Yours in Chiropractic, Armand Rossi
I`d like to thank all of you that responded to my search for information on Dr. Trudy Raiford, who practices in the New Orleans area. Through your help, we found her, safe and cared for. We keep our prayers for the people of the Gulf region. There are many avenues to help. Please make sure you choose one and contribute.
A little over a month ago, I was watching the enshrinement ceremony for the National Football League Hall of Fame. I was interested since I live in south Florida and Dan Marino was being inducted. Of course, all of south Florida watched with great interest. What I found particularly interesting was something Steve Young, another of the inductees, had to say during his speech. Steve Young was not a very tall quarterback when he played football. In one of his first years with the San Francisco 49`ers, he was trying to pass the ball to his receiver Jerry Rice. He couldn`t see him over the large linemen, and had to take a sack and fall on the ball.
When he went back to the sideline, his offensive coordinator, Mike Holmgren told him. "Jerry Rice was open, you should have thrown him the ball". Steve Young replied, "I couldn`t see him." At that, Holmgren said, "Steve, you`ll have to learn how to see what you can`t see." In his telling of the story, Steve Young said that those words taught him a lesson that he carried with him for the rest of his life. Learn how to "see what you can`t see", is a testament of studying, learning and faith. Study the essence of the plays, learn what has to be done to carry them through to fruition, and have faith that everything will turn out right.
We go through the same thing every day of our lives. We can study, we can learn, but then we must learn how to let go and have faith in the outcome. I can`t tell you how many times I`ve screwed up something by thinking "I have to do it or it doesn`t get done." I`ve tried to "see the field" rather than have the faith that the play is happening just the way it is supposed to happen. You see, God wants you to succeed. Give him a chance to help. Get out of the way.
From: "Pure n` Simple Family Chiropractic" <purensimple@rivnet.net>
Subject: Fw: [richmondlll] HMBANA plea for human donor milk
> > Please forward this to anyone you may know who is breastfeeding or may
> > know someone who is breastfeeding. Thank You.
> >> > >> >
> > A message from HMBANA:
> >
> > Our hearts are with the people whose lives have been directly affected
> > by Hurricane Katrina. Please help us spread the word that HMBANA milk
> > banks are available to provide milk to Katrina Hurricane victim
> > babies/children with a medically indicated need for human milk and who
> > do not have their own mother`s milk available. This will also require
> > an increase in donor mothers. Help us inform interested lactating
> > mothers, especially those in states with milk banks to call their
> > nearest donor milk bank for further information...www.hmbana.com
> > Approval as a donor involves a triple screening process beginning with
> > an initial phone screening for medical, dietary and lifestyle factors
> > which might make the donor ineligible, followed by written documentation
> > of their medical history and a signed medical release to be sent to both
> > mom and baby`s health care providers, and last would be the willingness
> > to have blood work drawn. Our screening process is similar to those
> > used when one donates blood.
> >
> > I am most grateful for you assistance in this matter.
> >
> > Georgia Morrow
> > Program Director
> > Mothers` Milk Bank of Ohio
> > 614.544.5906
> > gmorrow@ohiohealth.com
http://www.prweb.com/releases/2005/8/prweb278045.php
A newly formed coalition of national and state advocacy groups voice opposition to the proposed NJ Health Department flu and pneumococcal conjugate vaccine mandate for preschool and daycare children.
(PRWEB) August 30, 2005 -- The New Jersey Department of Health and Senior Services is considering a health mandate that will require that infants and young children enrolled in preschool and daycare programs here in New Jersey be injected with both the flu and pneumococcal conjugate vaccines prior to their admittance to these programs. Information about the potential regulations was obtained from a July 26th Star Ledger article entitled “Children May Get More Vaccinations” by Carol Ann Campbell. (The article can be found online at: http://tinyurl.com/9hsos). “While we are aware of the potential dangers from illness to certain children in this age group, there are also numerous risks from injecting these children with vaccines containing ingredients which could have a negative impact on their health and well-being”, said Ellen Sweeney of The Autism Autoimmunity Project of New Jersey.
Most flu vaccines still contain the preservative thimerosal, a known neurotoxin comprised of 50% ethylmercury. The preservative has been implicated in the growing prevalence of neurodevelopmental disorders, including Autism and ADHD, and neurological damage in children of this age group. Also, the effectiveness of the flu vaccine on children of this age group hasn’t been determined nor has its effectiveness on hospitalization rates, mortality rates, and serious complications from and transmission of the flu.
The ingredients within the PCV7 pneumococcal conjugate vaccine proposed for use are also a cause for concern. It contains yeast and soy proteins, both of which are known allergens for some children. Other ingredients include aluminum and ammonium sulfates, both known to be developmental, reproductive, and neurological toxins and also both known for their carcinogenic properties.
It is also important to note that this proposed mandate for the use of the flu vaccine in younger children, if passed, would be the first of its kind anywhere in the United States. Nowhere else has a vaccine mandate been proposed that would require children of such a young age to be injected with the flu vaccine as a requirement to attend a preschool or daycare program. It also should be noted that the pneumococcal conjugate vaccine is not mandated at this time for children in this age group here in NJ. In the past, recommendations for the use of both vaccines were made but it was at the discretion of the parent on whether or not to have their children receive the vaccines.
While we would like to see that all vaccines become an elective choice of the informed parent, placing these vaccines on the immunization schedule of infants and preschoolers as NJDHSS is considering, could potentially do more harm than good. It is the position of the coalition that if these vaccines continue to be used in New Jersey that they remain an elective and not a requirement for these children to attend preschool or daycare. The potential for harm exists and we feel it would be prudent to leave the decision up to the parents.
For more information contact:
Ellen Sweeney
The Autism Autoimmunity Project of New Jersey (TAAP-NJ)
and
Parents for Autism Autoimmune and Vaccine Education (PAAVE-NJ)
(732)451-1073
April Oakes/Raymond Gallup
The Autism Autoimmunity Project (TAAP)
(800)939-8227
Bernard Rimland
Autism Research Institute (ARI)
(619) 281-7165
Ingri Cassel/Donna Carrillo
Vaccine Liberation (VacLib)
(888)249-1421
Susan Collins
New Jersey Alliance for Informed Choice on Vaccination (NJAICV)
(973) 252-5440
Kathi Williams
National Vaccine Information Center (NVIC)
(703) 938-0342
Lyn Redwood/Mark Blaxill
Sensible Action For Ending Mercury-Induced Neurological Disorders (SafeMinds)
(404) 934-0777
Barbara Flynn
Children Having Everyone Really Upset ‘Bout Shots (CHERUBS)
(908) 273-2792
Geoff Dubrowsky
Parents of Autistic Children (POAC)
(732) 888-1000
Shelley Hendrix Reynolds
Unlocking Autism
(225) 281-1894
Nancy Massotto
Holistic Moms Network
(877)HOL-MOMS
Robert J. Krakow
Advocates for Children’s Health Affected by Mercury Poisoning (A-CHAMP)
(212)227-0600
Bob Witanek
A Parent’s Initiative for Every Child’s Education (APIECE-NJ)
(908)881-5275
H. Anne Downing
The New Jersey Chapter of The National Autism Association (NAANJ)
(908) 534-0328
Donald C. Meserlian, P.E.
Voices of Safety International (VOSI)
(973)228-2258
Amy Carson
Moms Against Mercury (MAM)
(828)776-0082
John Gilmore
National Autism Association-New York Metro Chapter
(516) 432-5550
DEFINITION * TREATMENT * PREVENTION
Autism is 1 in 150 children today, 1 in 68 families! TAAP (The Autism Autoimmunity Project) is a non-profit charity dedicated to obtaining funding for independent research into the cause, treatment and prevention of autism and other autoimmune disorders. Please learn from our mistake and "Educate BEFORE You Vaccinate!" For more information visit our website at www.TAAP.info and "TAAP into the Truth!"
Interesting article that we could all learn something from....
Benefits of Osteopathic Treatment
For The Pediatric Patient
Osteopathic family physicians use manual skills
to treat a myriad of pediatric conditions.
By Paul Capobianco, DO
In February of 1864, four of Dr. Still’s children died of infections. Three children ages 11, 12, and 9 died rapidly over three days from a spinal meningitis epidemic and his one-year-old daughter died of pneumonia later that same month.1
Dr. Still’s helplessness during these devastating illnesses drove him toward discovering the form of medicine that would later be known as osteopathy.
In his research during the 10 years after his childrens’ deaths, he began to observe patterns of spinal reflexes that correlated with acute specific illnesses. He noted that there were predictable changes in skin temperature that went along with certain diseases and that applying deep pressure to the spinal reflexes shortened an infection’s course. 2
He surmised that the muscle contraction and the stoppage of the blood to and from the brain was the cause that produced these effects and that the patient will die from effects of dead blood, the result of stagnation due to obstruction of nerve and blood circulation.
When his art was fully proclaimed he claimed he was able to help many cases of fever, chickenpox, scarlet fever, measles, mumps, diphtheria, whooping cough, dysentery, diarrhea, constipation, asthma, influenza, eczema, croup, bed-wetting, epilepsy, pneumonia, tonsillitis, pharyngitis, and others.3,4
He treated a lot of cases of asthma, and stated about it “I have never failed on a case of asthma to date, and after eighteen years’ practice can say that for asthma Osteopathy is king”.5
Trips to the Doctor
Due to the modern practices of immunization and antibiotic usage the more frequent illnesses encountered by an osteopathic physician are different than in the past. Frequently encountered illnesses encountered by family physicians include:
Allergies
Asthma
Attention deficit
Autism
Autoimmune diseases
Back pain
Behavioral problems
Cerebral palsy
Colic
Colitis
Constipation
Crohn’s
Croup
Depression
Developmental delays
Feeding/nursing problems
Gastroesophageal
Headaches
Hyperactivity
Injuries
Learning difficulties
Otitis media
Pharyngitis
Plagiocephaly
Reflux disease
Sinusitis
Torticollis
Condition Causes
In looking at early pediatric issues and their causes encountered by the osteopathic physician, it is best to start with conditions that may precede somatic dysfunction.
Maternal factors affecting the child that should be considered are:
Anemia
Diabetes
Excessive grief
Fever
Hyperemesis
Maternal bleeding
Maternal somatic dysfunctions of for example the pelvis, lumbar, or ribcage
Maternal toxin exposure
Pregnancy induced hypertension
Presence of a twin
Poor nutrition
Prolonged illnesses
Trauma to abdomen like an auto accident during pregnancy
Fibroid or bicornuate uterus
It is also important to consider the factors that are involved in the birth process itself that can contribute to health
issues in the child:
Long labor can cause excessive compressive forces on the baby.
Too short of a labor may deliver a baby that’s head has not properly molded to accommodate the birth canal.
Excessive or too strong contractions that may be brought on by Pitocin, can also cause trauma.
A Cesarean section. Although seemingly harmless, these cause dysfunction to the baby because of the sudden pressure changes involved, the preceding events, sedation, and the lack of proper first breath.
An epidural delivery may lead to more birth trauma because of the lack of feedback from the pelvis.
Forceps, if improperly used, could cause injury to underlying fragile anatomical tissues. A vacuum extractor may also contribute to these problems.
The face presentation may lead to facial problems/dysfunctions.
The breech presentation can be traumatic.
A first child or a long gap between babies may lead to more trauma.
Prematurity, even though the child weighs less, its skull is unprepared for the rigors of delivery, or the firmness of an incubator flooring.
Too large of a baby may incur trauma.
A cord around the neck too can cause pressure changes and anoxia.
Somatic Dysfunction
There are many factors contributing to somatic dysfunction. In an exhaustive study published on “birth trauma,” Dr. Viola Frymann, founder of the Osteopathic Center for Children in San Diego, discovered 80 percent of the 1,250 infants she chronicled in the research suffered from some form of trauma incurred during birth.6
Since the newborn is neurologically incomplete, potential adverse effects related to birth trauma may not be immediately obvious. Many disease states can be altered by cranial manipulation in the regions related to anatomical disturbances in the cranial nerve pathways involved. Given the extensive pathways and fascial and membranous connections throughout the body it is wise to treat the whole patient.
Pediatric Assessment
An appropriate pediatric assessment of the birth or early trauma contributing to the patient’s state at time of presentation includes the following inquiries: cry at birth, nursing ability, spitting up or vomiting, colic, sleep habits, constipation, developmental delays, bruises present or misshapen head at birth, opisthotonic contractures, and issues relating to preferring to stand on toes or inflexibility of the muscles (may indicate pyramidal tract region injury).
Osteopathic Examination
The osteopathic examination of the pediatric patient includes a thorough neurological study, and a check of early reflexes. Moro, grasp, asymmetrical tonic neck, parachute, deep tendon, and plantar reflexes can alert the osteopathic physician early to easily missed areas needing attention.
Structural Dysfunctions
Dr. Beryl Arbuckle said that 95 percent of cerebral palsy is probably caused from structural dysfunctions.7 A complete cranial, vertebral, ribcage, pelvis, sacral, and extremity examination with attention to asymmetry, distortion, and somatic dysfunction will highlight areas that are in need of osteopathic treatment.
Due to the head size, important contents, and vulnerability to trauma, knowledge and usage of osteopathy in the cranial field on the pediatric population is universally useful. It is not mandatory at first to be highly trained in cranial work to treat pediatric patients.
Treatments
Many pediatric patients respond favorably to lymphatic and myofascial mobilization. In the pediatric patient (beginning with the newborn) attention is paid to the cranial bones, sutures, fontanelles, membranes, brain, cranial nerves passageways, and the ventricular system. Knowledge of the embryological and postnatal development of the craniofacial structures guides the treatment process for normalizing the anatomy.8
Occipital condylar decompression freeing up the pyramidal tracts, cranial nerves 9-12, and any sphenobasilar compression can have widespread effects. Newborn treatment with attention to the extremities, especially the knees according to Fulford, the vertebral column, and ribcage all with gentle myofascial approaches is indicated.9
In the older infant and child the addition of mandibular drainage of Galbreath helps in drainage of the middle ear via the eustachian tube and lymphatics. A recent OMT study of recurrent acute otitis media by Mills et al showed OMT may prevent or decrease surgical intervention or antibiotic overuse.10
Cervical treatment in a young child below six-years-old probably would not necessitate any thrusting techniques. There is not much force required to reduce these somatic dysfunctions. In older children and adolescents, treatment similar to that an adult receives can be used.
High velocity is not contraindicated in children, however children with Downs Syndrome or rheumatoid arthritis should not receive HVLA to the cervical spine because the odontoid ligament is susceptible to rupture. Myofascial, BLT, FPR, muscle energy, and counterstrain are all useful and may be modified depending on the ability of the pediatric patient to participate.
O-A and A-A regions directly affect parasympathetic function through the vagus nerve. C3-5 phrenic nerve origins affect diaphragm motor function. Release and stroking of lymphatic tissues of the cervical chain, trachea, and hyoid is especially useful in pharyngitis, sinusitis and otitis.
Thoracic and lumbar treatments can easily be accomplished with the many soft tissue treatments available. Gentle, accurate HVLA technique can be useful to reduce Type I or local Type II dysfunctions. Often correction of single segment dysfunction can be done with soft tissue or fluid approaches. Balancing of the sympathetic nervous system here can be useful in helping many visceral or nervous disorders. Knowledge of viscerosomatic reflexes guides treatment.
Soft tissue springing, pumping of the ribs and Chapman’s reflexes facilitate drainage of lymph. A relative contraindication of a lymphatic treatment would be a child with a bacterial infection and a fever over 102 degrees. Fear of spreading the infection is a consideration.
Rib and lymphatic treatment is very useful in many acute and chronic upper and lower respiratory conditions. Thoracic inlet fascia derived from scalenus and longus coli muscles forms a fascial diaphragm here.
Special attention to the drainage rich thoracic duct on the left side is important. Rib raising normalizes sympathetic activity. This directly dilates lymphatic vessels and promotes clearance of toxins. Therefore, thoracic and pedal pump are valuable in the pediatric age group.
Spleen and liver pump techniques enhance lymphatic and immune function. Diaphragm treatment with attention to the cisterna chyli anterior right of the L1-L2 vertebrate is a key region. Mesentery lift and Chapman’s reflexes are a nice gateway into treatment of the abdomen contents.
Sacral and pelvic inter and intraosseous dysfunction and pelvic diaphragm restriction should be addressed. Falls to the buttocks, while the child is learning to stand and walk can be a contributing factor.
The primary respiratory mechanism can be normalized by treatment of the sacrum aiding the health of the child. Sacral sag of the base anteriorly or a craniosacral extension here can lead to mental disturbances. Sacral evaluation is a priority from newborns all the way to adolescents.
The extremities are susceptible to restriction of motion at the joints, misalignment of bones, and muscle and fascial restrictions. Shoulder dysfunction can be treated by soft tissue approaches. Carpal separation technique may reveal dysfunction, especially in children who frequently use computers.
Sports injuries in the older child can easily be helped with osteopathic manipulation and can quickly get the child back in the game. Minor meniscal tears or sprained ligaments usually heal well with a thorough treatment plan. Shin splints often are alleviated with treatment of the tissues involved. An anterior tibia displaced upon the talus is often found in youth, especially after they have stopped quickly on a court. Reduction with HVLA can prevent later ankle pathology.
External Factors
Part of the osteopathic treatment program for any child should include attention to external factors that can alter health. Rotation of a newborns’ head in bed by alternating sides each night promotes a more normal cranium. Adequate “tummy time” should be encouraged to promote crawling.
The parent should be discouraged from using a walker to help a baby walk sooner. This is primarily to help achieve because mastery of crawling, for all of its sensory and neural effects. Conversely, leaving a baby in a stationary entertainment center too long could prevent optimization in gaining strength to learn to crawl.
Pacifier usage should be terminated before the eruption of teeth, but the preferable method is not to use one at all. Speech, socialization and cranial disorders can result from over use.
Proper attention to pillow height, keeping it to a minimum, is vital in protecting the posture of the older child. Proper shoes are important to the developing posture; high heels may contribute to knee and back dysfunction. Usage of protective gear and helmets during many activities including bicycling is vital. Avoidance of usage of the head in sports like soccer, and safety in sports, especially football, is essential.
Adequate exercise of at least two hours per day in older children will help avert the onset of obesity and early diabetes. A good diet low in sugar, artificial foods, and trans-fatty acids will avert health problems later. Limiting television to one hour a day or none at all, will encourage better socialization skills, playability, and exercise.
The osteopathic approach to the pediatric patient is a process that begins with the health of the mother, and carries through all the way up to adulthood. A recent study by King et al 11 found improved outcomes in labor and delivery for women who some were only given one or two OMT treatments during pregnancy. Thorough treatment of the newborn with attention to the birth trauma is one of the most important treatments in a child’s life.
Hospitalized Patient
OMT in the hospitalized patient post surgically for an appendix removal, case of pneumonia or asthma can speed healing. Osteopathic manipulation is a conservative treatment that will go a long way to decrease usage of medicines, surgeries, orthodontia, glasses, hearing aids, braces, wheelchairs, physical therapy, speech therapy, occupational therapy, special education, sports restrictions, and psychotherapy.
Pediatric OMT Techniques
Technique 1 - "Baby Rib Raising" |
| Indication: Lymph drainage, otitis, sinusitis, rhinorrhea, pharyngitis, influenza, asthma, pneumonia, visceral disease to lower sympathetic tone, help mobilize spleen and liver bilaterally.
Patient: Seated facing away, towards parent
Doctor: Seated behind patient, thumbs at rib angles bilaterally, start at lower ribs and work slowly up toward top of ribcage until all ribs are mobilized. Special attention to posterior ribs and transverse processes are important and there may be a group area of ribs which is more posterior in the lower ribs indicating a tight diaphragm on this side.
Hand action: Simultaneously move hands medial and lateral with thumbs putting pressure on the rib angles rapidly at about the speed of the breathing. You are augmenting the breathing. It is okay if it is not synchronized with the breathing, it can be faster or slower. Do the whole rib cage both sides until there is improved motion. Time involved would be two-six minutes depending on the need. |
Technique 2 - "Condylar decompression" - adapted from Magoun`s Osteopathy in the Cranial Field first edition.12 |
| “Securing free movement of the occipital components in their dural envelope requires only the lightest touch to guide the parts to a position for correction by the forces which nature has placed there to do the job, the membranes and the fluid.”
The respiratory cooperation of crying will definitely assist, but the touch should be so light that it will not provoke crying. Results will be slower as the parts ossify. Adapt technique to the pediatric patient’s stage of development.
1. Decompression of the condylar parts or lateral masses. Place the index and middle finger of one hand in contact with the posterior ends of the condylar parts. Apply a gentle V spread directed to the condylar junction with the basiocciput, holding them in a posterior direction at the same time for tension on the membranes of the base. The thumb and ring finger of the same hand direct the squama towards the normal position. Place the middle finger of the other hand along the metopic suture to circumduct the anterior attachments of the falx forward and upward and so add to the membranous tension on the base. Direct the fluid to the condylobasilar junction with the palm or to one condylotemporal if necessary. An assistant may hold the sacrum to indirectly stabilize the basilar part of the occiput. If any case is too intractable or too severe, use the first treatment or two to merely hold the sacrum at the point of balance and let the infant squirm and cry and pull to start the correction. The release of the resistance of the parts indicates progress. |
Technique 3 - Mandibular Drainage of Galbreath13 |
| A soft tissue technique using passively induced jaw motion to effect increased drainage of middle ear structures and tonsillar congestion via the eustachian tube and lymphatics. This technique can be taught to the parent of child and performed daily for children with chronic otitis media.
Patient: Seated or supine.
Doctor: Behind patient, with one hand stabilizing the side of the head and the other hand placing traction on the proximal mandible. With a “pumping action,” the fascia of the eustachian tube via the mandible is brought anteriorly and medially across the face a short distance, multiple times on each side of the head. The procedure is done for 30 seconds on each side for up to three times a day. |
Technique 4 - Sinus Effleurage |
| Effleurage is defined as “stroking movement in massage used to move lymphatic fluids.” Inflammation, swelling of the mucosa, excessive mucus production, and decrease of ciliary motility can all be positively modified by this technique.
Whether the cause is allergic or infective, effleurage will promote lymphatic drainage. The treatment is followed by effleurage of the anterior cervical chain towards each lymphatic duct and ultimately the heart.
Patient: Supine.
Doctor: Over a period of two to five minutes or more with a large repetition of strokes, bring the thumbs across the frontal sinuses and maxillary sinuses from medial to lateral ending up towards a point near the ear lobes in the neck region.
Then one side at a time, use the thumb to milk the lymphatic fluid down the anterior aspect of the sternocleidomastoid muscle along the anterior cervical lymphatic chain towards the heart. This technique can be repeated and taught to the parent as needed. |
|
|
Technique 5 - Ear Pull Technique |
| One approach to an acute otitis media situation would be a gentle bilateral ear pull to help mobilize the underlying fascia and the temporal bones. Often time the physician will notice that one side is more restricted and takes longer to feel a sense of release of restriction. The side that is more medial often correlates with an internally rotated temporal bone. This technique coupled with the others will help to hasten recovery. Patient: Supine
Doctor: Behind the patient, applying an equal ear pull bilaterally with a gentle force until symmetry or bilateral lessening of restriction is felt. This technique is useful when the child is able to lie still. In a moving infant or toddler, it is not suggested. |
Technique 6 - Nursemaid`s Elbow (Annular Ligament Displacement) Treatment14 |
| While not technically a form of osteopathic manipulation, this treatment is included so the osteopathic primary care physician will be able to easily reduce this ailment and so avoid more intense subspecialty care. Two simple, quick maneuvers need to be done.
Usually a successful response is felt by just using the first. These techniques are most effective if done within 12 hours of the injury. Failure to reduce the injury is noted when the child still continues to have pain and refuses to use the forearm an hour after reduction maneuvers have been attempted. In this event, orthopedic consult is indicated. - Supination maneuver
-
- This consists of simultaneous supination of the forearm and extension of the elbow, followed by flexion of the elbow (with the palm supinated). The hand goes so far as to touch the shoulder. It is done swiftly and is usually effective. If this maneuver does not work, proceed to the pronation maneuver.
- Pronation maneuver
- With a handshake, the forearm is simultaneously pronated and the elbow is extended, followed by flexion of the forearm (with the palm pronated). It is done swiftly and it is usually effective.
|
|
Paul J. Capobianco, DO graduated in 1994 from the University of New England College of Osteopathic Medicine and is board certified in Neuromusculoskeletal Medicine/ Osteopathic Manipulative Medicine and Family Practice. He has been in private practice since 1995 in Glen Cove, New York.
- Still CE, 1991. Frontier Doctor Medical Pioneer.Kirksville: The Thomas Jefferson University Press.
- Still AT, 1908. Autobiography: Kirksville: American Academy of Osteopathy.
- Still AT, 1910. Osteopathy Research & Practice: Kirksville: The Journal Printing Co.
- Frymann VM, 1966. Relation of disturbances of craniosacral mechanisms to symptomatology of the newborn: Study of 1,250 infants. J Am Osteopath Assoc
1966Jun;65(10):1059-75 - Fulford RC, 1996. Dr. Fulford`s Touch of Life: New York: Simon & Schuster Inc.
- Magoun HI, 1951. Osteopathy in the Cranial Field: Cincinnati: C.J. Krehbiel Co.
- Jealous JS, 2002. Biodynamic Methodology for General Practice-audio-text CD`s: Biodo.com
- Mills MV, Henley CE, Barnes LL, Carreiro JE, Degenhardt BF. 2003. The use of osteopathic manipulative treatment as adjuvant therapy in children with recurrent acute otitis media. Arch Pediatr Adolesc Med. 2003 Sep;157(9):861-6.
- Pratt-Harrington D, 2000. Galbreath technique: a manipulative treatment for otitis media revisited. J Am Osteopath Assoc. 200 Oct;100(10):635-9.
- Arbuckle BE, 1994. The Selected Writings of Beryl E. Arbuckle, DO, FACOP: Indianapolis: Revised Edition American Academy of Osteopathy.
- King HH, Tettambel MA, Lockwood MD, Johnson KH, Arsenault DA, Quist R, 2003. Osteopathic manipulative treatment in prenatal care: a retrospective case control design study. J Am Osteopath Assoc. 2003 Dec;103(12):577-82.
- Kaplan RE, Lillis KA. 2002. Recurrent nursemaid`s elbow (annular ligament displacement) treatment via telephone. Pediatrics. 2002 Jul;110(1 Pt 1):171-4.
- Ward RC, 2003. Foundations for Osteopathic Medicine 2nd ed.: Philadelphia: Lippincott Williams & Wilkins.
- Frymann VM, 1998. The Collected Papers of Viola M. Frymann, DO Legacy of Osteopathy to Children: Ann Arbor: American Academy of Osteopathy
Homeschooling Can Help Every Parent
By Anne Heerdt-Wingfield
Web Exclusive
I started off parenting my school age children by educating them at home. After five years the situation no longer worked for us and we chose public schools. The kids love their schools and teachers but I still feel grateful for the years we were able to educate them at home. Home education of any variety can be a polarized issue in the United States. As more children are educated at home many parents will consider this option. There is so much wonderful information about homeschooling available now through the internet and local libraries and even some schools. Many families will see the benefits in homeschooling however may not choose to homeschool because of financial concerns, special needs or simply that the children are doing well in their current setting. It is not necessary to make a black or white decision on education. What I learned from my years as a homeschooling mother affects how I parent and educate my children now. I learned many things besides reviewing my elementary math skills, finally figuring out exactly where Zambia is on the map of Africa and just how truly difficult it is to teach a five year old to crochet. I hope that by learning lessons from homeschooling, all parents can take an active part in their children’s education and not feel left out of the fun.
Never Say Never
The first thing I learned was `never say never’. When I started out parenting I had a plan, homeschooling was an integral part of that plan. I loved the idea of flexible days, intense focus on our interests, and a chance to teach our families values. My first year homeschooling was also my sister’s first year teaching in public schools. We avoided the conflict that often rears between homeschooling and public schooling because of our respect for each other and open minded attitudes. We often talked about education; she was curious about what may be different with a child at home and I wanted to know what other kids were doing in school. Looking back I am grateful that I avoided making grand statements that would cause me embarrassment later. The truth is that I honestly could not predict what would work best over the next 13 years. My motto in the beginning was to choose what worked best for my child and the family on a case by case, year by year basis. I have met families committed to home education who changed due to an extended illness of the parent, and public school teachers who started to teach a child at home because of the child’s illness or severe allergies. I also have met parents who continue to homeschool with two full-time jobs or widowhood. There are no rules as to what makes one family send children to school and another to stay home to learn. Many parents will give you some version of `I started with lots of ideas on raising kids, and ended up with lots of kids and few ideas’. This classic statement is borne not from defeat but rather from the experience of life and respect for the children as they grew.
All Work Teaches Something
Perfectionism stands in the way of learning. In homeschooling you can get caught up in the search for the perfect program or style. However what attracted me to homeschooling was the freedom to choose between all the options available in education. The choices cover a broad range from traditional schooling similar to education in the previous century, classical education focusing on Latin, to relaxed education and even unschooling. Unschooling reminds us that all work teaches something, and that includes curriculum at home and in public schools. By spending all day with your school age children you are aware of the school work they are doing as well as the games they are playing and the physical activity they are participating in. I have seen a child who has been struggling with a math concept suddenly “get it” when adding up a score while bowling, or while cutting a cake into equal pieces. I have also watched them learn responsibility not only by doing homework but by participating in chores and all the jobs that I needed to do in order to keep a home running. I could not do all of it while also helping them with their projects. We had to cooperate in order to make home schooling work. Our loose curriculum did not just include math and reading, but a subject I called life skills. The children learned to cook and do laundry and clean up after themselves. The actual knowledge that education imparts is only part of what is important. Children learn the skills to find information from a report, but can use that to study an interest as well. They can learn as much from earning a bad grade in school as a good one.
Spending Time With Kids Is Good
The most common question I had from others while home schooling was not about socialization or about my abilities to teach but about how I could spend that much time with my children all day, every day. I enjoy a quiet moment like everyone else, and I will admit that we had some hard days. I can recall going over a phonics lesson while washing thick lotion out of the baby’s hair or planning an entire `life skills’ day that ended up with math lessons at 10 pm. In the end I still think spending time with kids is good. I see a difference in how we spent that many hours together as compared to other families. I could not rely on the kids going off to preschool or elementary school to provide me a break or to afford me the uninterrupted time to address things like essential paperwork, so we had to work it out other ways. One such way was to definitely lower my standards. A house with children home all day is used more than most houses ever are. If you compare a home with children actively learning outside of textbooks to a home where the TV or computer are on long hours the impact is substantial. The ability to the do a project seems to come at least two years before the actual ability to clean up the project. My kids still run home from school to create and invent, and my house still shows it.
The other way we worked it out was to cooperate. We had mixed days on cooperation: one day I would be ready to call the reporters from Home Education Magazine, the next I prayed that no missionaries came to the door. The foundation of cooperation was quiet time. Quiet time was a rule in the house. If they did not nap they had to entertain themselves quietly on their bed for an hour at least. All the kids are great readers and have developed ways to play alone. Now that they are older and used to attending school we stay in practice by having TV free time on a regular basis, and mom still gets nap time on weekends and school breaks.
Teachers (Including Parent Teachers) Are People Too
While teaching my kids I had my bad days. I had grand ideas of what we could accomplish at home in our school and garden and projects. After a few years I realized we were not going to do as much as I had hoped or as much as the kids wanted of the fun stuff. I learned long before I put my kids in school that teachers (including parent-teachers) are people too. I enrolled my kids hoping that with the school handling the basic subjects then we would have time on our own to sew and garden and craft. Even then I was overambitious. When I walk into the classroom and see a project in progress or a display on the walls I have a glimpse of how much work it took in preparing and cleaning up in addition to just doing the actual project. I have approached teachers about issues and found that at times even the veterans are overwhelmed by a combination of kids or teaching a new concept or the new record keeping to prove they are achieving national goals. I find that the teachers are honest, human and truly have the student’s best interest at heart. That helps me work as a partner to the teacher instead of feeling I am bowing to authority whenever I walk into the classroom.
In The End, The Kids Are Yours
The heart of what I learned from my years of homeschooling affects how I treat my children now in school. I know I have choices that are legal, I have the option to pick what is best for my children in education or medical matters or simply lifestyle. More importantly I know that in the end, the kids are my responsibility. This has led to different choices over the years to keep our eyes on the long-range plan rather than a short-term fix. In homeschooling, families are accustomed to creating what they need. Some available curriculum was created for a specific need by an experienced parent or teacher. Clubs and activities that are not readily available are made up. Other times the same lack of activities can lead families to choose a public or private education to support an interest in concert band or team sports that is not possible another way. The point is that if you feel something is important to your child’s development then you as a parent are the one who is ultimately going to make that happen. Some of the best advice I got from a homeschooling book was to make a list of things you want your child to know by the time they are grown. The list can be a series of life skills or academic subjects or character lessons. Then look at how the most important things are going to be imparted to your children. Do they need special help in reading? Then advocate at the schools. But while you are waiting sit down with a book and get to work with your child. Will they need to learn cooking, financial and automotive skills before they are an adult? Then cook with them one night a week, have them balance the checkbook or require an auto shop class before driving the family car. If you want to teach character then show it in small ways by reasonably following school rules or complying with the laws concerning home education. Be willing to offer your 15% to what the school is teaching before choosing the 100% option of homeschooling. We all have days when we think that anyone else is a bigger influence on our children than we are. Children are smarter than that. They know that you will be the one there for them at 25 and hopefully 45 too.
Our current situation is that we still educate at home, and the children attend public schools. Over the summer we are studying personal finances, improving swimming skills, cooking and baking, traveling and reading. Next year the kids will learn Japanese and French as well as having excellent art classes and a PE program that does not depend on mom’s bad knee. What about the year after that? I can’t tell you. Maybe we will rent an RV and do schooling across the United States or stay home and sew our own clothes or join a team sport.
Anne Heerdt-Wingfield is a wife and mom and Mothering reader from way back. She lives in Colorado with her husband Phil, and children Erica (13) Tamarin (10) and Tyler (7) and pets Zoe, Midnight, Hazy and Pete.
There was a young woman who had been diagnosed with a terminal illness and had been given three months to live. So as she was getting her things "in order," she contacted her Pastor and had him come to her house to discuss certain aspects of her final wishes. She told him which songs she wanted sung at the service, what scriptures she would like read, and what outfit she wanted to be buried in.
Everything was in order and the Pastor was preparing to leave when the young woman suddenly remembered something very important to her. "There`s one more thing," she said excitedly. What`s that?" came the Pastor`s reply. "This is very important," the young woman continued. "I want to be buried with a fork in my right hand."
The Pastor stood looking at the young woman, not knowing quite what to say. "That surprises you, doesn`t it?" the young woman asked. "Well, to be honest, I`m puzzled by the request," said the Pastor. The young woman explained. "My grandmother once told me this story, and from that time on I have always tried to pass along its message to those I love and those who are in need of encouragement.
In all my years of attending socials and dinners, I always remember that when the dishes of the main course were being cleared, someone would inevitably lean over & say, `Keep your fork.` It was my favorite part because I knew that something better was coming...like velvety chocolate cake or deep-dish apple pie. Something wonderful & with substance! `So, I just want people to see me there in that casket with a fork in my hand & I want them to wonder "What`s with the fork?" Then I want you to tell them: "Keep your fork - the best is yet to come."
The Pastor`s eyes welled up with tears of joy as he hugged the young woman good-bye. He knew this would be one of the last times he would see her before her death. He also knew that the young woman had a better grasp of heaven than he did. She had a better grasp of what heaven would be like than many people twice her age, with twice as much experience & knowledge.
She KNEW that something better was coming. At the funeral people were walking by the young woman`s casket &they saw the cloak she was wearing & the fork placed in her right hand. Over & over, the Pastor heard the question, "What`s with the fork?" And over & over he smiled. During his message, the Pastor told the people of the conversation he had with the young woman shortly before she died. He also told them about the fork & about what it symbolized to her. He told the people how he could not stop thinking about the fork & told them that they probably would not be able to stop thinking about it either. He was right.
So the next time you reach down for your fork let it remind you, ever so gently, that the best is yet to come.
THIS IS AN OLD ONE....BUT BEARS REPEATING....SO WE NEVER FORGET...... At the end of this story, it gives you two options. I think you will
figure out what option I chose.
A cold March wind danced around the dead of night in Dallas as the
doctor walked into the small hospital room of Diana Blessing. She was
still groggy from surgery. Her husband, David, held her hand as they
braced themselves for the latest news.
That afternoon of March 10, 1991, complications had forced Diana, only
24-weeks pregnant, to undergo an emergency Cesarean to deliver couple`s
new daughter, Dana Lu Blessing.
At 12 inches long and weighing only one pound nine ounces, they already
knew she was perilously premature. Still, the doctor`s soft words
dropped like bombs.
"I don`t think she`s going to make it," he said, as kindly as he could.
"There`s only a 10-percent chance she will live through the night, and
even then, if by some slim chance she does make it, her future could be
a very cruel one."
Numb with disbelief, David and Diana listened as the doctor described
the devastating problems Dana would likely face if she survived.
She would never walk, she would never talk, she would probably be blind,
and she would certainly be prone to other catastrophic conditions from
cerebral palsy to complete mental retardation, and on and on.
"No! No!" was all Diana could say.
She and David, with their 5-year-old son Dustin, had long dreamed of the
day they would have a daughter to become a family of four. Now, within a
matter of hours, that dream was slipping away.
But as those first days passed, a new agony set in for David and Diana.
Because Dana`s underdeveloped nervous system was essentially `raw,` the
lightest kiss or caress only intensified her discomfort, so they
couldn`t even cradle their tiny baby girl against their chests to offer
the strength of their love. All they could do, as Dana struggled alone
beneath the ultraviolet light in the tangle of tubes and wires, was to
pray that God would stay close to their precious little girl.
There was never a moment when Dana suddenly grew stronger. But as the
weeks went by, she did slowly gain an ounce of weight here and an ounce
of strength there.
At last, when Dana turned two months old, her parents were able to hold
her in their arms for the very first time. And two months later, though
doctors continued to gently but grimly warn that her chances of
surviving, much less living any kind of normal life, were next to zero,
Dana went home from the hospital, just as her mother had predicted.
Five years later, when Dana was a petite but feisty young girl with
glittering gray eyes and an unquenchable zest for life.. She showed no
signs whatsoever of any mental or physical impairment. Simply, she was
everything a little girl can be and more. But that happy ending is far
from the end of her story.
One blistering afternoon in the summer of 1996 near her home in Irving,
Texas, Dana was sitting in her mother`s lap in the bleachers of a local
ball park where her brother Dustin`s baseball team was practicing. As
always, Dana was chattering nonstop with her mother and several other
adults sitting nearby when she suddenly fell silent.
Hugging her arms across her chest, little Dana asked, "Do you smell
that?"
Smelling the air and detecting the approach of a thunderstorm, Diana
replied "Yes, it smells like rain." Dana closed her eyes and again
asked, "Do you smell that?" Once again, her mother replied, "Yes, I
think we`re about to get wet. It smells like rain."
Still caught in the moment, Dana shook her head, patted her thin
shoulders with her small hands and loudly announced, "No, it smells like
Him. It smells like God when you lay your head on His chest."
Tears blurred Diana`s eyes as Dana happily hopped down to play with the
other children.
Before the rains came, her daughter`s words confirmed what Diana and all
the members of the extended Blessing family had known, at least in their
hearts, all along.
During those long days and nights of her first two months of her life,
when her nerves were too sensitive for them to touch her, God was
holding Dana on His chest and it is His loving scent that she remembers
so well.
You now have 1 of 2 choices. You can either pass this on and let other
people catch the chills like you did, or you can delete this and act
like it didn`t touch your heart like it did mine.
Yellow shirt
The baggy yellow shirt had long sleeves, four extra-large pockets trimmed in black thread and snaps up the front. It was faded from years of wear, but still in decent shape. I found it in 1963 when I was home from college on Christmas break, rummaging through bags of clothes Mom intended to give away. "You`re not taking that old thing, are you?" Mom said when she saw me packing the yellow shirt. "I wore that when I was pregnant with your brother in 1954!" "It`s just the thing to wear over my clothes during art class, Mom. Thanks!" I slipped it into my suitcase before she could object. The yellow shirt be came a part of my college wardrobe. I loved it. After graduation, I wore the shirt the day I moved into my new apartment and on Saturday mornings when I cleaned.
The next year, I married. When I became pregnant, I wore the yellow shirt during big-belly days. I missed Mom and the rest of my family, since we were in Colorado and they were in Illinois. But that shirt helped. I smiled, remembering that Mother had worn it when she was pregnant, 15 years earlier.
That Christmas, mindful of the warm feelings the shirt had given me, I patched one elbow, wrapped it in holiday paper and sent it to Mom. When Mom wrote to thank me for her "real" gifts, she said the yellow shirt was lovely. She never mentioned it again. The next year, my husband, daughter and I stopped at Mom and Dad`s to pick up some furniture. Days later, when we uncrated the kitchen table, I noticed something yellow taped to its bottom. The shirt!
And so the pattern was set.
On our next visit home, I secretly placed the shirt under Mom and Dad`s mattress. I don`t know how long it took for her to find it, but almost two years passed before I discovered it under the base of our living-room floor lamp. The yellow shirt was just what I needed now while refinishing furniture. The walnut stains added character. In 1975 my husband and I divorced. With my three children, I prepared to move back to Illinois. As I packed, a deep depression overtook me. I wondered if I could make it on my own. I wondered if I would find a job. I paged through the Bible, looking for comfort. In Ephesians, I read, "So use every piece of God`s armor to resist the enemy whenever he attacks, and when it is all over, you will be standing up." I tried to picture myself wearing God`s armor, but all I saw was the stained yellow shirt. Slowly, it dawned on me. Wasn`t my mother`s love a piece of God`s armor? My courage was renewed. Unpacking in our new home, I knew I had to get the shirt back to Mother. The next time I visited her, I tucked it in her bottom dresser drawer. Meanwhile, I found a good job at a radio station. A year later I discovered the yellow shirt hidden in a rag bag in my cleaning closet. Something new had been added. Embroidered in bright green across the breast pocket were the words "I BELONG TO PAT."
Not to be outdone, I got out my own embroidery materials and added an apostrophe and seven more letters. Now the shirt proudly proclaimed, "I BELONG TO PAT`S MOTHER." But I didn`t stop there. I zig-zagged all the frayed seams, then had a friend mail the shirt in a fancy box to Mom from Arlington, VA. We enclosed an official looking letter from "The Institute for the Destitute," announcing that she was the recipient of an award for good deeds. I would have given anything to see Mom`s face when she opened the box. But, of course, she never mentioned it.
Two years later, in 1978, I remarried. The day of our wedding, Harold and I put our car in a friend`s garage to avoid practical jokers. After the wedding, while my husband drove us to our honeymoon suite, I reached for a pillow in the car to rest my head. It felt lumpy. I unzipped the case and found, wrapped in wedding paper, the yellow shirt. Inside a pocket was a note:
"Read John 14:27-29. I love you both, Mother." That night I paged through the Bible in a hotel room and found the verses: "I am leaving you with a gift: peace of mind and heart. And the peace I give isn`t fragile like the peace the world gives. So don`t be troubled or afraid. Remember what I told you: I am going away, but I will come back to you again. If you really love me, you will be very happy for me, for now I can go to the Father, who is greater than I am. I have told you these things before they happen so that when they do, you will believe in me."
The shirt was Mother`s final gift. She had known for three months that she had terminal Lou Gehrig`s disease. Mother died the following year at age 57.
I was tempted to send the yellow shirt with her to her grave. But I`m glad I didn`t, because it is a vivid reminder of the love-filled game she and I played for 16 years. Besides, my older daughter is in college now, majoring in art. And every art student needs a baggy yellow shirt with big pockets.
Answers, given by elementary school age children, to the following questions. Why did God make mothers?
1. She`s the only one who knows where the scotch tape is.
2. Mostly to clean the house.
3. To help us out of there when we were getting born.
How did God make mothers?
1. He used dirt, just like for the rest of us.
2. Magic plus super powers and a lot of stirring.
3. God made my mom just the same like he made me. He just used bigger parts.
What ingredients are mothers made of?
1. God makes mothers out of clouds and angel hair and everything nice in the world and one dab of mean.
2. They had to get their start from men`s bones. Then they mostly use string, I think.
Why did God give you your mother and not some other mom?
1. We`re related.
2. God knew she likes me a lot more than other people`s moms like me.
What kind of little girl was your mom?
1. My mom has always been my mom and none of that other stuff.
2. I don`t know because I wasn`t there, but my guess would be pretty bossy.
3. They say she used to be nice.
What did mom need to know about dad before she married him?
1. His last name.
2. She had to know his background. Like is he a crook? Does he get drunk on beer?
3. Does he make at least $800 a year? Did he say NO to drugs and YES to chores?
Why did your mom marry your dad?
1. My dad makes the best spaghetti in the world. And my mom eats a lot.
2. She got too old to do anything else with him.
3. My grandma says that mom didn`t have her thinking cap on.
Who`s the boss at your house?
1. Mom doesn`t want to be boss, but she has to because dad`s such a goof ball.
2. Mom. You can tell by room inspection. She sees the stuff under the bed.
3. I guess Mom is, but only because she has a lot more to do than dad.
What`s the difference between moms and dads?
1. Moms work at work &work at home, &dads just go to work at work.
2. Moms know how to talk to teachers without scaring them.
3. Dads are taller &stronger, but moms have all the real power `cause that`s who you got to ask if you want to sleep over at your friend`s.
4. Moms have magic, they make you feel better without medicine.
What does your mom do in her spare time?
1. Mothers don`t do spare time.
2. To hear her tell it, she pays bills all day long.
What would it take to make your mom perfect?
1. On the inside she`s already perfect. Outside, I think some kind of plastic surgery.
2. Diet. You know, her hair. I`d diet, maybe blue.
If you could change one thing about your mom, what would it be?
1. She has this weird thing about me keeping my room clean. I`d get rid of that.
2. I`d make my mom smarter. Then she would know it was my sister who did it and not me.
3. I would like for her to get rid of those invisible eyes on the back of her head
For The 50`s Gang, among others
My Mom used to cut chicken, chop eggs and spread mayo on the same cutting board with the same knife and no bleach, but we didn`t seem to get food poisoning.
My Mom used to defrost hamburger on the counter AND I used to eat it raw sometimes, too. Our school sandwiches we! re wrapped in wax paper in a brown paper bag, not in icepack coolers, but I can`t remember getting e. coli.
Almost all of us would have rather gone swimming in the lake instead of a pristine pool (talk about boring), no beach closures then.
The term cell phone would have conjured up a phone in a jail cell, and a pager was the school PA system.
We all took gym, not PE... and risked permanent injury with a pair of high top Ked`s (only worn in gym) instead of having cross-training athletic shoes with air cushion soles and built in light reflectors. I can`t recall any injuries but they must have happened because they tell us how much! safer we are now.
Flunking gym was not an option... even for stupid kids! I guess PE must be much harder than gym.
Speaking of school, we all said prayers and sang the national anthem, and staying in detention after school caught all sorts of negative attention. We must have had horribly damaged psyches. What an archaic health system we had then. Remember school nurses? Ours wore a hat and everything.
I thought that I was supposed to accomplish something before I was allowed to be proud of myself.
I just can`t recall how bored we were without computers, Play Station, Nintendo, X-box or 270 digital TV cable stations.
Oh yeah... and where was the Benadryl and sterilization kit when I got that bee sting? I could have been killed!
We played `king of the hill` on piles of gravel left on vacant construction sites, and when we got hurt, Mom pulled out the 48-cent bottle of Mercurochrome (kids liked it better because it didn`t sting like iodine did) and then we got our butt spanked. Now it`s a trip to the emergency room, followed by a 10-day dose of a $49 bottle of antibiotics, and then Mom calls the attorney to sue the contractor for leaving a horribly vicious pile of gravel where it was such a threat.
We didn`t act up at the neighbor`s house either because if we did, we got our butt spanked there and then we got butt spanked again when we got home.
I recall Donny Reynolds from next door coming over and doing his tricks on the front stoop, just before he fell off. Little did his Mom know that she could have owned our house. Instead, she picked him up and swatted him for being such a goof. It was a neighborhood run amuck.
To top it off, not a single person I knew had ever been told that they were from a dysfunctional family. How could we possibly have known that? We needed to get into group therapy and anger management classes? We were obviously so duped by so many societal ills, that we didn`t even notice that the entire country! wasn`t taking Prozac! How did we ever survive?
LOVE TO ALL OF US WHO SHARED THIS ERA, AND TO ALL WHO DIDN`T- SORRY FOR WHAT YOU MISSED.
I WOULDN`T TRADE IT FOR ANYTHING.
TEN things to say when caught sleeping @ your desk!
10. "They told me at the Blood Bank this might happen."
9. "This is just a 15 minute power nap they raved about in the time management course you sent me to!"
8. "Whew! Guess I left the top off the Whiteout. You probably got here just in time."
7. "I wasn`t sleeping! I was meditating on the mission statement and envisioning a new business strategy."
6. "I was testing my keyboard for drool resistance."
5. "I was doing a highly specific Yoga exercise to relieve work-related stress. Are you discriminatory toward people who practice Yoga?"
4. "Darn! Why did you interrupt me? I had almost figured out how to handle that big accounting problem."
3. "Did you ever notice sound coming out of these keyboards when you put your ear down real close?"
2. "Who put decaf in the wrong pot?!?"
AND THE NUMBER ONE best thing to say if you get caught sleeping at your desk........
1. Raise your head slowly and say,
"...in Jesus name, Amen
Kid’s Unlimited