New Book that promotes racial harmony- When Spirituality Meets Innovation- an E-Book that facilitates social change in 3 ways

A book that promotes racial harmony, spirituality and innovative thought to enhance our daily lives

 

I have just completed writing and publishing my new book: When Spirituality Meets Innovation. The 163 page book is an autobiographical look at the power and need for innovation and spirituality in personal and business relationships, urban school reform and the spiritual game of golf.  I enjoyed the feeling of empowerment by self-publishing the book on Lulu.com. A book preview is available online at www.ourlifedesigns.com. Above all, the book is a model for the power of collaboration through racial harmony.

One of the key features of Spirituality is that it facilitates social change as a fully interactive book.

1. As a medium to promote racial harmony. I am an educator and researcher from New York City and am of African American decent. My colleague who wrote the Foreword, Reverend Gary Manning, is a white, Episcopalian pastor, born in the south. Our common threads of interest are living and working in the same city, our belief in the good that spirituality can foster in the human condition, and our love for the game of golf.
2. As a technology tool to promote social change using the embedded end of chapter links to facilitate threaded forum discussions. As a result of using the links, readers stay connected and on task with the key points of each chapter. Who knows, they may even be compelled to do something radical, like speak up about an issue that affects their daily life!
3. As an E-book that can be used as part of a university curriculum to demonstrate innovative ways to facilitate social change. Any course that teaches innovation theory, social change theory, African American literature, or urban culture, could be a candidate for this approach.

As an educator, I am constantly seeking opportunities to empower the at-risk learners that I work with daily. I developed a program to cultivate the intellect of at-risk teens called, Let Them Eat P.I.E.. ( promoting intellectual expression) The goal of P.I.E. is to provide at-risk teens who have a strong intellect to develop their intellectual skills in a safe environment. The tenants of poverty, where so many of my students live, are often at juxtaposition with the mindset of critical thinking and strategic planning, especially coming from the residents of the bario. That level of intimidation and resistance to individual thought and creativity is how poverty keeps people captive.

The safe environment will be coffee shops. Over the years Coffee Houses have been synonymous with poetry readings, social networking and harmonious discussion. I have approached my local Starbucks coffee shop with the concept of holding a P.I.E. meeting one-time per week, for an hour after school, and we have an agreement in principle. Starbucks wins because they build a customer base with a younger demographic and a minority constituency. My goal is to launch P.I.E. nationwide.

I hope that you enjoy the read.

The Future Hope Project Powerpoint- The rest of the story

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Improved balance and gait for seniors-reduction in number of falls using audio visual entrainment

 Studies Utilizing Audio Visual Entrainment (AVE) for Improving Cognitive Ability and Balance

Excerpted with permission from the Physical and Clinical Applications of Audio Visual Entrainment by David Siever of Mind Alive, Inc.

 

One of the challenges that clinicians serving the elderly population face is the challenge of reducing falls due to impaired balance and cognitive function. Studies demonstrate that audio visual entrainment can be an effective intervention.

Study using Audio Visual Entrainment to improve mental function

One of the first studies utilizing AVE for improving cognition in a senior population was by Dr. Thomas Budzynski (1998).  He utilized both nuerofeedback and Ave to improve mental function in a 75 year old man. After that intervention, Budzynski and Tang (2001) treated 31 seniors using audio visual entrainment and the DAVID Pal AVE training device. The AVE treatment of light and sound was delivered over a period of 33 sessions to improve mental function in the study group. When compared to one-to-one therapy such as cognitive rehabilitation or nuerofeedback, the audio visual entrainment procedure is very cost effective. The devices are portable, and groups of 10 or more participants can be administered to at the same time. A computer based continuous performance test (CPT), the Microcog, was used to assess mental function as reported by Elwood. (2001)

The Microcog measures attention, reasoning ability, memory, spatial ability, reaction times, processing speed and accuracy, cognition and proficiency. Over 60% of all subjects showed improvements in these measures.

Anxiety and Depression associated with increased falls in senior population

A study involving 80 randomly assigned seniors by Berg and Siever (2004) utilized targeted audio visual entrainment. That is to say that the researchers surmised that reducing anxiety and depression would have the outcome of reduced falls. An attempt to reduce these depressive symptoms was engaged by administering audio visual entrainment frequencies in such a way that the Alpha production from the left frontal lobe was reduced creating a symmetry between the left and right frontal lobes. As a result of this targeted model of AVE delivery, the depression rating as recorded on the Geriatric Depression Scale (GDS) by almost 50% in 8 weeks of treatment.

Balance and Gait improved with audio visual entrainment

Balance and gait were measured using the Tinetti Assessment Tool (Tinetti,1986) and the results demonstrated an improvement in balance as seen on the Balance Mean Score (BMS). So, as depression lifted, balance improved. Balance a gait improved between 4 and six weeks after the start of the AVE intervention, once the subjects trusted themselves enough to begin walking with a straighter gait. Their gait continued to improve throughout the eight weeks of the study.

AVE devices are available from the website that supports this blog.

On the web at: www.ourlifedesigns.com

New wellness options for seniors- reduction in falls, improved mood and focus using audio visual entrainment

 The pursuit of a meaningful intervention strategy for seniors that will improve memory is on going. Many promises are made with the introduction of a plethora of games designed to improve memory. The reality is that these games require lots of focused effort, which many elderly clients do not engage. Few if any of these interventions can also improve mood and sleep patterns while improving balance and gait of seniors with the net benefit of a reduction in falls and hip fractures.

 Non pharmacologic intervention that improves mood and memory and reduces falls

One intervention protocol that has not received the press that it deserves is the use of audio visual entrainment as an all in one tool. This form of brain wave training or nuero feedback has been proven to be effective in youth, professional sports and adult populations. The devices that deliver the brain wave training are called the David Alerts and David Pal’s. These incredible devices deliver timed pulses of light and sound through patented headphones and earpieces that are highly effective. 

The manufacturer of the David devices, Mind Alive, Inc, has conducted several studies with Alzheimer’s patients and elderly clients over the past ten years. The research goal has been to examine the efficacy of audio visual entrainment to improve memory, reduce the propensity for falls, improved sleep and improve mood.

 Reduction in the number of falls, improved mood and sleep patterns

The portable David Alert and David Pal devices have shown effectiveness in reducing falls, improving mood and improving focus in the elderly population. Over a period of 26-36, twenty minute training sessions, the brain wave training delivered by the David devices improves blood flow to the cerebral cortex, improves the flow of mood enhancing neurotransmitters by 25% or more and improves memory and focus as measured by the GDS (Geriatric Deterioration Scale) index. The propensity for falls is reduced in this population when they are more focused and aware of their surroundings.

 Website for information about devices and purchase options

An excellent website to describe the effect of audio visual entrainment in the elderly population is located at www.ourlifedesigns.com.

 The website is part of an outreach effort by education researcher Steve Taylor, and Dr. Raymond Lueck to introduce the benefits of audio visual entrainment to senior health care consumers seeking a non pharmacologic solution to their quality of life issues.

Wisconsin Urban School District-DIFI (district in need of improvement) could move out of NCLB shadows with proposed research project

The Milwaukee public school district (MPS) has many inspired and highly motivated educators working to help it move forward. It is unfortunate that the district finds itself as a Level 3 DIFI (district in need of improvement)  in the eyes of NCLB (No Child Left Behind). Over 20 schools in the district  have been indentified as SIFI schools or schools in need of improvement. This level is a sign of serious performance problems in meeting the needs of at risk learners, a group made up primarily of students in the following categories: African American children, special education students and children in need free and reduced lunch. Level three mandates a very high level of triage and immediate action.

Research Project to help schools and districts emerge from NCLB corrective action

A research project named the Future Hope Project 2, designed by New York native and Milwaukee education researcher Steve Taylor, has drawn the eye of area universities as a protocol that could help the Milwaukee district and others around the country, improve their ability to help K-12 at risk students improve their performance in math and reading.  A key point that data driven districts do not appear ready to address is that all school districts must engage the mental health issues that so many students bring to school each day. Unfortunately, school climate and academic performance suffers dramtically when solutions cannot be implemented.

Future Hope Project 2 requries zero investment by schools or district as an after school program

The research protocol of the Future Hope Project 2 uses a nuerological based assessment tool called SPECT analysis to help educators and clinicians identify the physical manifestation of a students learning disorder.  University of Illinois-Chicago faculty member and Nuclear Medicine specialist Dr. Dan Pavel has expressed support for the Future Hope Project 2 and has agreed to be a service provider and mentor for the research project. The second brain based tool is the use of audio visual entrainment (AVE) to help students diagnosed with autism, ADHD and other co-morbid conditions improve their focus, reduce inattentiveness in the classroom and minimize impulsivity which is a hallmark characteristic of ADHD. Dr. Rebecca Bardwell of Marquette University has agreed to be the PI. So, if a school can identify the physical causes of the chronic behavior problems, a data based solution can be included as an adjunct to the students IEP. As a result, students get back on track and are more focused and inclined to apply themselves in reading and math. In addition, school climate improves and student performance trends upwards for each school and the district as an entity.  The project is meant to be conducted as an after school program. A major feature of the project is that if it is grant funded, there is no resource requirement of the school. The project is self sustaining and only needs space in the building and a list of possible student participants. The research project will serve 6-8th grade students initially. MPS has been offered an opporunity to participate with one school.  Other school districts are welcome to inquire about particpating in the research project.

Milwaukee Charter School has success with first phase

In the past year, one Milwaukee charter school, Wings Academy completed an action research program designed by Mr. Taylor that used the audio visual entrainment protocol with a group of at risk students that included 3 autistic children and seven students affected by ADHD. Five of the participants were African American. The testimonials from parents, teachers and administrators were very favorable and can be viewed on the supporting website at:www.ourlifedesigns.com The social behaviors of the participating students improved as did the acdemic progress. Sleep patterns of all students improved as well.

MPS Special Ed department has experienced great challenges in recent years

The Milwaukee school district has experienced many challenges in meeting the needs of their special education students over the past few years. It has certainly not been for the lack of effort by teachers, board members and specialists.  There is a wealth of gifted and comitted educators working in Milwaukee trying to make a difference in the lives of our children. But the unfortunate shadow of a lawsuit and outside crticism appear to have taken a toll.

From my vantage point as an educator, parent and grandparent of MPS students, it is clear that the mental health issues affecting the academic and social performance of at-risk students present a major opportunity for the district to address.

Innovation needs to be part of the solution for kids 

It stands to reason that an innovative research project designed to meet the needs of African American, free or reduced lunch and special needs students and supported by a world reknowed physican and two outstanding research universities could help the Milwaukee district and others overcome the student mental health dilemna and ascend from the shadows of the NCLB performance mandates.

My work with autistic K-12 students using audio visual entrainment

 Over the course of my action research project through the Future Hope Project One with students at Wings Academy, a charter school in Milwaukee, I had the opportunity to work with several students whose behaviors could be categorized as within in the autistic spectrum. Their ages ranged from 8 to 18 years old. The intervention protocol is called audio visual entrainment, a form of brain wave training.

The behaviors of the study group participants ranged  from autistic spectrum, ADHD to PTSD.

Dr. Raymond Lueck, a licensed psychologist practicing in Wauwatosa, Wisconsin served as the project investigator and Steve Taylor, a researcher and educator, served as the project manager. Mr. Taylor currently works at Wings Academy as a one-to-one mentor to at risk learners and children with behavior disorders. The school has a curricular and organizational focus of supporting children that learn differently achieve their academic goals in a safe and non-judgmental setting. Wings Academy is a college preparatory school.

The audio visual entrainment benefits are best delivered over a period of 36 to 40 training sessions of 25 minutes, four days per week.

Providing services to the underserved population of students

I have made a commitment to bring the technology of audio visual entrainment to our underserved student populations of Milwaukee; which is vast.

A large percentage of school aged children in Milwaukee live in poverty. As a result, they have little access to interventions and innovative technologies such as audio visual entrainment. I believe that it is incumbent upon clinicians, social entrepreneurs, educators and interested parties to come together in support of our very needy student population. I am confident that an innovative approach to outreach that would include the use of social networking via the Internet and person-to-person can overcome politics, poverty and organizational paralysis.

We must work for positive change in the lives of underserved children in urban areas.

 The Future Hope Project interaction room

Paying close attention to the comfort level of the students as well as the ambient noise and light in the room was a worthwhile source of continued discernment.

Room conditions are important considerations when working with children in the autistic spectrum. Excessive ambient noise, bright lights and unfamiliar smells can impact the efficacy of the intervention. As a general rule of thumb, we try to make the room as devoid of personality as possible by ensuring that there is good ventilation, adjustable lighting and a location away from kitchens and other sources of potentially objectionable smells.

 Encouraging a comfort level for using the intervention tools- The David Alert devices

Dr. Lueck and I were very pleased with how the students responded to the sensory nature of the audio visual entrainment gear.

The audio visual entrainment devices called the David Pal Alert, are a compact and portable training device that can go anywhere. The David Alert could have posed an initial problem because autistic students get a little fussy when devices are placed on or around their heads. In order to use the headphone and eyeglass entrainment tools it is necessary to place the headphones on the child’s ears, secured over the head and to place the glasses over their eyes.

I let the students handle to devices and also modeled how the equipment should be worn. In addition, I left the room lights on and had soft classical music playing in the room at specific intervals.

 Ten year old female participant

The ten year old female participant demonstrated some anxiety during the early sessions.

 A ten year old girl who participated in the study would pull the glasses up over her eyes a few minutes into the 24 minute the 4x per week audio visual entrainment experience. She was a bit anxious for the first four or five sessions. I encouraged her to keep her eyes closed and to keep the glasses on. The lights were turned up and that appeared to reduce her level of anxiety. Her mother presented a very touching video testimonial about the positive changes that had occurred in her daughter’s disposition over the first 4 plus weeks of using audio visual entrainment. The video is posted on the website at: www.ourlifedesigns.com

 My friend’s 12 year old autistic son

My friends son is a high functioning young man with a pleasant demeanor and a willing attitude.

I have worked with my friend’s son for the past two months. He did fidget quit a bit during the first several sessions because the room was too dark. After mom turned the room lights up to a brighter setting, the young man seemed to enjoy the experience. He even told his mother that he liked the B4 setting of the David Alert the best. His mother reports that his performance in school has improved significantly with an observed improvement in focus from his teacher.

 Tomatis Method-similar benefits from audio visual entrainment

The stimulation of the auditory system and vestibular area is a hallmark feature of the Tomatis Method intervention model. While the David Pal Alert device does not target this area it achieves similar results with the audio stimulation provided by the device and managed with a simple push button selector that delivers the programmed audio stimulation.

 The benefit of using both audio and visual tools

The primary benefit of using the glasses in conjunction with the headphones is the stimulation of the optic nerve and pre-frontal cortex. In addition, the flow of helpful neurotransmitters are improved.

 Anticipated and observed improvements in behaviors

Over the course of the audio visual entrainment intervention we have observed improvements in social behaviors, better eye contact, sleep patterns and academic performance. Other behavior improvements that should be observed upon completion of the 36-40 sessions include:

Decreased hypersensitivity to sound, reduced tactile defensiveness, improved language skills, improved appreciation for food and less picky behaviors, better self image, less aggression, improved social skills and better eye contact.

 Project programming is replicable

Over the past ten years, I have helped to develop a number of project design initiatives for at risk learners. I served on the design team or was directly responsible for the design, development and management of several after school programs for at-risk learners. I was part of the design and implementation team Community Learning Centers (CLC’s) through MPS. I also served on the initial assessment team with UWM. While a member of the faculty and staff of Marquette University, I created and managed the Young Webmasters Project 1 and 2. These projects became summer school programs that provided an academic bridge benefit for at risk learners.

This past year, I developed the Future Hope Project One for at risk learners as an after school program. Buoyed by the successful interventions experienced by our student participants, I designed the Future Hope Project 2 as a brain centered intervention program using a combination of innovative assessment tools including Brain SPECT analysis.

 I would be happy to work with your school to design a program tailored for the needs of your at risk students.

 Key Words

• Action research project
• Autistic spectrum
• Audio visual entrainment
• Wings Academy in Milwaukee
• Future Hope Project One
• Ambient noise and lighting
• Female autistic participants
• Tomatis Method
• Neurotransmitters
• Auditory stimulation
• Visual stimulation
• Sensory nature of audio visual entrainment equipment

Improved academic and social outcomes for students with ADHD using Audio Visual Entrainment- Parent Testimonials

These testimonials are originally posted on the website of www.mindalive.ca.

Parent Testimonials from around the world

The manufacturer of the David AVE training devices, Mind Alive, Inc., has compiled a compelling legacy for client satisfaction and treatment efficacy. Please review the following accounts from parents, clients and family about the efficacy of the AVE brain training devices.

 

Testimonial from Graham J. Hadlington
Helping Hands UK Org., United Kingdom
June 27, 2007

“We came across the DAVID PAL by accident, but what a godsend this device has proven to be.  The DAVID PAL proved to be a brilliant solution to help combat ADD.  We have also used the device continuously to relieve stress and bring a calming mood to the staff at Helping Hands UK Org.  We fully recommend and applaud the DAVID PAL and would encourage any organizations such as ours to utilize such a device.”  

Testimonial from Karen Rodway
Edmonton, Alberta, CANADA
April 24, 2007

“I just wanted to give you a two-week update on Kirsten.  As you know she is borderline ADHD. Her teacher started using a checklist for concentration prior to the spring break in March.  On average she had a 6 or 7 out of 10 possible checkmarks.  Over the past week she has had a perfect score everyday.  At home, Glen and I are finding her much more cooperative, less argumentative and she is doing her homework without bouncing up and down 100 times. I asked the teacher for work to be completed at home today and she has been working on it for the past two hours without complaint!  Unbelievable! One of the biggest changes is her attitude towards us.  She realizes right away that she stepped over the line and apologizes almost immediately.  Her temper outbursts are almost non-existent.  P.S. Glen tried a session when he had a headache and his headache went away.”

 Testimonial from Gwenda Travis
Albuquerque, New Mexico, USA
August 9, 1999

“Life was a nightmare! We really did think life was a nightmare.  Ever since our son was in kindergarten.  That’s when it all began. David, our son, was a very happy baby and a happy little boy.  We were so excited when he started kindergarten because he was so bright. 

We took him to pre-kindergarten screening.  Everything from speech and hearing to motor skills.  The nurses and therapists seemed to be very impressed with David.  His skills were good.  But then they tested him for things that took a lot of attention.  And of course I, as his mother, thought he had done exceptionally well.  But the ‘professionals‘ very quickly recommended that my husband and I hold David back from school for one year. 

That‘s when the nightmare began. The first parent-teacher conference we had went rather well.  But David‘s attention span was not what it should have been for a six year old.  We went on through kindergarten with the end result being, that the school felt like David should be held back.  We refused to sign the paperwork. Then came first grade. The problems became even worse.  After a while I finally admitted that possible David did in fact have a problem.  And again the school insisted that David be held back. We agreed.

David was then tested by the school psychologist.  Having known the man for a number of years, I trusted his opinion.  He very tactfully told us that he thought David might have ADD (Attention Deficit Disorder). 

The doctor began with Ritalin.  The ‘miracle drug for children with ADD. I began a diary of David‘s daily activities and moods.  Things did not seem to be getting any better.  I was still getting daily phone calls from his first grade teacher.  So the dosage was increased.  Again no change.  Again the dosage was increased.  That‘s when we started seeing a little change.  But again the dosage was increased.  At this point David was taking the maximum dosage for a child his size.  He began having side effects from the medication.  At this point the doctor changed him to Cylert.  On a very low dosage we began seeing what we thought to be miracles.

David‘s school work was being completed.  He didn‘t have as much homework.  And he was almost back to the normal David we thought we had lost. 

Then the D.A.R.E. Program started at school.  This really affected David.  He was tired of taking drugs, and he didn’t want anyone to know he took anything.  They might call him a ‘druggy’.

This is when we went to our doctor, Dr. Aaron Kaufman, and he was so excited about this treatment he had gotten in California.  It was called a Digital Audio Visual Integration Device (DAVID).  And Aaron began doing his very best to get our David and the DAVID machine together.  He also took David off of the Ritalin.

David’s first visit to Ruth Little was 12-16-91.  After the first treatment there was just a minor change.  He could ride all the way home without jabbering.  This was approximately a 10-mile ride.  We were elated.  And of course we continued the treatments.  We never told his teachers that we were doing anything about David’s lack of attention or hyperactivity.  We just let it ride.  But after each session, we noticed a little more change.  The homework was getting done, there was less of it, and David seemed much happier.  Even though we were having a few crisis at home.  David was handling them very well.  But in February, 1992, things began to happen.  It was like David had bloomed.  The homework was down to a minimum, and my husband and I were truly ready for the upcoming parent-teacher conference.

The teacher started off with ‘Has something changed at home?  David is doing wonderfully!  His homework is complete, his grades are up, and his attention in class is unbelievable!’ Of course I wanted to go hug Ruth and Aaron immediately!  The very first GOOD conference we had ever had with any of David’s teachers.  His grades all came up but one.  And that was reading.  But he did maintain the C that he was carrying.  We have continued to see remarkable things happen to David.  As a result of the good grades he made it on the Merit Roll.  This is not so much for grades as it is for progress.

As a result of the D.A.V.I.D. machine, our David is much easier to live with as a person.  There are no more repeated instructions, no more senseless fights with his little sister (who is six years younger).  Life is just so much easier now.  I couldn’t even begin to put into words the relief, the happiness and the thankfulness that the DAVID machine has brought to our David and our family.

In closing, I think any parent with a child who is having problems of any kind, learning, behavioral, psychological, any problem should be addressed by the D.A.V.I.D. machine. 

Thanks for ending our nightmare and making life just a little bit easier!”

 

The Future Hope Project Powerpoint presentation

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Future Hope Project 2nd phase(improving school climate through student brain centered training) -seeking funding support for next steps

The Future Hope Project (FHP) was a grant funded after school project designed and managed by Steve Taylor, project manager for the Future Hope Project. It is the third after school program that Mr. Taylor has developed and managed.

The FHP experienced success in meeting benchmarks with K-12 students affected by ADHD. Social behaviors and sleep patterns were improved across the board. Video testmimonialsfrom parents, teacher and administrator support this assertion. Academic improvement was more difficult to measure. A third of the students experienced improvements in reading test scores. Two thirds did not show improvement. However, annecdotal responses from teachers and parents support observed improvements in focus and improved grades.

The abstract for the second phase of the Future Hope Project FHP2, is included in the paragraph below. Our research group has a tentative committment from a university research partner and we are now seeking private and/or public grant support for a longitudinal study.

THE FUTURE HOPE PROJECT 2 (FHP2)- A brain centered after school intervention program to improve school climate

The unfortunate component of the traditional school model is that most are not equipped to deal with the mental health needs of students. However, the universal paradox affecting schools is that their inability to meet these needs is the missing link in creating effective school climate.

The Future Hope Project 2 (FHP2) is an extension of a successfully completed after-school intervention program called The Future Hope Project. FHP2 is a sustainable, turn-key research project for individual or multiple education sites. A primary goal of the project is to improve school climate by reducing student suspensions and drop out rates. From an educator’s perspective, a chronically disruptive student in each classroom can dramatically reduce the quality of teaching and student engagement.  If an after school program could be created to meet these needs, independent of the schools scheduling and curriculum patterns, problems with school climate could be resolved. The intervention steps are designed to improve the temporal, deep limbic system and pre-frontal lobe activity of the student participant employing Audio Visual Entrainment (AVE), a form of nuerofeedback with a focus on brain wave training, augmented by rhythmic exercise routines, music stimulation and other forms of brain centered intervention for at risk learners affected by ADHD and associated behaviors. In addition to the brain centered approach, a regimen of vitamin supplements, with a focus on reducing Vitamin D deficiency, will be provided to each student. Current world wide research examining the impact of vitamin D and other anti-oxidant deficiencies on mood and learning behaviors strongly suggest that adding four vitamin supplements to the diet of at risk learners could provide positive change in behaviors.

Assessment Tools

Assessment tools will include the Coopersmith self esteem student survey, STAR reading assessment, PACE parent and teacher behavioral assessment. A new assessment tool will be designed to assess the quality of school climate.

Project Time-Frame and students served

The training protocols can be implemented as 1 hour or 1 ½ hour programs in twelve week scheduling blocks. The programs will run Monday through Thursday. Friday serves as a data collection and reporting day.

Student groups of 10-15 will participate in FHP2 for the duration of the AVE training phase of 36-40 sessions, or twelve weeks of the semester. This time frame will establish habits of replication that will allow participants to continue the other components of the intervention protocol on their own.

Multiple groups of students could be served in a larger after school model and this accommodation would allow the school(s) to serve a larger number of students per 12 week cycle. It is conceivable that a school could serve 90 students per school year with 2 after school programs running concurrently throughout the school year for 3 twelve week sessions.

Nutrition and student performance in school: Lit review

A reveiw of the literature from The Future Hope Project and Ourmindalive

All too often, claims are made about the value of foods, vitamin supplements and drinks without the supporting research. This is not to say that all supporting research is infallable.

Need for increased levels of Vitamin D was not readily shared by American research: One need only look toward the recomendations for Vitamin D requirements  in children by the stalwarts of American medicine prior to this year. While the European research community had identified clear requirements for Vitamin D levels 3 to 4 times as high as those recomended by American medical experts as early as 2003, the American health consumer remained ignorant of the significant new research. To be fair, a handful of visionaries at Temple University, the University of California and Harvard were leading the discussion stateside at the same time, but our monolithic screening process and outside influences on health information disemination marginalized the importance of their message. European researchers were aggressive with their message about the importance of raising the RDA for Vitamin D in children to at least 1000-2000 IU per day. We should all be fully aware at this time.

So, while there is pyschic comfort in requesting and reviewing the data, the consumer has to be open to all opinions from around the world before they make a decision.

A literature review: To this end, I would like to present a powerful resource for the health care consumer, educator, parent or researcher that provides an excellent compendium of research that delves into the benefits of nutritional supplements and innovative approaches to improving education standards, student behaviors and learning.

The paper, “Nutrition and Student Performance at School” by Dr. Howard Taras, is a literature review that lists research from around the world as nutritional influences on student performance are challenged, initiated and argued.

The PDF is available online. The link below will provide the Pub Med listing.

http://www.ncbi.nlm.nih.gov/pubmed/16014126