HEALING THROUGH UNITY NEWSLETTER
September/October 2005
A monthly newsletter dedicated to serving the principles of physical and
spiritual health envisioned in the Baha'i Teachings.
Volume 9, Issue Nos. 7 & 8
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Contents
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- Quote of the month
- From the Editor
- This Month's Theme: The Importance of Lifelong Learning
- Links for further information
- Things about Life I Learned from a Jigsaw Puzzle
- Exploring the Principles of "Health Eternal"
- Book Reviews: "We Learned to Listen"
- Health in the News
- Truth in Humor Corner
- Letters
- Question of the Month
- Purpose of the Newsletter
- Subscription Information
- Web Site
UPCOMING THEMES
November: Dealing with Loss
December: Living, and Healing, with Chronic or Catastrophic Illness
January: The Healing Powers of Pets
February: Music - Sustenance for the Soul
March: The Importance of Celebrations
April: Feed the Creative to Heal the Body and Mind
May: Nurture the Spirit for Better Health
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QUOTE OF THE MONTH
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"Education must be considered as most important, for as diseases in the world of
bodies are extremely contagious, so, in the same way, qualities of spirit and
heart are extremely contagious. Education has a universal influence, and the
differences caused by it are very great."
('Abdu'l-Baha, "Some Answered Questions," p. 214)
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FROM THE EDITOR
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Dear Readers,
Due to some unforeseen obstacles presented by the hurricane season, it was not
possible to send out September's issue. Accordingly, some parts of both issues
have been combined, resulting in this slightly longer newsletter.
During the summer break, your editor has done a bit more than take a vacation.
In fact, so much happened that it doesn't feel like much of a break! Due to
family and personal health issues, physical activity was limited, but there was
plenty of time to read and surf the 'Net.
It was also a time to evaluate progress and set some new goals for the
newsletter. You will note in the next few months some format and thematic
changes.
There was time to look further into means to use the Internet in some more
interactive ways. Potentially, some exciting new collaborative tools will soon
be a part of the Healing Through Unity Newsletter.
Meanwhile, Healing Through Unity will continue as a text only document,
circulated in the body of an e-mail message, because that is what most people
prefer. However, it will soon be available for download from the web site in
either PDF or Word format.
Further, the upcoming themes will be published several months in advance,
because it can take a while before busy people have time to read all the way
through the newsletter AND formulate ideas to send in.
We have so much to share with one another, and to be healthy we need a little
help from our friends! I look forward to the next nine months with anticipation
and gratitude.
Cheryll Schuette, Michigan, USA
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LIFE LESSONS: STUDYING EDUCATION'S EFFECT ON HEALTH
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Lately, in the United States at least, the news media have spent much time on
the disagreement of Science and Religion, notably over a few highly politicized
issues, but in some arenas these two disciplines have been drawing nearer to
each other.
Since the beginning of Rationalism and the Industrial Revolution, study of
health and healing has been pursued in rather mechanical ways. The older
emphasis on emotional and spiritual cleansing and healing were discounted and
discarded, at least as far as research funding was concerned.
Science and medical research have become interested again in the mind body
connection and begun to spend time and money investigating it. The following
excerpts are from a 30 page paper, titled, 'Facts of Life: Issue Briefings for
Health Reporters, Vol. 7, No. 12,' published by the Center for the Advancement
of Health.
"Education has been shown to be a powerful and unique predictor of health
outcomes - lower levels of education are associated with poor health and higher
levels of education are associated with better health. Questions remain,
however, about which aspects of education may relate to health, the pathways or
mechanisms through which education would exert an effect on specific health
outcomes, and whether there may be other characteristics or factors that affect
both educational attainment and health outcomes."
Here is what is known, so far:
"* Mortality rates overall and for specific diseases (including heart disease
and cancer) are higher in the United States for individuals with lower
educational or income status. Exceptions to this include death rates for breast
cancer and external causes in women.
"* In 1995, the death rate from chronic diseases for men with less than 12 years
of education was 2.5 times the rate for more educated men. Women were slightly
more than twice as likely to die if they had less than 12 years of education.
"* The number of people who smoked cigarettes, the leading cause of preventable
disease and death in the United States, declined substantially between 1974 and
1995, but the rates of decline differed significantly for people with different
levels of education. By 1995, people who had not completed high school were more
than twice as likely to smoke as those with at least a college degree.
"* Diabetes, hypertension and heart disease are more common in individuals with
lower levels of education. The prevalence of these diseases varies also by
income, race and gender.
"* The rates at which excess body weight and obesity have increased differ by
level of educational attainment and gender. In general, however, individuals
with lower levels of education are more likely to be overweight or obese than
better-educated individuals.
"* Data from 2001 indicate that among adults ages 25-44 with less than a high
school education, the death rate (per 100,000 people) from motor vehicle crashes
was 27.3; for high school graduates, the rate was 20.7, and for those with at
least some college, the rate was 8.7.
"* In 1995, low birth weight and infant mortality were more common among
children born to less-educated mothers. Relationships between maternal education
and child health outcomes vary somewhat by racial and ethnic group.
"* Mothers with less than 12 years of education are less likely to have received
care in the first trimester of pregnancy than mothers with 16 or more years of
education. Also, women with less than a high school diploma are almost 10 times
more likely to smoke during pregnancy.
"* In other countries around the world - both developed and developing - a
strong positive relationship exists between education and health: Better health
is associated with higher levels of education, regardless of whether health is
measured using morbidity and mortality rates or self-reports of health status.
"There are many factors that have led to more research in the United States on
the role socioeconomic status (SES) plays in health. Many researchers were
intrigued and challenged by the findings from the Whitehall Study of British
civil servants begun by Michael Marmot and colleagues in the 1980s.
"This study indicated that health improved with increasing civil service status
all the way to the highest occupational levels. This flew in the face of
assumptions that effects of socioeconomic status on health were due solely to
the adversities of poverty.
"The study also made it clear that it was not possible to explain the
relationship between civil service status (an indicator of socioeconomic
status) through biology alone. The study prompted a lot of research on
psychological and social influences on health and illness.
"Dr. Len Syme, emeritus professor of epidemiology at the University of
California, Berkeley, [was] asked him what he would want to know if he had to
predict a person's health status.
"His response was that he would need just one piece of information: The most
powerful predictor of health status was SES, so this is what he would want to
know.
"One critical step was to find out whether the relationship between SES and
health shown in the Whitehall studies existed in the United States also. We
found that enough studies had been conducted looking at SES and health in the
United States to demonstrate that socioeconomic status predicted health at all
levels.
"... with health behaviors, which include behaviors such as smoking, physical
inactivity and a variety of other behaviors that affect health...
The frequency of almost every health behavior differs by level of education.
For example, the decline in smoking has been much steeper for college-educated
individuals than for people with less education. As a result, we are beginning
to see a relationship between education and lung cancer rates, with increases
for individuals with less education."
The paper makes some tentative conclusions, more as directions for study than as
cause and effect relationships.
"Education may make it possible to avoid stress and cope with stress better when
it happens. In terms of environmental exposures, individuals with less education
are more likely to have more hazardous jobs and, because they have less money,
to live in areas where they are exposed to toxins (such as emissions from
factories or freeways) and pathogens (disease-causing organisms). The focus in
the environmental justice movement has been on unequal environmental exposure
for poor and minority communities, but education plays a role in occupation and
therefore in income.
"Education may cause changes in intellectual flexibility, leading to better
skills in using and evaluating information. In a highly technical health and
health care environment, this could mean that increasing the average level of
education would also lead to improved population health.
"Education may also act as a kind of super-resource - an avenue to achieve what
is good and avoid what is bad in any particular social context. For instance,
education leads to credentials and skills that provide access to prestige, jobs
and money. On the negative side, disease may not be as avoidable among people
who have lower levels of education. Education can also be viewed as a flexible
resource.
"One area of research that holds promise is examining the relationships among
education, stress and health. Chronic stress has been shown to have a negative
effect on health. Recent research suggests that education may have a protective
effect among adults who have a child being treated for pediatric cancer.
Researchers found that parents with higher levels of education were less likely
to experience the types of changes in immune functioning experienced by parents
with lower levels of education."
From a Religious perspective, it makes sense that certain types of education can
indeed, affect health. Religious teachings emphasize the importance of
self-knowledge, as well as spiritual understanding, as a pathway to happiness
and health. Moral education and faithful commitment to ethical standards can
result in changed behaviors (for instance, abstinence from mind altering drugs)
which will improve both individual and societal health.
According to 'Abdu'l-Baha, "Personality is obtained through the conscious effort
of man by training and education. A fruitless tree under the influence of a wise
gardener becomes fruitful; a slab of marble under the hand of a sculptor becomes
a beautiful statue. The ruined places are built up by captains of industry; the
ignorant children learn the secrets of phenomena under the tutelage of a wise
teacher. The crooked branch becomes straight through cultivation."
(Divine Philosophy, p. 132)
"One wing is not enough. Every religion which does not concern itself with
Science is mere tradition, and that is not the essential. Therefore science,
education and civilization are most important necessities for the full religious
life."
('Abdu'l-Baha in London, p. 28)
Further, both Science and Religion agree that simply 'knowing' is not enough.
The individual must make efforts to use that knowledge, as well as pursue it:
"Knowledge is the first step; resolve, the second step; action, its fulfillment,
is the third step."
(Abdu'l-Baha, Abdu'l-Baha in London, p. 54)
So it looks like Science is catching up in awareness of the importance of both
lifelong education, and how critical individual commitment and action are to
healing and health. Some leaders of scientific thought are even going so far as
to assert that a spiritual life may be a necessary component for such commitment
and action to take place.
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LINKS FOR FURTHER INFORMATION
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* To read the Facts of Life paper in its entirety, go to the web site of The
Center for the Advancement of Health, an independent nonprofit organization that
promotes greater recognition of how psychological, social, behavioral, economic
and environmental factors influence health and illness. The fundamental aim of
the Center is to translate into policy and practice the growing body of evidence
that can lead to the improvement and maintenance of the health of individuals
and the public.
http://www.cfah.org
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* For information about the Whitehall Study: http://www.workhealth.org
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* To explore further what the Baha'i Writings have to say about the importance
of education, as well as the importance of individual commitment to healthy
attitudes on behaviors:
http://bahai-library.com/compilations/health.healing.html and
http://www.planetbahai.org/cgi-bin/linklibrary.pl?pageid=412
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THINGS ABOUT LIFE I LEARNED FROM A JIGSAW PUZZLE
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¡Esto me llegó de un buen amigo, véanlo pues es muy interesante! Got this from a
good friend, thought it would be very interesting. -- Cris, Peru
1. Don't force a fit. If something is meant to be, it will come together
naturally.
2. When things aren't going so well, take a break. Everything will look
different when you return.
3. Be sure to look at the big picture. Getting hung up on the little pieces only
leads to frustration.
4. Perseverance pays off. Every important puzzle went together bit by bit, piece
by piece.
5. When one spot stops working, move to another. But be sure to come back later
(see #4).
6. The creator of the puzzle gave you a picture as a guidebook.
7. Variety is the spice of life. It's the different colors and patterns that
make the puzzle interesting.
8. Working together with friends and family makes any task fun.
9. Establish the border first. Boundaries give a sense of security and order.
10. Don't be afraid to try different combinations. Some matches are surprising.
11. Take time often to celebrate your successes (even little ones).
12. Anything worth doing takes time and effort. A great puzzle can't be rushed.
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EXPLORING THE PRINCIPLES OF 'HEALTH ETERNAL'
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By LYNN ASCRIZZI
The marvelous medical innovations and discoveries of the 21st century are
accelerating at an unprecedented pace. Yet, it is important not to forget the
19th century's pioneer discoveries, when medicine was first establishing itself
on a scientific basis.
In this golden era, when the divine revelation of Baha'u'llah was dawning, an
upsurge of spiritual power was released as its rays "moved like lightning from
East to West." During that century, immense progress was made in the arts and
sciences and in social reforms.
"In every age and cycle He hath, through the splendourous light shed by the
Manifestations of His wondrous essence, recreated all things, so that whatsoever
reflecteth in the heavens or on the earth the signs of His Glory, may not be
deprived of the outpourings of His Mercy nor despair of the showers of His
favors."
("Gleanings," Baha'u'llah, p. 61).
In that century, America witnessed, in the world of letters, the emergence of
brilliant minds, such as Emerson, Whitman, Dickinson and Thoreau. In the
sciences, many medical doctors and health educators, like Jennings, Kellogg and
Page arose to shed new light on the art of healing and health.
Unfortunately, their discoveries about the fundamentals of healing through
natural means and proper nutrition were overtaken in the next century by the
reliance on medical technology and prescription drugs.
Now, the 21st century is beginning to validate the wisdom of these so-called,
alternative concepts.
In "Health Eternal" (Baha'i Publishing Trust, Malaysia) written by nutritionist
Dr. Evelyn Pritchard, these pioneer 19th-and-early-20th-century physicians and
researchers and their counsel on nutrition, physiology, mind-body connections
and hygiene, is re-examined in the light of the Baha'i teachings.
Citing hundreds of sources, Pritchard aptly demonstrates how individual
responsibility, proper nutrition, service to humanity, keeping in harmony with
nature and maintaining a positive spiritual outlook, all help to create health.
One notable physician of the 1800s, she cites, was Dr. William Alcott, president
of the American Vegetarian Society and author of over 100 health books. He the
uncle mentioned in Louisa May Alcott's story, "Little Women."
"His book, 'The Vegetable Diet,' is a classic in the field of health
literature," Pritchard writes. [He] "advocated the living of a simple life that
was in harmony with our environment. Our goals should be to live not for
ourselves but for others."
Dr. Alcott believed that "the killing of animals was cruel and deadened our
moral sensibilities," she writes. On the benefits of a vegetarian diet, Alcott
wrote: "...there is nothing better for the brain than a temperate diet of
well-selected vegetables."
Her book, however, moves beyond a mere history lesson. In later chapters, she
demonstrates how the preservation of health is based on simple ideas that can be
applied today, such as eating simple, whole foods, avoiding habit-forming
substances like tobacco and alcohol, maintaining the body's proper pH and
strengthening the immune system.
Each chapter is supported with relevant quotes from the Baha'i writings that
support the benefits of rehabilitation, fasting and living a purposeful,
spiritually based life.
In her chapter, "Science and Religion," she discusses negative emotions.
"The use of negative emotions such as hate, envy, suspicion and fear are
destructive, spiritually, emotionally and physically... John Diamond, a
nutritional counselor ... asserts that: 'benevolent love, faith, trust, courage
and gratitude -- these positive feelings -- are the deepest and most beautiful
emotions there are.' He warns that destructive thoughts can deplete our vital
force whereas positive, loving and nurturing thoughts can increase it....
Diamond further states: 'Now, I'm not suggesting that we suppress our negative
thoughts; rather, that we turn them into positive ones.... It is a matter of
changing our attitudes. We are doing this for our own benefit as well as for
others.'
"Diamond warns us that talking about negative matters can create debilitation
and decrease the vital force of our thymus gland..." Pritchard notes. In the
same vein, she cites Dr. Henry A. Weil, author of "Closer Than Your Life Vein."
"He admonishes us to be 'gentle instead of less harsh, fair instead of
less-prejudiced, loving instead of less hateful, honest instead of dishonest,
patient instead of less angry.' " Then, she cites the words of
Baha'u'llah:
"Hear no evil, and see no evil, abase not thyself, neither sigh and weep.
Speak no evil, that thou mayest not hear it spoken unto thee, and magnify not
the faults of others that thine own faults may not appear great; and wish not
the abasement of anyone, that thine own abasement be not exposed.
Live then the days of thy life, that are less than a fleeting moment, with thy
mind stainless, thy heart unsullied, thy thoughts pure, and thy nature
sanctified, so that free and content, thou mayest put away this mortal frame and
repair unto the mystic paradise and abide in the eternal kingdom for evermore."
("The Hidden Words," Persian, number 44)
"Health Eternal" discloses the 19th-century concepts that foreshadowed a new
level of healing to humanity. It sheds a unique light on time-tested principles
of health. Her chapters echo the sage advice of Hippocrates who espoused that
the expenditure of 95 percent of all our resources should be used toward
prevention and only 5 percent toward chronic treatment.
Today, integrative medicine -- the combining of mainstream and
alternative/complementary medicine -- is emerging into medical practices
worldwide. By helping us understand the transition phase of this integrative
shift from both a scientific and spiritual perspective, Pritchard provides
exhaustless insights into well-being.
For more information about "Health Eternal": http://www.bahaipublishing.com
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BOOK CORNER
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'WE LEARNED TO LISTEN'... edited by Warren Estabrooks, M.Ed., Dip.Ed., Cert.
AVT(R), Director of the Auditory Learning Centre at the Learning to Listen
Foundation, North York General Hospital, in Toronto, Ontario, Canada.
Nine authors share their stories of growing up hearing impaired, and Frances
Mezei, Healing Through Unity Newsletter's founding editor, is one of them!
"I also shared my experience with the cochlear implant which I received 2 years
ago. The newsletter [and] a few Baha'i quotes and other references to the Faith
are included in my story," she says.
"Many people assume that a diagnosis of deafness signals a life of silence and
sign language. 'We Learned to Listen,' a new book of personal stories published
by the Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG
Bell), follows the journeys of nine individuals who are deaf as they strive to
become part of a “hearing” world. 'We Learned to Listen'
explores their triumphs and struggles as they learn to listen, talk and achieve
success along with their hearing peers."
“'We Learned to Listen' highlights the important role parents and professionals
in the field of deafness play in helping children who are deaf or hard of
hearing learn language,” said K. Todd Houston, Ph.D., Executive Director/CEO of
AG Bell. “Today, children with hearing loss identified at birth, fitted with
hearing aids or cochlear implants, and enrolled in an early intervention program
can develop language skills comparable to their hearing peers by age five.”
The Alexander Graham Bell Association for the Deaf and Hard of Hearing is a
lifelong resource, support network, and advocate for listening, learning,
talking, and living independently with hearing loss. Through publications,
outreach, training, scholarships, and financial aid, AG Bell promotes the use of
spoken language and hearing technology. For more information, contact AG Bell at
(202) 337- 5220 or visit the AG Bell website at http://www.agbell.org
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HEALTH IN THE NEWS
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- Proof that Ice Cream Therapy Really Works!
David Adam, science correspondent for the British newspaper, The Guardian,
reports in the April that, "Eating ice cream really does make you happy.
Scientists have found that a spoonful of the cold stuff lights up the same
pleasure centre in the brain as winning money or listening to your favourite
music."
Neuroscientists at the Institute of Psychiatry in London scanned the brains of
people eating vanilla ice cream. They found an immediate effect on parts of the
brain known to activate when people enjoy themselves; these include the
orbitofrontal cortex, the "processing" area at the front of the brain."
The research was carried out by Unilever, using ice cream made by a company it
owns, so naturally they are publishing this latest information far and wide.
[One assumes one's own favorite ice cream brand could work as well... -Ed]
Those of us who are parents have known about ice cream therapy for years, having
found it to be a very effective pain killer for scraped knees, as well as stress
relief for ourselves!
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- Proof that Placebos Have a Real, Not Imagined, Effect
At least when it comes to pain reduction. The August 27, 2005 issue of New
Scientist Magazine comments on the work of Jon-Kar Zubieta's team of researchers
at the University of Michigan, which has confirmed that placebos relieve pain by
boosting the release of endorphins.
Placebos, which are substances with no active ingredient, often work to reduce
pain when people are told that they contain an active painkiller.
This effect has been considered psychological, but now researchers are closing
in on possible physical pathways.
So, perhaps we really are what we think we are...but it isn't all in our minds!
To read the New Scientist commentary: p. 12, 27 August 2005. To read Zubieta's
formal publication in full, see The Journal of Neuroscience, Vol 25, p. 7754.
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TRUTH IN HUMOR CORNER
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The History of Medication:
2000 B.C. - Here, eat this root.
1000 A.D. - That root is heathen. Here, say this prayer.
1850 A.D. - That prayer is superstition. Here, drink this potion.
1940 A.D. - That potion is snake oil. Here, swallow this pill.
1980 A.D. - That pill is ineffective. Here, take this antibiotic.
2005 A.D. - That antibiotic is unhealthy. Here, eat this root.
(From Suzanne in Malawi)
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LETTERS
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- Glyconutrients -
I read the article on glyconutrients in the October 2004 issue. Yet another new
wonder-system that costs hundreds of dollars - I've checked the web sites given.
However, it is hard to find articles or information about glyconutrients in any
of the established nutrition magazines so there are many questions to be asked
before buying glyconutrients as endorsed by Dr. Iain Macrobert in your article.
I feel uneasy about the claims made for glyconutrients after talking with a few
skeptical naturopaths so I recommend much research and many questions before
contacting one of the distributors. (You can't buy these nutrients in
health-stores in my district.)
By the way, the basic ingredients of glyconutrients are: Aloe vera, Astagalus,
Kelp and Reishi mushroom. Cheaper to buy, by far, than glyconutrients.
In the November edition of 'Healing Through Unity' (I think) one letter cited
the web site of a Dr. Bird who gives recipes for making one's own
glyconutrients. I have been in contact with Dr. Bird who is currently updating
his web site but his original article is well worth researching because it can
save readers a lot of money rather than buying the grossly expensive Manatech
products. I commend it to your readers:
http://web.archive.org/web/*/http://www.lis.net.au/~dbird/glyconutrients.htm
Give it a go and save yourself a lot of money.
-- RB, Australia
[Editor's Note: In the Dec. 2004 issue, an in-depth, follow-up article
"Glyconutrients: Hype or Hope" was written by contributing editor Lynn Ascrizzi,
in response to readers' questions, such as yours. You may want to check it out
on the web site.]
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- An Idea for keeping children's school papers organized
[A] lot of you have children going back to school, I thought I would pass on my
wonderful find---if I do say so myself...
Four years ago, I had come up with a binder method to hold school papers---well
it was working fine when I only had ONE in school, but now that I have THREE in
school...it just isn't cutting it!! Too time-consuming to punch holes, etc. etc.
Sooooo---my new solution this year has been to get three of those plastic letter
accordion holders---they come with a handle & in different colors.
Each child picked their color, we put their name on the top & we used the
monthly tab inserts that came with the holders & inserted them into the tabs.
Started with Aug since mine went back to school a couple of weeks ago.
Now when they bring home papers that don't have to be sent back to school, we
put them in their holder behind the appropriate month. I use the very front slot
that doesn't have a tab for the "General" Papers---the intro letter from the
teacher, etc.
I plan to have them each go through their holders at the end of the month & help
them choose what are keepers & what we can get rid of. With my daughters...
EVERYTHING is a keeper to them, so I will have to wait a couple of months & let
them go through the holder again & purge.
This has worked out sooooo great & takes up such a small amount of space.
It's wonderful not to have school papers all over the house & they will have all
of their "memorable" work for the year in one convenient place.
-- Kelli, Tennessee, USA
---------------------------------
- Free Health Care Transitions workbooks
We recently completed work on a booklet for youth and families entitled
Envisioning My Future: A Young Person's Guide to Health Care Transition.
We also developed a set of three health care transition workbooks for youth &
families; and tailored the workbooks for use by those served through CMS -
Florida Children's Medical Services Program. The workbooks (for ages 12-14;
15-17; and 18+) are designed to help families and youth think about future
goals, to identify things that the young person is doing currently to be
independent in health care; and help figure out what needs to be done to assure
that the young person's future transition from pediatric to adult-oriented
health care goes smoothly.
While these workbooks can be done independently, by a young person and family, I
think that it would be best if families, youth and providers worked together to
identify current strengths and needs; identify priorities; and develop and
implement a plan for addressing current and future needs.
These materials are available on our health care transitions web site.
Any comments you might have on these materials are most appreciated.
To access these materials, go to:
http://hctransitions.ichp.edu/resources.html
John Reiss, Ph.D.
Associate Professor, Department of Pediatrics Chief, Div Policy & Program
Affairs Institute for Child Health Policy PO Box 100147, University of Florida
Gainesville, Florida 32608
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QUESTION OF THE MONTH
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How do I help grown children leave home?
I have two adult children, ages from 20 and 29, neither of whom is showing the
least inclination either to move out on his own or to take up residency as a
responsible adult. How can I encourage them to grow more independent and stop
expecting me to pay all their bills and house and feed them, not to mention
funding 'family' vacations?
They do have part time jobs and are in college, but they don't pay rent or help
keep up the house or yard.
Obviously, I didn't teach them something they needed as small children, but that
is water down the river. Right now, I could use some advice on ways to break
them out of helpless behaviors, and encourage them to be confident of
themselves.
On the other hand, I'm worried about the mistakes they will make if I just kick
them out, and the fact that the world is a scarier place than it was when I left
home to go to college. I don't want them to be hurt, but there has to be a limit
to how long I need to protect them.
Thanks for any advice!
-- LS, Indiana, USA
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PURPOSE OF THE NEWSLETTER
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"Healing Through Unity" is published for the purpose of sharing thoughts,
comments and experiences on how the teachings of the Baha'i Faith are being
applied to physical and spiritual health. Other than the quoted Holy Writings,
the material in this newsletter represents the thoughts and opinions of the
writers and has no authority. None of the material published in this newsletter
is intended to be a substitute for the advice of a physician.
You are free to copy articles, provided you indicate the source of the article.
There are 10 issues per year; it is not published during July and August. The
newsletter is produced in Ann Arbor, Michigan.
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SUBSCRIPTION INFORMATION
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Distribution of this newsletter is free by email. Please email requests for all
new subscriptions, subscription cancellations and email address changes (please
include old address along with new one) to
rocketman@mwt.net.
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WEB SITE
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You can visit our Web site, obtain back issues and the Healing Through Unity
Course at: http://www.healingthroughunity.org.
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PLEASE SHARE YOUR THOUGHTS
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All of us have had healing experiences, as well as climbed out of low points
along life's way - physical, emotional, psychological and spiritual. Please
share your stories, tips, useful links, and quotes from the Baha'i Writings
about staying healthy in a stressful world. Your articles do not have to be long
- even a few paragraphs in length is fine. Baha'u'llah gave us each other as a
big part of a healthy lifestyle, and sharing stories and ideas that work for you
brings encouragement to others. Asking for information and support from others
can bring encouragement to you!
WHERE TO SEND STORIES AND CORRESPONDENCE:
Many thanks to all of you who share helpful ideas for the Healing Through Unity
Newsletter. The decision to select and edit material submitted for publication
is determined by the editor. We welcome submissions from everyone.
Please e-mail your stories, comments, suggestions or "Question for the Month"
ideas to the newsletter editor, Cheryll Schuette, at:
cheryll@gotypist.com.
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HEALING THROUGH UNITY NEWSLETTER
Editor - Cheryll Schuette
Contributing Editor - Lynn Ascrizzi
Founding Editor - Frances Mezei
Medical Reviewer - Dr. Diane Kent
Circulation Assistant - Kathy Yonash
Web Master - Russ Novak
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