Health for a Lifetime

Studies In Child Iq, Stroke, Heat Exhaustion, Etc.

Three Angels Broadcasting Network

Program transcript

Participants: Don Mackintosh (Host), Dr. Neil Nedley

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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.


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Revised 2014-12-17