graduated. So, here we are back at the beginning of the time-frame when men and women, 25-to-35 years of age and the graduates of public schools, begin to think that online college and university degrees are “really” equivalent to degrees earned by classroom attendance in brick and mortar universities; and that what they couldn’t achieve in a classroom with their level of academic preparation could be achieved outside of a classroom, at home, before a computer screen. This is, and will remain to be, the mass grand delusion that is the nemesis of American educational superiority.

Participant Structures and Communicative Competence

In her article, “Participant Structures and Communicative Competence: Warm Springs Children in Community and Classroom” Susan Philips described the disjuncture between verbal encounters in classrooms where young North American Indians get formally educated and in their native communities where they learn the particular skills their people deem necessary in their roles as members of the community. This disjuncture represents one of the major challenges being encountered in the primary and secondary education of North American Indians which have been widely reported in previous research and are well-known phenomena in the national education sector.

Specifically, Philips focused her study on the learning dynamics in Warm Springs Indian Reservation where some 1,500 descendants of the Warm Springs Sahaptin, Wasco, Chinook, and Paiute Indians who have began settling there in 1855, live. While originally from distinct tribes, these groups evolved into an almost homogenous community and came to share almost identical cultural backgrounds after more than a hundred years of sharing the same geographical home. Presently, these groups collectively call themselves the “tribe.”

In their efforts to improve the educational system in the reservation, the tribe encouraged the establishment of schools and scholarship programs. However, after many years of teaching Indian children using the standard methods implemented in US public schools, a clear trend has emerged, indicating that Indian students consistently perform poorly compared with non-Indian learners. Thoroughly examining this phenomenon, Philips demonstrates that there are pronounced differences between the social conditions that govern verbal discourses in classrooms and the conditions that allow Indian children to participate verbally in community activities, and that these differences in participant structures account for the poor educational performance of young Indian learners in Warm Springs.

Philips provided a comparative context for her study by making observations of all-Indian and non-Indian or white grammar school classes at first and sixth grade levels. Philips also considered Indian social conditions to determine how Indian children verbally participate during community gatherings. These are some of the participant structures Philips probed to show the disconnect between standard verbal communication dynamics in the classroom and the culturally charged verbal opportunities allowed or encouraged by the community. As demonstrated, this disconnect causes the communicative competence issues being reported on Indian learners.

The four participant structures Philips discussed in her article are 1) the teacher speaking to the group of students; 2) a student who has volunteered or has been asked by the teacher to speak in front of the class; 3) students working independently but each having access to the teacher for a one-on-one verbal engagement; and, 4) student groups controlled by the students themselves. Young Indian learners exhibit unusually high hesitance to participate in the first two participant structures while they strongly engage in verbal encounters in the third and fourth participant structures. Notably in all participant structures, Indian children refuse to assume leadership roles in verbal encounters.

Meantime, participant structures at home and in the community are radically different from those in schools. First, in Warm Springs community activities where children are allowed to participate, any member my verbally communicate in various ways. There are no distinctions between performer and audience because everyone can participate. Each community member is also allowed to decide how much she wants to participate. In these community activities, there is no single leader that controls the engagements unlike in classrooms where the teacher pretty much controls all the learning processes. On the other hand, community activities like dancing, singing, and drumming, require no soloists. This strongly reflects on speaking roles allowed by the community. Indian children also required or encouraged to observe adult interactions. Moreover, there is a marked absence of skill testing similar to quizzes, graded recitations, and exams being done in classrooms. In Warm Springs, learners conduct private self- tests to gauge their own proficiency with a given skill. Only when they are certain that they have developed sufficient skill will they publicly demonstrate what they have learned. Often, the demonstration is also nonverbal, such as a shot deer or a properly prepared dinner on the table. Lastly, use of speech is minimal in most participant structures in Indian communities.

These contextual differences account for the inappropriateness of western teaching models as applied in Native American contexts and will likely prolong historical inequalities if left unchanged and unresponsive to the cultural preferences of Native American learners.

How to Stop an Invisible Dog Fence From Continuously Beeping

I was in the middle of the lake fishing last Sunday and I get a frantic call from a lady with an Invisible dog fence brand system. She tells me her system is beeping and she can’t get it to stop. She further explains that she can’t get anyone on the phone at the dealer except someone that says they can schedule a service call and they’ll come and fix it. As she talks further she discloses that she has already unplugged it and it is still beeping and its driving her crazy. She has no use for the system as her dog had passed away over 2 years ago. The lady tells me she has called a couple different Invisible dog fence Dealers she found online and no one was willing to help her get the beep stopped.

As a formally educated businessman I find this attitude of the Invisible dog fence dealers to be all too common and absolutely reprehensible. They seem blind to providing service to their customers unless they can make another dollar on it. Now considering the Invisible dog fence Brand systems are the most expensive on the market you would expect for this added price that they would bend over backwards to help their clients. Unfortunately that is not very often the case and quite often it seems just the opposite. The more it cost the less “Value added” service you receive. If it didn’t give the industry such a black eye I would care less.

Well back to the subject at hand. The unit was beeping after being unplugged. Well in order to beep it needs power. If its unplugged there must be an additional power source for example a battery backup. I ask her to describe what wires she saw connected to the unit that was beeping. She explained there were two twisted together, those being the loop wires, there was a black wire that was attached to the transformer she had already unplugged, there was a green ground wire, and there was also a black and red wire together that went to another larger square box on the wall beside the transmitter.

This was the battery backup that she needed to disconnect. Most invisible dog fence dealers love to sell battery backups as it makes additional income for them although it is not very practical in most applications. I instructed her that she needed to unplug the black and red wire combination by simply grasping them close up to the unit and pulling. The small plastic plug disengaged and the beeping stopped.

She thanked me profusely and offered to pay me for my assistance when I refused her gesture she offered to send me the unit as payment for my help. I told her how she could at least recover some of her money from the system by selling it on eBay as there are always buyers on there wanting them. My personal experience with eBay is that there are several invisible dog fence dealers who buy product on there to resell to their customers that are looking for used products. At least these invisible dog fence dealers are trying to provide added services to their clients.

When It Pays To Use Incentive Programs

Non-cash incentive programs and fringe benefits can have a powerful impact on attitudes, which should in turn improve results. You can give employees the greatest incentive program, however, by impairing a sense of ownership in the organization.

If you do not know what kind of incentive programs to employ so as to motivate your people to work and increase productivity, here are some tips that you can use:

1. Sharing the shares.

Use share schemes as an incentive program to reward people for contributing to team success.

An employee who sees his or her efforts rewarded in company shares will, in theory, identify with the company, be committed to its success, and perform more effectively.

In reality, it may be hard to tell whether the company's success is due to employees owning shares, or whether the success itself has the led the company to issue shares. It is also difficult to know whether employees would have performed les effectively if no shares had changed hands.

Neverheless, by giving people a stake in the company as an incentive program, you are making a highly positive statement about them, which encourages them to feel positive in return.

2. Gifts are not just for Christmas.

Surprise people with gifts they do not expect. Expected remission has less impact than the unexpected. Even generous pay rises are taken for granted after a while, as salary wish increase accordingly.

Incentive programs like a far smaller "payment," in the form of a gift, have an unequal worth in the eyes of the recipient. An employee could use a cash award to buy a gift, possibly a weekend vacation, but that would provide less satisfaction than an incentive program in kind from the management as a reward for work well done.

Consider this, which incentive program is better: A company called for a special meeting for all of the employees that had achieved the sales quota for the month. In the meeting, the company announced that the incentive is a gift certificate. They went to the Accounting Department, as instructed, signed their name, and off they go.

Or: The company cave them a specialized mug embossed with the word "Congratulations," plus a special card with a special message personally written by the manager.

Between the two incentive programs, the latter is more appreciative. Gift certificates could be a good incentive program but it is sometimes taxable, so they get only a fraction of what was written on it. Plus, the first incentive program is more rigid, lacks personalization and appreciation.

On the other hand, the second incentive program is far more favorable. A more specialized and personalized gift ideas as incentive program can be more appreciated. It makes your employee feel that they are individually valued especially if it comes with a "thank you" note.

Best of all, presents are also a better incentive program and a cost-effective method of stimulating staff when cash is short or when competition does not allow an increase pay.

3. Optimizing benefits.

Fringe benefits have become much less effective programs financially in many countries because of tax changes, as indicated earlier.

Good pension schemes, however, have become more attractive as incentive programs wherever state-funded provision has fallen. The same applies to medical insurance. The knowledge that the company cares for its people in sickness, health, and old age is a basic yet a powerful factor.

Other benefits, such as company cars, paternity leave, vacations, and help with children's education and care as incentive programs can improve the quality of people's lives. Electronic devices, from mobile phones to computers, directly benefit the company, but as an incentive program, the individual also gains personally from their availability.

Ultimately, loyal and happy employees tend to work harder, leading to increased overall productivity.

4. Bequeath status.

The modern company, with its flat structure, horizontal management, and open style, avoids status symbols that are divisive and counter-productive. Reserve parking places and separate dining rooms are rightly avoided.

However, important-sounding job titles are easy and economic forms of incentive program at the same time a better way of providing recognition and psychological satisfaction.

So, now you know that incentive programs do not necessarily mean it has to be in the monetary form. Do remember that giving people incentive programs of any kind sends a very positive signal. As they say, it's the thought that counts.

Communication Effect

The system of sending information or message from one place to another place is communication.

Understand the meaning of communication and system of communication. Understand about the familiar developments like Mobile, Fax, Computer, E-mail, and Telecommunication.

In ancient times it used to take many days to send a message or information to distant places. But today we can send messages to any part of the world quickly due to the development in the field of communication. The message may be in the form of written piece, sound, picture or movie. Today man uses Telegraph, Radio, Television, Telephone, Fax, Mobile, Videophone, Pager etc., through telegraphy, message can be sent in the form of words. For example: If you want to send a message “Happy Birthday” to your friend. Go to a nearby post office and send the message to his address. This message reaches your friend in few hours. The most common device used for communication is Telephone. We can converse with a person anywhere in the world through a telephone. Depending upon the distance between the communication people, service of the telephone is divided into three categories. The system of sending information or message from one place to another place is known as telecommunication. Through Fax, written material and pictures can be sent. Telephone calls are grouped as local-calls, Subscribers Trunk Dialing, International Subscribes Dialing. Through internet one can access the required information from any part of the world. The modified form of postal service is e-mail.

Speaking through the telephone while driving a vehicle or even walking is not a surprise. Here the mobile phone acts as a receiver and transmitter. The radio waves are set up between the two people, who are communicating with each other. Fax is a modified version of telegraph. The written material pictures can be sent through Fax. For Ex: If you want to send a cartoon story to a news paper, feed the fax machine with your data. The cartoon story written on a paper is transferred to the fax machine at the news paper office through telephone line as it is For this you should know the Fax number of the news paper office.

Every individual needs to be well equipped with the tools to communicate effectively, whether it is on the personal front, or at work. In fact, according to the management gurus, being a good communicator is half the battle won. After all, if one speaks and listens well, then there is little or no scope for misunderstanding. Thus, keeping this fact in mind, the primary reasons for misunderstanding is due to inability to speak well, or listen effectively.

Communication is a process of exchanging verbal and non verbal messages. It is a continuous process. Pre-requisite of communication is a message. This message must be conveyed through some medium to the recipient. It is essential that this message must be understood by the recipient in same terms as intended by the sender. He must respond within a time frame. Thus, communication is a process and is incomplete without a feedback from the recipient to the sender on how well the message is understood by him.

There are a lot of communication barriers faced these days by all. The message intended by the sender is not understood by the receiver in the same terms and sense and thus communication breakdown occurs. It is essential to deal and cope up with these communication barriers so as to ensure smooth and effective communication.

It is of utmost importance not only to communicate but also effectively communicate. Please throw some light on the first instance where Lisa was not suitably promoted. She did give her presentation, she did communicate, then why was she denied her promotion? She did not effectively communicate. The trick is not only to communicate but effectively communicate. And if you can effectively communicate, the world is all yours.

Communication process is a simple process where a message is being transferred from a sender to the receiver. The receiver after receiving the message understands the message in the desired form and then acts accordingly. Not every individual is born with good communication skills; it is inherited in due course of time as the individual passes through the various stages of life. Communication skill is an art which has to be mastered to make one’s presence feel, stand apart from the crowd and emerge as a strong leader in all facets of life.

Don’t always depend on verbal communication at work place. After any verbal communication with the fellow workers, make it a habit to send the minutes of the meeting or the important points through e-mail marking a cc to all the participants. Always depend on planners, organizers and jot down the important points against the date set as the deadline to complete a particular task. During presentations, the addressee must use whiteboards, papers and the participants also must carry a notepad to avoid forgetting any point.

Intra-personal communication skills: This implies individual reflection, contemplation and meditation. One example of this is transcendental mediation. According to the experts this type of communication encompasses communicating with the divine and with spirits in the form of prayers and rites and rituals.

Interpersonal communication skills: This is direct, face-to-face communication that occurs between two persons. It is essentially a dialogue or a conversation between two or more people. It is personal, direct, as well as intimate and permits maximum interaction through words and gestures. Interpersonal communications maybe:

Focused Interactions: This primarily results from an actual encounter between two persons. This implies that the two persons involved are completely aware of the communication happening between them.

Unfocused interactions: This occurs when one simply observes or listens to persons with whom one is not conversing. This usually occurs at stations and bus stops, as well as on the street, at restaurants, etc.

Non verbal communication skills: This includes aspects such as body language, gestures, facial expressions, eye contact, etc., which also become a part of the communicating process; as well as the written and typed modes of communications.

communication like group discussion. Remember you are not the only one speaking in the group discussion; there are other participants as well who are vying for the limelight. You might get only a single chance, and you just can’t afford to miss the opportunity to create that first impression, and as they say first impression is the last impression. An individual might have complete knowledge about the topic assigned to his group, might be well aware of what is happening around him, but if he can’t effectively communicate his ideas to others, he will fail to create his mark. The way an individual communicates his ideas has to be very impressive for him to live up to the expectations of the deciding authorities.

Teddy appeared for an interview with a reputed media house. He had been eyeing for this company for quite a long time. He fared extremely well in the face to face rounds and was looking forward to getting selected in the organization. Unfortunately something else was in store for him. He could not get through the GD Round. He was exceptionally good in academics, had a healthy professional background and even expressed his ideas in his best possible way in the group discussion. The problem was in his communication level. He did try his level best but failed to impress the interviewer and thus lost out on his dream job.

Converting your thoughts into words is an art and one has to master it to win over the trust and confidence of the assessor. One has to very sensibly and carefully choose the right words to share his thoughts with the other participants and make his points clear. Never use slangs, instead go for some corporate jargons or professional terminologies for the desired edge. Also avoid cracking jokes in between as it is considered highly unprofessional. An individual must not stammer in between or chew half of his words. Speak clearly and your voice must never be shaky. There is no one who will beat you there, so why to get afraid of a group discussion?

No one will ever deduct your marks if you greet your fellow participants well. Use warm greetings and never forget the handshake on meeting. These gestures actually help in breaking the ice and create a bond among the participants. Someone has to begin the discussion, so why not you? Take the initiative and start the discussion. Introduce yourself and your team members well. Never believe in personal favors. If any participant is unwilling to speak, do not force him unnecessarily. If someone has spoken well do not hesitate to give him a pat on his back. Such non verbal communications sometimes go a long way in boosting the morale of the participants. Be very confident to win over the trust of the interviewer as well as the other participants.

The pitch and tone must also be taken good care of. You are speaking not for yourself, but for others to listen and respond. Always ensure that you are audible to one and all. Every participant must be able to hear you clearly and understand what you intend to convey. An individual must also learn the art of voice modulation. Don’t keep the same pitch always; learn to play with your tone as per the importance of the word or the sentence. If you want to raise a question to your fellow participants, it must also reflect in your voice. Avoid shouting or being too loud in group discussions. You are here to voice your opinion, not for fighting. Keep your voice polite, soft but convincing. Never sound unintelligent or foolish, as the interviewer has a constant eye on you. Do take care of your punctuation marks and the flow of words. It is no harm to take pauses or breaths in between sentences. Never repeat sentences as it will lead to monotony and others will tend to ignore you. Don’t just speak for the sake of speaking.

Always remember there are other individuals also who are participating in the group discussion. They may not be from the same background as you are, might have an altogether different thought process, but you have no right to make fun of their views. Always respect their opinion. If a participant is speaking, never criticize or oppose him in between. You will get your time to speak, and please wait for your turn. An individual has to be very patient, calm, dignified, sophisticated and above all professional in his approach. The individual who passes the information to others for sharing his thoughts and ideas with them is called the sender. (First Party) The individual who receives the information from the sender and responds accordingly to give him the feedback is called the receiver. (Second Party). In the process of communication the information must reach the receiver in exactly the same form the speaker intends to. If the recipients fail to provide feedback to the speaker, communication is considered to be ineffective and incomplete.

Communication is neither transmission of message nor message itself. It is the mutual exchange of understanding, originating with the receiver. Communication needs to be effective in business.

Communication is essence of management. The basic functions of management (Planning, Organizing, Staffing, Directing and Controlling) cannot be performed well without effective communication. Business communication involves constant flow of information. Feedback is integral part of business communication. Organizations these days are very large. It involves number of people. There are various levels of hierarchy in an organization. Greater the number of levels, the more difficult is the job of managing the organization. Communication here plays a very important role in process of directing and controlling the people in the organization. Immediate feedback can be obtained and misunderstandings if any can be avoided. There should be effective communication between superiors and subordinated in an organization, between organization and society at large (for example between management and trade unions). It is essential for success and growth of an organization.

Communication gaps should not occur in any organization. Business Communication is goal oriented. The rules, regulations and policies of a company have to be communicated to people within and outside the organization. Business Communication is regulated by certain rules and norms. In early times, business communication was limited to paper-work, telephone calls etc. But now with advent of technology, we have cell phones, video conferencing, emails, and satellite communication to support business communication. Effective business communication helps in building goodwill of an organization.

Business Communication can be of two types:

• Oral Communication

• Written Communication

Oral Communication – An oral communication can be formal or informal. Generally business communication is a formal means of communication, like: meetings, interviews, group discussion, speeches etc. An example of Informal business communication would be – Grapevine. Oral communication implies communication through mouth. It includes individuals conversing with each other, be it direct conversation or telephonic conversation. Speeches, presentations, discussions are all forms of oral communication. Oral communication is generally recommended when the communication matter is of temporary kind or where a direct interaction is required. Face to face communication (meetings, lectures, conferences,

interviews, etc.) is significant so as to build a rapport and trust.

Written Communication – Written means of business communication includes – agenda, reports, manuals etc. Written communication has great significance in today’s business world. It is an innovative activity of the mind. Effective written communication is essential for preparing worthy promotional materials for business development. Speech came before writing. But writing is more unique and formal than speech. Effective writing involves careful choice of words, their organization in correct order in sentences formation as well as cohesive composition of sentences. Also, writing is more valid and reliable than speech. But while speech is spontaneous, writing causes delay and takes time as feedback is not immediate.

Advantages of Written Communication

Written communication helps in laying down apparent principles, policies and rules for running of an organization.

It is a permanent means of communication. Thus, it is useful where record maintenance is required.

It assists in proper delegation of responsibilities. While in case of oral communication, it is impossible to fix and delegate responsibilities on the grounds of speech as it can be taken back by the speaker or he may refuse to acknowledge.

Written communication is more precise and explicit.

Effective written communication develops and enhances an organization’s image.

It provides ready records and references.

Legal defenses

An effective and efficient communication system requires managerial proficiency in delivering and receiving messages. A manager must discover various barriers to communication, analyze the reasons for their occurrence and take preventive steps to avoid those barriers. Thus, the primary responsibility of a manager is to develop and maintain an effective communication system in the organization.

Remember effective communication is a necessity in today’s challenging scenario and the above tips definitely go a long way in improving one’s communication skills.

How to Cure Stammering – What is the Root Cause?

Learning how to cure stammering was something that was top of my priority list not long ago. It was something I had suffered with since early childhood but I always assumed I would grow out of it; however as an adult I continued to suffer badly with speech. Read on to learn what I did to speak fluently and with confidence for the first time in my life and how you can do it too.

The main problem when learning how to cure stammering was actually coming to terms that there was no cure. After going back and forth to my doctor who kept making me do these silly speaking exercises that never really helped, I began to think that maybe I would be stuck with this condition for the rest of my life.

Growing up as a teenager with a stutter is probably one of the worst things a guy can go through, especially because other kids can be so cruel. I suffered badly with a confidence problem because of my stutter and this made it much harder to meet new people and make new friends. My social life was pretty poor, not to mention my lack of any type of success with girls! I mean what girl want’s to be with a shy, low confident stuttering guy anyway?

I knew that this was something I wanted to get rid of completely, not just learn to control, I wanted total fluency. I remember my doctor telling me to speak slower, so I did for a while. OK it may have helped a little bit but it made me sound like I was some sort of thick idiot! I didn’t want that, I wanted to speak normally like everybody else!

So I stopped going to see this doctor and instead went about trying to find out how to cure stammering my own way. After doing a lot of reading I realised that that the fact I was very shy and maybe even had a mild form of social anxiety didn’t help my problem. I discovered that I had to attack the root cause of my stutter.

In order to learn how to cure stammering I had to build up my broken confidence, and this is where it all begins. I met up with others stutterers and we discussed our problems together which really helped and we began to build our confidence with meeting new people and trying to be more open with people.

What AreThe Symptoms Of A Sinus Headache?

Problems with sinuses, give rise to headaches, so you have to know the symptoms of a sinus headache in order to know if you actually have one. The sinuses are small spaces in the facial bones just below the facial skin. The spaces are concentrated in the nasal region, temples and around the eyes. Sometimes, due to infection, these spaces get inflamed with mucus and infected as well. Below are some of the symptoms of a sinus headache:

A gentle shake of your head can tell you if you do have a infection of the sinuses(sinusitis). If you move your head even slightly, the pain will increase and this is a good method of deciding whether the headache is actually due to an infection of your sinuses, this is one of the major symptoms of a sinus headache, and if you find you do have an infection, do not shake your head as this will give rise to even more shooting pain headaches.

Another method is to try bending over. The moment you lower your head you will feel as if there is something heavy inside your head. If doing so leads you to discover you have a infection of the sinuses, refrain from bending over until the infection clears.

There are many causes for sinusitis which are allergy, a deviated nasal septum, and severe cold, enlarged parts inside of the nose, and acute ongoing infection, and sometimes menstral.

3 Ingredients in Natural Supplements For ADHD That Really Work

Let’s face it. Prescription drugs for ADHD treatment are effective in some cases but their side effects are too harsh to ignore. If you want to get rid of your child’s ADHD without putting his health at risk, you should give him homeopathic natural supplements for ADHD.

A homeopathic natural supplement for ADHD operates on the principle of “like treats like.” Unlike with herbal supplements, homeopathic supplements only contain minute traces of natural ingredients that are highly effective in aiding the body in its natural healing process. Best of all, they don’t pose any risk of dangerous side effects.

For example, allium cepa is a homeopathic remedy made from onion. Since onion causes symptoms like runny nose and watery eyes, allium cepa is used to treat illnesses like allergies, which cause these symptoms. Look for homeopathic natural supplements for ADHD that contain the following 3 effective ingredients:

1. Give your child a homeopathic natural supplement for ADHD that contains verta alb. Verta alb. can soothe the nerves and help your child achieve emotional stability. It is often recommended by homeopaths for the treatment of hyperactivity.

Verta alb. is also helpful for children that suffer from restlessness. Children who benefit from treatment with verta alb tend to have a weakened immune system and cravings for fruit and ice cream.

2. Hyoscyamus is clinically proven to alleviate over-excitability, restlessness, and general disruptive behavior, making it an excellent active ingredient in homeopathic natural supplements for ADHD.

Hyoscyamus is also known to alleviate the urge to twitch and temperamental outbursts. It is also helpful for children who tend to exhibit foolish behavior, display facial grimaces, and fidget incessantly.

3. Arsen iod is a helpful ingredient in a natural supplement for ADHD because it promotes balance during temper outbursts and eases frustration and impatience in children when they confront challenging situations.

Homeopaths recommend arsen iod in children who are irritable, restless, hyperactive, impulsive, and inpatient. Children who benefit from arsen iod tend to have a history of allergies and hay fever.

For the best results, look for homeopathic natural supplements for ADHD that contain these three effective ingredients. These ingredients are highly beneficial on their own but their efficiency is enhanced when they are combined because they will help your child overcome all of the symptoms associated with ADHD and not just a few.

So what are you waiting for? Get out there and start shopping around for homeopathic natural supplements for ADHD! These ingredients will help your child achieve permanent recovery from ADHD and improve his overall health and well being, all without putting his health in jeopardy.

Kegel and Pelvic Floor Exercisers – The How and the Why

I have to face facts. I’m getting older.

The Menopause is fast approaching along with the possibility of the long arms of her hormone-deficient outriders: loss of libido, vaginal atrophy and bladder weakness.

Having had my children by Caesarean section, I’m very lucky. I don’t automatically wee myself when I sneeze or laugh. However, I have noticed a lack of sensitivity in terms of my pelvic and core muscles due to having them cut and stitched back together more than once. I have also suffered a lot with frequency-related cystitis and, if my bladder is full, I am conscious that I have to really concentrate to hold on to everything when I make a sudden involuntary movement.

But, more than anything, I was worried about the effect the hormonal imbalance of the Menopause was having on my sex life.

I wanted to tighten my vagina. I wanted to retrieve the muscle tone I had just a few years ago. Investigating the subject thoroughly, I discovered that there were two ways of dealing with this problem: one, to focus on my kegel and pelvic floor exercises. Manually. Mentally zeroing in on the pubococcygeus muscle (the one that controls your wee) and squeezing, lifting and releasing it regularly every day; or alternatively, taking the easier option and finding myself a device that could do the job for me.

There are also sorts of balls, cones, springs and barbells around which you can clench your errant PC muscle until it’s back into tip top shape.

But, for us lazier exercisers, the current featured weapons in this on-going battle are the Kegel machines. They come with various fancy extras but the main idea is a bit like a TENS machine in that it exudes an electrical pulse onto the required muscle in order to stimulate it. All the models have a variety of programmes designed to help with specific problems – stress, urge, post-childbirth, general tone-up. Each programme consists of a set of pulses and rest periods and it is possible to increase the power of the stimulant to suit individual women.

Scientific studies have shown that this type of electrical stimulation of the pelvic floor muscles can improve the tone and performance of the area, thus reducing urge and frequency problems, as well as helping with sensitivity and other sexual issues that can be adversely affected by childbirth and/or the rise and fall of the different hormone levels of Menopause.

The aim of these kegel and pelvic floor exercisers is to ensure that you exercise safely and efficiently and, for me, the results were apparent in just a few weeks. The adage of “use it or lose it” is certainly true for women and the benefits are amazing in all areas of a woman’s life.

Last year, the Channel 4 programme ‘Embarrassing Bodies’ campaigned nationwide for us to ‘Use it or Lose it’ vis a vis our pelvic floors. Testing a large cross-section of women, it was discovered that many no longer had full control over their PC muscle and some of the ladies were given a sample of the various type of exerciser to try.

With all models, some improvement was seen but the most effective were the kegel stimulators.

For the best results, you should perform your normal kegel and pelvic floor exercises to coincide with the muscle stimulation part of the programme – that’s the tingly bit. Let’s just say that I’m now told it’s like making love to a teenager.

‘Nuf said.

Eye Floaters Treatment – Eliminate Eye Floaters With a Simple and Easy Solution

Learn eye floaters treatment in simple and natural ways. End your frustration of spider webs, clouds or fogs, moving dots or squiggly lines that move around and float around in the field of your vision. Follow these amazing tips to help eliminate those annoying eye floaters.

Eye floaters can be very irritating and annoying, but there are no safe and proven methods to get rid of the symptoms caused by vitreous syneresis or posterior vitreous detachment. Not to worry because there are simple and natural ways to clear your vision effectively.

What is eye floater?

Eye floaters are deposits or condensation in the vitreous jelly of the eye. An eye floater can appear as floating spots, or black dot that will move around when you move your eyes.

As you get older, a substance known as vitreous, that is similar to jelly in texture, starts to become more like a liquid. In this case, fibers within the vitreous glue together then float continuously around in the vitreous cavity. Your will see these as floaters, shadowing the retina. Diabetic retinopathy, eye trauma, complications from cataract surgery and nearsightedness may further increase risk.

Below are eye floaters treatment that will help to clear your vision

Step 1

Warm your hands by rubbing them together, then lightly press your palms against your eyes for about 10 seconds. Repeat this process about 5 times. Do this everyday to gradually eliminate floaters in the eye.

Step 2

Tilt your head so you face the ceiling. Look ahead and roll your eyes around in a circular clockwise motion, then change to counter clockwise motion. Repeat this exercise ten times in each direction.

Step 3

Hold a pencil in front of your face at arm length. Look at the pencil, and then slowly move it towards you until it is about 6 inches away from your eyes. Continue to focus at the object. Do this relaxing massage 10 times daily to reduce floaters in the eye.

Step 4

Slowly massage your temples with your thumbs knuckles with circular motion, forward and backward. Do this 20 times in each direction. Very gently do the same thing on your forehead between the eyebrows and on each side of the bridge of your nose.

Eye Ailments Can Be Treated With Magnetic Therapy

Even though most of the eye problems are not painful, suffering from eye ailments is one of the worst conditions you can have. This is mainly because eyes are important organs which help you orient in the world. Also, they are highly useful when wanting to get a job and have an active social life. This is why it is necessary to keep your eyesight in good function.

There are many treatments which can effectively deal with eye ailments. Yet, finding one which is not damaging for the other organs and which is still very powerful in treating your ailment can be quite a challenge. If you have not yet found a treatment which can make your eye ailments go away, why not try an alternative treatment: magnetic therapy.

Years of practice have proved that magnetic therapy is quite effective in treating eye problems. Moreover, the different appliances used in this type of treatment offer a complete healing method, which enables you to regain your sight.

The first appliance which is used in order to treat eye ailments is the low power magnet. The application of lower power magnets significantly improves eyesight and treats any possible ailment. Ten or fifteen minutes are enough for noticing great improvements in the way you see things. Yet, make sure that you do not use high or medium power magnets on your eyes, as they can make more damage than help your eyes recover.

The second option you have in order to improve your eyesight is to wash your eyes daily with magnetic water. This will not only make you see better, but it will also remove the tiredness of your eyes.

Eye ailments, such as myopia and hypermetropia, cataract, glaucoma, but also conjunctivitis can be treated by using these two methods. Thus, if you feel that your eyes are tired, if you no longer see things well or if you suffer from one of the above mentioned diseases, try magnetic therapy. You will see that your ailment will be alleviated significantly from the first applications and in time they will be totally cured.

What Is the Difference Between LASIK and ILASIK?

In our world of advanced medical technology, there are many amazing techniques that can be used to improve our health. Vision correction surgery is very popular. The four most common procedures are Lasik and iLasik, photorefractive keratectomy (PRK) and custom wavefront guided treatments

What is LASIK Surgery?

Two of the most popular are LASIK and iLASIK surgeries. They are exactly the same surgeries, except with regard to flap construction. The difference is the instrument used to make the flap. In traditional LASIK surgery, a blade or microkeratome is used to make the flap. In iLASIK surgery, the ophthalmologist uses a laser, most commonly the Intralase, to make the flap. This method is more reliable and safer than using a microkeratome flap. After the flap is constructed, a different laser is used to reshape the cornea.

When LASIK surgery is performed, the flap that is created and folded out of the way much like a can lid, allowing access to the cornea so that the vision correction procedure can be completed. After the cornea is reshaped, the flap is then replaced. There are no sutures needed to secure the flap in place, as once the tissue is repositioned it sticks in place by small pumps in the cornea which function like nature’s Velcro.

The patient remains awake with numbing eye-drops anesthetizing the eye. It is a simple procedure that is usually performed in an outpatient surgery suite which may be located in your ophthalmologist’s office. Most people are back to their regular activities within 24 hours.

During healing, prescription eye drops are usually prescribed for one to two weeks after surgery.

Photorefractive Keratectomy (PRK)

Photorefractive Keratectomy is a laser cornea-reshaping eye surgery that is primarily used for correcting mild to moderate nearsightedness. This procedure uses a cool, pulsing laser with ultraviolet light that reshapes the surface of the eye’s cornea. This procedure is performed when the patient has a thinner cornea and may not be a good LASIK candidate, a person who has an occupation that may require physical contact with the eye, or in a person with corneal scarring who may not be a good candidate for a flap. The healing time may be slightly longer than LASIK, but the vision is usually equivalent once the eye has healed. This procedure may require 3-5 days off from work during the healing phase.

Wavefront Guided Treatments

The Wavefront Guided Treatment can be thought of as measuring a fingerprint of the eye. The laser system then treats this measurement on the surface of the cornea. This allows the ophthalmologist to correct not only the blurriness caused by the glasses but also blurring cause by rays of light that are out of focus for other reasons. These are commonly referred to as higher order aberrations.

What Are There Complications to Eye Surgery?

In rare cases, complications may occur after a person has vision correction surgery. But, most people finish up the healing time without any concerns or complications. Statistically, laser created flaps are less likely to have complications because the flap creation is done with the precision of a laser and not a surgical blade.

If you are considering vision correction surgery, you should talk with your ophthalmologist to determine whether the surgery is right for you. Your doctor will also give you the opportunity to explore the differences between LASIK/iLASIK surgery. You will find that the majority of the surgeons will suggest a bladeless procedure.

Be sure to research a bit before you have your surgery, so that you can better understand the procedure. Taking some time to examine your options will also give peace of mind that you found the most qualified professional in your area to complete the surgery.