Participants: Don Mackintosh (Host), Dr. Neil Nedley
Series Code: HFAL
Program Code: HFAL00236A
00:01 The following program presents
00:03 principles designed to promote good health 00:05 and is not intended to take the place 00:06 of personalized professional care. 00:09 The opinions and ideas expressed 00:11 are those of the speaker. 00:12 Viewers are encouraged to draw their own conclusions 00:15 about the information presented. 00:51 Hello and welcome to Health for Lifetime. 00:53 I'm your host Don Mackintosh. 00:54 We're glad you are with us today. 00:56 Have you ever wanted your kids to work. 00:58 We're gonna talk about work and it's a fact on kids 01:01 and talking with us about this subject 01:03 and many others is Dr. Neil Nedley. 01:06 We're glad you are with us today Dr. Nedley. 01:07 Thank you, always good to be here 01:09 for Health for Lifetime. 01:11 Well, we're looking at a whole bunch of studies. 01:13 We're looking at, you know, kind of a high spots, 01:16 but is kind of a newest stuff 01:18 so to speak here in 2008 and one of the fascinating 01:21 studies you share with me 01:22 had to do with kids and work. 01:25 Yes, actually this was a study done 01:29 on British children showing that the brain development 01:32 is being threatened by their failure to work 01:35 with their hands in school and at home. 01:38 And what happens is with wood work, 01:42 metal work, craft, music or car mechanic, 01:46 these types of classes are actually 01:49 being dropped by many schools. 01:51 And in its place children are playing 01:55 with computers and becoming software 01:58 instead of a screwdriver society. 02:02 Said the reports author 02:05 and this was a report commissioned 02:06 by the Ruskin Mill Educational Trust. 02:10 So, in another words working with your hands not, 02:12 I mean well you know, some of those computer games 02:14 and different things you know, 02:16 different ones, they have a console, 02:18 isn't that working with your hands. 02:19 Well, it is, but its actually working 02:22 with them in a 2D environment. 02:25 Working with ones own hands in a real world 02:27 3D environment turns out to be imperative for cognitive 02:32 and intellectual development. 02:33 And we're in a 3D world, we really weren't man 02:37 to just function in a 2D world 02:39 which is what software 02:41 and the computer screen is all about. 02:43 And what's happening is these 3D types 02:46 of classes wood working, crafts, metal work, 02:50 mechanic type of work is becoming much less 02:54 common place, its actually impairing 02:57 the potential as far as IQ potential of these kids. 03:01 And this will tell how much the IQ is impaired, 03:03 in another words, you got a kid that's doing 03:05 that versus the kid that's not, 03:07 does it give any indication? 03:08 Well, it could be up to ten point difference. 03:10 Ten point difference. 03:12 Yeah, that's the whole standard deviation. 03:14 So, you know, there are certain schools 03:17 also that kind of, they are called 03:19 vocational schools where they focus almost 03:21 exclusively on these kind of things. 03:24 Do you loose any benefit of exclusively focusing 03:27 on those things versus others. 03:29 I think you need a combination in order 03:31 to get the full intellectual development. 03:33 You do need a principle the education 03:36 where you can learn, you know, 03:38 Newton's Laws and you can learn 03:40 the firm things of which we live 03:42 our everyday life in, chemistry, biology, 03:45 you know, physiology, history, 03:47 those type of things are very important, 03:50 but in combination with that, 03:51 we need to be able to work with our hands 03:53 and unfortunately our society as a whole 03:56 has taken a downward trend to those who work 03:59 with their hands, you know, 04:00 more vocational schools for instance 04:02 are thought of this, you know, 04:04 not really the attractive type of schools 04:06 where you are just going to be a common laborer 04:08 for instance and you know, those who go to Harvard 04:12 to not work with their hands at all and so that's thought 04:16 to be the type of education, but in reality 04:19 people would do far better 04:22 with actually a combination approach. 04:24 You know, I worked and sometimes 04:26 you do too at the Weimar College 04:28 and that was for their program over the years, 04:31 you had the work and you have to study, 04:32 you have to witnessing, so you had that you know, 04:35 intellectual stimulation of the study 04:38 and then also the work was intellectually 04:40 stimulating but they rotated through different 04:42 environments on the campus they rotate through, 04:45 all those different things you mentioned, you know, 04:47 they spend time in those areas, 04:49 right, that actually ends up being, 04:51 I mean they give it for academic credit 04:53 and that's actually what they should be doing 04:54 because it is increasing their IQ by ten points. 04:57 Yeah, absolutely and you know, 04:59 even the agriculture training you know, 05:00 at Weimar agricultural training 05:02 is an important part, that's a 3D environment, 05:05 working with the soil and tiling the soil 05:07 and planting the plant in the right place 05:09 and having the right nutrients there. 05:11 I mean you can do a lot of didactic work 05:13 with that and you can also do a lot of 3D work 05:16 with it where you are utilizing your muscles 05:18 and that turns out to be very beneficial 05:21 as far as the brain in concerned. 05:24 In another study you showed us, 05:25 you are going to show us, it had to do 05:28 with stroke patients and how to recover from a stroke? 05:32 How many people have a stroke by the way? 05:33 Is that a leading thing here 05:36 in western countries or around the world? 05:38 Well, it is. It is a leading problem. 05:41 But before we get to that, I just like to quote 05:43 to you a little bit more from the study. 05:45 Oh, the work study. 05:46 Yeah, the work study program. 05:48 An 11-year-old today have deficitsin certain areas 05:52 of their cognitive development and a decline 05:56 in the ability of young engineers 05:57 have been noted in apprentices 05:59 to conceptualize straight forward mechanical problems. 06:03 And the report says, it clears points us 06:06 strengthening role of 3D learning 06:08 and crafts and educational policy today. 06:11 And the report went on to say parents 06:13 too have a responsibility to ensure their children 06:17 have more of a hands on upbringing. 06:19 And so if you are parent out there, 06:21 encourage the hands on 3D upbringing of your child. 06:27 It talked about the work and it also 06:28 talked about the music, 06:30 3D they will be like playing the piano, 06:31 playing the violin, that's right, and woodwind. 06:33 That's also 3D type of learning 06:35 is musical learning and one of the reasons 06:37 why music has turn out be intellectually helpful. 06:41 And so working with your hands should not 06:43 be considered D-class and this not much attitude 06:48 that some people have towards 06:49 that is very misplaced. 06:52 Fascinating. Now strokes, 06:54 leading cause of death in western countries. 06:56 It is. Many people have strokes 06:59 and I think you are talking about 07:00 how to recover from them. 07:02 Well, it turns out stroke patients 07:05 who have a positive outlook function better 07:07 on their own three months after leaving the hospital 07:10 than stroke survivors with a r gloomier attitude. 07:13 And this was a study that was published 07:17 in psychosomatic medicine in May of 2008. 07:21 And they took look 07:22 at independent of the stroke victim. 07:26 And what they found is those who has 07:29 positive attitude and strive towards 07:32 independence ended up functioning far better, 07:36 even though they might have the same level of stroke 07:38 as someone else who just felt more hapless 07:42 and wanted other people to help them out as result 07:46 of being paralyzed on one side, 07:48 or loosing their ability to speak 07:50 or some of the other devastating effects 07:52 that can occur with stroke. 07:54 So in another words, sometimes helping out 07:56 is not the best thing when they have a stroke, 07:59 encouraging them to be independent 08:02 and or the other way around if someone who has a stroke 08:06 says look I want to do that myself, 08:07 don't say oh no, I'll do it for you. 08:09 Yeah, Dr. Glenn Ostir, 08:11 from University of Texas Medical Branch in Galveston 08:13 was the one who conducted the study 08:15 and he said being as independent 08:17 as you can is very, very important. 08:20 He said for people recovering from stroke. 08:22 It makes a big difference in the quality of life 08:24 for not only themselves but also 08:26 the quality of life of their families. 08:28 Of course I mean the family members 08:29 don't have to do as many things for them probably. 08:32 The study was a pretty well done. 08:33 They did it 12 point 08:34 positive emotion summary test. 08:36 And so every stroke patient had to take this 12 point 08:40 positive emotion summary test. 08:42 And they found out for every point improvement 08:44 in that and three months later 08:47 they had a point improvement in their functional 08:50 independence measure which is a way of being 08:53 able to grade how well a person 08:55 has recovered from the stroke. 08:58 So people who decide to tackle stroke recovery 09:00 as a challenge will do better than those 09:03 who don't again said Dr. Ostir. 09:06 So it's a decision, 09:07 they need to make the decision, 09:09 look this is a setback but this disappointment 09:12 really is my appointment to just to do best 09:15 I can and just retrain myself and go forward. 09:18 You know after I read the study Don, 09:21 it reminded me of a story of the one 09:23 who wrote the classic book Ministry of Healing. 09:26 Okay, so Ellen White. Ellen White, 09:28 yeah, her husband James has suffered a stroke, 09:31 its clear to me based on the symptoms 09:35 and what the doctor said he had a...he had a stroke 09:38 a result of having Atrial Fibrillation. 09:40 But it was a pretty devastating stroke 09:42 and it really set him back and it was before harvest 09:45 time and she did a Nifty thing, 09:48 she didn't tell him that she was doing this, 09:50 but she went around to all of these 09:53 surrounding neighbors and told them not to help 09:56 him harvest, you know, their land at that time. 10:01 Of course their income was based on that, 10:03 their food supply for that winter 10:06 and he was so hurt by the fact 10:08 that they wouldn't help him out and he got 10:10 frustrated and realized all of this was going 10:13 to waste and he did his level best 10:15 to go out there and do it himself. 10:16 And show them. Yeah, and show them. 10:19 And he was upset about it but he did it 10:22 and it was a great recovery tool, 10:24 it was really rehab is what he went through 10:27 and he recovered almost completely 10:30 from that devastating stroke. 10:32 It's almost like Ellen White maybe read 10:33 the study here. That's right. 10:36 I've the opposite story of my grandmother had 10:39 six strokes before she died and one see had one 10:42 or two strokes my grandfather 10:44 would rush around and do everything for her. 10:46 And I even realized at that particular time 10:49 I probably wasn't the most helpful. 10:51 It worn him out, it didn't help her, right. 10:53 And so really what you are saying here 10:57 is not only the person that has the stroke 10:59 but that the person around them needs to really 11:01 encourage them, yeah, 11:03 to get back in there and get busy. 11:05 Exactly and try to do that, 11:07 so they can be emotionally as positive as possible. 11:10 In James case, you know, he was kind of emotionally 11:13 negative about this, but it became a necessity 11:17 for him to do it and so if people 11:19 stroke victims can see that hey it's a necessity, 11:22 I've going to have to try to do this, 11:24 they are going to end up doing better 11:25 but if they can do little positive emotions, 11:27 they will even do better yeah. 11:28 So did you give us the reference on that, 11:30 where was that from that particular study. 11:32 Yes, this was published in Psychosomatic Medicine 11:34 in May of 2008 by Dr. Glenn Ostir, 11:37 from University of Texas Medical Branch in Galveston. 11:40 Are you ready for some good tasting food, 11:42 can we cover that in two minutes. 11:43 I think we can. This is a very interesting 11:46 study for me and this was a study done 11:49 by the Smell and Taste Treatment 11:51 and Research Foundation in Chicago. 11:54 And it actually showed when the food 11:57 is tastier we eat less. 12:01 Now in another words boosting the flavor of food 12:05 actually aids in weight loss. 12:08 Now lot of people think this is counter in two 12:10 if the food tastes better you would think 12:13 that they want to eat more, but in reality he showed 12:16 the opposite people have a tendency to try 12:19 and get more taste and flavor by eating more 12:23 and that's really a sign that the cooks 12:25 aren't doing that good a job. 12:28 They took a look at 1,500 subjects with initial weight 12:31 of 208 pounds and what they found 12:37 is when they had flavors, in another words 12:39 the savory foods would have onion or ranch flavor, 12:44 or chattered flavor on salty foods 12:47 on sugary free types of flavors 12:51 like spearmint, banana, strawberry and malt 12:54 was on the non savory foods, when they did this people 12:57 actually enjoyed the food more and they ate less. 13:01 Well fascinating, so in another words, 13:03 the secret to this whole thing 13:07 is good tasting food and then 13:08 you will save it longer and not eat as much. 13:11 Well, the phenomena exist with the first 13:13 bite of food taste great, but the last bite 13:15 doesn't taste so good. 13:17 The studies author says, 13:18 for instance if I order a pizza, 13:20 the pizza box smells so good, 13:22 when it first comes in and then after I eat 13:23 the first thing I want to do is get rid 13:25 of the pizza box because the smell that was pleasant 13:27 before has become unpleasant. 13:29 When you cook spaghetti all day long, 13:31 at the end of the day you don't feel like eating 13:33 spaghetti because you smelled that all day 13:34 along and these are good smelling foods, 13:37 but the point is obesity has really caused 13:40 in many respects by poor cooking. 13:43 And if we can retrain the cooks to give us 13:46 tasty food and healthy food, 13:48 we will eat less and weigh less. 13:49 Are your wife's a good cook, my wife is a good cook. 13:52 And neither one of us are obese. 13:54 That's right. We're talking with Dr. Neil Nedley. 13:57 We're talking about Cutting Edge Studies. 13:59 Join us when we come back. |
Revised 2014-12-17