Elements of Geology, For Popular UseAuthor:
Lee, Charles A.Imprint:
Harper & Brothers: New York City; 1839Extent:
School District Library, No. 86Subject(s):
Seward House Museum
Notes: Full title: Elements of Geology, For Popular Use; Containing a Description of the Geological Formations and Mineral Resources of the United States
Inscription: "William H. Seward"
Other: This series was a project initiated by Governor Seward
Return to the list of Seward family books.


But an equally alarming source of the decline, both Mr. Taylor and Mr. Vidal said, is the explosive increase in American farmland planted in soybean and corn genetically modified to tolerate herbicides.
The American Midwest’s corn belt is a critical feeding ground for monarchs, which once found a ready source of milkweed growing between the rows of millions of acres of soybean and corn. But the ubiquitous use of herbicide-tolerant crops has enabled farmers to wipe out the milkweed, and with it much of the butterflies’ food supply.
“That habitat is virtually gone. We’ve lost well over 120 million acres, and probably closer to 150 million acres,” Mr. Taylor said.
A rapid expansion of farmland — more than 25 million new acres in the United States since 2007 — has eaten away grasslands and conservation reserves that supplied the monarchs with milkweed, he said.
The monarchs’ migration is seen as a natural marvel and, for Mexico, a huge tourist attraction. But naturalists regard the butterflies as a forward indicator of the health of the food chain. Fewer butterflies probably means there are fewer other insects that are food for birds, and fewer birds for larger predators.
Here on my ranchito I have seen no monarchs this year. It is a little early for their migration through central Texas (at least here in north Erath County, Texas), and I will hold off making any conclusive statements about their pattern for several more weeks.
I have only a few sprouts of milkweed on my 53 acres. I know precisely where the milkweed is and seek to keep it flourishing for the butterflies.


For years, among English teachers and writers alike, there has been a war over whether or not teaching grammar in the classroom is helpful and worthwhile. In his article “Grammar, Grammars, and Teaching Grammar”, Patrick Hartwell outlines some of his positions on the subject. He outlines three different types or levels of grammar and explains how grouping their definitions together is problematic. The three grammars are as follows:
- Grammar: This is what most people master by age 5 or 6. Basic uses that are not discussed.
- Grammar Two: This is when basic grammar begins to be discussed and looked at, where students begin to describe their grammar.
- Grammar Three: This is grammar etiquette, which tongue is appropriate to speak and write in.
Hartwell tells his readers that grouping the three types of grammar is problematic because the teaching of one type of grammar could be more helpful and necessary than the teaching of another type of grammar.
Personally, I have never really been a fan of in depth grammar lessons (as you probably get a sense of in my writing). However, as I enter deeper into my studies as a communication arts student, I am beginning to see the importance of grammar just a little more. If teaching grammar is used to “…help students understand the system they unconsciously know, showing them the necessary categories and labels (Hartwell),” then what grammar really is is a tool for meaning making. The ones who are making the meanings are the ones who have power. Therefore, maybe grammar is more than what we give it credit for, it is a tool for empowerment.


A study released today by Common Sense shows that parents spend more than nine hours (9:22) a day with screen media, the vast majority of that time being spent with personal media (7:43) and only slightly more than 90 minutes devoted to work media. The vast majority of these parents (78%) believe they are good media use role models for their kids. Meanwhile, many parents are concerned about their children's media use, including thinking that their children may become addicted to technology (56%) and that technology use negatively impacts their children's sleep (34%).
"These findings are fascinating because parents are using media for entertainment just as much as their kids, yet they express concerns about their kids' media use while also believing that they are good role models for their kids," said James P. Steyer, founder and CEO of Common Sense. "Media can add a lot of value to relationships, education, and development, and parents clearly see the benefits, but if they are concerned about too much media in their kids' lives, it might be time to reassess their own behavior so that they can truly set the example they want for their kids."
The study, Common Sense Census: Plugged-In Parents of Tweens and Teens, finds significant differences in media use by population. Nearly two-thirds of Hispanic and African-American parents (66% and 65%, respectively) are highly aware of the content their children see or hear when using media, compared to half of white parents (51%). Hispanic parents are also more concerned about technology addiction (63% vs. 55%) and the impact of technology on their children's sleep (43% vs. 30%).
For more tools to manage media use, visit commonsense.org.


By Joy Scott, Am Haskalah Congregant The translation of this week’s Torah Parsha (CHAYEI SARAH) is ‘The Life of Sarah’. Ironically, only the first two lines of the Parsha pertain...
This week’s Torah Parsha begins by G-D speaking to Abram, “Go from your land, from your birthplace and from your father’s house to the land which I will show you” There, G-D says, will eventually be a great nation. Abram, his wife, Sarai, and his nephew, Lot, journey to the land of Canaan. Abram builds an altar and continues to spread the message of ‘One G-d’.
However, a famine forces Abram to depart to Egypt. Fearing for their safety in Egypt, Abram tells his wife, Sarai: “because of your beauty, pretend to be my sister, and not my wife, so that my life will be spared, and all will go well with me(1). Sarai agrees, and when they enter Egypt, it is as predicted: Sarai’s beauty is immediately noticed, and she is taken to the palace of the Pharaoh; and, Abram acquires sheep, cattle, camels, and other valuables, in exchange for allowing his ‘sister’ to cavort with the Pharaoh (2).
This story is extremely disturbing on multiple levels. Indeed G-D did impose severe plagues upon the Pharaoh and his household to retaliate on Sarai’s behalf. However, Abram only realized benefits, and no punishment or chastisement from G-D.
Biblical scholars attempt to explain these issues by claiming that the story uses the ‘masculine singular of the verb; and, that the story was told as through the eyes of Abram(3).
Nevertheless, she was stripped of her individuality, and no longer recognized as a person; but, rather as an “unspecified generic object of desire”(4).
There is some sense of redemption in that G-D imposed plagues on the King of Egypt, on behalf of Sarai, whose suffering was degrading and undeserved.
We are all acutely aware of the significance and importance women’s issues play in modern society. If there is anything to be learned from this Parsha, it is to recognize the unique values and potential of every individual, as well as the pain of being mistreated, underestimated, or ignored.
(1) Genesis (12:11-13)
(2) Genesis (12:15)
(3) The Torah: A Modern Commentary (Torah.org)
(4) The Torah: A Women’s Commentary (Torah.org)
Analysis and Composition: Joy Scott (Am Haskalah)


What is it used for?
- To help prevent the symptoms of allergies that are caused by airborne allergens, for example hayfever, dust mite allergy or pet allergies.
How does it work?
Care allergy defence nasal spray is a medical device that contains a natural cellulose powder as its main ingredient.
When this spray is used in the nose, the powder reacts with moisture on the lining of the nose to form a colourless fine gel coating. This gel acts as a filter, trapping airborne allergens such as pollen and dust, and stopping them from coming into contact with the lining of the nose. This prevents the allergens from causing the allergic reactions in the nose that produce hayfever-type symptoms.
Care allergy defence spray should be used as often as needed, but at least three times a day. Using the spray regularly maintains a good barrier on the lining of the nose, which will help to prevent the symptoms of hayfever or other nasal allergies from developing.
You can also use the spray as a preventative measure before entering an environment that you know might trigger your allergy, for example before going into the garden, mowing the lawn, dusting, or visiting a house where there are pets.
You should use the spray again after every time you blow your nose.
- This spray is for nasal use only. It should not be taken by mouth. Avoid getting the spray in your eyes.
- This spray should not be used together with any other nasal sprays because this can make it less effective.
- Before using the spray for the first time, squeeze down the collar several times until an even spray emerges.
- Any remaining nasal spray should be discarded six months after the spray is first opened. This is because it could be contaminated with dirt or germs. Write the date of opening on the bottle so you know when to throw it away. Dispose of product carefully, preferably by returning it to your pharmacy.
Not to be used in
- Known sensitivity or allergy to any of its ingredients.
This spray should not be used if you are sensitive or allergic to any of its ingredients. Please inform your doctor or pharmacist if you have previously experienced such an allergy.
If you feel you have experienced an allergic reaction, stop using this spray and inform your doctor or pharmacist immediately.
Pregnancy and breastfeeding
Certain medicines should not be used during pregnancy or breastfeeding. However, other medicines may be safely used in pregnancy or breastfeeding providing the benefits to the mother outweigh the risks to the unborn baby. Always inform your doctor if you are pregnant or planning a pregnancy, before using any medicine.
Medicines and their possible side effects can affect individual people in different ways. Just because a side effect is stated here, it does not mean that all people using this spray will experience that or any side effect.
- There are no known side effects with this spray.
For more information about any other possible risks associated with this product, please read the information provided with the spray or consult your doctor or pharmacist.
If you think you have experienced a side effect from a medicine or vaccine you should check the patient information leaflet. This lists the known side effects and what to do if you get them. You can also get advice from your doctor, nurse or pharmacist. If they think it’s necessary they'll report it for you.
You can also report side effects yourself using the yellow card website: www.mhra.gov.uk/yellowcard.
How can this product affect other medicines?
This product is not known to affect other medicines.
Other products containing the same active ingredient
There are currently no other products available in the UK that contain cellulose as the active ingredient.


For my classroom observation, I chose the three year old room at my daycare. In this classroom, music and rhythm were utilized numerous times during my observational period. Upon entering the classroom, the children were working on their morning journals and listening to classical music. After the children were done it was time for them to transition and prepare for breakfast. To keep the students calm, the teacher turned on jazz music. After breakfast, it was time for circle time.
The students said a morning prayer and then sang a good morning song welcoming each other to a new day at school. Circle time involved numerous piggy back concept songs. The months of the year was sung to the tune of “Ten Little Indians” and when they talked about the days of the week it was sung to the tune of “Oh my Darling Clementine. ” The tune of “Frere Jacques” was used when learning their colors and when learning their shapes they sang a song called “Silly, Silly Shapes. The children are learning their short and long vowel sounds, so for this portion of circle time the students did what the teacher calls “The Short Vowel Power Punch” and they once again sang a song for remembering their long vowels. Once the children completed circle time they transitioned into “Music and Movement. ”
During this time the children did finger plays and sang “Head and Shoulders” to recognize the parts of their body. The theme for the week was animals, so the children dance to Greg and Steve’s “Animal Action. The children really enjoyed showing the different movements and the sounds each animal made. Since the children were a little jittery when music and movement was over, the teacher used a transition song to prepare them for their morning lesson. Once the students completed their morning lesson it was time for me to leave. I really enjoyed being able to take the time and observe the three year old classroom because it gave me insight of different methods of music and rhythm that I could also incorporate into my classroom learning.


Phytonutrients, the pigments that give fresh foods their vibrant hues of red, green, yellow and orange, contain powerful antioxidant properties. Many fruits and vegetables are suitable for dogs to eat, and contain compounds that help provide protection against many ailments and diseases to which domestic canines are prone.
Despite the fact that most phytonutrients are officially considered “non-essential” (most aren’t included in AAFCO nutrient profiles or other references many vets are familiar with), phytochemicals do seem essential for deep-seated good health, well being, immunity – and probably longevity.
Some of the health benefits of phytonutrients in colorful foods include enhanced immune system activity, protection against cancer, support of eye and heart health, improved communication between cells and repair of DNA damage. Antioxidants also help slow down the signs of aging by cleaning up the by-products of oxidation within the body’s cells.
The powerful health properties of phytonutrients are thought to play an especially important role in cancer prevention. While the majority of the research is being done on humans, it’s likely most of the benefits being demonstrated also apply to animals, including domesticated pets.
Researchers have identified hundreds of different phytonutrients. Some of the best known are carotenoids (such as beta-carotene, lutein, lycopene and Zeaxanthin) and flavonoids (such as isoflavones, anthocyanins and flavones).


Big Rain Coming activities compiled in an easy to print booklet.
You can engage a class for a whole day using this Stage 3 booklet of resources and learning activities. Students will complete activities in the booklet that are based upon the quality text 'Big Rain Coming' written by Katrina Germein.
Download this teaching resource and students will complete quality literacy, numeracy and fun puzzle activities. This teaching resource includes;
Do you need any other stage 3 resources? Go to the Casual Case Website.


High Cholesterol, also known as hyperlipidemia, can contribute to a variety of negative health conditions, including heart disease and stroke. Unfortunately, more than a third of Americans (71 million) have high cholesterol.
Cholesterol is a fatty substance that exists in your blood. Doctors separate cholesterol into “good” and “bad” types. When people say they have high cholesterol, they usually mean they have excessive amounts of low-density lipoprotein (LDL cholesterol) in their blood.
The Mayo Clinic identifies six common causes of high cholesterol. These conditions include poor diet, obesity, large waist circumference, lack of exercise, smoking, and diabetes.
Genetics can also play a key role in your cholesterol levels. If your family members have high cholesterol, then there is a good chance that you will, too.
Eating a diet that’s high in saturated fat and trans fat can raise your cholesterol by adding fat to your blood. Some foods you should avoid include:
You can improve your diet by eating a wide range of fruits, vegetables, and whole grains.
Obesity is defined as having a body mass index (BMI) of 30 or higher. You can calculate your BMI by dividing your weight by your height in inches squared and multiplying the result by 703. For instance, a 180-pound, 6-foot person’s BMI calculation would look like:
(180/(72 * 72)) * 703 = 24.41
If you haven’t done algebra in awhile, you can always use an online BMI calculator that will do the math for you. Just plug in your weight and height to get an accurate result.
Scientists have found a connection between large waist circumference and high cholesterol. Men with waist circumferences of 40 inches or more are at high risk. Women with waist circumferences of 35 inches or more likely have high cholesterol.
Unfortunately, high cholesterol doesn’t have any symptoms until it causes a heart attack, stroke or another cardiovascular event.
You can have your doctor perform a blood test that will reveal your cholesterol levels. Most doctors check for cholesterol every four to six years. If you are at risk of having high cholesterol, though, your doctor may want to check it annually or even more often.
When you exercise, your body creates more “good” cholesterol while minimizing the harm caused by “bad” cholesterol.
The American Heart Association recommends that people who want to lower their cholesterol get 40 minutes of moderate-to-vigorous aerobic activity at least three times a week.
Using tobacco damages your blood vessel walls, which makes it easier for them to collect fatty cholesterol. Some research indicates that smoking can also lower your “good” cholesterol levels.
Diabetes encourages the body to make more “bad” cholesterol and less “good” cholesterol. High blood sugar can also damage your arteries.
There are two types of cholesterol testing:
The first is called a complete cholesterol test also called a lipid profile test, that tests for the amount of cholesterol and triglycerides in your blood. A complete cholesterol test includes the calculation of four types of fats (lipids) in your blood.
The second is called an NMR or nuclear magnetic resonance spectroscopy. The NMR test is an advanced cardiovascular diagnostic test that uses nuclear magnetic resonance (NMR) spectroscopy to provide rapid, simultaneous and direct measurement of LDL particle number and size of LDL particles, and also direct measurement of HDL and VLDL subclasses. This detailed lipoprotein particle information allows health professionals to make more effective individualized treatment decisions than previously possible based on standard lipid panel testing.
Although the NMR is a more detailed test it is also more expensive, takes more time to result and is not always needed to assess cardiovascular risk. Depending on your risk factors your cardiologist or internist will determine which test is indicated and best to assess your overall cardiovascular risk.
Making changes to your lifestyle may significantly improve your cholesterol levels. People with high cholesterol can often make improvements by:
If lifestyle changes don’t lower your cholesterol, then you may need to take a cholesterol-lowering medication. Most patients with high cholesterol take statins such as:
Statins work by telling your liver to produce less cholesterol. When your liver doesn’t make as much cholesterol, you will have lower levels in your blood.
High cholesterol is closely related to your diet and exercise habits, and there are a number of lifestyle factors you can control to minimize your risk. Losing weight may help, but everyone should focus on making sure to eat as healthy as possible, avoiding red meat and trans fats. For a healthier meat option, doctors recommend a couple weekly servings of fatty fish like tuna and salmon, which boost healthy cholesterol. Try to get enough exercise as well. You don’t have to be a hard-training athlete – just a couple hours of moderate exercise each week can make a major difference.
If left unchecked over time, high cholesterol can result in plaque build-up that causes atherosclerosis, or narrowing of the arteries. This limits blood flow, forcing the heart to work harder to pump blood to the rest of the body and increasing your risk of blood clots. Obstructions in the blood vessels significantly increase your risk of medical issues such as heart attacks, strokes, and hypertension, all of which can be potentially life-threatening.


Stress, which sometimes seems an inevitable part of daily life, is also a source of wear and tear on both body and mind. Stress is rooted in basic survival instincts known as the "fight or flight" response, which triggers chemicals in the brain and body designed to help us manage a threatening situation.
Almost everyone is familiar with the physical symptoms of intense stress: racing heart, sweaty palms, butterfly-filled belly. But it is also possible to experience low-grade, ongoing stress without those immediate symptoms. The chemicals that the body produces are the same, however, and negatively affect the body at the cellular level.
Long-term stress, anxiety and depression have been linked with an increased risk of dementia and Alzheimer's disease. In fact, some research suggests that long-term stress stimulates the growth of the proteins that might cause Alzheimer's. And that can lead to memory loss.
It also appears that the impact of stress on people's brain health is affected by other behaviors that can also harm the brain. Overeating, drinking alcohol and smoking cigarettes are among the informal stress management approaches people employ, but all of them increase the risk of damage to the brain in the form of a stroke.
Beat Stress for Brain Health
It is possible to reduce stress and improve brain health with 20 minutes of relaxation a day. Yoga, prayer and meditation may actually turn off the genes that are activated by stress, according to a study by researchers at the Benson-Henry Institute for Mind/Body Medicine at Massachusetts General Hospital.
The researchers demonstrated that eight weeks of relaxation training resulted in changes at the cellular level that countered the damaging effects of stress. The study was published online in the journal PLoS One.
Other relaxation techniques recommended by the lead researcher, Dr. Herbert Benson, include:
- Deep breathing
- Tai chi
- Qi gong
- Repetitive prayer
- Progressive muscle relaxation
- Guided imagery
There are other lifestyle choices that have a twofold effect on brain health. They're both good for the brain and can help reduce stress levels:
- Be physically active at least 30 minutes a day, five days a week
- Eat a healthy, well-balanced diet and drink enough water
- Limit alcohol consumption
- Get enough sleep (6 to 8 hours a night)
If relaxation techniques and lifestyle changes do not help reduce stress in your life, talk to a medical professional about counseling or anti-anxiety medications.


Heidi Reina, M.S., Ed, is an educational technology integrator and teacher, reviewing free educational websites and apps.
Kids, teens and college students will find learning human anatomy a breeze with these websites, games, and free apps exploring the mystery and genius of the human body. The human body interactives that are available online give students a phenomenal view into human anatomy.
These sites transform textbook illustrations of the skeleton, organs, and body systems into simulations of live processes. And they are revolutionizing how kids learn human anatomy.
There are dozens of free anatomy interactives and games for kids. Here I describe ten of the best websites where students can explore the human body. They range from simplified games for elementary kids to sophisticated interactives of all body systems for high school and college students.
The Human Body eBook for Grades 3-5
A class of children from a Colchester, Vermont elementary school put the Human Body eBook together. Read-along passages are highlighted as kids learn basic body organs, the skeletal system, and their function.
This is a great activity idea for upper-grade elementary students. Have your students put together an eBook of anatomy concepts they need to know at their grade level. Perhaps combine it with a project where they make their own model of the human body, illustrated in the video below.
Body Parts and Functions for Grades 3-5
In Body Parts, from e-Learning for Kids, children get a tour of the human body with a guide who shows them the functions of each system.
Included systems are:
- bones, joints and muscles
- the senses
- the brain
- the heart and blood
- lungs and diaphragm
- stomach and intestines
The guide on this site narrates as you touch the explained body part and the accompanying text matches the narration. A brief quiz at the end has a question corresponding to each explained body system.
Interactive Anatomy Learning Tools Grades 3-5
The Children's University of Manchester has several interactive learning tools for kids to learn about the brain, teeth, skeleton, and digestive system.
- Brain and Senses illustrates how the senses work and the parts of the brain responsible for processing each of the senses, personality, and movement.
- Body and Medicines guides kids through an exploration of the skeleton, bones, and digestive system. Kids will also learn about the tests and instruments used to diagnose illnesses and the drugs used to treat them. There's also a section that illustrates how kids can distinguish good drugs from bad drugs.
- Teeth and Eating explores the uses and structure of teeth, types of teeth, and a timeline of the age at which each type of tooth grows in. This is followed by proper teeth and mouth hygiene and healthy foods for teeth.
Bone Biology for Grades 5-8
Bone Biology for Kids was created by Dr. Susan Ott at the University of Washington to help middle school students understand bone structures and composition.
Dr. Ott offers detailed, well-illustrated explanations of the types of cells that make up bones and an A-Z glossary of terms related to bone biology. Students will learn about bone diseases and fractures, what makes bones strong, and how to strengthen bones.
After reading all about bones and looking through the microscope slides, play Bone Quiz Yahtzee, an interactive game on the facts explained on the website. (The game only works in some browsers, such as Internet Explorer.)
My Recommended Anatomy Book for Children
Human Anatomy Lessons for Grades 6-12
Khan Academy has an excellent comprehensive online course for students in human anatomy and physiology. Body systems in the lessons include circulatory, respiratory, urinary, hematologic (blood), immunologic, gastrointestinal, nervous, muscular, skeletal, endocrine, integumentary (skin, nails, hair, sweat glands), lymphatic, and reproductive.
Videos illustrate the systems and introduce concepts and terms. These are followed by interactive flash cards and quizzes. As you progress through the course, you gain points to reach mastery of the subject matter. You can obtain a maximum of 900 mastery points in anatomy and physiology.
Free registration and login is required to track your progress. A parent or teacher can also track the student's progress.
Khan Academy is an outstanding resource for lessons in a broad range of subjects.
Human Body Explorer Videos for Grades 6-12
The Discovery Channel's Human Body: Pushing the Limits series offers more than a dozen three-minute video segments showing the human anatomy in action beneath the skin. The website also provides more in-depth explorations of sight, strength, sensation, and brain power.
Students can then use the Human Body Explorer interactive to put together pieces of the eye, see how much strain our bodies handle in everyday activities, and view the central, peripheral, and autonomous nervous systems. The culminating activity is the "Brain Power" interactive quiz and picture-matching game.
Explore the Human Body for Grades 3-12
Explore the Human Body, from National Geographic, takes you on a journey through the brain, heart, digestive system, lungs, and skin. This website has the best simulations of these body systems at work.
While the extensive written material is more appropriate for high school students, teachers can use the animations for anatomy studies with young children as well.
For instance, the "Feed the System" simulation illustrates:
- how different types of foods are processed by the digestive system as they are consumed
- the anatomy and pumping action of the heart
- how the lungs function and what happens in the lungs of a person with asthma
- what parts of the brain are stimulated by different sensations
- what happens inside the skin as it ages
Mapping Memory in 3D for Grades 9-12
Mapping Memory in 3D, from National Geographic, is all about brain anatomy. Simulations help students to see what happens in the brain to process visual information, auditory information, motions, and sensations.
It also helps students visualize how thought and reason are processed by working memory. Students learn how the brain makes memories, stores them, and how it forgets information as it ages. Included is a progressive simulation of what happens in a brain damaged by Alzheimer's Disease.
Interactive Anatomy Tutorials for High School and College
J. Crimando's interactive anatomy tutorials do an excellent job of identifying body components for all the major body systems. The tutorials and quizzes encompass 11 systems:
These are particularly helpful to high school students taking AP physiology or anatomy courses.
Human Anatomy App for iPad, iPhone, or iPod Touch
Kids in grades 9-12 can learn the basics of major body systems with the Visual Anatomy Lite app for iPad or iPhone. View and 3-D models of major organs, muscle systems, bones, skull, circulation and respiratory systems.
Tap on a body part to learn its name. There is also a 22-question quiz section related to body functions. Additional features are fee-based.
More Anatomy Resources for Kids
- Anatomy Flash Cards for Children | Android - Google Play
Basic flash card app to help children preK-2 identify parts of the body. Intended for very young children only.
- Human Parts of the Body for Kids & Students
Listing of 30 lessons, interactives, and apps to help K-12 students learn the workings of human anatomy.
Have your kids used interactive human anatomy websites?
Heidi Reina (author) from USA on January 25, 2016:
Thanks for your feedback, TrikyTriger, and I'm glad you these reviews helpful.
TrikyTriger on January 23, 2016:
Tacy on February 17, 2015:
You make thigns so clear. Thanks for taking the time!
fatman on October 24, 2014:
AnonymousC831 from Kentucky on May 06, 2014:
No but they're going to now. Fantastic lens.
travelerme on December 21, 2013:
I like that howcast clip Idea!
ACDuncan on November 03, 2013:
Love this lens!! My little girl is very interested in how things work with the human body right now and this will be great to show her! Thanks for sharing.
glowchick on November 02, 2013:
Thank you for sharing all these great resources, I am a homeschooler and we are doing High School Biology, once we get to Human Body systems, I am definitely going to use these.
OUTFOXprevention1 on October 11, 2013:
Great websites you have posted. We have used them before to teach health/germs.
anonymous on September 19, 2013:
Thank you so much for posting this list of resources! I am a nurse in Dallas Texas and have a passion for teaching kids about health care. I would love for you to review my book on Amazon about human anatomy for children. It is a top seller and has been reaching many people to help kids learn anatomy. Please view it on Amazon it is called Human Body: Anatomy for Kids an Inside Look at Body Organs
mel-kav on August 16, 2013:
I am a school nurse for special needs children. I am always looking for new ways to explain certain things to kids - as they are very inquisitive. What better way than to put them on the computer. Thanks for the great suggestions.
Birthday Wishes from Here on July 29, 2013:
Not yet... Thanks a lot for sharing another wonderful lens!!!
trinimatt on July 11, 2013:
Great info, thanks
AdrianaZoder LM on July 08, 2013:
OK, so I will relax now. My kids/students are in preschool and Kindergarten and I saw nobody was trying to claim that they must know human anatomy at that age. LOL. This is great info to have for 2016 though... :) Thanks.
anonymous on May 08, 2013:
Great links, thank you! I also like the idea and graphic language of "This is my Body â Anatomy for Kids" iOS app. We are using it with first graders and they just love it!
anonymous on May 03, 2013:
You lens is a great resource for kids and their parents.
Thetoothfaerie on April 30, 2013:
Great ideas. Thank you.
gene-0 lm on April 23, 2013:
Great lens. I am showing it to my niece now
anonymous on March 23, 2013:
I do not have children, but I shared this lens on Facebook for my friends that do!
dellgirl on January 28, 2013:
~SquidAngel Blessings~ for this wonderful lens.
miller83 on January 20, 2013:
Fantastic links in abundance. Great information. Love the lens.
Kidsthings on January 15, 2013:
A great range of websites that have information that is educational - this is a handy resource.
RoadMonkey on January 04, 2013:
No, but my grandchildren will shortly visit some of the sites you have found for us. Thanks for a great lens.
seosmm on December 24, 2012:
Very interesting and nice lens!
Success_At_School on December 15, 2012:
Wonderful anatomy resources!
crossroadsblogg on December 15, 2012:
Thanks. This is a great resource to teach my kids.
NibsyNell on December 08, 2012:
Oh wow! Great resources! :)
neotony on December 02, 2012:
wow a pretty purple star! this is a nice way to teach children about human anatomy!
LiliLove on November 22, 2012:
Love it - bookmarked this lens for kids :)!
qualityweb on November 11, 2012:
The video was simply amazing, great lens
anonymous on October 29, 2012:
some really nice and useful information on this lens :)
Pat Broker from Templeton, CA on September 07, 2012:
I wish I'd had these resources when I was an elementary teacher. Great lens!
RinchenChodron on September 04, 2012:
I don't have kids, but it looks like some wonderful resources here. Well done.
anonymous on September 03, 2012:
Returning with fresh angel dust for this amazing resource.
Salliesmith on August 29, 2012:
wow perfect HUB for kids along with good reference sites...............
anonymous on August 22, 2012:
I just found another amazing app on the Appstore that's called "This is my body - Anatomy for kids"
Just had a look at it with my kids and they seem to like it a lot! Thanks for the links though, will check some of them out for them too.
bbsoulful2 on July 22, 2012:
Great companion for those using Apologia Sciences Human Anatomy book! Thanks --
Genesis Davies from Guatemala on July 20, 2012:
Excellent! I'm bookmarking this for homeschool science work, thanks!
kimark421 on July 17, 2012:
Great lens. Excellent resources. Thanks!
anonymous on July 16, 2012:
G+1 too, thanks
anonymous on July 16, 2012:
Excellent lens, thank you for liking my lens about badgers too. Squidliked and Pinned
amberchina on May 24, 2012:
My students haven't yet, but now that I've seen these, they will!
Shannon from Florida on April 05, 2012:
Great lens! You've done a nice job compiling some excellent resources. I'm featuring your lens on my human body unit study lens (http://www.squidoo.com/cells-and-dna). Liked.
Teri Villars from Phoenix, Arizona on March 22, 2012:
I am donating my body to Science when I die. This is the only reservation that I had....I could see my grandkids in an anatomy class when they wheel me in. OOPS! ha! Squid Angel blessed!
three-em on March 21, 2012:
mapping memory in 3D is very interesting..
good visualisation and easy too learn..
thanks for share..
KReneeC on March 12, 2012:
Great job on the lens! It's awesome!
Michey LM on March 08, 2012:
Excellent resource lens especial for home schooling Mom's. The learning never stops.
wadsworth lm on February 27, 2012:
Thanks so much for the lens, it is a great resource.
jimmyworldstar on February 09, 2012:
This is great for medical students. With the amount of material you have to learn taking it in this way may help.
Shannon from Florida on January 31, 2012:
Great lens! We're studying the human body right now. Tomorrow we get to dissect a deer brain. Lots of fun. This will be a nice resource to use for our unit. Thank you! Blessed and liked.
jadehorseshoe on December 24, 2011:
Another Useful Lens.
fugeecat lm on December 24, 2011:
I've never used these websites, but they all look really good so I'll be using them in the future.
EvelynIrene on December 20, 2011:
I have used many of these to study for Science Olympiad. But, you didn't include my favorite anatomy site, http://anatomyarcade.com! It has seriously fun games which help you learn. Great lens, though!
Buchamar on December 14, 2011:
Great info and much more fun than school! Much like the apps I review :-)
sherioz on December 11, 2011:
Why couldn't school have been this much fun when I was a pupil?
Paki Bazar on November 17, 2011:
i love this blog you are working really good
AlisonMeacham on November 16, 2011:
An excellent resource. Blessed by a Squid Angel
Vikki from US on November 09, 2011:
Blessed by a squid angel ;)
anonymous on July 31, 2011:
What wonderful resources for learning anatomy, I sure wish all of this had been available years ago when I was homeschooling my children. Interactive activities are so helpful in learning and these are lessons that will be useful for a lifetime.
Donnette Davis from South Africa on July 11, 2011:
This lens is superb.. I have been working on (for about 9868568998 years) a book about teaching elementary school age children about the human body and I seriously needed something to spice up my research! THANK YOU!
Tracy Gibb on July 05, 2011:
Teaching about the human body is a great way to make sure kids take care of their bodies and make good choices for the rest of their lives! Great lense!
pufek77 lm on April 24, 2011:
This Lens Is Awesome


What Causes Skin Cancer?
Skin cancer is the most common form of cancer caused by a malignant growth on the skin. There are three types of skin cancer
- Basal cell cancer – this is the most common type of skin cancer but in most cases basal cell cancer is not lethal. This cancer type is typically found on the head and neck and causes major damage and mutilation to the surrounding tissues
- Squamous cell cancer – squamous cell carcinoma (SCC) is a malignant cancer that develops from epithelial cells. It may affect the skin, lips, mouth, esophagus, urinary bladder, prostate, lungs, vagina, and cervix.
- Melanoma – this is the rarest form of skin cancers but is considered the most fatal. Melanoma is a malignant tumor that occurs in the cells located in the bottom section of the skin’s outer layer, the middle layer of the eye, the inner ear and other areas that produces melanin.
Causes of Skin Cancer
The major cause of skin cancer is the sun’s rays which are radioactive. The sun’s energy has both visible and invisible lights including ultraviolet (UV) rays that will cause sun tan and sunburn. The skin’s DNA becomes damaged with exposure to the sun, excessive exposure will lead to severe damage where normal skin cells begin to grow abnormally and form cancer cells. Ultraviolet radiation is a higher risk factor for non-melanoma cancers such as basal cell carcinoma. Ultraviolet (A) and ultraviolet B (UVB) are the two types of ultraviolet rays. The sun is the primary natural source of UV radiation, artificial sources include tanning booths and some types of lasers.
Person of fair complexion will have a greater risk of developing melanoma type skin cancer. If an individual has light skin that freckles easily and tends to burn rather than tan, blond or red hair and blue or light gray eyes, they are more susceptible to sun exposure and ultimately skin damage/cancer. Persons who see an increase in skin moles are also at greater risk.
Persons with a family history of skin cancer may be prone to the disease. Skin cancer can be caused by abnormal genes that are inherited from parent to child. Family history is a common risk factor for melanoma, and persons with first-degree relatives diagnosed with melanoma do have a 50% chance of having this cancer than others with no family history. The risk will however, decrease as the relations get more distant.
In the case of basal cell carcinoma (BCC) not all cases are attributed to sun exposure. There are a few occasions when the tumors develop in areas that are not exposed to sun. Contact with arsenic, radiation, open sores that do not heal, chronic inflammatory skin conditions, and complications of burns, scars, infections, vaccinations, and tattoos can contribute to this cancer type.


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Thinking of covering up your ugly baseboard heaters with drapes or hiding them behind a couch or bookshelf? You might want to reconsider.
The stack effect (also called chimney effect) involves airflow into and out of a building caused by incoming and outgoing air temperature differences. This involves a natural convection which operates on a key principle of physics: hot air is less dense than cold air and hence air pressure exerts an upwards force. In layman’s terms: hot air rises and cold air falls. You’ve probably experienced this before if you’ve ever been in a large apartment building where the upper floors tend to be much warmer than the lower ones, or perhaps you’ve noticed your basement tends to be a lot cooler than the upstairs.
A baseboard heater works in much the same way, by generating heat from the ground up. Baseboard needs some ‘chimney effect’ to have the air enter the bottom of the cover and rise through. The hot air rises upwards as cold air is pulled down and reheated.This means that when cold air at floor level comes into contact with the heating element (such as the slanted heat element in your baseboard heater), it becomes warm. Air from the entire room follows in a completely silent, gentle flow. The result is a stable, even temperature. Baseboard heaters offer exceptional heat conductivity transferring as much heat possible to the greatest volume of air.
One of the main advantages of baseboard heaters is that they allow each room to be controlled independently, allowing you to set lower temperatures in rooms that are less frequently used, turning into lower energy costs to you.
When baseboard heaters are trapped in a small space, like tucked behind a shelf or a couch for example, the heating effect will be lost because the cold air flow to the unit is restricted making the output of hot air limited. So while you may have your baseboard heaters turned on, you’re actually wasting potential heat (and money!) without optimum airflow.
The number one rule is proper airflow around the finned tube element; if the airflow is restricted on either the bottom (air in) or near the top (heated air out), you’re in trouble. So before you try covering up that ugly baseboard heater with a piece of furniture you might want to consider a new cover instead–which will end up saving you money in the long run.


Rationale for the Coding Changes
Below is the reasoning underlying the modifications I made to the original 70 phonograms in The Writing Road to Reading. They are included on the pdf titled "Teaching the Revised List of 84 Phonograms" that was discussed on the page Phonogram Revisions.
Each of the changes will be discussed, starting with the single vowel letters.
Phonograms a, e, i, o and u
Coding change: Drop the underlining of long vowel sounds and number them with a 2 instead. This allows single underlining to be used to indicate only phonograms with more than one letter and also encourages the child to think of all the possible options in numerical order.
Sound changes: The reason for adding the /ee/ sound to phonogram i was made on the page The Easiest Change. The reason for adding the /oo/ sound to phonogram u is because it does stand for an /oo/ sound in words like truth, flu, lucid, fluid and many others. The reason it is designated with the number 3 is that a child is better off trying the /ue/ sound and then immediately trying the /oo/ sound if he doesn’t automatically drop into that sound when the /ue/ sound proves difficult to enunciate. It is a fact that we use the /ue/ sound when enunciation is easy, but drop to /oo/ when enunciation of /ue/ proves to be a bit of a tongue twister.
Phonograms c and g
Coding change: While the rule governing the proper pronunciation of the phonogram c is quite reliable, and should be taught, the rule governing the phonogram g is not so reliable. Also, young children don't easily apply "if-then" rules, so numbering the second sound of each phonogram is preferred over reliance upon a rule.
Sound change: In almost all words where the sound /ng/ is followed either by the sound /c/ or the sound /g/, the sound /ng/ is spelled with the phonogram n. That is, we do not write ingk, thangks, angkle, angchor or Ingca, nor do we write fingger, angger, longger or hungger. In each and every case we use the phonogram n. This should be taught and the second sound of phonogram n should be numbered with a 2 as usual.
Sound changes: The addition of the /ee/ (happy) sound was discussed on the page The Easiest Change. The reasoning behind dropping the teaching of a consonant /yuh/ sound when a word begins with the phonogram y is that a child can easily be taught to say a quick /ee/ sound and when he blends the result, he will easily get the word. For example, take the word yard. If a child says /ee/…/ar/…/d/, he will get the correct result as long as he is instructed to say the first sound in a quick, short burst rather than dragging it out. He should also be told that this quick /ee/ is a consonant sound.
Coding change: When the ending /ee/ sound in words like happy and silly are acknowledged, they then vastly outnumber the words where the phonogram y represents the /ie/ and /i/ sounds, so the numbering should reflect that. Conveniently, it can then be pointed out that the phonogram y represents the same sounds as the phonogram i, but the order is reversed (/ee/ie/i/ versus /i/ie/ee/)
Phonograms ar, or and er
Sound changes: Ms. Spalding already acknowledges the sounds /ar/, /or/ and /er/ by teaching the phonograms ar, or and er. I advocate introducing an /err/ sound as well (pronounced in the Midwest as "air," but I also realize that in some areas of the U.S. and in other English-speaking countries, an /err/ sound is either confusing or unnecessary. The way to tell if it should be used is to compare the words marry, merry and Mary. In the Midwest, if someone says he is going to "marry merry Mary," he pronounces all three words nearly identically, if not exactly identically, and therefore teaching spellings of an /err/ sound makes sense.
So, assuming the use of an /err/ (merry) sound, the phonogram ar has four pronunciations as indicated by the suggested changes and they should be numbered as such. The phonogram or has two and the phonogram er also has two. The main reason for doing all this is to encourage a young child to see the spellings ar, er and or as phonograms at all times, rather than one sound here but two sounds there, which can be exceptionally confusing both to learn and to teach. As with many of my suggested changes, these come directly from my experience working with young children considered learning disabled. Clarity and consistency are important with these children.
Sound change: Dropped as a phonogram. There is no good justification for the spelling "wor" being designated as a phonogram. It stands for two sounds, not one, and the only reason for emphasizing its existence at all is that the combined spellings "w+or" result in a consistent pattern where the phonogram or always represents the /er/ sound. The same case could be made for designating the spelling "war" as a phonogram, and for that matter patterns like "ack," "eck," and "ick" could also be phonograms if the purpose of a phonogram becomes one of indicating patterns of English print.
Sound change: As indicated, at times the spelling "ed" is two sounds, not one. This usually occurs when the ending of the word is spelled "ded" or "ted," but also occurs infrequently in words like rugged and wicked. The suffix ed is definitely a confusing one for young children, and this is one of the hardest suffixes for them to learn to decode reliably. The main reason for suggesting this change is to preserve the consistency of the definition of a phonogram, that is, that it represents one sound, unless a strong reason exists to do otherwise as is the case, for example, with the phonograms qu and le.
Coding change: The reason for changing the order of preference so that the /ue/ sound is designated as the initial choice is that, as discussed here earlier, a young child is far better off attempting to say the /ue/ sound first because in most cases if the actual sound is /oo/, he will probably end up at the right sound anyway. This is definitely not true if the child starts with the /oo/ sound and needs to get to /ue/.
Sound change: The reason for this change is that suit, fruit and juice are now pronounced with /oo/ sounds, not /ue/ sounds in U.S. English. It’s possible that this is not the case in other English-speaking countries.
Sound changes: Teaching a child two extra “sounds” for the phonogram ough is justified by the four words, rough, tough, enough and cough plus their derivations. This is an insufficient reason to confuse the meaning of phonogram by again designating as phonograms print patterns with two sounds, rather than one. (See the note below for handling these words.)
Coding change: The reason for the suggested notation change is to parallel the sounds of the other two phonograms for the /ow/ sound. The phonogram ow is /ow/, /oe/ and the phonogram ou is /ow/, /oe/, /oo/, /u/. This makes the phonogram ough represent /ow/, /oe/, /oo/, /aw/.
Note: The words rough, tough, enough, laugh and cough (and their derivatives like laughter) are handled by teaching the phonogram ugh as the /f/ sound. It's not included in the 84 phonograms, however, because all of the words in which that phonogram appears are well down the Ayres List. Instead, it's treated as an additional phonogram to be learned much later in the curriculum, or by example when it's encountered in reading (as will most likely be the case.)
Coding change: The reason for the sound change was given on the page The Easiest Change. Once the /i/ sound is dropped and replaced with an /ee/ sound in words like valley and hockey, the words in which the phonogram ey represents the /ee/ sound far outnumber those where it represents the /ae/ sound, such as they and obey. This notation change reflects the fact that a child should try the /ee/ sound first.
Coding change: Again, the reason for the sound change was given on the page The Easiest Change. Here the reasoning behind the notation change is a bit shaky because there are probably more words where the phonogram ie represents the /ee/ sound. However, referring to it as /ie/,/ee/ reflects the actual spelling of the phonogram, easing the task of memorizing its sounds.
Sound change: The reason for changing the third sound to /e/ (heifer) from /i/ (forfeit) is two fold. First, the change makes the word heifer fit the structure; it is no longer an exception. And second, all of the examples where the phonogram ei is taught as an /i/ sound actually contain schwas, rather than /i/ sounds. As with all words containing schwas, the child is just taught to say the precise sound represented by the phonogram rather than an /u/. Thus, patient is pati/e/nt, not patiunt and reward is r/ee/ward, not ruward. Similarly, it would be a trivial task to explain that forfeit is forf/e/t, not forfut or forfit.
The changes presented above are changes to the 70 original phonograms in WRTR. Any one, or all, of them could be implemented if you decide to do so, even though you decide not to use the rest of the modifications described on the OnTrack Reading list of 84 phonograms. For example, to implement the suggestion on teaching "wor" as a phonogram, you just don't teach it. To change the sound of the phonogram ui from /ue/ (which it isn't) to /oo/ (which it is), you just tell your child it's /oo/ when you teach it. In other words, you can judge each suggested change on its own merits and modify as you please.
However, if you incorporate all of the changes above with the additions to the phonograms I suggest (bringing the total taught to 84) and with the new coding of the ubiquitous ending "e" that I also suggest, you will have a far easier, and more consistent, method of coding words in the end. Plus, you will have set up a system of coding/decoding which will be easy to combine with the OnTrack Reading Multisyllable Method.


March 5, 2014 |
MIT team proposes storing extra rocket fuel in space for future missions.
Future lunar missions may be fueled by gas stations in space, according to MIT engineers: A spacecraft might dock at a propellant depot, somewhere between the Earth and the moon, and pick up extra rocket fuel before making its way to the lunar surface.
Orbiting way stations could reduce the fuel a spacecraft needs to carry from Earth — and with less fuel onboard, a rocket could launch heavier payloads, such as large scientific experiments.
Over the last few decades, scientists have proposed various designs, such as building a fuel-manufacturing station on the moon and sending tankers to refill floating depots. But most ideas have come with hefty price tags, requiring long-term investment.
The MIT team has come up with two cost-efficient depot designs that do not require such long-term commitment. Both designs take advantage of the fact that each lunar mission carries a supply of “contingency propellant” — fuel that’s meant to be used only in emergencies. In most cases, this backup fuel goes unused, and is either left on the moon or burned up as the crew re-enters the Earth’s atmosphere.
Instead, the MIT team proposes using contingency propellant from past missions to fuel future spacecraft. For instance, as a mission heads back to Earth, it may drop a tank of contingency propellant at a depot before heading home. The next mission can pick up the fuel tank on its way to the moon as its own emergency supply. If it ends up not needing the extra propellant, it can also drop it at the depot for the next mission — an arrangement that the team refers to as a “steady-state” approach.
A depot may also accumulate contingency propellant from multiple missions, part of an approach the researchers call “stockpiling.” Spacecraft heading to the moon would carry contingency propellant as they normally would, dropping the tank at a depot on the way back to Earth if it’s not needed; over time, the depot builds up a large fuel supply. This way, if a large lunar mission launches in the future, its rocket wouldn’t need a huge fuel supply to launch the heavier payload. Instead, it can stop at the depot to collect the stockpiled propellant to fuel its landing on the moon.
“Whatever rockets you use, you’d like to take full advantage of your lifting capacity,” says Jeffrey Hoffman, a professor of the practice in MIT’s Department of Aeronautics and Astronautics. “Most of what we launch from the Earth is propellant. So whatever you can save, there’s that much more payload you can take with you.”
Hoffman and his students — Koki Ho, Katherine Gerhard, Austin Nicholas, and Alexander Buck — outline their depot architecture in the journal Acta Astronautica.
Pickup and drop-off in space
The researchers came up with a basic mission strategy to return humans to the moon, one slightly different from that of the Apollo missions. During the Apollo era, spacecraft circled close to the lunar equator — a route that required little change in direction, and little fuel to stay on track. In the future, lunar missions may take a more flexible approach, with the freedom to change course to explore farther reaches of the moon — such as the polar caps, for evidence of water — a strategy that would require each spacecraft to carry extra fuel to change orbits.
Working under the assumption of a more global exploration strategy, the researchers designed a basic architecture involving a series of stand-alone missions, each exploring the surface of the moon for seven to 14 days. This mission plan requires that a spacecraft returning to Earth must change its orbital plane when needed. Under this basic scenario, missions could operate under existing infrastructure, without fuel depots, meaning that each spacecraft would carry its own supply of contingency propellant.
The researchers then drew up two depot designs to improve the efficiency of the basic scenario. In both designs, depots would be stationed at Lagrange points — regions in space between the Earth, moon, and sun that maintain gravitational equilibrium. Objects at these points remain in place, keeping the same relative position with respect to the Earth and the moon.
Hoffman says that ideally, transferring fuel between the depot and a spacecraft would simply involve astronauts or a robotic arm picking up a tank. The alternative — siphoning fuel from tank to tank like you would for your car — is a bit trickier, as liquid tends to float in a gravity-free environment. But, Hoffman says, it’s doable.
“In building the International Space Station, every time a new module is added, we’ve had to hook up new fluid connections,” Hoffman says. “It’s not a trivial design problem, but it can be done.”
‘Creating value … against political uncertainty’
The main drawbacks for both depot designs include maintenance; keeping depots within the Lagrange point; and preventing a phenomenon, called “boil-off,” in which fuel that’s not kept at cold-enough temperatures can boil away. If scientists can find ways around these challenges, Hoffman says, gas stations in space could be an efficient way to support large lunar explorations.
“One of the problems with large space programs is, you invest a huge amount in building up the infrastructure, and then a program gets canceled,” Hoffman says. “With depot architectures, you’re creating value which is robust against political uncertainty.”
The paper came out of two MIT classes taught by Hoffman: 16.851 (Satellite Engineering) and 16.89 (Space Systems Engineering), in which students also looked at redesigning a lunar lander and evaluated different approaches to landing on the moon.


Establishment of Religion
Viewpoint neutrality extends beyond political speech on campus, and into what may be an even more contentious area – religious freedom. The courts have ruled that colleges cannot treat individuals or groups espousing a religious belief in away that is less favorable than other religious or secular groups on campus. The courts have struck down rules that prohibited religious groups from using campus facilities or being awarded funding. If secular groups receive access to funding or facilities at a public institution of higher learning, then religious groups must also receive funding and access to facilities under the same criteria as secular groups seeking services from the school.
At the same time, in order to remain viewpoint neutral in the eyes of the courts may not take actions that establish a specific religious tradition or practice at a public institution. Because this is a contentious issue, the Supreme Court has developed a three-pronged approach known as the Lemon test to assess the policies colleges set. Essentially, programs must have a secular purpose, must not hinder or promote religion, and does create government entanglement. One effect of the Lemon test is to make fora on campus that secular groups can access also open to religious groups. The most obvious result on some campuses is that student affairs administrators end being required to allow members of religions to preach in public for a on campus unless they cause a significant disturbance to the educational mission. When I was a student at the University of Alabama, this meant that students, especially female students, found themselves the targets of the harangues of an individual calling himself “Brother Micah” as they went to the student center on campus.
Freedom of the Press
Student organizations have levels of press freedom at colleges and universities far beyond that found in the K-12 setting as a result of the 1973 Papish ruling by the Supreme Court, which affirmed that student organizations in higher education have the same press freedoms as regular media. Both content censorship and prior restrain of student media are generally held to be unconstitutional. This means that campus newspapers are subject to the same standards as other publications in regard to defamation and copyright. Electronic student media have the same levels of protections, although, student affairs administrators can still impose limits on Internet access or other limited public for a or nonfora – analysis of appropriate time, place, and manner still apply to campus media organizations. In an area that is potentially less obvious, the courts have ruled that media generated as part of a class assignment for grades or other evaluation, may be more closely regulated in regards to academic standards. In the teaching role, colleges can use grades to assert that articles do not meet academic standards for quality. In another caveat for administrators and faculty, though, even when a campus newspaper is produced in class, the college still cannot exercise censorship over the content.
Right to Privacy
The issue of student rights to privacy seems one of the more challenging of the civil rights that student affairs administrators must navigate. In some regards a right to privacy is implied in the First Amendment to the Constitution in the rights to free speech or association, as students cannot be forced to speak or join organizations outside the context of the classroom. In addition, although campus administrators are not law enforcement, the Fourth Amendment’s protections against illegal search and seizure apply at public colleges. In practice, it seems that student affairs administrators need to be more aware of the restraints and requirements of Federal and state privacy laws on student privacy. FERPA, for example allows students access to their records, and allows employees of an institution of higher education to discuss a student if there is a legitimate educational reason to do so, but it also prevents them from releasing information about a student’s grades or class performance without written permission unless health and safety are at stake. As in other parts of life, individual privacy rights tend to be less if safety is an issue, so student affairs administrators are advised to err on the side of caution when privacy is an issue – if there is a legitimate reason to know that students are a danger to themselves or others, it is best to contact appropriate authorities and face potential privacy litigation than to risk that people be harmed by their inaction.
Federal law and Supreme Court rulings have established that institutions of higher education may not discriminate based on race or gender. The Court’s ruling in Brown v the Board of Education in 1954 and Title VI of the Civil Rights Act of 1964 ban discrimination based on race, while Title IX bars discrimination based on gender. There are some important exceptions for Greek organizations, religious schools, and military academies, but in general, at public institutions of higher education, may not discriminate based on either of these categories. In addition, the Rehabilitation Act and Americans with Disabilities Acts prohibit discrimination based on disability.
When it comes to race-based discrimination, the issue that seems the largest challenge for student affairs administrators in the 21st century is the issue of Affirmative Action in admissions or access to limited programs. The courts have ruled that quotas and systems that treat students as groups based on race or ethnicity are not acceptable ways to promote diversity. Student affairs administrators are encouraged to evaluate each student as an individual, and can use race only as a bonus on a student’s side when considering them for admission if it can be shown that doing so to enhance diversity is a benefit to the educational mission.
Disability seems another area in which student affairs administrators face a very difficult task in acting appropriately, serving student needs, and following legislation. Part of the problem is that because higher education is not legally defined as a right, when students leave the K-12 environment for college, they face a radically different methodology when it comes to accommodation. In colleges, students needing accommodation must self-identify in order to receive evaluation and accommodation. Student affairs administrators also face the challenge of not having established competencies to guide admissions to disciplines, which makes it more difficult to determine whether a student with a disability could succeed regardless of their disability. Once again, treating students as individuals, and evaluating each case on its own is really the watchword for student affairs administrators. Disability law is so highly specialized that administrators to seek help from specialists when dealing with this area of responsibility.
Lake, Peter F, Foundations of higher education law & policy: Basic legal rules, concepts, and principles for student affairs. Washington, DC: NASPA.


Mises Daily Articles
The Politics of Obedience
[Part I of The Politics of Obedience: The Discourse of Voluntary Servitude by Étienne de La Boétie, written 1552–53.]
I see no good in having several lords:
Let one alone be master, let one alone be king.
These words Homer puts in the mouth of Ulysses,1 as he addresses the people. If he had said nothing further than "I see no good in having several lords," it would have been well spoken. For the sake of logic he should have maintained that the rule of several could not be good since the power of one man alone, as soon as he acquires the title of master, becomes abusive and unreasonable.
Instead he declared what seems preposterous: "Let one alone be master, let one alone be king." We must not be critical of Ulysses, who at the moment was perhaps obliged to speak these words in order to quell a mutiny in the army, for this reason, in my opinion, choosing language to meet the emergency rather than the truth. Yet, in the light of reason, it is a great misfortune to be at the beck and call of one master, for it is impossible to be sure that he is going to be kind, since it is always in his power to be cruel whenever he pleases.
As for having several masters, according to the number one has, it amounts to being that many times unfortunate. Although I do not wish at this time to discuss this much-debated question, namely, whether other types of government are preferable to monarchy,2 still I should like to know, before casting doubt on the place that monarchy should occupy among commonwealths, whether or not it belongs to such a group, since it is hard to believe that there is anything of common wealth in a country where everything belongs to one master. This question, however, can remain for another time and would really require a separate treatment involving by its very nature all sorts of political discussion.
For the present I should like merely to understand how it happens that so many men, so many villages, so many cities, so many nations, sometimes suffer under a single tyrant who has no other power than the power they give him; who is able to harm them only to the extent to which they have the willingness to bear with him; who could do them absolutely no injury unless they preferred to put up with him rather than contradict him. Surely a striking situation!
Yet it is so common that one must grieve the more and wonder the less at the spectacle of a million men serving in wretchedness, their necks under the yoke, not constrained by a greater multitude than they, but simply, it would seem, delighted and charmed by the name of one man alone whose power they need not fear, for he is evidently the one person whose qualities they cannot admire because of his inhumanity and brutality toward them.
A weakness characteristic of human kind is that we often have to obey force; we have to make concessions; we ourselves cannot always be the stronger. Therefore, when a nation is constrained by the fortune of war to serve a single clique, as happened when the city of Athens served the 30 Tyrants,3 one should not be amazed that the nation obeys but simply be grieved by the situation — or rather, instead of being amazed or saddened, consider patiently the evil and look forward hopefully toward a happier future. Our nature is such that the common duties of human relationship occupy a great part of the course of our life.
It is reasonable to love virtue, to esteem good deeds, to be grateful for good from whatever source we may receive it, and, often, to give up some of our comfort in order to increase the honor and advantage of some man whom we love and who deserves it. Therefore, if the inhabitants of a country have found some great personage who has shown rare foresight in protecting them in an emergency, rare boldness in defending them, rare solicitude in governing them, and if, from that point on, they contract the habit of obeying him and depending on him to such an extent that they grant him certain prerogatives, I fear that such a procedure is not prudent, inasmuch as they remove him from a position in which he was doing good and advance him to a dignity in which he may do evil. Certainly while he continues to manifest good will, one need fear no harm from a man who seems to be generally well disposed.
But O, good Lord! What strange phenomenon is this? What name shall we give it? What is the nature of this misfortune? What vice is it, or, rather, what degradation? To see an endless multitude of people not merely obeying, but driven to servility? Not ruled, but tyrannized over? These wretches have no wealth, no kin, nor wife nor children, not even life itself that they can call their own.
They suffer plundering, wantonness, cruelty, not from an army, not from a barbarian horde, on account of whom they must shed their blood and sacrifice their lives, but from a single man — not from a Hercules nor from a Samson, but from a single little man. Too frequently this same little man is the most cowardly and effeminate in the nation, a stranger to the powder of battle and hesitant on the sands of the tournament — not only without energy to direct men by force, but with hardly enough virility to bed with a common woman!
Shall we call subjection to such a leader cowardice? Shall we say that those who serve him are cowardly and fainthearted? If two, if three, if four do not defend themselves from the one, we might call that circumstance surprising but nevertheless conceivable. In such a case one might be justified in suspecting a lack of courage. But if a hundred, if a thousand endure the caprice of a single man, should we not rather say that they lack not the courage but the desire to rise against him, and that such an attitude indicates indifference rather than cowardice?
When not a hundred, not a thousand men, but a hundred provinces, a thousand cities, a million men, refuse to assail a single man from whom the kindest treatment received is the infliction of serfdom and slavery, what shall we call that? Is it cowardice? Of course there is in every vice inevitably some limit beyond which one cannot go. Two, possibly ten, may fear one; but when a thousand, a million men, a thousand cities, fail to protect themselves against the domination of one man, this cannot be called cowardly, for cowardice does not sink to such a depth, any more than valor can be termed the effort of one individual to scale a fortress, to attack an army, or to conquer a kingdom. What monstrous vice, then, is this which does not even deserve to be called cowardice, a vice for which no term can be found vile enough, which nature herself disavows and our tongues refuse to name?
Place on one side fifty thousand armed men, and on the other the same number. Let them join in battle, one side fighting to retain its liberty, the other to take it away; to which would you, at a guess, promise victory? Which men do you think would march more gallantly to combat — those who anticipate as a reward for their suffering the maintenance of their freedom or those who cannot expect any other prize for the blows exchanged than the enslavement of others?
One side will have before its eyes the blessings of the past and the hope of similar joy in the future; their thoughts will dwell less on the comparatively brief pain of battle than on what they may have to endure forever — they, their children, and all their posterity. The other side has nothing to inspire it with courage except the weak urge of greed, which fades before danger and which can never be so keen, it seems to me, that it will not be dismayed by the least drop of blood from wounds.
Consider the justly famous battles of Miltiades,4 Leonidas,5 Themistocles,6 still fresh today in recorded history and in the minds of men as if they had occurred but yesterday, battles fought in Greece for the welfare of the Greeks and as an example to the world. What power do you think gave to such a mere handful of men not the strength but the courage to withstand the attack of a fleet so vast that even the seas were burdened, and to defeat the armies of so many nations, armies so immense that their officers alone outnumbered the entire Greek force? What was it but the fact that in those glorious days this struggle represented not so much a fight of Greeks against Persians as a victory of liberty over domination, of freedom over greed?
It amazes us to hear accounts of the valor that liberty arouses in the hearts of those who defend it; but who could believe reports of what goes on every day among the inhabitants of some countries? Who could really believe that one man alone may mistreat a hundred thousand and deprive them of their liberty? Who would credit such a report if he merely heard it, without being present to witness the event? And if this condition occurred only in distant lands and were reported to us, which one among us would not assume the tale to be imagined or invented, and not really true?
Obviously there is no need of fighting to overcome this single tyrant, for he is automatically defeated if the country refuses consent to its own enslavement: it is not necessary to deprive him of anything but simply to give him nothing; there is no need that the country make an effort to do anything for itself provided it does nothing against itself. It is therefore the inhabitants themselves who permit, or, rather, bring about, their own subjection, since by ceasing to submit they would put an end to their servitude.
A people enslaves itself, cuts its own throat, when, having a choice between being vassals and being free men, it deserts its liberties and takes on the yoke, gives consent to its own misery, or, rather, apparently welcomes it. If it cost the people anything to recover its freedom, I should not urge action to this end, although there is nothing a human should hold more dear than the restoration of his own natural right, to change himself from a beast of burden back to a man, so to speak. I do not demand of him so much boldness; let him prefer the doubtful security of living wretchedly to the uncertain hope of living as he pleases.
What then? If in order to have liberty nothing more is needed than to long for it, if only a simple act of the will is necessary, is there any nation in the world that considers a single wish too high a price to pay in order to recover rights which it ought to be ready to redeem at the cost of its blood, rights such that their loss must bring all men of honor to the point of feeling life to be unendurable and death itself a deliverance?
Everyone knows that the fire from a little spark will increase and blaze ever higher as long as it finds wood to burn; yet without being quenched by water, but merely by finding no more fuel to feed on, it consumes itself, dies down, and is no longer a flame. Similarly, the more tyrants pillage, the more they crave, the more they ruin and destroy — the more one yields to them, and obeys them — by that much do they become mightier and more formidable, the readier to annihilate and destroy. But if not one thing is yielded to them, if, without any violence they are simply not obeyed, they become naked and undone and as nothing, just as, when the root receives no nourishment, the branch withers and dies.
To achieve the good that they desire, the bold do not fear danger; the intelligent do not refuse to undergo suffering. It is the stupid and cowardly who are neither able to endure hardship nor to vindicate their rights; they stop at merely longing for them and lose through timidity the valor roused by the effort to claim their rights, although the desire to enjoy them still remains as part of their nature. A longing common to both the wise and the foolish, to brave men and to cowards, is this longing for all those things which, when acquired, would make them happy and contented.
Yet one element appears to be lacking. I do not know how it happens that nature fails to place within the hearts of men a burning desire for liberty, a blessing so great and so desirable that when it is lost all evils follow thereafter, and even the blessings that remain lose taste and savor because of their corruption by servitude. Liberty is the only joy upon which men do not seem to insist; for surely if they really wanted it, they would receive it. Apparently they refuse this wonderful privilege because it is so easily acquired.
Poor, wretched, and stupid peoples, nations determined on your own misfortune and blind to your own good! You let yourselves be deprived before your own eyes of the best part of your revenues; your fields are plundered, your homes robbed, your family heirlooms taken away. You live in such a way that you cannot claim a single thing as your own; and it would seem that you consider yourselves lucky to be loaned your property, your families, and your very lives.
All this havoc, this misfortune, this ruin, descends upon you not from alien foes, but from the one enemy whom you yourselves render as powerful as he is, for whom you go bravely to war, for whose greatness you do not refuse to offer your own bodies unto death. He who thus domineers over you has only two eyes, only two hands, only one body, no more than is possessed by the least man among the infinite numbers dwelling in your cities; he has indeed nothing more than the power that you confer upon him to destroy you.
Where has he acquired enough eyes to spy upon you if you do not provide them yourselves? How can he have so many arms to beat you with if he does not borrow them from you? The feet that trample down your cities, where does he get them if they are not your own? How does he have any power over you except through you? How would he dare assail you if he had not cooperation from you? What could he do to you if you yourselves did not connive with the thief who plunders you, if you were not accomplices of the murderer who kills you, if you were not traitors to yourselves?
You sow your crops in order that he may ravage them; you install and furnish your homes to give him goods to pillage; you rear your daughters that he may gratify his lust; you bring up your children in order that he may confer upon them the greatest privilege he knows — to be led into his battles, to be delivered to butchery, to be made the servants of his greed and the instruments of his vengeance; you yield your bodies unto hard labor in order that he may indulge in his delights and wallow in his filthy pleasures; you weaken yourselves in order to make him the stronger and the mightier to hold you in check. From all these indignities, such as the very beasts of the field would not endure, you can deliver yourselves if you try, not by taking action, but merely by willing to be free.
Resolve to serve no more, and you are at once freed. I do not ask that you place hands upon the tyrant to topple him over, but simply that you support him no longer; then you will behold him, like a great Colossus whose pedestal has been pulled away, fall of his own weight and break into pieces.
- 1. Iliad, Book II, Lines 204–205. — HK
- 2. Government by a single ruler. From the Greek monos (single) and arkhein (to command). — HK
- 3. An autocratic council of thirty magistrates that governed Athens for eight months in 404 BC. They exhibited such monstrous despotism that the city rose in anger and drove them forth. — HK
- 4. Athenian general, died 489 BC. Some of his battles — expedition against Scythians; Lemnos; Imbros; Marathon, where Darius the Pemian was defeated. — HK
- 5. King of Sparta, died at Thermopolae in 480 BC, defending the pass with three hundred loyal Spartans against Xerxes. — HK
- 6. Athenian statesman and general, died 460 B.C. Some of his battles — expedition against Aegean Isles; victory over Persians under Xerxes at Salamis. — HK


William James was the brother of the famous novelist Henry James
. The boys came from an upper-class East Coast family. Both he and his brother received an education in Europe
as well as the United States
, which influenced their writings and added to their cosmopolitan
William James is well known by theologians and in cultural studies departments for his early work in comparitive religion
(The Varieties of Religious Experience
). He is best known by psychologists for his early work presented in his two-volume The Principles of Psychology
. He is best known to philosophers for his integral role in the early development of philosophical pragmatism
From the Greek 'pragma' meaning 'action', William James built on the work of Charles Sanders Peirce
and developed a philosophical methodology
that Peirce would later reject. In his seminal 1906 Pragmatism
, James defines pragmatism as the doctrine that the meaning
of a belief
is to be determined by the practical differences
it makes in our lives. If you want to know what the meaning of "God exists" is, you have to examine what the result of this belief is, how it changes your life, how it shapes the world. If you want to know what the meaning of the sentence "The cat is on the mat" you need to examine the practical effects that sentence has in our lives, in our practices, and in our discourses.
From this methodology
, which James defined as the only real characterization of his pragmatic philosophy, James also developed a theory of truth
, which is not always easy to understand. In brief, James held that a belief is true as it tends to satisfy our experiences, as it tends to come to succesful fruition in our lives, and as it tends to be historically upheld in our pracitces and discourses. That the sentence "The earth revolves around the sun" is true for James is not a function of our scientific apprehension
of a real
world independent of human action, but rather the truth of this sentence is a function of the practical horizon
of human activity: our interaction with the world in the many myriad ways in which that interaction takes place, changes, and solidifies.
James's pragmatism was later adopted by the famous philosopher John Dewey
. Other pragmatists of the twentieth century include George Herbert Mead
, Sidney Hook
, Joseph Ratner
, and supreme court judge Oliver Wendell Holmes
. More recently the neopragmatist Richard Rorty
has espoused views much like James's (though his texts tend to focus more on Dewey).
In a decision characteristic of his desire to believe
, James called his brother Henry back to Cambridge
in his final days. He asked Henry to remain in Cambridge for six weeks after his death: he was going to try to communicate with him from the other side. Henry never received the messages.


Reader comment: Chris Town says,
Will Loker says,
As a Type 1 diabetic, I can assure you, a lack of insulin will not send you into a comatose.
Type 1 diabetes is a condition where your body no longer produces insulin, and it has to be injected several times a day. An overdose of insulin, which can happen if you don't get food to match the insulin you intake, or you don't balance food intake with exercise with insulin intake, can send you into a "coma" called hypoglycemia. Having experienced my fair share of these throughout my life, I can also assure you, 2 weeks in hospital would never be required. A day at most for older people, a few hours for people in the 20s like me.
Not taking insulin will not send you into a coma, you'll just be very uncomfortable as your blood sugar rises and rises, which will cause minor organ damage, but will not send you into a coma. Type 1 Diabetics denied insulin will live for months and months, but will eventually go blind, experience kidney and other organ failure and die a long and painful death.
There's plenty of misconceptions about insulin-dependant diabetes around, so keeping people informed could save lives. After all, if I'm experiencing hypoglycemia the very last thing I need is for someone to give me insulin.
I'm writing in regards to your reader's comment on Type I diabetes. As a medical student I know that a lack of access to insulin for a long enough time can send a type I diabetic into a coma.MD Ken Walton concurs:
Chris is right in that too much insulin will cause hypoglycemia. What he doesn't mention is that without insulin the diabetic's body thinks that there isn't any glucose in the blood even when there is an excess. Without insulin the body can't take the glucose into the cells and since glucose is necessary for cells to generate energy the body attempts to correct the perceived lack of glucose. At a certain point the body enters starvation mode and starts to generate ketone bodies which can led to a life threatening condition known as diabetic ketoacidosis or DKA. DKA can led to coma, hospitalization and, if it persists long enough, death.
It worries me that a diabetic would be so misinformed about the consequences of type I diabetic without access to insulin and the DKA that can result.
I can see what reader Chris Town is saying about this not being a hypoglycemic episode, and that if you were hypoglycemic you wouldn't need a couple week stay at the Hotel Hospital. I'm sure what they meant was he went into Diabetic Ketoacidosis, otherwise known as DKA ( Link), a scary situation if a type I diabetic doesn't get any insulin.Stephen Wake says,
As a physician, I can't count the number of times people have forgotten or otherwise been denied insulin and required an ICU stay for a week or two. Just to clear some things up.
p.s. - boingboing makes life worth living on call
Just a quick addition to the comments you've already received about this post: What Dr Walton fails to mention is that the process leading to DKA does not happen rapidly:
Severe, out-of-control diabetes (high blood sugar) that needs emergency treatment. DKA happens when blood sugar levels get too high. This may happen because of illness, taking too little insulin, or getting too little exercise. The body starts using stored fat for energy, and ketone bodies (acids) build up in the blood.
Ketoacidosis starts slowly and builds up. The signs include nausea and vomiting, which can lead to loss of water from the body, stomach pain, and deep and rapid breathing. Other signs are a flushed face, dry skin and mouth, a fruity breath odor, a rapid and weak pulse, and low blood pressure. If the person is not given fluserids and insulin right away, ketoacidosis can lead to coma and even death.
The flight time from Australia to New Zealand (Sydney to Auckland) is 3.5 hours certainly not enough time to end up in a coma due to DKA alone.
As an ED nurse I've seen many diabetics with a high blood sugar level have a significant wait (2 hours plus) to be seen in the ED without lapsing into coma. The airline may have taken the guys insulin, but on a trip to NZ it wouldn't have done him much harm.


CDC Mental Health Report
Contrary to what many are labeling inappropriate social behavior, mental illness entails much more than
AN IMPORTANT PUBLIC HEALTH ISSUE
Centers for Disease Control and Prevention
"...it is estimated that 13 –20 percent of children living in the United States (up to 1 out of 5 children) experience a mental disorder in a given year and Because of the impact on children, families, and communities, children’s mental disorders are an important public health issue in the United States...This is the first report to describe the number of U.S. children aged 3–17 years..."
inappropriate social behavior. Although the word psyche comes from the Greek, its connection to the spirit and soul is made covert by design.
Mental illness can be hereditary; it can be the result of born addicted to drugs; the exposure to drugs. It can be consequential to any of a host of mind altering causes; including brainwave entrainment, which alters the inherit brain pattern.
Children with conditions of mental illness are being counseled by highly trained psychiatrists; many are assigned to very learned social workers; many are placed in special education and assigned to well-educated teachers.
Absent any intent to take away from their expertise; their knowledge as to the clinical aspect or teaching
abilities, many highly trained psychiatrists who have no regard for soul redeeming truth[s] of John 10:4(b) and 1 Corinthians 14:10 attribute complaints of hearing voices to imaginary playmates, fantasies, or hallucinations. As such, children are prescribed mind altering drugs.
Did You Know?
Sometime back in the 16th century, we borrowed the word psyche directly from Greek into English. In Greek mythology, Psyche was a beautiful princess who fell in love.... (To the Greeks, psyche also meant "butterfly", which suggests how they imagined the soul.) In English, psyche often sounds less spiritual than soul, less intellectual than mind, and more private than personality.
There is a network of Christian health care professionals who are
qualified; i.e., divinely anointed with the combination of soul winning wisdom; a heart of compassion (which differs from
pity) and joy; and who are also professionally qualified.
"... Many rehab services address the physical, mental, and emotional facets of your care, but we believe that spiritual guidance is just as critical. Through a new or renewed relationship with Jesus Christ, clients dealing with mental illness and co-occurring disorders can find physical and psychological restoration and a renewed sense of purpose...
Knowing God is no respector of persons, and knowing Satan hates all, it was shown how the Hard Rock,
"...On December 1, 1997 Carneal wrapped a shotgun and a rifle in a blanket and took them to school, passing them off as an art
project he was working on....
After dropping the gun, Carneal said to Strong: "Kill me, please. I can't believe I did that..." More
Heavy Metal, and broken heart lyrics of Country and Western were causing death and destruction amongst other nations.
It was not until reading Stop Teaching Our Children to Kill that I focused on 14-year old Michael
Carneal, the 14-year old school
shooter in Paducah, Kentucky. I later read an article which gave an account of his conversation with one of the teachers before the police arrived where he said he
didn't know why he had done what he did; and after surrendering the weapon he asked to be killed.
Our desire to know what had come over the 14-year old son of Christian parents,
who had something in him that caused him to wait until a prayer group said "amen"
before he could open fire on them, led us to the discovery of brainwave entrainment's association to mental health.
LibraryOfCongress - Published on Dec 16, 2010
Wellness and Growth: Acoustic Medicine and Music Therapy
RBE alters the inherent brain patterns which in turn alter the mental state. The fact that the occurence of RBE is invisible constitutes
it is spirit.
Nothing can overcome spirit but spirit. Sound, which cannot be seen with the eye of man, is spirit. Music, a form of sound, is a spirit.
Electrical Pulsations of Light (Imagery) and Sound Encoded with Crime, Murder, and
Mayhem are Recorded on the Cranial Brain, the Heart Brain , and Permanently
Stored in the Subconscious Mind of Children, Youth, and Young Adults


Vegetarian diets are generally rich in antioxidants, healthy fats, and certain vitamins/minerals. A meat-based diet typically has higher levels of protein, iron, zinc, vitamin B12 and calcium.
Maintaining a healthy vegetarian diet means you need to understand the key principles of vegetarian nutrition. A healthy vegetarian or vegan diet is not complicated, but you need to be aware of the main principles of good nutrition. You can also read health-related Blog at Heads Up Health.
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Properly planned vegetarian nutrition can far exceed the healthiness of a meat-based diet. While a vegetarian diet plan may seem boring to many people, it certainly does not need to be boring! There are so many outstanding recipes that you can follow notably some ethical famous dish with vegetables and their spicy ingredients.
One common misconception about vegetarian diets is that they do not provide enough protein or iron. It really did not need it. Beans, nuts, grains, beans, nuts, and seeds are a great source of protein. They also provide a variety of antioxidants, vitamins, minerals, and fiber that are not present in the meat-based diet. So the vegetarian diet can actually be healthier.
A vegetarian diet designed specifically for athletes or bodybuilders must contain the correct levels of protein, carbohydrates, vitamins, minerals, protein, and good fats. However, like all types of diet plans, if you are struggling with this kind of planner vegetarian is good for you; you should seek the help of a healthy vegetarian meal planner or nutritionist.