பள்ளிக்குழந்தைகளுக்கு ஜீரணக்கோளாறுகள்

பள்ளிக் குழந்தைகள் பெரும்பாலும் ஜீரணக் கோளாறுகளால் பாதிக்கப்படுகிறார்கள். அதற்கான காரணத்தையும்நிவாரணத்தையும் இங்கே காணலாம்

காலை உணவு கட்டாயம்

பள்ளி செல்லும் நிறைய குழந்தைகள் காலை உணவு சாப்பிடுவதைத் தவிர்க்கிறார்கள். அல்லதுஅவசர அவசரமாக அள்ளி விழுங்கிவிட்டு ஓட்டம் பிடிக்கிறார்கள். இந்த இரண்டுமே அஜீரணத்திற்குவழிவகுக்கும்.

காலை உணவுதான் அந்த நாள் முழுவதும் உடல் இயக்கத்துக்கு தேவையான சக்தியை வழங்குகிறது.மூளையும், உடலும் சிறப்பாக இயங்க உதவுகிறது. எனவே காலை உணவைத் தவிர்க்கக்கூடாது.காலை உணவு சாப்பிடாவிட்டால் வயிற்றில் எரிச்சல் ஏற்படும்.

பள்ளி செல்லும் குழந்தைகள் பெரும்பாலும் 6 முதல் 7 மணிக்குள்ளாக காலை உணவை சாப்பிடவேண்டிய கட்டாயம் இருக்கிறது. அந்த நேரத்தில் வயிறு பசிப்பதில்லை என்று குழந்தைகள்சாப்பிடாமல் செல்கிறார்கள். பெற்றோரும் குழந்தை சாப்பிட மறுக்கிறது என்று நினைத்து அவர்கள்சாப்பிடாமல் சென்றாலும் கண்டு கொள்வதில்லை.

உண்மையில் உடலானது குறிப்பிட்ட நேரத்துக்கு பசிக்கத் தொடங்கும். அதேபோல குறிப்பிட்டநேரத்தில் உணவு கொடுத்து பழக்கம் ஏற்படுத்திவிட்டால் சில நாட்களில் அதே நேரத்தில்பசிக்கத் தொடங்கிவிடும். எனவே குழந்தைகள் காலையில் சாப்பிட மறுத்தாலும் சிலநாட்களுக்கு பழக்கம் வருவதற்காக கட்டாயமாக சாப்பிட வைத்தால் பிறகு தானாகவே காலை 7மணிக்குள் வயிறு பசிக்கத் தொடங்கிவிடும். சாப்பிடத் தொடங்கி விடுவார்கள்.

நிதானமாக சாப்பிடுதல்

காலையில் ஏதாவது `ஹார்ன்' சத்தம் கேட்டாலே பள்ளி பஸ் வந்துவிட்டதோ என்று எண்ணும்குழந்தைகளும், பெற்றோரும் ஏராளம். அதனால் அவசரம் அவசரமாக சாப்பிட்டு விட்டு பள்ளிவாகனத்தைப் பிடிக்க கிளம்பிவிடுகிறார்கள்.

அவசர கோலத்தில் சாப்பிடுவது அஜீரணத்திற்கு காரணமாகிறது. உணவை நன்கு மென்று நிதானமாகசாப்பிடும்போதுதான் ஜீரணம் எளிதாக நடைபெறுகிறது. உணவானது உமிழ் நீருடன் சேர்க்கப்பட்டுபற்களால் அரைக்கப்படுவதுதான் ஜீரண பணியின் தொடக்கம். மீதி செரிமானம்தான் வயிற்றில்நடைபெறுகிறது. அப்படி இருக்கும்போது வேக வேகமாக சாப்பிடுவதால் எளிதில் அஜீரணம் தொற்றிக்கொள்கிறது.

செலியாக் நோய்

அஜீரணத்தை உருவாக்கும் ஒரு நோய் செலியாக். கோதுமை மற்றும் கோதுமை உணவுகள், பால்மற்றும் பால் உணவுகளில் `குளூட்டன்' என்ற புரதம் இருக்கிறது. இது ஜீரண பிரச்சினையைஉருவாக்கும் புரதமாகும். இந்த புரதத்தால் உருவாகும் நோய் `செலியாக்' எனப்படுகிறது.

இதன் அறிகுறிகளாக அடிக்கடி வயிற்றுப்போக்கு ஏற்படும். மலம் கெட்டவாடை வீசும். வயிறு உப்புசம்உருவாகும். இவற்றை கவனிக்காமல் விட்டுவிட்டால் குழந்தைகளின் வளர்ச்சி தடைபடும். உடல்எடை குறையும். இந்தப் பிரச்சினையை தவிர்க்க அந்த புரதம் நிறைந்த உணவுகளை தவிர்க்கவேண்டும்.

வயிற்றுப்போக்கு

அஜீரணத்தால் ஏற்படும் பாதிப்புகளில் ஒன்று வயிற்றுப்போக்கு. உணவு சாப்பிடும் பழக்கம் மற்றும்சீதோஷ்ண நிலை மாறுபாடு ஆகியவை வயிற்றுப்போக்கிற்கு காரணமாகிறது. கோடைகாலங்களில்அதிகமாக வயிற்றுப்போக்கு ஏற்படுகிறது. கோடையில் சுத்தம், சுகாதாரமற்ற பழச்சாறு, பானங்கள்பருகுவது, சுகாதாரமற்ற உணவுகளைச் சாப்பிடுவது போன்றவை வயிற்றுப்போக்கைஉருவாக்குகிறது.

பால் மற்றும் பால் உணவுப் பொருட்கள் சில குழந்தைகளுக்கு வயிற்றுப்போக்கை ஏற்படுத்தும்.பாரம்பரியமாகவே சில குழந்தைகளுக்கு பால் பிடிக்காது. அவர்கள் பசும்பால் சாப்பிடுவதை தவிர்க்கவேண்டும். அதற்குப் பதிலாக அவர்களுக்கு சோயா பால் கொடுக்கலாம். இப்படி பால் ஒத்துக்கொள்ளாத பிரச்சினையை `லாக்டோஸ் இன்டால ரன்ஸ்' என்று குறிப்பிடுவார்கள்.

வயிற்று வலி

நாம் பொதுவாக வயிற்றில் எங்கு வலித்தாலும் வயிற்று வலி என்று சொல்கிறோம். ஆனால்வயிற்றின் ஒவ்வொரு பாகத்தில் ஏற்படும் வலிக்கும் வேறுவேறு காரணங்கள் உண்டு. அதிகபசியாலும், வயிற்று எரிச்சலாலும் தொப்புள் பகுதிக்கு மேல்புறமாக வலிக்கும். காலை உணவுசாப்பிடாவிட்டாலும், அதிக காரம் உள்ள உணவுகளை சாப்பிடு பவர்களுக்கும் மேற்கண்டதுபோலவேவலி ஏற்படும்.

அஜீரண கோளாறாலும் வயிற்று வலி ஏற்படும். பயறு, கோஸ், பீன்ஸ் போன்ற உணவுகள் நைட்ரஜன்சத்து அதிகம் கொண்டவை. இவை அஜீரணத்தை ஏற்படுத்தும்.

காரம் அதிகம் உள்ள உணவுகளை குறைத்துக் கொண்டு, வாயு தொந்தரவு தரும் உணவுகளைதவிர்த்தால் வயிற்று வலியை தவிர்க்கலாம். அஜீரணத்தை தடுக்கலாம்.

துரித உணவுகள்

குழந்தைகளுக்கு பசியின்மை இப்போது அதிகமாக உள்ளது. காய்ச்சல் இருக்கும் குழந்தைகளுக்குஅதிகமாக பசிக்காது. அதேபோல `ஜங் புட்' எனப்படும் உணவுகளை சாப்பிடும் குழந்தைகளுக்கும்அதிகம் பசி வராது. துரித உணவுகள் எளிதில் வயிற்றை நிரப்பிவிடும். எனவே வழக்கமாக சாப்பிடும்நேரத்தில் சாப்பிட முடியாது. மேலும் ஜீரணத்தை சிதைத்துவிடும். எனவே அஜீரணம் ஏற்படுகிறது.

குழந்தை பசியின்மையாக இருந்தால் பிரச்சினைக்கான காரணத்தை தெரிந்து சரி செய்யப் பாருங்கள்.உங்களுக்கு காரணம் தெரியாவிட்டால் மருத்துவரை அணுகுங்கள்.

பெரும்பாலும் குழந்தைகளை அடிக்கடி ஓட்டலுக்கு அழைத்துச் சென்று சாப்பிட்டுபழக்கப்படுத்தாதீர்கள். அவர்கள் அந்த உணவின் ருசிக்கு அடிமைப்பட்டுப் போய்விடுவார் கள்.அதனால் வீட்டில் எவ்வளவு ருசியாக உணவு சமைத்தாலும் அதை விரும்பமாட்டார் கள். எனவேஎப்போதாவது ஓட்டல் உணவு, எப்போதுமே வீட்டு உணவு என்று பழக்கப் படுத்துங்கள்.

தண்ணீர்

தண்ணீர் பருகுவது பலவித பிரச்சினைகளை தடுக்கும். போதுமான தண்ணீர் பருகா விட்டால் ஜீரணம்பாதிக்கும். ஜீரணம் சரியாக இல்லாவிட்டால் மலச்சிக்கல் ஏற்படும். மலச்சிக்கல் அதிகரித்தால்மலத்தோடு கோடுபோல ரத்தம் வெளியேறும். இது மல துவாரத் தின் கீழ்ப்பகுதி கிழிவதால்ஏற்படுகிறது. இதனால் `ஆனல் பிஷர்' நோய் உண்டாகும்.

தண்ணீர் அதிகம் குடிக்காமல் சாப்பிடுவது, பொரித்த உணவுகளை அதிகமாக சாப்பிடு வதால்மலச்சிக்கல் ஏற்படுகிறது. இந்த பாதிப்பு உள்ள குழந்தைகளை தினமும் குறிப்பிட்ட நேரத்தில்`டாய்லெட்' செல்லப் பழக்க வேண்டும். பழங்கள், நார்ச்சத்து மிக்க உணவுகளை அதிகம் சாப்பிடவைக்க வேண்டும்.

அம்மாக்கள் கவனிக்க...

குழந்தைகளுக்கு அஜீரணம் ஏற்படாமல் இருக்க அம்மாக்கள் செய்ய வேண்டியவை:-

* குழந்தைகள் அவசர அவசரமாக உணவு சாப்பிடுவதை தவிர்க்க உதவுங்கள்.
* வாயு தொந்தரவு தரும் உணவுகளை குறைத்துக் கொடுங்கள்.
* குழந்தைகளை அடிக்கடி ஓட்டலுக்கு அழைத்துச் சென்று சாப்பிட்டு பழக்கப் படுத்தாதீர்கள்.
* காரம் மிகுந்த உணவுகளை அதிகம் கொடுக்காதீர்கள்.
* சுத்தம், சுகாதாரம் இல்லாத இடங்களில் குழந்தைகளை சாப்பிட அனுமதிக்காதீர்கள்.
* குழந்தைகளை தினமும் சரியான நேரத்திற்கு சாப்பிட வையுங்கள்.
* நிறைய சத்து கிடைக்கும் என்று எண்ணி அதிகமாக பசும்பால் கொடுப்பது தவறானது என்பதைஉணருங்கள்.
* நிறைய தண்ணீர் குடிக்க பழக்கப்படுத்துங்கள். குழந்தைகள் தினமும் நான்கு அல்லது ஐந்து தம்ளர்தண்ணீர் குடிக்க வேண்டும்.
* இரவு உணவை 9 மணிக்குள் சாப்பிட வையுங்கள். சாப்பிட்ட உடன் தூங்கிவிடாமல் கொஞ்ச தூரம்நடந்து செல்ல வைப்பது ஜீரண சக்தியை அதிகரிக்கும்

வரைபட நிழல்

சுவரில் தொங்கும் வரைபட பறவையின் நிழலில் கூட நிஜமாய் நீ.....!எத்தனையோ உறவுகள் கண்முன்னே உறவாட மனம் மட்டும் மௌனமாய் தேடிப் போகிறது வரை பட நிழலினுள் இருக்கும் நிஜத்தை...! தினமும் ஏதோ ஒன்றை தொட்டுக் கொண்டே உன் தொடர்பை தொடர்கின்றேன்!தொடர்தல் முற்றுப்பெறாத நதி நீராய்......

Why do we share stories, news, and information with others?

Why do we share stories, news, and information with others?

 Psychology & Psychiatry 

(Medical Xpress) -- People often share stories, news, and information with the people around them. We forward online articles to our friends, share stories with our co-workers at the water cooler, and pass along rumors to our neighbors. Such social transmission has been going on for thousands of years, and the advent of social technologies like texting, Facebook, and other social media sites has only made it faster and easier to share content with others. But why is certain content shared more than others and what drives people to share?

Well, according to Jonah Berger, the author of a new study published in Psychological Science, a journal of the Association for Psychological Science, the sharing of stories or information may be driven in part by arousal. When people are physiologically aroused, whether due to emotional stimuli or otherwise, the autonomic nervous is activated, which then boosts social transmission. Simply put, evoking certain emotions can help increase the chance a message is shared.

“In a prior paper, we found that emotion plays a big role in which New York Times articles make the most emailed list. But interestingly, we found that while articles evoking more positive emotions were generally more viral, some negative emotions like anxiety and anger actually increased transmission while others like sadness decreased it. In trying to understand why, it seemed like arousal might be a key factor,” says Berger, the Joseph G. Campbell Jr. Assistant Professor of Marketing at the University of Pennsylvania.

In the study, Berger suggests that feeling fearful, angry, or amused drives people to share news and information. These types of emotions are characterized by high arousal and action, as opposed to emotions like sadness or contentment, which are characterized by low arousal or inaction. “If something makes you angry as opposed to sad, for example, you’re more likely to share it with your family and friends because you’re fired up,” continues Berger.

Berger is especially interested in how social transmission leads online content to become viral. “There is so much interest in Facebook, Twitter, and other types or social media today,” he says, “but for companies and organizations to use these technologies effectively they need to understand why people talk about and share certain things.”

Two different experiments were conducted to test Berger’s theory that arousal promotes information sharing. In one experiment, which focused on specific emotions, 93 students completed what they were told were two unrelated studies. In the first study, students in different experimental groups watched video clips that made them either anxious or amused (high arousal emotions) or sad or content (low arousal emotions). In the second study, they were shown an emotionally neutral article and video and asked how willing they would be to share it with friends and family members. The results demonstrated that students who felt high arousal emotions were much more inclined to share with others.

The second experiment dealt with arousal more generally. 40 students were asked to complete what they assumed were two unrelated studies. First, they either sat still or jogged in place for about a minute – a task proven to increase arousal. Then they were asked to read a neutral online news article and told they could e-mail it to anyone they wanted. The findings showed that students who jogged in place and were aroused were more likely to e-mail the article to their friends and family, as opposed to the students that just sat still.

Berger states that the implications of this study are quite broad. “People’s behavior is heavily influenced by what others say and do. Whether you are a company trying to get people to talk more about your brand, or a public health organization trying to get people to spread your healthy eating message, these results provide insight into how to design more effective messages and communication strategies.”

Don't forget to share this story!

Provided by Association for Psychological Science

"Why do we share stories, news, and information with others?." June 29th, 2011. http://medicalxpress.com/news/2011-06-stories-news.html

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Robert Karl Stonjek

Genetic 'conductor' involved with new brain cell production in adults

Genetic 'conductor' involved with new brain cell production in adults

 Neuroscience 

A team of North Carolina State University researchers has discovered more about how a gene connected to the production of new brain cells in adults does its job. Their findings could pave the way to new therapies for brain injury or disease.

Most areas of the brain do not generate new brain cells, or neurons, after we are born. One exception is the olfactory bulb, the brain's scent processor, which continually produces new neurons. Dr. Troy Ghashghaei, assistant professor of neurobiology, had previously found a gene – known as Foxj1–connected to the production of an area inside the olfactory bulb where stem cells could form. Ghashghaei and his team discovered that Foxj1 was an "off switch" that told neuronal stem cells to stop reproducing and triggered the development of a stem cell "niche" in the olfactory bulbs.

However, further experiments with newly developed genetically modified mice unexpectedly revealed that a fraction of Foxj1-expressing cells actually functioned as stem cells. But they only did so until the mouse reached the age equivalent of a human toddler, not throughout adulthood. In addition, the number of neurons generated by these cells was much lower than expected, which led to more questions about its function.

"Essentially, the experiments we did weren't giving us the numbers of neurons from Foxj1-expressing stem cells that we expected. We could have gotten disappointed with what may have been perceived as a road-block in our findings" says Ghashghaei. "If the gene was one that stem cells had to express in order to produce neurons, then we should have seen a greater number of neurons produced from the Foxj1-expressing stem cells. Instead, only about three percent of the olfactory neurons came from the Foxj1 stem cells. More importantly, we could not identify these unique neurons as belonging to known types of neurons in the olfactory system."

These findings and subsequent experimentation helped the team discover that in addition to being an off switch, the Foxj1 cellular lineage (i.e., Foxj1 expressing cells and their descendents) performs an important function as a "conductor," instructing the other stem cells in the olfactory bulb by secreting various molecules that affect the other stem cells' behavior and ensure their correct development into neurons. So a small number of Foxj1-expressing cells and their neuronal offspring direct other stem cells to continue reproducing, and may be telling them when to become functionally integrated neurons.

The research appears in the Journal of Neuroscience. Graduate students Benoit Jacquet, Huixuan Liang, and Guanxi Xiao, together with postdoctoral fellows Nagendran Muthusamy and Laura Sommerville contributed to the work.

"This finding is important because for the most part our brains cannot generate new neurons, nor can we efficiently use transplanted neurons to repair damage," Ghashghaei says. "Foxj1 expressing cells and their neurons seem to support zones within the brain where new neurons are created and integrated into existing neural circuits. If we can find out how to put these 'conductor' cells into other areas of the brain such as the spinal cord, it may lead to new cell-based therapies.

"This project took us on a roller-coaster ride – but the ending is a testament to the power of creative thinking and persistence in scientific inquiry – an achievement of which the clever and hardworking graduate students and postdoctoral fellows working on the problem should be very proud."

Ghashghaei's research is funded by the NIH and the American Federation for Aging Research. The Department of Molecular Biomedical Sciences is part of NC State's College of Veterinary Medicine.

More information: "Specification of a Foxj1-Dependent Lineage in the Forebrain Is Required for Embryonic-to-Postnatal Transition of Neurogenesis in the Olfactory Bulb" Authors: Benoit V. Jacquet, Nagendran Muthusamy, Laura J. Sommerville, Guanxi Xiao, Huixuan Liang, H. Troy Ghashghaei, North Carolina State University, Published: June 22, 2011 in Journal of Neuroscience.

Abstract 
Establishment of a neural stem cell niche in the postnatal subependymal zone (SEZ) and the rostral migratory stream (RMS) is required for postnatal and adult neurogenesis in the olfactory bulbs (OB). We report the discovery of a cellular lineage in the SEZ-RMS-OB continuum, the specification of which is dependent on the expression of the forkhead transcription factor Foxj1 in mice. Spatially and temporally restricted Foxj1+ neuronal progenitors emerge during embryonic periods, surge during perinatal development, and are active only for the first few postnatal weeks. We show that the development of the unique Foxj1-derived lineage is dependent on Foxj1 expression and is required for overall postnatal neurogenesis in the OB. Strikingly, the production of neurons from Foxj1+ progenitors significantly declines after the early postnatal weeks, but Foxj1-derived neurons in the OB persist during adult periods. For the first time, our study identifies the time- and region-specific activity of a perinatal progenitor domain that is required for transition and progression of OB neurogenesis from the embryonic-to-postnatal periods.

Provided by North Carolina State University

"Genetic 'conductor' involved with new brain cell production in adults." June 29th, 2011.http://medicalxpress.com/news/2011-06-genetic-conductor-involved-brain-cell.html

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Robert Karl Stonjek

Just rewards: Study of children challenges economists’ notions of rational behavior

Just rewards: Study of children challenges economists’ notions of rational behaviour

 Psychology & Psychiatry 

Katherine McAuliffe and Peter Blake are exploring children's concepts of fairness and rewards. “We were able to show that 8-year-olds have a general sense of fairness and are willing to make large sacrifices to enforce it with other children,” said Blake. Credit: Justin Ide/Harvard Staff Photographer

(Medical Xpress) -- A Harvard University study built around an innovative economic game indicates that, at least for our younger selves, the desire for equity often trumps the urge to maximise rewards.

“We were able to show that 8-year-olds have a general sense of fairness and are willing to make large sacrifices to enforce it with other children,” said Peter Blake, a postdoctoral researcher at Harvard’s Program for Evolutionary Dynamics who co-authored the study with Katherine McAuliffe, a doctoral student at the University’s Department of Human Evolutionary Biology. “Children younger than 8 are more self-interested, yet they’re still willing to deny themselves rewards to prevent a transaction that’s unfair to them."

The study, which was conducted under the auspices of Harvard’s Laboratory for Developmental Studies and appears in the August 2011 issue of the journal Cognition, explores a fundamental principle of economics, namely that humans do all they can — within the bounds of utility and constraints on resources — to maximise the satisfaction they get from consumption. According to this line of thinking, equity is more or less irrelevant to economic decision-making. People make choices based on whether a given transaction will leave them better off than before, not whether it will leave them as well off as their neighbour or even the party with which they do business.

Blake and McAuliffe created the Inequity Game to test these assumptions and explore the development of economic decision-making among children. This activity allows children to accept or reject an unequal offer, both when it is advantageous and not.

As parents and others looked on, researchers paired each participant with an unfamiliar peer — one designated the “decider,” one the “recipient” — and seated the children face to face at an apparatus created especially for the game. An adult then allocated candy on trays designated for each child.

“One kid was in charge of the toy,” said Blake. “He or she got to make decisions by pulling one of two handles in front of them. The other guy was just a passive recipient. If one kid got more than the other, the decider could pull the green handle and accept that outcome, or he could pull the red handle, the candy goes in the middle, and no one gets those.”

Some pairs were tested in a condition that Blake and McAuliffe called “advantageous inequity” (decider gets 4 pieces of candy; recipient gets one); some in “disadvantageous inequity” (decider gets one piece of candy; recipient gets four). Deciders in each condition also got offers of an equal outcome: one piece of candy for each participant.

“The game allows us to look at how one individual reacts to inequity when they are responsible for their own payoffs, as well as someone else’s,” McAuliffe explained. “The main question we were asking was, ‘Would children reject candy to prevent an unfair allocation of resources?’ The design has been very successful because kids enjoy learning about the apparatus and pulling the handles — not to mention the fact that they are motivated by the Skittles!”

Blake and McAuliffe were satisfied, but not surprised, by the results for children ages 4 to 7. The deciders in these groups generally accepted equal offers, as well as offers in their favor. They usually rejected unequal offers, although Blake said that children hesitated before pulling the red handle and sending all the candy — including the piece allotted to the decider — into the neutral bowl.

“They hesitate to reject an offer, even if they’re not coming out on top,” he said. “It’s hard for them to give up that one piece of candy, yet they’re willing to do it, whereas when they get more, there’s no problem. It’s very easy to make that decision.”

McAuliffe said the behaviour of the younger children in the study conflicts with the economist’s notion of rational behaviour.

“Even a 4-year-old child is willing to pay a cost to prevent a peer from getting more candy when, in theory, they should accept any nonzero offer,” she said. “On the other hand, if we look at the behaviour from the evolutionary biology perspective and think of individuals in a competitive setting, it may not be irrational to prevent a relative disadvantage, even if it does mean sacrificing personal gain.”

The most surprising behaviour occurred among the eight-year-olds in the study. The deciders in this age group continued to accept equal offers and reject unequal, disadvantageous offers, just as their younger counterparts had done. But 8-year-olds also rejected unequal allocations, even when they benefited from the disparities.

“We weren’t expecting to see 8-year-olds willing to sacrifice so much candy to prevent a peer from getting less than them,” said McAuliffe. “In some cases, children gave up 24 candies in a given session. It shows that fairness or inequity aversion is important in determining how these children behave. Relative rewards do matter.”

In the years ahead, the researchers hope to clarify the motivations behind the behaviour they observed in the children. It could be that the study participants made decisions based on internalised norms of fairness. It’s also possible that the children were concerned not with enforcing equity but with preserving their reputations.

“They could be considering the audience around them and saying, ‘I don’t want to look like I’m being selfish by accepting all this candy. I know I’ll reap future benefits by rejecting now,’” said Blake. “An awareness of reputation could be emerging. And that’s the next big step to test.”

Provided by Harvard University

"Just rewards: Study of children challenges economists’ notions of rational behaviour." June 29th, 2011.http://medicalxpress.com/news/2011-06-rewards-children-economists-notions-rational.html

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Robert Karl Stonjek