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Some acne products claim that shea butter as an active ingredient; one that is supposed to help eliminate acne. What exactly is shea butter, and how does it benefit a person’s skin? Do shea butter skin care acne products really work to eliminate acne? Read on as I discuss this particular subject that many are concerned with.

Shea butter is derived from a nut that originates from the Savannah Region of Africa. Many claim that shea butter is good for the treatment of skin ailments like psoriasis, eczema and acne; this generally held belief has lead to the production of many shea butter skin care acne products which I’m sure you have seen anywhere from your local supermarket to your high end health food shop.

One question many face is whether products containing shea butter are good for acne- prone skin, considering the fact that the term butter indicates an oily or greasy substance. Since acne results from excess oil and the presence of dirt and bacteria on a person’s skin, the question about the effectiveness of shea butter-based skin care acne products is legitimate, an analysis would be required to determine just how effective shea butter really is.

At this point it’s best to analyze the effectiveness of shea butter in treating acne by scrutinizing the effects that this substance has on a person’s skin. Shea butter helps treat scars and burns, and also has been known to help prevent skin rashes. This may be the reason why shea butter is considered an ideal substance for use in acne treatment programs despite its greasy moniker. This substance, which is included in beauty products aimed at treating conditions such as acne, blemishes, dandruff, dry skin and rashes, is used because of the versatility of its application.

Shea butter skin care acne products include soaps, ointments, creams and oils. Since oil is not advisable for those suffering from acne, you may need to ask your dermatologist about this before you use oils or creams made with shea butter. While shea butter skin care acne products may claim that the substance itself is beneficial to people with acne, the form it comes in may not benefit everyone. If you experiment with a shea butter skin care acne product that your doctor does not know about or does not recommend,

you might find yourself having more skin problems that need more remedies; basically, you’re back at square one in your fight against frequent acne.

The term learning disability (LD) refers to a group of disorders that affect a broad range of academic and functional skills including the ability to speak, listen, read, write, spell, reason and organize information. A learning disability is not indicative of low intelligence. People with learning disabilities sometimes have difficulty achieving at their intellectual level because of a deficit in one or more of the ways the brain processes information.

Interestingly, there is no clear and widely accepted definition of “learning disabilities.” Because of the multidisciplinary nature of the field, there is ongoing debate on the issue of definition, and there are currently at least 12 definitions that appear in the professional literature. These disparate definitions do agree on certain factors:

1. The learning disabled have difficulties with academic achievement and progress. Discrepancies exist between a person’s potential for learning and what he actually learns.

2. The learning disabled show an uneven pattern of development (language development, physical development, academic development and/or perceptual development).

3. Learning problems are not due to environmental disadvantage.

4. Learning problems are not due to mental retardation or emotional disturbance.

Experts estimate that 6 to 10 percent of the school-aged population in the United States is learning disabled. Nearly 40 percent of the children enrolled in the nation’s special education classes suffer from a learning disability. The Foundation for Children With Learning Disabilities estimates that there are 6 million adults with learning disabilities as well.

Little is currently known about the causes of learning disabilities. However, some general observations can be made:

• Some children develop and mature at a slower rate than others in the same age group. As a result, they may not be able to do the expected school work. This kind of learning disability is called “maturational lag.”

• Some children with normal vision and hearing may misinterpret everyday sights and sounds because of some unexplained disorder of the nervous system.

• Injuries before birth or in early childhood probably account for some later learning problems.

• Children born prematurely and children who had medical problems soon after birth sometimes have learning disabilities.

• Learning disabilities tend to run in families, so some learning disabilities may be inherited.

• Learning disabilities are more common in boys than girls, possibly because boys tend to mature more slowly.

• Some learning disabilities appear to be linked to the irregular spelling, pronunciation, and structure of the English language. The incidence of learning disabilities is lower in Spanish or Italian speaking countries.

Children with learning disabilities exhibit a wide range of symptoms. These include problems with reading, mathematics, comprehension, writing, spoken language, or reasoning abilities. Hyperactivity, inattention and perceptual coordination may also be associated with learning disabilities but are not learning disabilities themselves. The primary characteristic of a learning disability is a significant difference between a child’s achievement in some areas and his or her overall intelligence. Learning disabilities typically affect five general areas:

1. Spoken language: delays, disorders, and deviations in listening and speaking.

2. Written language: difficulties with reading, writing and spelling.

3. Arithmetic: difficulty in performing arithmetic operations or in understanding basic concepts.

4. Reasoning: difficulty in organizing and integrating thoughts.

5. Memory: difficulty in remembering information and instructions.

Among the symptoms commonly related to learning disabilities are:

• poor performance on group tests

• difficulty discriminating size, shape, color

• difficulty with temporal (time) concepts

• distorted concept of body image

• reversals in writing and reading

• general awkwardness

• poor visual-motor coordination

• hyperactivity

• difficulty copying accurately from a model

• slowness in completing work

• poor organizational skills

• easily confused by instructions

• difficulty with abstract reasoning and/or problem solving

• disorganized thinking

• often obsesses on one topic or idea

• poor short-term or long-term memory

• impulsive behavior; lack of reflective thought prior to action

• low tolerance for frustration

• excessive movement during sleep

• poor peer relationships

• overly excitable during group play

• poor social judgment

• inappropriate, unselective, and often excessive display of affection

• lags in developmental milestones (e.g. motor, language)

• behavior often inappropriate for situation

• failure to see consequences for his actions

• overly gullible; easily led by peers

• excessive variation in mood and responsiveness

• poor adjustment to environmental changes

• overly distractible; difficulty concentrating

• difficulty making decisions

• lack of hand preference or mixed dominance

• difficulty with tasks requiring sequencing

When considering these symptoms, it is important to remain mindful of the following:

1. No one will have all these symptoms.

2. Among LD populations, some symptoms are more common than others.

3. All people have at least two or three of these problems to some degree.

4. The number of symptoms seen in a particular child does not give an indication as whether the disability is mild or severe. It is important to consider if the behaviors are chronic and appear in clusters.

Pointers for parents of children with learning disabilities:

1. Take the time to listen to your children as much as you can (really try to get their “Message”).

2. Love them by touching them, hugging them, tickling them, wrestling with them (they need lots of physical contact).

3. Look for and encourage their strengths, interests, and abilities. Help them to use these as compensations for any limitations or disabilities.

4. Reward them with praise, good words, smiles, and pat on the back as often as you can.

5. Accept them for what they are and for their human potential for growth and development. Be realistic in your expectations and demands.

6. Involve them in establishing rules and regulations, schedules, and family activities.

7. Tell them when they misbehave and explain how you feel about their behavior; then have them propose other more acceptable ways of behaving.

8. Help them to correct their errors and mistakes by showing or demonstrating what they should do. Don’t nag!

9. Give them reasonable chores and a regular family work responsibility whenever possible.

10. Give them an allowance as early as possible and then help them plan to spend within it.

11. Provide toys, games, motor activities and opportunities that will stimulate them in their development.

12. Read enjoyable stories to them and with them. Encourage them to ask questions, discuss stories, tell the story, and to reread stories.

13. Further their ability to concentrate by reducing distracting aspects of their environment as much as possible (provide them with a place to work, study and play).

14. Don’t get hung up on traditional school grades! It is important that they progress at their own rates and be rewarded for doing so.

15. Take them to libraries and encourage them to select and check out books of interest. Have them share their book
s with you. Provide stimulating books and reading material around the house.

16. Help them to develop self-esteem and to compete with self rather than with others.

17. Insist that they cooperate socially by playing, helping, and serving others in the family and the community.

18. Serve as a model to them by reading and discussing material of personal interest. Share with them some of the things you are reading and doing.

19. Don’t hesitate to consult with teachers or other specialists whenever you feel it to be necessary in order to better understand what might be done to help your child learn.

by Louanne Baelde

The toughest part about an exercise program is getting started. The best way to start exercises is to start slow and steady.

In order to change your lifestyle from sedentary to physically active, you need to have a workable plan.

Choose an exercise that you can practice easily all year round. Most people enjoy walking, swimming, jogging, and fitness videos. If you have a medical condition, be sure to consult your physician before you begin any type of vigorous activity.

Always begin your exercise slowly. Be sure to make it fun, not overly strenuous. Give yourself a chance to get used to the new activity. Allow yourself the necessary time to warm up before your exercise and as well, time to cool down afterwards. Five minutes for warm-ups and cool down times are often recommended. By doing warm-ups first, you will be less likely to injure yourself.

Aerobic exercises are a great way to remain healthy or even to lose or control your weight. Regular aerobic exercises help to prevent heart disease, hypertension, stroke, diabetes and cancers. They can improve your muscles and strenghten your bones, and improve your flexibility. Aerobics can also lower your blood pressure, and lessen depression. Aerobic exercises include bicycling, swimming, stair climbing, hiking,running, walking, aerobic dancing and many other activities.

Aerobics use the large muscles in the legs and buttocks to strengthen your heart and lungs. These are called cardiovascular exercises. Regular aerobic exercises makes your heart stronger.

Establish a reasonable schedule by allowing certain days to be off. It is good to exercise at least three times a week. A well thought out schedule will continue and be more productive on the long run. An example would be to exercise maybe every other day with two or three days off every week. Begin your exercise moderately at first with maybe only 30 minutes per day. Make time for several different activities. If you find that 30 minutes is too long of a time at once, break up your session into shorter intervals such as maybe two sessions of 15 minutes. Don’t stop exercising if your muscles hurt at the start; that’s normal and this will gradually decrease and disappear in time. If you experience any severe pain or swelling, make sure to stop.

Choose a convenient time of the day to exercise. When exercising, it’s best to wait a while after eating or to wait till the weather cools off if it is too warm.

Make sure to wear shoes that you can breathe in and that allow enough room for comfort, but yet properly support your feet.

Have a goal in mind and plan to achieve it gradually. A great way to track your success is to use a chart. You could maybe list the minutes you exercise each day.

To succeed, you must stick with your plan of exercise. Make time to reward yourself for each accomplishment. As you progress, you can increase your levels of exertion over time.