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Breast Cancer
MYTHs,FACTs,CHOICEsand
INDEX
Breast cancer: Windows of Susceptibility. NIH grant 1U01ES019480
our MISSION
PINK RIBBON GIRLS
RESEARCH PARTNERSBack to School......................1Question...............................2COMMUNITY PARTNERSSept's Power lunch box........3FactsMythsQuestChoices...410 year Anniversary...............7Pack fit not fat........................8Friendship bracelet pattern..9YOGA pose..........................13
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TO PREVENT the occurrence of BCa through RESEARCH and EDUCATION
TO ENCOURAGE and SUPPORT BCa survivors, friends and families.
Contacts
August 2011 Issue 10
1
Lunch Box 101Back to School
http: / /www.your-healthy-eat ing-helper.com/healthy-lunchbox.htmlFats stimulate binge eating - Rat study suggests strategy for combating the munchies By Rachel Ehrenberg Web edition : Friday, July 8th, 2011
Lunch boxes for children are literally a "piece of home" especially for young kids – as they need "comfort" but
also need "healthy bites". Our children's mental performance will be directly tied to their physical health. The food they eat impacts
them (in terms of today's energy, alertness, brain function and physical endurance)
and impacts them in the (in health and disease in the -- and also the lives of their children yet to come – via epigenetic influences on the DNA of their offspring.
Lunches which promote disease (diabetes, heart disease, chronic fatigue) also affect our children's ability to enjoy school, affect their attitudes (depression), and their of learning.
Good lunch box food will probably take more time to pack than "junk food", and children need continuity in their diet – from home to the school lunch box – which means: if you eat chips or hash browns for breakfast on Saturday, then an apple in the lunch box on Monday not be very appealing.
There is pretty shocking new experimental evidence that suggests that eating fatty foods is addicting. Biologically, this involves the production of endocannabinoids (yep, you read it right, there is an cannabinoid receptor 1 (CNR1) gene which affects appetite and one surmises from the name that it's a potent reinforcer of good feelings). The bottom line is that
as the famous potato chip slogan indicates, has much basis in truth – We should all be warned that there are factors at play influencing our daily food choices that are literally programmed in our DNA and have been working for there thousands of millenia (a good thing insure survival during famine). Hunger for much of the world is no longer relevant to survival, and the good news is that we also have a cortex and can choose "override" those urges to eat fat, instead of turning over behavior to "autopilot".
It still seems unfair to expect children to choose not to eat fat when there are potent biological reinforcers to do so. This puts the job of helping them make good choices on parents and educators -- informing them of the reasons they fatty food and teach them by example of our own healthy choices, that sometimes what we would "like to eat" we will eat sparingly, and that long term good food choices are important.
immediately
long runfuture
"you can't just eat one"
want
It's a tough lesson, but very likely one of the most important lessons we will learn in school.
love
2
Of course this is a great topic and there are loud voices on all sides of the issue and legitimate concerns from parents, schools, and students. The questions span the gamut from "civil liberties"
attitudes to "long term survival and health" to government funding of health care. There is NO QUESTION that lowering breast cancer risk for both boys and girls and reducing the obesity epidemic (which is closely contributory) is the goal. But also in question is the dwindling appetite (no pun intended) for having government tell us what to eat, or the impoverished school budgets which force diets of inexpensive fat and sugar rather than good fruits, veggies and grains in the right proportion, and then there is a big issue of KID's choice.
New York Times, August 29th 2011, Chocolate Milk gets a makeover
QUESTION: If diet is so important in cancer risk why are schools so slow in accomodating their
menus to current research?
PARTNERSRESEARCH
ANSWER:
SOLUTIONS:
, except to say that as adults, children will model our much more than they will listen to our So, the adoption of consistently healthful breakfast, lunch and dinner choices will impact the choices of tweens and teens later in their lives, even if guarding their dietary habits during the Jr and High School years is not easily achieved.
There is no easy answer at this timebehavior
admonitions.
Care needs to be taken in implementing changes in schools: Take the example of efforts to remove chocolate milk from schools (California Unified School District)-- unfortunately, as determined by some studies, milk consumption in schools dropped by 39%. What was the milk replaced by? Something even less nutritious? The plan to just reduce the amount of added sugar is a modest, but possibly more acceptable, beginning. It is quite clear that forcible change in eating habits doesn't effect long term change in children any more than in adults. Education is really the key.
COMMUNITY PARTNERS
3
Almond butter and jam on whole wheatCherry tomatoesWatermelon wedges and blueberriesFruit leather without added sugar
Brown rice and bean chili in a thermosOrganic sliced carrotsTortilla chips and fresh tomato salsaApple slices
Peanut butter and jelly on whole wheatCashewsSweet cornPeach
Tomato soup in a thermosChicken or turkey wrapCucumber slices with lime and saltGrapes with carrot slices
Low-fat cream cheese and olivesRaisins and almondsGreen, red and yellow pepper slicesWhole grain crackers
s eirf tnaiGd na rB egri ug b gie
It is nice to buy organic but sometimes price is an issue, so wash fruits and vegetables well with a veggie wash, and try packaging in recyclable waxpaper or other paper.
http://ewg.org and others
Pack power in their
Whole wheat bread thinly sliced,ClementinesMozzarella cheeze cubes Peanut butter and celery sticks
Mixed sea-salted nuts, raisins and cherriesNectarine sliced (or whole)Water with vitaminsHome made low sugar granola bar
Whole grain pitatomatos, peppers, greensGrated mozzarella, vinegar and sea saltPlums
Avocado and chopped tomato wrapCucumber slices with vinegar and sea saltRed, Green and Black seedless grapes
Low-fat cream cheese and olivesRaisins and almondsGreen, red and yellow pepper slicesMulti-grain chips
MON
TUE
WED
THU
FRI
MON
TUE
WED
THU
FRI
School lunch box
QUESTION
MYTH:FACT:FACT:
YES!, endo-cannabinoids are
involved in appetite and body weight
regulation.
CHOICE
s
Eating "fat"affects our
endocannabinoid receptor system.
"I eatcanjust one chip"
...are hormones released when we
eat fat that encourage us to eat
fat?MORE
Talk low,
talk slow,
and don't talk
too much
John Wayne
4
Slides for presentation, August 2011
QUESTION
MYTH:FACT:FACT:
Yes! Eat a diet low in animal fats. Eat a modest amount
of vegetable protein.
CHOICE
s
Small amounts of vegetable protein
improve brain function.
I eat pizzato help
me study!
...will my choice of food affect my performance in
school???
5
Slides for presentation, August 2011
Researchers investigating the outcomes of the National School Lunch Program found about 36% of kids ages 6 to 11 are overweight and 20% are
obese. Greater weight leads to increased risk for heart disease, diabetes and many kinds of cancer. For girls, in particular, extra weight can also mean earlier onset of puberty, increasing eating disorders, depression and breast cancer, among other problems.
Children who participated in the school lunch program got more protein, vitamins and minerals in their diets and ate less food
with added sugar, but total calorie intake was greater, including more dietary fat, leading to data indicating they had greater body
weight than non-participants.
BOTTOM LINE: calories matter (ed)
edited from report April 06, 2011 - Karen Kaplan, Los Angeles Times
http://articles.latimes.com/2011/apr/06/news/la-heb-school-lunch-program-obesity-20110406
Slides for presentation, August 2011
QUESTION
MYTH:FACT:FACT:
Yes, by example! Our natural preferences for fatty foods may not best serve our
health.
CHOICE
s
Eating a high fat diet not only depresses
vitality and brain function, it impacts breast cancer risk!
....do I need to intervene in my child's eating
habits?
I like to givemy child food
that he likes in his lunch.
6
packhealthfulnon-perisnablelunches
http://bit.ly/cxXOG Pediatrics, online August 8, 2011.
A whopping 90% of the perishable fooditems packed in school lunches in onestudy were found to be in the "danger" temperature area.
Try packing fruits, trail mix,vegetable sticks. These are a relatively safe and filling and nutritious alternativeto meat and mayonnaise.
7
Saturday, 11/12/11 Jefferson Hall, Newport KY
Join us for a radical nightof food, drink, music, andMega Fun-To-The-Max!
Come dressed in your finest 80's prom attire and win like totally tubular prizes!
The price is, like OhMyGosh, only $25 per person ($30 at the door) and includes 3 drink tickets, hors d'oeuvres, door-prizes, music and, like break dancing!7:00 PM. Ages 21+$25 advance; $30 at doorMore info: Facebook Event Page
Totally AwesomePink Prom
Celebrating 10 years
of Pink Ribbon Girls
giving to the community.
EAT WELL EAT WISEEAT NEAT EAT SAVVY
COMMUNITY PARTNERS
Lunch box: Pack fit- not fat
Doing some research for this newsletter I was totally dismayed when I came upon an article which claimes some school cafeterias actually try to influence children's test scores by boosting the amount of simple carbohydrate in their lunchs. This would seem to me to violate any kind of trust that a parent would have in a school nutrition program: it seems to be outrageous behaviour and has unfortunate health consequences as well.
To boost brain activity It is, in fact, better to eat small amounts of food oo much fat bogs down
brain activity: too much of any food makes us less alert.
with a small proportion of good vegetable protein. This is more likely to help mental acuity. T
"To increase your own (or your child's) mental alertness, eating enough is important. "Not too much, though," says Kava. "Too much makes you sluggish; all the
blood rushes to your digestive tract." Protein is key, as it provides sustained fuel to the brain. Carbohydrates can center you and help you resist distractions. And fat? "If you eat a lot of fat and try to think, you can't," Wurtman says. Studies show that eating fat can cause fatigue"
but
http://www.medicinenet.com/script/main/art.asp?articlekey=56583
ChooseMYplate.govTen Tips (modified)
1) calorie intake to fit activity2) eat less overall3) don't supersize it4) rainbow of fruits veggies and grains5) half of all intake is fruits & veggies6) choose low fat dairy7) eat mostly whole grains8) reduce fats, sugars and salt9) check the label for sodium levels10) drink water not pop 8
FRIENDSHIP braceletpattern with pink ribbon
COMMUNITYPARTNERS
9http://friendship-bracelets.net/tutorial.php?id=2
Video tutorial for making friendship bracelets. Some knowledge of making friendship braceletsis assumed.
Marina Ulmer has a great site which has a freebie pdf file of instructions and pictures for making friendship bracelets with designs. With the graph on this page and instructions from the site, the pink ribbon breast cancer friendship bracelet can be made. Excerpts from Marina's instructional pdf and pattern (used with permission) are included here.
www.friendship-bracelets.de
= RR= LL= RL= LR
10
20
30
40
50
(continue at )
There are two categories of friendship bracelets:
Category 1 These bracelets are made according to color, the rows are almost always knotteddiagonally. The threads change their positions and usually all four knot types areused.
Category 2These bracelets are knotted horizontally, row after row, never diagonally! Only twodifferent knots are used (the Right-Left- and the Left-Right-Knot), whereby the threadsalways retain their original position.
You will need embroidery floss, all strands of equal thickness. The bracelet should be1'' (2,5 cm) shorter than the circumference of the wrist, because you need a space forknotting the ends. The length of the bracelet depends on the thickness of the threads.For example, if your wrist measures 6'' (15 cm), the bracelet should be about 5'' (12 –13 cm) long.
First, you cut the appropriate number of threads, g ather them all together, tie a knot atthe upper end leaving a tail of 6'' (15 cm) for the braid you make in the end. Then youput a safety pin through the knot and fasten it to a cushion, which can be held betweenyour knees. You can also fasten the knot to your jeans a little bit above your knee.
Then you arrange the threads in the exact order ind icated on the knot-pattern like a fanon your lap. (Another method of starting a bracelet is explained at page 3 under"Tips".) Mostly, the lengths of the threads are different. You can choose an easier wayby cutting all threads to the same length, meaning that all threads have then to be aslong as the longest thread. You can also cut the longest thread or threads first, andafterwards cut the rest as long as the second longest thread. This is especiallyrecommended for the Category 2 bracelets, because you won’t need to pay attention tothe lengths when threads have the same colors. The disadvantage is a bit more wasteat the end.
Also, you will need a blunt embroidery needle to open knot mistakes. Pull a coloredthread through the eye of the needle to keep from l osing it. I keep this needle pinned tomy cushion, because even after more than 10 years o f knotting, I still have to makeoccasional corrections on each bracelet.
Each square represents a double-knot. There are right knots and left knots, and thefollowing four possibilities result from this:
Copyright © 2004-2011 Marina Ulmer (used with permission)VISIT the SITE at www.friendship-bracelets.de
These instructions were condensed from the internet from a freebie pdf file by Marina Ulmer
10
2.) Left-Left-Knot = LL
This time the black thread is the stationarythread and you pull it taut with the left hand.With the right hand you wrap the white thread(knot-thread) around the black thread to the leftside and tighten it. Then you wrap a secondloop to the left and tighten it again.
The threads have changed their positions!
3.) Right-Left-Knot = RL
Here the white thread is the stationary threadagain and you pull it taut with the left hand.With the right hand the black thread is firstwrapped around the white thread to the rightside and tightened, and then it's wrapped to theleft side and tightened.
The threads stay in their positions!
4.) Left-Right-Knot = LR
And this time, the black thread is the stationarythread again and you pull it taut with the lefthand. With the right hand the white thread isfirst wrapped around the black thread to the leftside and tightened, and then it's wrapped to theright side and tightened.
The threads stay in their positions!
1.) Right-Right-Knot = RR
Here the white thread is the stationary threadand it is pulled taut with the left hand. With theright hand you wrap the black thread (knot-thread) around the white thread to the rightside and tighten it. Then you wrap a secondloop to the right and tighten it again.
The threads have changed their positions!
Tips
The first knot should be pulled very tight; the second knot, which forms the "visible dot",should be more loosely knotted. After tightening the second knot, pull the knot-threadslightly downward, so it's positioned in the same downward direction as the stationarythread.
This is the structure of the bracelets with an even and an uneven number of threads: 11
An easier method starting a bracelet is to tape the threads on a table with either aduct tape or a packaging tape. This is how you do it:
First you cut a piece of tape and stick it the othe r way round (the sticky side upwards)on a table by folding over a little bit at both ends, which you fasten on the table. Thenyou take the cut threads and stick them in the correct order very close to each other onthe tape leaving 7'' (18 cm) measured from the bott om end of the tape. Because youdon't make an overhand knot you have to leave a bit more than with a knot. Butattention, you have to stick the threads in reversed order on the tape!
Then you turn the tape around and fix it on the tab le or at the edge of the table, thisway the threads are hanging downwards. After having knotted a bit (about 1 cm) Iremove the tape, make an overhand knot and go on knotting by fixing it to my knottingcushion.
Lengths of Threads
The lengths of the threads are indicated on the knot-patterns. If you use thinnerthreads (DMC is a bit thinner than the threads I use) you should cut the threads a bitlonger. I use cotton wool of different manufacturers:
8 Threads 9 Threads
If a thread runs short or rips off, you can add a new thread. You cut a new threadand tape it with a piece of tape onto the backside of the bracelet. If the short thread is astationary thread, you make one double-knot around the short and the new thread.Then you just go on knotting with the new thread.
If the short thread is a knot-thread, you just go on knotting with the new thread. Lateron you should make a double knot (a right- and a le ft-knot) with the two short ends onthe backside of the bracelet and maybe use a drop o f superglue. Then you cut the twoshort ends on the backside to 1 - 2 mm.
12I believe that adding and changing colors would work similarly toadding a new thread (ed).
http://www.yinyoga.com/forums/viewtopic.php?t=6http://www.hopkinsmedicine.org/epigenetics/ 13
1) Stand; exhalate; place your feet about 3.5 feet apart; raise your arms;
2) Turn left foot to the right and your right foot and right thigh to the right with your heels aligned
.3) Tighten your thighs;
4) Exhale; extend torso directly over the your right leg, bending from the hip, not the waist. 5)Rotate the torso to the left, keeping the two sides equally long, left hip slightly forward
6) Comfortably rest your right hand on your shin, ankle, or the floor outside your right foot.
7) Stretch your left arm toward the ceiling, in line with the tops of your shoulders. Face forward, 8) Keep your head in a neutral position or turn it to the left.
8) Hold position for 30 seconds to 1 minute. Inhale to come up, pressing the back heel into the floor; reach arms to ceiling;
9) Reverse to repeat.
so that the center of the right knee cap is in line with the center of the right ankle
Trikonasanatrikona = three corners (angles)
releasing stress
