Guest Blogger: Dr. Graham Hill-Type 2 Diabetes

Dr. Hill presents a very creative, very understandable explanation of Type 2 Diabetes, a serious condition affecting a great many people. 

"I hope you all enjoyed the inaugural video on the HealthThatCares channel. Type 2 Diabetes is an epidemic in the world today affecting more than 250 million world wide. This video is meant to educate and inform people about the disease process and complications. If you know anyone with type 2 diabetes encourage them to see their doctor and to manage their blood sugar.

This video is not meant to take the place of any advice from a doctor. Manage the disease according to your doctor's directions.

Please like the channel and I welcome all comments!!

Suggest which videos you would like next!" Graham.


All Statistics taken from CDC:http://www.cdc.gov/diabetes/statistic...

All information from UpToDate

Music:
"Perspectives" Kevin MacLeod (incompetech.com)
Licensed under Creative Commons: By Attribution 3.0
http://creativecommons.org/licenses/b...

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An Invigorating Week At Creativity Camp

Lessons Learned

Creativity Camp

Woo hoo! Three and a half hours each morning with first and second graders for a full week with the goal of “creating” things sounded like an awesome adventure to me; an arts integration enthusiast and specialist.  Because creativity requires one to see something new or perhaps to see a new possibility for something that is not new, I thought it best to begin with ordinary, familiar items and use them as our diving board into the lovely pool of imagination. We need to imagine to create. So out came the tinfoil, duct tape, pipe cleaners, burlap potato sacks, popsicle sticks, tissue paper, glue, pony beads, wooden beads, shoe laces, yarn, 64 crayons, empty plastic coffee canisters,  small clear glass vases, thin-wired coat hangers, polar fleece, and at least one hundred brown paper bags, and with that outstanding imagination-tickling assortment of tools, we began. Weaving was a great place to begin and paper weaving was easy, quick, and looked excellent without hours of practice. We handily graduated to weaving through burlap with pipe cleaners, feathers and yarn, and a shoe lace. Our creations were exciting, unique, and brought gleeful smiles of pride. After reading a Native American folk tale, we created friendship necklaces; one to keep and one to share. Our final activity the first day was to create tinfoil sculptures; anything each student wanted to make, but it needed to be accompanied with a clear verbal description and presentation to the class. I, then, ask each of them to make a canoe sculpture reminiscent of the one in the story we read. The homework assigned them was to float their canoes in the sink or bathtub at their homes. Hours flew and smiles never left. Day after day, project after project, story after story, we imagined and we created, all interspersed with lively ongoing conversation and an occasional nature walk outside in search of twigs or leaves or small stones on the ground for use In future projects. We played. We laughed. We exercised our imaginations. We learned new stories about new characters. We learned about and experimented with new art forms by recycling and rejuvenating ordinary, familiar items. We created something brand new from something that had always been there. We needed no kits nor step-by-step directions, for our imaginations led the way. Creativity Camp was a beautiful opportunity for the brilliant imaginations of children to romp happily and fully free, unrestrained by the highly structured, highly scheduled lockstep that is frequently life when it is not summer vacation.  Why couldn’t Creativity Camp be a regular part of an academic curriculum? The benefits would surely ripple infinitely through young hearts and lives.

OK, Metrics Again. It's Just Not Right.

Lessons Learned

Not That There's Anything Left To Say, But....

In a word, metrics. How do we measure up? Are we faster, better, or stronger than the last time we checked? Are all of our measurable qualities demonstrating continuous improvement? Success of any organization or entity, these days, boils down to numbers and can readily be assessed on the pan balance of comparison. Good numbers constitute good work, and good work is the all in all. Eons and billions are spent monitoring and managing metrics, and profit empires are built on such.  This is humongously meaningful for countless things such as those that are inanimate, but what of those that are not? What about people?  With respect to people, there are a number of immeasurable qualities which significantly influence successful outcomes. Many of the immeasurable qualities that powerfully contribute to success are contingent on the affective culture or mindset of the people involved. In the flurry of checklist assignment dispensing, deadlines pressing in, paper gathering, number crunching, outcome analyzing, and bottom line ramifications, where are the people? Where are the feelings of the people? Machines heartlessly and most effectively produce brilliant metrics. The human variable notches down the effectiveness because this pesky variable has feelings; unquantifiable feelings that can and do unpredictably tip the balance. Drat and double drat. Take schools, for instance. Are all of the boxfuls of voluminous paperwork generated and tabulated for each student honestly, truly honestly improving that student’s understanding of content, application of understanding, and capability of producing connection building scaffolding? I do not think so. From my vantage point of thirty years in the classroom, I see the areas in most dire need of bolstering among students to be relational.  Feelings, communication, empathy, and compassion are all immeasurable and they all lead to understanding. Understanding leads to meaning-making which suddenly brings relevance into the educational picture.  Encouragement is another immeasurable but remains by far the single most important and long-lasting motivator. We can try to motivate extrinsically but when the novelty of the incentive wears off we’ve lost. Encouragement, on the other hand, cumulatively builds confidence and commitment and requires no paperwork, simply words spoken from one heart to another heart.  A leader comprehends this human need and harnesses its power as a strong motivator of people. A leader comprehends that to create and to innovate, which exist at the top level of Bloom’s Taxonomy  of learning domains, the affective environment needs to be one of encouragement. The affective environment of a metrics driven organization is fear, fear of the pan balance upon which each one’s efforts are regularly measured.  Fear can surely be a motivator, but in a very sad, unhealthy, and dysfunctional sort of way.  Fear binds creativity. The data obsession of a metrics environment aligns all efforts on an efficient and lock-step path of conformity which is neatly quantifiable, but deals the death blow to all things time-consumingly creative.  The pendulum swing of those cultural values to which we most deeply cling is presently at its widest arc in metrics glorification, but it will swing back because historically it always does. Numbers can never and will never paint the whole picture when the hearts and dreams of people are involved.

Creativity...Choose It.

Lessons Learned

Where Does An Idea Start?

Where does an idea start? In a daydream? In a puddle of fun? In a pressure-cooker of deadlines? In silence? In a hubbub? Alone? In a crowd? In short, yes. Anywhere. Everywhere. Anyone. Everyone. Anytime. All of the time.  Like a busy river flowing, so too are ideas from the mind of each one willing to leave creativity’s spigot on thus allowing and encouraging the flow.  But I am not creative, you say. Hogwash, I say. Right-brained, left-brained, linearly inclined, spatially inclined, whichever of Howard Gardner’s Multiple Intelligences one exhibits the greatest proclivity towards, no one particular sort of thinker possesses the unilateral ownership of creativity. Creativity is not some exclusive club to which membership is acquired through being an artist only. True, artists are usually exceptionally creative, but so are scientists, parents, teachers, athletes, volunteers, emergency workers, farmers, builders, sales people, baby sitters, chefs, writers, etc, etc, etc. Anyone who must improvise or “make due” with what they have to generate what they need is one who demonstrates creativity. Creativity belongs to us all. Creativity exists within us all. Creativity is a way of seeing that pushes back just a little against the beige lockstep of conformity. The “should be’s” that drive our thinking in the comfortable direction of the status quo frequently tramp down our bubbling creativity in deference to the security that comes from thinking like everyone else. It’s there, though; never doubt it. Creativity is a choice, everyone’s choice, and it is absolutely the birthplace of ideas. To release your creativity, you must be willing to be a bit vulnerable, willing to be a bit playful, willing to take a little risk and jump into the sandbox of imagination, willing to take a little bit bigger risk and leap out of the box of convention, willing to laugh at yourself and dance gently around the burdens of life for a few minutes, willing to imagine solutions to unsolvable problems, willing to use ten times more adjectives in telling a story, willing to unashamedly  try on the rambunctious outfit of an optimist, willing to whisper yes when every fiber of your body is shouting at you to say no, and willing to leave the heavy cloak of self-consciousness outside the door. This is for starters. If you are willing to creatively and open-endedly, non-judgmentally and joyfully play, then you might just find yourself inundated with ideas for all sorts of exciting new things.

The esprit de corps of singing...

Lessons Learned

Singing Together Can Help Us Grow

Six languages in one first grade classroom.  Swedish. Greek. Japanese. Afganistan. Spanish. English.  Our hope was to teach them all to read.  Our priority was to build a community, to communicate, but the first few days of school made that priority seem quite remote and that hope nearly impossible.  We had no means by which to connect and our only apparent common ground right then was that we shared a classroom, a cold, lonely one at that. After lunch each day, we had a twenty minute window of time during which we played acoustic instrumental music, and the students were encouraged to either look at a picture book, quietly draw a picture, or simply relax and listen to the music. Surprisingly, most students opted to listen to the music. It was calm, soothing, peaceful, and biased toward no one language. Each mind processes music in its own language.  Perhaps music held a key. We wrote a song about counting to ten. We asked each student to count to ten in his or her primary language, which we phonetically wrote down.  We all learned how to count to ten in each of our class languages with great and enthusiastic help from each other. It was a spectacular song, made exponentially better by the robust participation and growing esprit de corps of our classroom community.  By sharing a little piece of each other’s language, we were able to share a little piece of each other’s heart.  Our community grew. Our trust grew. Our learning grew. We became readers.  We became friends. We shared a song.

Missing The Boat With Meaningful, Relevant Learning

Lessons Learned

Relational Education

One of the most significant outages of metrics driven educational accountability, as I see it, is the absence of time for relational connection to the students.  There simply are not enough hours in the school day to accommodate all of the paperwork that needs to be accomplished in terms of a variety of assessments, high-stakes testing with endless prep for that, and documentation on each issue of each student so that suitable amounts of paper trails can cover every measurable aspect. Information is not the enemy, however. We have a tendency towards the extreme, and that is the problem.  The “go big or go home” mentality which drives our culture and permeates our every moment, pushes and extends the wide-sweeping swing of the pendulum of trends to new extremes that readily enslave us all. We seem to have lost all sense of moderation and balance and have traded that for superlative amounts of the next new-fangled idea, whatever that may be. Excessive, obsessive amounts of metrics fastidiously gathered for the purposes of something that may or may not be working relative to educating students successfully is fast becoming ridiculous. And what has been traded for the boxes full of pointless data which will sit and ultimately become kindling for the fire resulting from the spark of tomorrow’s next theory? Show and tell has been traded.  Arts have been traded. Field trips and special curiosity-driven projects have been traded.  PE, an extra recess and normal-length lunch hours have been traded. All things that make education real and human and meaningful and relatable have been traded. That is a gargantuanly pricey trade. The numbers have added little besides significant stress and have taken beauty and connection. In thirty years of teaching, I have sadly witnessed exponentially increasing numbers of relational breakdowns all around but beginning with families. Kids are resilient is what the experts all say and it’s true to a certain extent but it is not the whole story. Scars. Fear. Pain. Insecurity.  And on and on. These are the rest of the story. These are what students carry to the classroom, to recess, to the nurse’s office. These are the things that tummy aches are made of. These are the things that stir in bullies. These are the things that result in high distractibility and disengagement.  These things hurt deeply and permanently and affect every single aspect of school. These things are not documented alongside reading scores, but they influence every assessment.  All of the traded elements mentioned above provide balm for the deep hurts such as these, and without them our burdened children merely go superficially through educational motions. To talk, to interact, to share, to relate, to express, to create, these are meaning-making attributes of education that inspire engagement and foster affirmation that in turn will encourage confidence and desire to discover.  Swing pendulum, swing away from the numbers that allow decision-makers to enthusiastically pat one another on the back, and instead swing toward those deep things that honestly reach and nurture students. We yearn for connection; it’s a human need, and it cannot be extracted from educating children without suffering an unfathomable price.  We are there.     

Music Builds Community

Lessons Learned

Music Builds Community

Six languages in one first grade classroom.  Swedish. Greek. Japanese. Afganistan. Spanish. English.  Our hope was to teach them all to read.  Our priority was to build a community, to communicate, but the first few days of school made that priority seem quite remote and that hope nearly impossible.  We had no means by which to connect and our only apparent common ground right then was that we shared a classroom, a cold, lonely one at that. After lunch each day, we had a twenty minute window of time during which we played acoustic instrumental music, and the students were encouraged to either look at a picture book, quietly draw a picture, or simply relax and listen to the music. Surprisingly, most students opted to listen to the music. It was calm, soothing, peaceful, and biased toward no one language. Each mind processes music in its own language.  Perhaps music held a key. We wrote a song about counting to ten. We asked each student to count to ten in his or her primary language, which we phonetically wrote down.  We all learned how to count to ten in each of our class languages with great and enthusiastic help from each other. It was a spectacular song, made exponentially better by the robust participation and growing  esprit de corps of our classroom community.  By sharing a little piece of each other’s language, we were able to share a little piece of each other’s heart.  Our community grew. Our trust grew. Our learning grew. We became readers.  We became friends. We shared a song.

Do You Bind or Liberate the Creative Spirit?

Lessons Learned…

Do You Bind or Liberate the Creative Spirit?

Time. Patience. Non-judgment. Safety. These things all are mandatory for a creative spirit to feel free to create. A creative spirit comfortably and frequently dwells in a place of great vulnerability. This place is one where wide open emotions, wild imaginings, and novel, exciting connections intersect.  It is an exhausting and exhilarating place all at once. The birth of an idea occurs in a place where a brave creative spirit is willing to take a great risk and expose his or her heart. For example, a composing artist might be inspired by a landscape, an event, a relationship, a life story, or any other of an infinite number of inspirational sources, and then the seed of that inspiration takes root in imagination’s fertile soil. While germinating, the inspiration, for a composing artist, develops an identifying sound and a musical color which will ultimately be creatively translated into a melody. Sometimes this creative process takes a great deal of time, sometimes it unexpectedly bursts forth from seemingly nowhere, but in any case, it cannot be timed, measured, demanded of, or really even controlled. It just is as it is. Which comes first, the lyrics or the melody? There is no standard recipe. There is no prescribed order or flow chart design.  It just is. And when pen finally puts creativity to paper, we see the fruit emerge. The fruit of this particular creativity is a song.  A unique melody.  A unique combination of words.  A unique color of emotion extracted from the original inspiration.  This unique musical composition depicts the artist’s very own musical connection to the object of inspiration, and to be invited to hear this melody by the artist’s hand is to indeed be considered a trusted confidant.  Words need to be few in this moment of hearing a new song.   One who snaps to reckless judgment, one who values to the highest priority the narrow parameters of extreme efficiency, one who typically favors status quo in general, one who is easily distracted and unable to simply breathe in the awesomeness of newness, one to whom nothing is ever quite good enough, these would rarely be the ones invited into this moment of creativity unveiled.  These are actually the ones who bind the creative spirit within boxes of ordinary, predictable, beigeness.  Within these boxes creativity suffers and dies, for creativity must be free if it is to exist at all. Be gentle with the creative spirits in life, in your home, in your classroom, in your workplace. They see the world a bit differently. They see possibilities unnoticed by others, and possibilities stir hope.  The gifts they bring to the issues of life we all grapple with individually and corporately may just hold the promise of a solution.

Looking At Creativity 6

Lessons Learned…

Creativity Unwrapped 6

Creativity dwells within a playful spirit. If eyes contain a playful sparkle, you can be certain that a deliciously creative scheme is lurking ready to spring from just around the corner. This sparkle is highly contagious and extraordinarily irresistible to children who have not yet swallowed themselves in a plethora of doubts and self-consciousness. We learn to push the sparkle away as we grow older because it feels silly and childish and an extremely inefficient use of our highly structured scheduled and accounted for time. We instead draw ourselves closer to the comfort, security and measurability of conformity. As we move away from the sparkle, we seem to lose a little joy, a little lilt in our step, and a little piece of our ability to see possibility, because these things are all swirling around within the wonder and delight of playfulness. Why do we allow ourselves to be herded down this sad and tired path which so easily can become a sad and tired rut? Why do we opt for sparkle-less when we surely could choose sparkle-full? Why are we surprised and then disappointed when we cannot come up with a new idea, a new plan, a new solution, a new possibility, when we have deliberately discarded the playful sparkle which is exactly where all of this originates. Perhaps it is time to instead discard the clock and regain our sparkle.  So as an elementary creative drama teacher, I am allowed the excellent privilege of playing every day. Bliss. Sparkle. Joy. No one plays better creatively than children, whose eyes and hearts are full to the brim with sparkles and whose imaginations are perpetually ready to fully engage. To the kindergartners I mention that a blue heron is sort of a shy seeming bird with very long legs;  let’s walk like blue herons. Instantly, twenty perfect blue herons filled the room. Let’s walk like a scissors. Twenty perfect scissors. Let’s swish like a sprinkler. Twenty wonderful sprinklers. And on and on we played and could have continued forever that way, because children never run out of imagination. They never run out of playful sparkle. They never run out of new ideas, new stories, or new reasons to play. Growing older shouldn't have to mean turning our backs on that glorious, happy, wonder-filled sparkle that thrives on a playful spirit which drives imagination, creativity, and ultimately innovation.

Looking At Creativity 2

Lessons Learned…

Creativity Unwrapped 2

Here is a page out of the Elementary Drama Teacher’s playbook. We, the students and I, like to tell stories by acting them out with scenes and songs, which not only is extremely cooperatively entertaining and fun but its additional academic gain is that this process thoroughly enhances retention of story facts, details, and plot. Most stories we know can be depicted in this creative manner.  We hear the story first, followed by a student retelling or two. Once we are quite confident that we have adequately familiarized ourselves with the plotline, we list, in order, the story events on what we call an emotional line. The story’s emotional line is, in fact, a line that waves up or down depending on the happy or sad, angry or enthusiastic feelings stirred by the various events of the story.  The up or down waves determine the “sound” or the mood of the music to be written(or found) which will, as accurately as we can imagine,  represent the feelings the story events evoke from the story characters. We construct scenes around the songs filled with the characters of the story. We enact the scenes portraying the story characters, sing the songs to enhance the various waves of story feelings, and frequently add a pinch of extemporaneous narration to connect the scenes and drive the story telling. It’s fun. It’s memorable. It’s never the same twice. It’s creative, imaginative, and collaborative.  It’s meaningful arts-based learning.

Ordinary To Extraordinary

Lessons Learned…

From A Brown Paper Bag

We talk about the “jump” from ordinary to extraordinary in most any department and we realize that the “jump” we are speaking of, in a word, is the infusion of “creativity.” Creativity, as a full byproduct of a busy imagination, sees the infinite potential dwelling within the bounds of the ordinary, and then can see beyond that to the path that will lead to extraordinary brilliance. Creativity is imagination affirmed. Creativity is imagination with confidence. Creativity creates extraordinary. We plant the seeds for this type of thinking in children when they are very young and quite honestly, it requires a rather counter-cultural perspective. Marketers, who instruct our behavior, and the Joneses, with whom we love to keep up, might suggest or expect that we fill our toy boxes with the latest, greatest, flashiest, costliest items or gadgets or e-games, most of which make spectators of our children, but I would contest that the deepest, truest seeds of creativity are not found amongst these impressive devices. Out-of-the-box thinking comes from out-of-the-box toys; no surprise. Brown paper bags, for instance, offer limitless possibilities for anything anyone might need. From book covers, to drawing paper, puppets and crowns, from bricks(when stuffed), pirate maps, and  birthday cards, to trees(when duct-taped together), wreaths, and journals, from wrapping paper, fresh-out-of-the-oven cookie cooling paper, and cowboy vests, to masks, helmets, and valentines, and on and on and on out to the edges of one’s imagination, brown paper bags do it all and regularly make the “jump” from ordinary to extraordinary in the course of creative play. And they cost nothing more than the correct answer to the perpetual grocery store question, “Paper or plastic?” Paper, of course! Tinfoil, duct tape, pipe cleaners, empty thread spools, popsicle sticks, and countless other ordinary, inexpensive items would fill the toy box in the home of creativity seed planters. For our children to think creatively, they must play creatively, and to play creatively, they must be given simple, ordinary tools with which their extraordinary imaginations may work to create wonderful, magical, unique brilliance.

Lessons Learned…

The Universal Language Of Music

Six languages in one first grade classroom.  Swedish. Greek. Japanese. Afganistan. Spanish. English.  Our hope was to teach them all to read.  Our priority was to build a community, to communicate, but the first few days of school made that priority seem quite remote and that hope nearly impossible.  We had no means by which to connect and our only apparent common ground right then was that we shared a classroom, a cold, lonely one at that. After lunch each day, we had a twenty minute window of time during which we played acoustic instrumental music, and the students were encouraged to either look at a picture book, quietly draw a picture, or simply relax and listen to the music. Surprisingly, most students opted to listen to the music. It was calm, soothing, peaceful, and biased toward no one language. Each mind processes music in its own language.  Perhaps music held a key. We wrote a song about counting to ten. We asked each student to count to ten in his or her primary language, which we phonetically wrote down.  We all learned how to count to ten in each of our class languages with great and enthusiastic help from each other. It was a spectacular song, made exponentially better by the robust participation and growing  esprit de corps of our classroom community.  By sharing a little piece of each other’s language, we were able to share a little piece of each other’s heart.  Our community grew. Our trust grew. Our learning grew. We became readers.  We became friends. We shared a song.  

Lessons Learned...

Lessons Learned…

…From a Drama Teacher About Centrifugal Force

I had seen it done countless times. All successfully. I had tried it and done it successfully numerous times myself growing up in the country with all of the neighboring kids and all of the projects and games involving buckets and water. It always worked. And it was something close to magical to see because despite the spinning around and again, not a drop of water ever spilled. It was the perfect five minute science filler that would stir awe and excitement and leave the kids saying, “Wow! That was cool!” From there, it was straight to lunch and recess with big science inspired smiles. It wasn’t a particularly big bucket and it wasn’t overly filled with water, but the entire exhibition was just right for the first grade scientists for whom it was designed. We went outside with the necessary accoutrements, sat in the grass, and prepared to be amazed. After a very brief and simple explanation, I spun the bucket three or four times not spilling a bit to an accompaniment of gleeful ooohs and ahhhs. “Please show us again!” “And again!” Perfect! As we were lining up for lunch, Nathan asked, “May I try it?” Why not? “Sure, Nathan!”  After two successful spins, Nathan’s spinning arm picked up some momentum, rapidly. “Nathan, it would be really good to stop now; you did a great job!” “I can’t!” Faster. Faster. Then, in a move such as one would make to jump in on a double-dutch rope jumping  game, I moved in on Nathan’s spinning arm. It stopped in midair, upside-down, drenching us both, but saving his arm. Silence followed charged with a certain amount of awe, fear, disbelief, and hilarity. One quiet giggle pierced the silence; it was Nathan. “Wow! That was cool!” he erupted.  Uncontainable giggles. Then off to lunch and recess with big science inspired smiles. Perfect.