Ayurveda – in Ayurvedic medicine (made popular in the west by Deepak Chopra) people are classified according to three types (Doshas):

* Varta – air and ether
* Pitta – fire and water
* Kapha – water and earth

… from Models of Man
http://www.inthelight.co.nz/spirit/pg-man.htm

Diet details

overview
lists – allowed food by dosha

Learn more…

National Institutes of Health

http://en.wikipedia.org/wiki/Ayurveda

http://www.webmd.com/balance/tc/ayurveda-topic-overview

http://www.ayurvedicscience.com/clinic_intropage.htm

What’s Your Dosha?
http://www.lifescript.com/quiz/quiz.asp

You’re a Powerful Pitta
Remember that most people are a combination of all three doshas, with one being the dominant. While no person exhibits every single quality of their dominant dosha, here are the typical characteristics of a Pitta:

Element: Fire. Like a blaze, you’re sharp, fierce and difficult to control.
Your manner: Intelligent, purposeful, fearless.
Your best traits: Honest, fair.
Your worst traits: Intolerant, sarcastic, proud.
Your best job: You have a developed sense of responsibility and would make a great public speaker or leader.
Learning style: You learn quickly, but you’ll only remember something if you want to.
Body frame: Neither petite nor heavy; well-proportioned.
Your skin: Sensitive. Look for gentle products and stay away from those with harsh chemicals. Ayurveda recommends that all skin types purchase products made from natural ingredients like vegetable oil and herbs, but this is especially true for you.

Favorite foods: Sweet and cool.
Worst foods: Spicy or oily; sour or salty.
You look beautiful in these colors: Cool greens and blues; silver.

Ayurvedic tradition recommends you: Do everything in moderation, because you can quickly burn out. Your tendency to become easily angered puts you at risk for ulcers and high blood pressure.

The notion of shifting morality has bothered me for some time. The internet has really accelerated the discussion. When we were working on our internet startup and online media and video in particular, was a zero-billion dollar industry, the “land grab” by the flashy Hollywood mogul puppies was my first personal experience. These guys did not “own” any of what had been freely and generously given by thousands who had put millions of hours of effort and world-class knowledge into something very special – the internet.

Sure, there has been some funding by the government, universities and the research departments of a few far-sighted corporations. But individuals contributed so much more, beyond what they were paid to do, because they believed in the benefits that would be available to everyone anywhere, anytime – a true global society.

Then these media tycoons come in, using money that they have helped themselves to, buy up the politicians and make rules that benefit only themselves. Worse – this is all about their excessive personal financial gain at the expense of everyone one else. Some of the smartest, kindest intellectual giants are being exploited. Many of the neediest populations on the face of the earth are denied access to resources that were intended to lift them from hunger, poverty and illiteracy. Makes me very angry…

A New York Times article by David Pogue suggests that kids today are ‘differently moral’. Whose side is this guy on? Not mine – that’s for sure. As always, Stephen Downes offers insight about what’s wrong with the picture presented in the NYT article. He concludes his analysis …

Children do not have some fundamentally different morality. Rather, they see – while adults, for some reason, are blind – that the game is shifting, that some very self-centered and greedy people are trying to change the rules. The children – who have no stake in this sudden ‘ownership society’ – are not fooled. We shouldn’t be either.

So, tell me again who’s morality is shifting? Thankfully, I don’t think it is the kids’…

associations – American Educational Research Association, International Reading Association, National Conference on Research in Language and Literacy, National Reading Conference

Classroom-Tested Reading Techniques, K-12
X330.3 (3 semester units in Education)

The effective teaching of reading is an essential part of an educational program. The instructor presents and demonstrates a variety of reading techniques that work in teaching today’s students.

You learn to assess the needs of the reader and to implement strategies that get students motivated to read and write. The emphasis is on identifying reading and language problems; motivating hard-to-reach students; improving word recognition, including issues related to the teaching of phonics, spelling, and whole language; increasing vocabulary and comprehension; integrating reading across the curriculum; and the use of technology in reading instruction.

Reading Essentials:The Specifics You Need to Teach Reading Well
Author: Regie Routman
Publisher: Heinemann
Publication Year: 2002
ISBN: 0325004927

When Kids Can’t Read What Teachers can Do
Author: Kylene Beers
Publisher: Heinemann,
Publication Year: 2003
ISBN: 0867095199

Put Reading First

Becoming a reader involves the development of important skills, including learning to:

• use language in conversation
• listen and respond to stories read aloud
• recognize and name the letters of the alphabet
• listen to the sounds of spoken language
• connect sounds to letters to figure out the “code” of reading
• read often so that recognizing words becomes easy and automatic
• learn and use new words
• understand what is read

http://www.nifl.gov/partnershipforreading/publications/reading_first2.html

Learn more…

National Institute for Literacy administers The Partnership for Reading and other programs that promote child and adult literacy. www.nifl.gov.

Teaching Children to Read, the 2000 report of the National Reading Panel www.nationalreadingpanel.org

Handbook of Reading Research

Journals – Reading Teacher, Journal of Reading Behavior, Reading Research Quarterly,

Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-70.