By: Heidi Ingram
This post is part of a series focusing on Multiple Intelligences.
The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people (e.g., as a teacher, politician, actor, or philanthropist). The ability to process information both verbally and nonverbally through interpretation of all forms of dance, hand gestures, body movements, and music
(e.g., as a dancer, mime, actor, or musician). This intelligence operates primarily through person-to person relationships and
From an infant's bonding with his parents to the meaningful relationships with others outside the family, the ability to understand other people and their actions, moods, and feelings develops as young children deal with person-to-person relationships and communication. The learning environment should provide opportunities for children to relate to others by cooperatively participating, sharing, negotiating, and communicating in groups or with individuals. Children who show interpersonal abilities learn through listening, cooperating in shared projects, demonstrating leadership skills, seeing things from other perspectives and organizing and negotiating group activities.
Interpersonal intelligence focuses on the ability to recognize and distinguish the moods, intentions, and motivations of other individuals. These children often emerge as leaders and organizers. They are sensitive to the needs and desires of others. Young children with interpersonal talent:
· interact easily with both children and adults
· are sought out by other children for play
· are able to enter an already-playing group of children and be accepted
· can influence other children toward their goals (positive or negative)
· understand cause-and -effect as it relates to behavior and consequences
· recognize when their behavior yields certain predictable results
· can take another child's perspective
· are better at resolving conflicts and negotiating disagreements
· can motivate and organize peers toward their goals (positive or negative)
· have strong leadership abilities
· have a sense of justice and fair play for themselves and others
By: Heidi Ingram
Naturalist Intelligence is the ability to discriminate among living things (e.g. as a botanist, biologist, veterinarian, or forest ranger) as well as sensitivity to other features of the natural world) e.g. as a meteorologist, geologist, or archaeologist). The adeptness to recognize and classify cultural artifacts such as cars or sneakers may also depend upon the naturalist intelligence.
A child's interest in seeing, smelling, and touching a flower, reacting to the sound of a bird, or playing with the family pet demonstrates his ability to recognize important distinctions in the natural world. The learning environment should offer opportunities for exploring outdoors. Also you should bring the outdoors inside by providing field trips, books, visuals, objects and materials relating to the natural world. Children who show naturalist abilities learn through observing nature, being sensitive to all features of the natural world, and enjoying books, visuals, and objects related to the world around them.
Naturalist intelligence is the ability to discriminate among living things (plants and animals) as well as other features of the natural world such as clouds and rock formations. In the past this ability had great survival value (Checkley, 1997). It involves a kind of pattern recognition that is valued in certain sciences. Today this ability may enable individuals to discriminate among makes and models of cars or even sneakers.
Young children with naturalist intelligence:
~ are interested in pets and concerned about their care.
~ are curious about nature and look for and collect plants, bugs, rocks, or other natural objects.
~ are interested in identifying plants and gardening.
~enjoy the outdoors and activities such as hiking, camping and fishing.
~ are curious about the human body and the way it works.
~ may enjoy cooking.
~ are interested in electricity and magnets and the way things work.
By: Heidi Ingram
Musical Intelligence is the capacity to perceive (e.g. music aficionado), discriminate (e.g., as a music critic), transform (e.g., as a composer), and express (e.g., a performer) musical forms. The musical learner also has the ability to pick up sounds and remember melodies. This intelligence is based on the recognition of tonal patterns, including various environmental sounds and also sensitivity to rhythm and beats.
Starting with the prenatal awareness of noises and rhythms and later imitations of sounds and pitches, a child soon develops the ability to produce and recognize simple and then complex songs and to perceive pitch, tone, and rhythmic pattern. The child becomes immersed in the music and sounds of the world. The learning environment should provide opportunities for singing, listening, movement activities, sound awareness, and musical instrument appreciation and practice, while emphasizing cultural awareness through music. Children who are strong in musical-rhythmic abilities think in rhythms and melodies; enjoy listening to music, singing, dancing, humming, and playing musical instruments; and exhibit a sensitivity to environmental sounds.
Musical-Rhythmic Intelligence refers to the ability to use musical elements (pitch, rhythm, tone) at an unusually sophisticated level. Some children may have perfect pitch and the ability to identity a wide range of musical scores when only a few bars are played. Musically talented children are intrigued with and noitce sounds in their environment.
By: Heidi Ingram
Bodily-Kinesthetic Intelligence is the ability to use one's whole body to skillfully express ideas and feelings (e.g. as an actor, an athlete, or a dancer) and facility in using one's hands to produce or transform things (e.g., as a craftsperson, sculptor, mechanic, or surgeon). This intelligence is related to physical movement and the knowledge/wisdom of the body, including the brain's motor cortex, which controls bodily motion.
From an infant's looking for and grasping different objects to
the strength and coordination of an older child, the ability to use the body for self-expression develops through information gained from muscles, sensations, reflexes, coordination, and movement.
The learning environment should reflect opportunities for physical
challenges throughout the day, not just outdoors but indoors as well. The classroom should facilitate tactile experiences and the use of manipulatives in math, science, and language arts. Children who are resourceful in bodily-kinesthetic abilities learn through moving, doing, and touching. They enjoy physical activities, such as those involving hand-eye coordination and hands-on experiments.
Psychomotor-kinesthetic intelligence refers to the ability to control one's body parts skillfully. These children move expressively and are good at both informal and organized games and sports.
Young children with psychomotor talent:
· are skillful at movements such as running, jumping, and climbing, dancing and other movement activities.
· have an accurate and relaxed sense of both static and dynamic balance (hopping on one foot, walking a narrow line, balancing a beanbag).
· use gestures, body movements, and/or facial expression to show or mimic emotions and ideas and can
adapt motor skills in game situations
By: Heidi Ingram
The ability to perceive the visual-spatial world accurately (e.g. as a hunter, scout, or guide) and to perform transformations upon those perceptions (e.g. , as an interior decorator, architect, artist, or inventor ). This intelligence involves sensitivity to color, line, shape, form, space, and the relationships that exist between these elements. It includes the capacity to visualize and graphically represent visual or spatial ideas.
From the infant's ability to discriminate among the faces around him to the toddler's first steps, the facility to
perceive the visual world with a great deal of understanding continues throughout early childhood. Creating visual images with shape, color, and form opens up new understanding. The learning environment should be a graphic-rich classroom that encourages opportunities for visual processing as well as thinking and planning in three dimensions. Children who are highly capable in visual-spatial abilities think in images and pictures; like to draw, design, and create things, and often see things from different points of view.
Visual-Spatial intelligence is the ability to perceive the visual world accurately and the re-create that visual experience in art or graphics. It involves mental imagery and the ability to manipulate and transform images. These children are adept at puzzles and other spatial problem-solving activities.
Visual talented young children:
· show advanced drawing, painting, and sculpting with both technical skill and fine detail
· remember in detail items ,places and pictures they have seen
· have advanced eye-hand coordination
· show attention to texture, color, and balance
· respond emotionally to photos, paintings, or sculpture
· share feelings and moods through drawing, painting or sculpture
Starting with babies inspecting their world to the recognition of similar characteristics of objects by toddlers, the ability to categorize and to use numbers, patterns, sequencing, and cause and effect to solve problems continues to develop and grow throughout early childhood. The learning environment should offer opportunities to relate math and science to real life situations while providing activities that make math and problem solving fun, relevant, and challlenging.
Children who are adept tin logical-mathematical abilities learn through asking questions in a logical manner, making connections between pieces of information, exploring, and developing strong problem-solving and reasoning skills.
The capacity to use numbers effectively (e.g. as a mathematician, tax accountant, or statistician) and to
reason well (e.g. as scientist, computer programmer, or logician). This intelligence also follows traditional teaching practices, using number facts and scientific principles, as well as observation and experimentation.
Children who are logic smart respond well to "what if" questions.
Logical -Mathematical intelligence is characterized by scientific reasoning, a love for abstraction, and an interest in mathematical operations. These children are interested in graphing, counting, and manipulating numbers. They are fascinated by how things work.
Mathematically talented young children:
· use advanced arithemtic skills
· use highly orginal reasoning
· ask a series of logical questions focused on solving a problem
· apply reason to solve concrete and abstract problems
· enjoy using hands-on tools such as uniflex cubes, blocks, puzzles, and abacus to solve logical- mathematical problems
· enjoy computer games and applications related logical-mathematical reasoning
Linquistic (Word Smart) is the capacity to use words effectively, whether orally ( e.g. as a storyteller,orator,or politician)orin writing ( e.g.as a poet,playwright, editor or journalist). Most teaching today is geared to the expectation that children absorb information by listening, reading, speaking, and writing. From the babbling of infancy to the toddler's simple sentences, the ability to use language and words continues to grow throughout early childhood. Whether written or
spoken, it develops with sensitivity to the order and rhythm of words. The learning environment should include a language-and print-rich classroom with opportunities for reading, writing, speaking, and creative writing. Children who are accomplished in verbal-linquistic abilities enjoy reading , writing, telling stories, playing word games, and communicating effectively.
Verbally/Linguistically talented children:
· Speak and read clearly
· Have accelerated literacy skills in stories, poems, drama, and writing
· Use advanced vocabulary
· Employ longer and more advanced sentence structures ( may use words like however and although )
· Make up elaborate, coherent stores and fantasies
· Describe experiences with unusual depth and accuracy
· Memorize and recite stories and poems
· Prefer books with more words and plot than pictures
· May be bilingual or interested in learning a second language
· Are interested in language in its many forms
This post is the first in a series contributed by Heidi Ingram to discuss the overall theory of Multiple Intelligences, the different intelligences and ideas to do with your children to promote growth in these areas.
When you try to learn something new, you may prefer to learn by listening to someone talk to you about
the information. Others prefer to read about a concept to learn it, and still others need to see a demonstration of the concept. Learning Style Theory proposes that different people learn in different ways and that it is good to know your own preferred learning style.
Most of us have a particular preference as to how we channel information to our brain. Some of us are auditory. This means that it is easiest for us to pay attention to information that is presented to us orally.
Others are visual, which means that we learn best when we are allowed to actually look at what is being presented to us. Still others are kinesthetic. This means that we pay attention best when we are allowed to explore “hands on" the information we are trying to learn. In few cases, individuals are equally balanced, which means they use each learning style to the same degree when attempting to learn.
Let's look at an example from the early childhood classroom. When a teacher reads a story, she speaks, which benefits the auditory learner. She shows the illustrations as she read which assists the visual learner.
The kinesthetic learner is involved if allowed to actually hold the book (or a copy of the book) or help turn the pages as it is read. If teachers use all three approaches to learning when they are providing information to children, it is more likely that they will use the channel that is their preference and attend to what is being
The theory of Multiple Intelligences comes from the work of Howard Gardner and was first published in
1983 in his book, Frames of Mind. Until Gardner proposed the existence of seven, and now eight, ways of demonstrating one's high ability levels, popular belief held that intelligence was measured by the score obtained when taking an intelligence test, primarily the Stanford Benet. The problem with intelligence tests was that they measured only an individual's linguistic and mathematical skills. Gardner argued that there were other ways an individual could be smart. For example, musicians demonstrate a high ability to perceive, discriminate, transform, and express musical forms. Actors, dancers, and athletes demonstrate an expertise in using their whole body to express ideas and feelings. Craft persons and sculptors show facility in using their hands to produce to transform things.
Gardner not only expanded the identification of the number of ways an individual can be intelligent, but
also the definition of intelligence. He suggests that intelligence has more to do with the capacity for
solving problems and fashioning products in a context-rich and naturalistic setting than it does with performing isolated task on a test.
Gardner believes that intelligence does not just exhibit itself in the score on a test. As a matter of fact, he used a stringent system of eight criteria through which all potential skills, talents, and mental capacities have to pass before they are determined to be true human intelligences. Thus far, only eight ways of being smart have passed the test to be recognized as intelligences.
Gardner also believes that everyone possesses all eight intelligences in varying magnitudes. Some
intelligence is stronger than others, and the profile of intelligences varies from person to person. Each of the
intelligences can improve with practice and will continue to be enhanced over a lifetime.
In the next part of this series, we will break down the various intelligences. Stay tuned!
Advisor Heidi Ingram:
We take alot of road trips this time of year due to the holidays and stopping and getting fast food is at times unavoidable. If we do end up stopping what are some healthier choices to get?
Typically, fast food is low in nutrition and high in trans fat, saturated fat, sodium and calories..for example, a single meal of a Double Whopper with cheese, a medium order of fries and an apple pie from Burger King contains more saturated fat than the American Heart Association recommends we consume in two days!! Moderation is key. It's OK to indulge a craving for French fries every now and then, but to stay healthy you can't make it a regular habit. Finding a healthy, well-balancd meal in most fast food restaurants can be a challenge, but there are always choices you can make that are healthier than others.
Use common sense guidelines to help you make your meal healthier. For example , a seemingly healthy salad can be diet-minefield when smothered in high-fat dressing and fried toppings, so choose a salad with fresh veggies, grilled toppings, and a lighter dressing. Portion control is also important, as many fast food
restautants serve enough food for several meals in the quise of a single serving.
Tips for making healthier choices at fast food restaurants
· Make careful menu selections- pay attention to the descriptions on the menu. Dishes labeled deep-fried, pan-fried , basted, batter-dipped, breaded, creamy, crispy, scalloped, Alfredo, au graton,or in cream sauce are usually high in calories, unhealthy fats, or sodium. Order items with more vegetables and choose leaner meats
· Drink water with your meal -Soda is a huge source of hidden calories. One 32-oz Big Gulp of regular cola packs about 425 calories, which can quickly gulp up a big portion of your daily calorie intake. Try adding a little lemon to your water or ordering unsweetened iced tea
· "Undress" your food. When choosing items be aware of calorie - and fat packed salad dressings, spreads, cheese, sour cream, etc. For example, ask for a grilled chicken sandwich withour the mayonnaise. you can ask for a packet of ketchup or mustard and add it yourself controlling how much you put on your sandwich
· Special order. Many menu items would be healthy if it weren't for the way they were prepared. Ask for your main dishes to be served without the sauces. Ask for olive oil and vinegar for your salads or order the dressing "on the side" and spoon only a small amount on at a time. If your food is fried or cooked in oil or butter, ask to have it broiled or steamed.
· Eat mindfully. Pay attention to what you eat an savor each bite. Chew your food more thoroughly and avoid eating on the run. Being mindful also means stopping before you are full. It takes time for your body to register that you have eaten. Mindful eating relaxes you, so you digest better, and makes you feel more
Tips for what to AVOID at fast food restaurants
· Supersized portions. An average fast food meal can run to 1000 calories or more, so choose a smaller portion size, order a side salad instead of fries, and don't supersize anything. At a typical restaurant, a single serving provides enough for two meals. Take half home or divide the portion with a dining partner.
· Salt. Fast food restaurant food tends to be very high in sodium, a major contributer to high blood pressure. Don't add insult to injury by adding more salt.
· Bacon. It's always tempting to add bacon to sandwiches and salads for extra flavor, but bacon has very few nutrients and is high in fat and calories. Instead, try ordering extra pickles, onions, lettuce, tomatoes, or mustard to add flavor without the fat
· Buffets - even seemingly healthy ones like salad bars. You'll likely overeat to get your money's worth. If you do choose buffet dining, opt for fresh fruits, salads with olive oil& vinegar or low-fat dressings, broiled entrees, and steamed vegetables. Resist the temptation make sure you are hungry before going back for more.
Less healthy choice
Double-patty hamburger with cheese, mayo, special sauce, and bacon. Fried chicken sandwich, Fried fish
sandwich, Salad with toppings such as bacon, cheese, and ranch dressing, Breakfast burrito with steak, French fries, milkshake, Chicken"nuggets" or tenders, Adding cheese, extra mayo, any special
Regular, single-patty hamburger without mayo or cheese, grilled chicken sandwich, Veggie burger, Garden salad with grilled chicken and low-fat dressing, Egg on a muffin, Baked potato or a side salad, Yogurt parafait, Grilled chicken strips, limiting cheese, mayo, and special sauces.
Heidi's BiMonthly Nutritional Questions Answered! Check out Cape Cod Moms latest nutrition questions to Heidi... if you have questions for Heidi, please email us at firstname.lastname@example.org or comment below! Also check out Heidi's Daycare page on Facebook!
What are your thoughts on LAKE Dyes (artificial dyes, in U.S. foods, banned especially red 40 - rash, head banging, loss of eye contact, basic Dr. Jeckle, Mr. Hyde. After I stopped eating red 40 - I stopped having migraines. If these chemicals have such a bad effect and or reactions, can these chemicals be good for anyone? Why are these chemicals still found in our foods?
What makes Twinkies appear unchanged, even after months on the shelf? In part, it’s the food dyes. Some government -approved food dyes also cause hyperactivity in children, leading the British government to ask food companies to stop using them. Industrialization of the food system, including a rise in food processing, has increased the use of food additives such as food dyes; preservatives and sweeteners. The FDA maintains of list of over 3,000 food additives, which includes those that are FDA-approved as well as those bypassing the approval process because the FDA has designated them as GRAS (generally recognized as safe).
Scientists have long been concerned that synthetic food dyes and other additives may contribute to hyperactivity and other disturbed behavior in children. Water soluble "dyes" are added to beverages, baked and dairy goods, and other products; non-soluble dye versions of the colors, called "lakes,” are used in hard candies, chewing gums and to coat tablets. Since 1990, all synthetic food dyes must be listed in food products by their common name. In 2008, based on recent science, the Center for Science in the Public Interest petitioned the FDA to ban the use of the existing food dyes in the U.S., and to require for the first time that new food additives be tested before going on the market for their toxicity to the brain and behavior. The petition also demands that the FDA remove the obviously false statement from its Web site that there is "no evidence that the food color additives cause hyperactivity or learning disabilities in children." We know synthetic food dyes are unnecessary. So, while more study could shed light on the exact impacts of food dyes on children, we know enough right now to choose safer substitutes, whether as parents, consumers or as food companies.
Things you can do? Eat whole foods, whole foods are better for you, and allow you to avoid the inspection of food labels necessary to avoid toxic food dyes. At home or at restaurants, avoid foods with synthetic food dyes, especially if your child duffers from hyperactivity, ADHD, or other learning or developmental disabilities and finally garden with your kids, visit a farm or join a CSA to help teach your children how ripe whole foods should actually look, smell and taste.
My son is 5 and has been beyond a picky eater since we started solid food. He literally gags and vomits when asked to even lick a new food. As the years have gone by he has now begun eliminating foods he has always eaten. He is now down to about 5 foods he will eat. When we bring this up to his pediatrician we are told that he falls on the height/weight chart so we shouldn't worry. This doesn't sit well with me. He basically eats pasta. I am concerned all those carbs are not good for him. We have an appointment for a feeding evaluation, but it's not for a few weeks...Do you have suggestions?
I would recommend involving your child in the preparation of the meals he is to consume, making it a fun time where he has some control and enjoyment in the process. I think the more you allow him to participate, the more he would be willing to try different and new foods. It may also be a matter of texture. Sometimes the texture of the food is a turnoff. I would experiment with different texture foods or possible using smoothies to add nutrients he may be lacking from not eating a variety of foods.
1. ) What diet additions or changes do you recommend for underweight children?
First of all it is difficult to make suggestions or changes without really knowing what your child is consuming and/or his activity level however there are a few things that are pretty much universal for everyone who is trying to gain weight.
First, create a daily diary containing the time, the food consumed and the amount. Do this for about a week and evaluate the amount of carbs, fats, proteins and calories being consumed as well as the amount of time that elapses between meals and/or snacks. Along with the food diary, start an exercise journal containing the type of activity, the duration, intensity and the amount of calories expended. Compare the amount of calories expended to the calories consumed and chart the differences. If your child is consuming less calories then he/she is expended then I would start there and begin a diet of caloric dense foods and other words, foods that are rich in calories such as peanut butter, grains, nuts and some fats such as olive oil dip for veggies (olive oil and seasonings with a little balsamic vinegar and lemon to taste)..if however your child is consuming equal or more calories than being expended than I would focus on the meals you are preparing, trying to increase the total intake of calories to about 500 more calories per day. You can do that again by following the same tips I gave you previously and/or increasing the frequency of your child's meals or snacks. You also could include smoothies to your child's diet supplementing their intake of fluids with smoothies enables you to increase calorie consumption without dramatically changing anything else..while making smoothies think yogurt, juice, milk and all the fresh fruit you can find...
2.) Do you have a healthy recipe for veggie dip?
Salmon Dip for Vegetables:
1 can (7 3/4 oz.) salmon drained and flaked
1/2 cup sour cream
1/4 cup chopped celery
2 tbsp. chopped green onion (scallion)
1 tbsp. chopped parsely
Grated peel and juice of 1/2 a lemon
1/4 tsp. seasoned salt
Makes about 1/4 cups dip.
In a bowl, combine all ingredients. Cover and chill. Serve as a dip with assorted raw vegetables such as cauliflowerets, sweet green pepper sticks, carrot sticks, broccoli flowerettes, etc.
Creamy Crab Dip with Vegetables and Chips:
Drain and slice a 7 1/2 ounce can of crab or a 6 oz package of frozen crab. Combine the crab with a 3 oz package of softened cream cheese, 1 cup dairy sour creame, 1 tbsp of lemon juice, 2 tbsp of finely chopped green onion, 1/2 tsp Worcestershire sauce, 1/4 teaspoon of salt, dash of garlic salt, and 1/2 tsp of dill weed. Chill to blend flavors.
2 cup Dannon plain lowfat yogurt
1 pkg. (10 oz.) frozen chopped spinach, thawed & drained
1/3 cup minced fresh onion
1 env. (0.9 oz.) Lipton vegetable recipe soup mix
Assorted raw vegetables for dipping
In a medium bowl comine all ingredients (expect raw veggies for dipping). Cover and regridgerate until ready to serve. Serve as a dip for raw vegetables. Makes approximately 3 cups.
3.) What are some healthy diary free suggestions?
A dairy-free diet contains no milk, cheese, butter, cream cheese, cottage cheese, sour cream, ice cream, whey, casein, or foods that contain any of these ingredients. To avoid milk and milk products ask about ingredients at restaurants and other's homes, read food labels and become familiar with the technical or scientific terms for milk. The following list is not complete. Consult with a healthcare professional if you are planning to omit milk from your diet or your child's diet. Many Americans recieve the majority of their calcium intake from dairy products. Therefore, when switching to a dairy-free diet, taking calcium supplements is often advisable....
Baked foods such as pancakes, biscuits, muffins, cakes, crackers, baking mixes (read labels for dairy product ingredients), Au gratin foods, Butter, Buttermilk, Calcium casinate, Candy (especially creams and chocolate), Casein, Cheese, Cheese sauces, Cholcolate mild and drinks, Coffeemate, Cold cuts (such as bologna), Cottage cheese, Cream, Creamed or scalloped foods, Curds, Dry Cereals containing milk powder, such as some granolas, Dry milk powder,Dry milk solids, Evaporated milk, Fondues, Grated cheese, Gravies (some), Ice cream, Malted milk, margarine (most), Meat loaf and patties (some), Milk- whole, skim, 1% and 2%, Milk shakes, Milk sherbets, Nondairy creamers (most), Nondairy creamers (most), Non-kosher luncheon meats (some), Ovaltine, Puddings (most), Sausage (some), Sodium caseinate, Wieners (some),Whey, White Sauces and Yogurt
Milk substitutes...Soy milk, Rice milk, Almond milk, Nondairy products....Margarine, Nondairy ice cream, Nondairy chocolate, Nondairy cheese, Nondairy yogurt, anything milk-free or nondairy products
Groups and Books
The No Milk Page... www.nomilk.com
Food Allergy Network.... www.foodallergy.org
Nondairy Milk Recipes - Leave the Cow's Milk for the Calves... www.veganmania.com/pages/non_dairy_milk_recipes.htm
Go Dairy Free... www.godairyfree.com
Today we are featuring 3 Questions to Cape Cod Mom Advisor: Heidi Ingram.. If you have questions for Heidi or ANY of our Cape Cod Mom Advisors, please e-mail them to: email@example.com and we will get them answered.
I was wondering if you could discuss GMO foods and how they affect our children, whether we should exclude them completely or limit them since it may be hard to avoid completely. ~ Emily, Truro
Genetically-modified foods (GM foods) have made a big splash in the news lately. European environmental organizations and public interest groups have been actively protesting GM foods for months , and recent controversial studies about the effects of genetically-modified corn pollen on monarch butterfly caterpillars have brought the issue of genetic engineering to the forefront of the public consciousness, the U.S. Food and Drug Administration(FDA) held three open meetings in Chicago, Washington, DC and Oakland, California to solicit public opinions and begin the process of establishing a new regulatory procedure for government approval of GM foods.
What are genetically-modified foods? The term GM foods or GMO (genetically-modified organisms) is most commonly used to refer to crop plants created for human or animal consumption using the latest molecular biology techniques. These plants have been modified in the laboratory to enhance desired traits such as increased resistance to herbicides or improved nutritional content. The enhancement of desired traits has traditionally been undertaken through breeding, but conventional plant breeding methods can be very time
consuming and are often not very accurate. Genetic engineering, on the other hand, can create plants with the exact desired trait very rapidly and with great accuracy. For example, plant geneticists can isolate a gene responsible for drought tolerance and insert that gene into a different plant. The new genetically-modified plant will gain drought tolerance as well.
What plants are involved? According to the FDA and the USDA there are over 40 plant varieties which include tomatoes and cantaloupes that have modified ripening characteristics, soybeans and sugar beets that are resistant to herbicides, and corn and cotton plants with increased resistance to insect pests. While there are very, very few genetically-modified whole fruits and vegetables available on produce stands, highly processed foods, such as vegetable oils or breakfast cereals, most likely contain some tiny percentage of genetically-modified ingredients because the raw ingredients have been pooled into one processing stream from many different sources.
What are the human health risks? Allergenicity...many children in the US and Europe have developed life-threatening allergies to peanuts and other foods. There is a possibility that introducing a gene into a plant may create a new allergen or cause an allergic reaction in susceptible individuals. Unknown effects on human health...there is a growing concern that introducing foreign genes into food plants may have an unexpected and negative impact on human health. A recent article published by Lancet examined the effects of GM potatoes on the digestive tract in rats. This study claimed that there were appreciable differences in the intestines of rats fed GM potatoes and rats fed unmodified potatoes.
Conclusion...Many people feel that genetic engineering is the inevitable wave of the future and that we cannot afford to ignore a technology that has such enormous potential benefits. However, we must proceed with caution to avoid causing unintended harm to human health and the environment as a result of our enthusiasm for this powerful but scary technology.
Bottom line use your gut instinct, there is too much unknown about these foods to give a definitive answer as to whether we should exclude them completely or even know if we are consuming them...be your on advocate!
My son likes to eat the same thing for breakfast every day, eggs. Should I be worried about cholesterol with the amount he is consuming? ~Molly, Wareham
The myth about the link between eating eggs and their effect on blood cholesterol has been a hard shell
to crack and a topic registered dietitian Keith Ayoob, Associate Clinical Professor of Pediatrics at the Albert Einstein College of medicine and the Director of the Nutrition Clinic at the Rose Kennedy Children’s Evaluation and Rehabilitation Center, often address with this clients. When it comes to assessing the risk of heart disease, the ratio of "bad" LDL-cholesterol to "good" HDL-cholesterol is one of the best known and proven indicators. " It is important that we clear up all the confusion that surrounds what people should or shouldn't eat to reduce their risk of heart disease" says Ayoob. "Egg consumption does not significantly impact the LDL:HDL ratio, so enjoying an egg or two a day can fall within current cholesterol guidelines,
particularly if you eat lower-cholesterol nutrient- rich foods throughout the rest of the day, like fresh fruits, vegetables, whole grains and low-fat dairy. Follow these guidelines with your son and he should be fine but feel free to check with your physician.
How do I control my night time hunger? With all the stress of day to day life and raising my daughter the night hunger is getting to me! ~ Kirsten, Sandwich
Night hunger is generally in direct correlation to what you are consuming during the day. I would suggest you start a daily food diary of what you’re eating during the course of several days. After reviewing what
you wrote down, take note of what you have and haven’t been eating and or drinking...often times people confuse hunger with thirst. Generally I suggest you consume 3 to 4 small meals throughout the day
which include a good source of protein such as yogurt, peanut butter or cottage cheese as well as some carbs such as whole grain crackers or toast, pasta or cereal and a clean fat, (no partially hydrogenated fats) such as olive oil, avocado and all types of nuts but especially almonds and walnuts. Some fat is essential to keep you feeling satisfied and full longer and always eat as many fruits and vegetables you can stand. Finally be sure you are consuming enough fluids throughout the day, strive for at least 6-8 ounces of water three to five times a day as well as getting enough exercise to help curb those hunger pangs.
You ask our Advisors questions, they give you the Answer!
Today we are featuring 3 Questions to Cape Cod Mom Advisor: Heidi Ingram If you have questions for Heidi or ANY of our Cape Cod Mom Advisors, please e-mail them to: firstname.lastname@example.org and we will get them answered.
1.) I find myself struggling to eat healthy. The chip, soda, candy diet is not working. What are some easy and quick nutritious meals to keep me energized enough to chase after my toddler? ~ Katie, Falmouth
I would suggest planning ahead and making small baggies of celery sticks stuffed with peanut butter, carrot sticks with slices of Swiss cheese, almond’s with dried fruit such as cranberries, raisins and apricots. You could also make
small Tupperware containers of yogurt with slices of fresh fruit such as apples, pineapple, cantaloupe and blueberries.
If yogurt isn’t one of your favorites, you could try cottage cheese. Essentially you want to create small, fresh packages of nutritionally sound meals. The less processed the better!!!
2.) I feel like my son is not getting enough vegetables in his diet. How much should he get a day or per week? What are some creative ways to incorporate them so he will eat them? ~ Lauren, Harwich
Toddlers should have (3) servings of veggies per day. A serving is one half of a cup of cooked diced vegetables – a half cup of tomato sauce also constitutes a serving of vegetables. Make sure your toddler’s veggie servings amount to a rainbow of color each day so that he or she gets a variety of vitamins and antioxidants. Sweet potatoes, broccoli, and tomatoes are all nutritional powerhouses. Any vegetable diced can be placed in scrambled eggs, in a dish of pasta
and on top of a pizza. Any vegetable covered with cheese is usually enticing and inviting to a toddler. I have even diced up butternut squash and added it to some macaroni noodles with some grated cheese at the daycare and the children never even guessed there was a vegetable lurking in their meal!!!
3.) What are some healthy snacks that I can share with my child? ~ Ashley, Mashpee
I suggest making snacks a fun time with your child to explore new tastes and textures. Make the event an opportunity for the both of you to discover different types of produce together… make it fun!!!!
About 1 cup each of fresh fruits: Watermelon, honeydew, cantaloupe, banana, pineapple, and strawberries.
Wash and cut fruit into ½ inch thick slices. Discard rinds and peels. Press cookie cutters into the melon and pineapple slices to make different shapes. Peel the banana and cut it into chunks with a butter knife. Put all the pieces of fruit in their own small bowls so they are easy to reach. Hold up a skewer so you can see the pointy end, and very carefully, start sliding fruit onto the skewer in any order you like. Lay the filled skewers
on the serving plate. Repeat until all the fruit is gone.
Tuscan Bean Dip
1 can or 15.5 ounces cannellini beans, ¼ cup extra virgin olive oil, 3 garlic cloves (peeled), veggies, chips and crackers for serving.
Open the can of beans and pour them into the bowl of the food processor. Add the olive oil and garlic. Process until the mixture is smooth. Remove the blade in the processor and use a rubber spatula to scrape the mixture into a serving bowl. Serve with your favorite veggies, chips, or crackers.
Tropical Celery Boats
1 can or 8 ounces crushed pineapple, drained; 4 celery stalks (washed and patted dry); 3 tablespoons soft cream cheese.
Open the can of pineapple and drain it through a strainer over a bowl. Save the juice to drink or use later. Trim the ends and any leafy parts off the celery stalks. Cut the stalks in half across the middle. Put the cream cheese in a bowl and add pineapple. With a rubber spatula mix the two together until even. Use a butter knife to spread the mixture into the hollows of the celery stalk halves. Place the filled stalks on the plate and cover in the refrigerator until you are ready to serve.
Hello! My name is Heidi Ingram and I have owned and operated a large family daycare for 13 years. and have been in the fitness world for approximately 17 years.
My personal philosohy is: I believe everyone has the potential to achieve excellence, given the right tools and methods, the possibilities to achieve your goals are greatly increased... encouragement, engagement and enthusiasm are my key ingredients in producing success.
I have been teaching Pilates for 6 years both Mat and Reformer, group and privates. I am also comprehensively certified in classical Pilates through the Peak Pilates System. I have worked with teenage girls and boys for the last 5 years in both summer and winter fit camps with excellent results.
Having worked in various gyms and studios throughout the Cape including Balance Health & fitness, Gym Express, Falmouth Sports Center, Cynthia Lane Studios and most recently Fitness Directions; I have gained tremendous experience and knowledge. I also owned and operated my own personal training business for 5 years before I opened Heidi's Daycare.
I have an Associate in Early Childhood Education and Medical Assistant, graduating Phi Beta Kappa in both. I am certified in Nutrition and have worked with personal training clients as well as the children in my care for about 15
years. I am also an avid runner and triathlete and have also competed in the Falmouth Road Race for 15 consecutive years with my best time of 49 minutes. Last year I participated in the Pan Mass Challenge and intend to do so again this year.
I look forward to answering your questions regarding fitness and nutrition!
Nutrition is an important topic to any mother. We are always trying to give our children the best and most balanced foods we can. Sometimes though, especially if you have picky eaters, it becomes difficult. Also as mothers, we often overlook our own nutrition. I am personally guilty of this quite a bit. I am constantly the last one I think about in our house when it comes to meals, exercise, etc. I am constantly grabbing little snacks to keep me fueled throughout the day and 75% of the time, they are definitely NOT healthy... unless you count the peanut butter in Reese Cup's healthy. I know these are concerns out there for many of you as well. As parents we do our best, but the best way to promote a healthy lifestyle is to lead by example.
So Moms... you have been asking us for Nutrition information and we listened! Cape Cod Mommies will be welcoming on 2 Nutritionists as Advisors and they will be posting answers to questions YOU ask! Look for their Welcome Blog next week.
Our new nutrition advisor is..... Heidi Ingram of Fitness Directions in Falmouth. Heidi also runs a wonderful home daycare in Falmouth as well. Both women lead very healthy lifestyles and are excited to share their knowledge with Cape Cod Moms!
To get this party started, let us know what kinds of questions you have, whether it be for your children or yourself! You can let us know by posting on our FB page, commenting below or e-mailing us: email@example.com
We are looking forward to hearing your questions and seeing the answers!
Holiday Hair Cuts for you or your children or spouses.... Precision cuts....
Salon Silhouette-57 Rt. 6a orleans, Ma 774-316-4281
Just a reminder for our fund raiser on Sat., December 10 from 2-5pm! Cut-a-thon going on to benefit the Cape Cod Children's Place, a minimum of $15 donation is requested. Come help our local organizations while enjoying our beautiful new salon! Everyone welcome...see you there! http://www.salonsilhouette.com/
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