Thursday, April 24, 2008

Healthier Lifestyles Turns Off Disease-provoking Genes And Turns On Good Ones

A short view - the biology of eating better you and you can be better - much better.

If you have not visited the TED website before this is a good introduction to a very useful tool. See more on TED below.
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Dr. Dean Ornish: Your genes are not your fate
At TED2008, Dr. Dean Ornish shares new research that shows how healthy lifestyle habits can affect a person at a genetic level. For instance, he says, when you eat better, exercise, and love more, your brain cells actually increase. And new findings show that a healthier lifestyle can actually turn off disease-provoking genes and turn on the good ones. Watch this talk >>




Dr. Dean Ornish shares new research that shows how adopting healthy lifestyle habits can affect a person at a genetic level. For instance, he says, when you live healthier, eat better, exercise, and love more, your brain cells actually increase. And new findings show that a healthier lifestyle can turn off disease-provoking genes and turn on the good ones.

About Dr. Dean Ornish

Dean Ornish is a clinical professor at UCSF and founder of the Preventive Medicine Research Institute.... Read full bio »




About TED
http://www.ted.com/index.php/pages/view/id/5

TED stands for Technology, Entertainment, Design. It started out (in 1984) as a conference bringing together people from those three worlds. Since then its scope has become ever broader.

The annual conference now brings together the world's most fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes).

This site makes the best talks and performances from TED available to the public, for free. More than 200 talks from our archive are now available, with more added each week. These videos are released under a Creative Commons license, so they can be freely shared and reposted.

Click here to subscribe to TEDTalks video:

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Our mission: Spreading ideas.

We believe passionately in the power of ideas to change attitudes, lives and ultimately, the world. So we're building here a clearinghouse that offers free knowledge and inspiration from the world's most inspired thinkers, and also a community of curious souls to engage with ideas and each other. This site, launched April 2007, is an ever-evolving work in progress, and you're an important part of it. Have an idea? We want to hear from you.

The TED Conference, held annually in Long Beach, is still the heart of TED. More than a thousand people now attend -- indeed, the event sells out a year in advance -- and the content has expanded to include science, business, the arts and the global issues facing our world. Over four days, 50 speakers each take an 18-minute slot, and there are many shorter pieces of content, including music, performance and comedy. There are no breakout groups. Everyone shares the same experience. It shouldn't work, but it does. It works because all of knowledge is connected. Every so often it makes sense to emerge from the trenches we dig for a living, and ascend to a 30,000-foot view, where we see, to our astonishment, an intricately interconnected whole.

In recent years, TED has spawned some important extensions.

TEDGlobal is a sister conference held every other year, and in a different country on each occasion. The first conference was held in Oxford, England, in 2005; the second, in June 2007, was held in Arusha, Tanzania. The themes of the global conference are slightly more focused on development issues, but the basic TED format is maintained.

The TED Prize is designed to leverage the TED Community's exceptional array of talent and resources. It is awarded annually to three exceptional individuals who each receive $100,000 and, much more important, the granting of "One Wish to Change the World." After several months of preparation, they unveil their wish at an award ceremony held during the TED Conference. These wishes have led to collaborative initiatives with far-reaching impact.

TEDTalks began as a simple attempt to share what happens at TED with the world. Under the moniker "ideas worth spreading," talks were released online. They rapidly attracted a global audience in the millions. Indeed, the reaction was so enthusiastic that the entire TED website has been reengineered around TEDTalks, with the goal of giving everyone on-demand access to the world's most inspiring voices.

Today, TED is therefore best thought of as a global community. It's a community welcoming people from every discipline and culture who have just two things in common: they seek a deeper understanding of the world, and they hope to turn that understanding into a better future for us all.



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Tuesday, April 22, 2008

SEATTLE TEACHER SUSPENDED FOR REFUSING TO GIVE STANDARDIZED TEST

LOCAL HEROES: SEATTLE TEACHER SUSPENDED FOR REFUSING TO GIVE STANDARDIZED TEST
 
PARENT EMPOWERMENT NETWORK Carl Chew, a 6th grade science teacher at Nathan Eckstein Middle School in the Seattle School District, last week defied federal, state, and district regulations that require teachers to administer the Washington Assessment of Student Learning to students.
 
"I have let my administration know that I will no longer give the WASL to my students. I have done this because of the personal moral and ethical conviction that the WASL is harmful to students, teachers, schools, and families," wrote Chew in an email to national supporters.
 
School District response to Mr. Chew's refusal was immediate. After administrative attempts to dissuade his act of civil disobedience had failed, at the start of school on the first day of WASL testing, April 15, Mr. Chew was escorted from the school by the building principal and a district supervisor. Mr. Chew was told to report to the district Science Materials Center where he was put to work preparing student science kits while district administration and attorneys consulted on an appropriate penalty for what was labeled, "gross insubordination."
 
Mr. Chew attended one hearing at Seattle School District Office, where he was accompanied by a Seattle Education Association representative. On Friday, April 18, Mr. Chew received a letter from Seattle School District Superintendent Maria Goodloe-Johnson which began, "This letter is to inform you that I have determined that there is probable cause to suspend you from April 21, 2008 through May 2, 2008 without pay for your refusal and insubordination to your principal's written direction to administer the WASL at Eckstein Middle School."
 
During his weeklong struggle with the district over consequences, Mr. Chew was supported by allies throughout the state and nation. "Carl Chew is saying 'No!' to high stakes testing and a resounding 'Yes!' to student needs and to teacher professionalism," stated nationally renowned education activist and author Susan Ohanian of Vermont.
 
"There are many more teachers who are ready to follow suit. They just need an example and leader," states one Washington teacher.
 
Organizations and individual allies are now working to replace Mr. Chew's lost wages. "Though a minor gesture in response to your so much larger gift, I plan to contribute to your salary for the two-weeks the schools aren't paying," was the response of one colleague from Washington.
 
CARL CHEW On April 15 I refused to give the Washington Assessment of Student Learning to my 6th grade students at a Seattle Public Schools middle school. I performed this single act of civil disobedience based on personal moral and ethical grounds, as well as professional duty. I believe that the WASL is destructive to our children, teachers, schools, and parents.
 
It is important for me to note that my disobedient action was not directed at any individual. I love being a teacher; my students are fantastic; my fellow teachers collaborate with and help me every day in numerous ways; and my school administration has always shown a willingness to listen to and support the teachers. I understand that my action has caused people pain, and I am truly sorry for that, but I could no longer stand idly by as something as wrong as the WASL is perpetrated on our children year after year. . .
 
To my mind the measure of successful childhood is that each child learns about who she or he is and how the world works, gains an assertive and confident self image, and feels safe, well fed, and happy. Schools, along with parents and communities, need to contribute wisely to this goal. Unfortunately, the WASL creates panic, insecurity, low self esteem, and sadness for our children.
 
o It is written in the language of white, middle and upper class students, leaving all others behind.
 
o It is presented to children in a secretive, cold, sterile, and inhumane fashion.
 
o There is no middle ground--children either pass or fail--which leaves them confused, guilty, and frustrated.
 
o Numerous questions on the test are unclear, misleading, or lacking in creativity.
 
o It tests a very narrow definition of what educators know children need to become well-rounded human beings.
 
o The WASL is given at a prescribed time regardless of a child's emotional or physical health.
 
o A majority of teachers loath the WASL but feel unable to speak out freely against it due to their fears of negative consequences for doing so.
 
o Because administrators are constantly pushing to meet federal guidelines for yearly score improvements, their relationships with teachers can become strained and unpleasant.
 
o Administrators and teachers suffer under the knowledge that if they do not achieve improvement goals (measured by WASL passage alone) they can be sent to retraining classes, lose their students to other schools, or have their "failing" school handed over to a private company.
 
o Before administering the WASL teachers mandatorily sign a "loyalty" oath promising they will not read any of the test questions.
 
o Teachers feel devalued by the amount of time most of them have to devote to test practice and proctoring--upwards of four weeks for actual testing and many more weeks for WASL prep in many cases.
 
o Teachers feel used and depressed when, half a year after the test is given, they are presented with dubious WASL results--amateurish and misleading Power Point charts and graphs telling them next to nothing about their students' real knowledge and talents.
 
o Teachers' relationships with parents are compromised because they cannot talk freely with them about opting their child out or other WASL concerns.
 
o Parents have been shut out of this costly process.
 
o Most of them are misled by official statements about what the purpose of the WASL is.
 
o Many of them do not realize that they have the right to opt their children out of testing with no consequences, though in practice schools have illegally put inappropriate pressure on parents and children who have opted out.
 
o Many of them do not realize that teachers are, in many cases, not allowed to discuss any reasons why they might want to opt their child out. (Teachers in California went to court to secure the right to inform parents of their right to opt their children out of that state's testing.)
 
o Like children, parents suffer from the same feelings of guilt and unhappiness when their children fail.
 
o Parents are not informed that the test is biased, culturally insensitive and irrelevant, and not a real measure of anything.
 
o The WASL graduation requirement has kept thousands of families from knowing whether or not their students will be allowed to take part in graduation ceremonies and celebrations--the culminating reward for 13 years of public school attendance and achievement-- with friends and families.
 
o While schools are generally underfunded, Washington will spend a projected $56 million in 2009 to have a private corporation grade WASL tests. These tax dollars are needed right in our schools providing more teachers, smaller classes, tutors, and diverse educational experiences for our students.
 
o While the federal government requires that school districts use high stakes testing to qualify for federal dollars, tests are not fully funded by the federal government.
 
o WASL is one of the most difficult tests used to fulfill the federal requirements, with one of the highest failure rates.
 
o Instead of safe, exciting, and meaningful places for our children to spend half of their waking hours, schools have become WASL or test mills bent on churning out students who are trained to answer state-approved questions in a state-approved manner.
 
o Most, if not all, teachers will agree that assessment is vital. Wise teachers know that assessments which are also learning experiences for students and teachers are the best. The WASL categorically is not a learning experience.
 
o I believe that individual students are entitled to their own learning plans, tailored to their own needs, strengths, and interests. Teachers know it is definitely possible to do this in the context of a public school. The WASL categorically treats all children alike and requires that they each fit into the same precise mold, and state-mandated learning plans based on WASL scores fail to recognize individual strengths of students.
 
o Passing the WASL does not guarantee success in college, placement in a job, a living wage, or adequate health care.
 
o WASL will decrease the high school graduation rate. Thousands of students who have completed all other requirements and passed all required classes will be denied diplomas because of WASL failure.
 
o High-stakes testing has not proven beneficial to students, teachers, schools, or communities.
 
o When I was a teacher at Graham Hill Elementary in Seattle, a number of my students received their WASL scores to find that they had "failed". When I looked at the notices being sent to their parents I saw that each student had come to within just a few points of actually passing and that their scores were well within the grey area, or "margin of error," for the test. The "test scientists" aren't sure whether the student passed or failed, yet the school tells the student he or she failed. These students cried when they saw the results.
 
o When I first started teaching, Graham Hill could afford Americorps tutors, numerous classroom aides, and had money for fieldtrip buses and ample supplies. By the time I stopped teaching there, Americorps was gone, there were no classroom aides except for parent volunteers, and everything else was in short supply. . .
 
o No one ever asked me or any of the teachers I know whether high stakes testing was a good idea. In fact, we teachers are made to jump through seemingly endless hoops to prove our worthiness to be professional, certificated educators. Public school teachers are responsible for the educational lives of over a million students in Washington State, yet, in the end, no one actually wants to listen to what teachers have to say about what is best for the students in our care.
 

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Monday, April 21, 2008

Caffeine: Psychological Effects, Use and Abuse

Caffeine: Psychological Effects, Use and Abuse

Sanford Bolton, Ph.D. and Gary Null, M.S.

Note: The information on this website is not a substitute for
diagnosis and treatment by a qualified, licensed professional.
http://garynull.com/articles/Caffeine_April.19.08.doc


ABSTRACT

Caffeine, probably the most widely used drug, affects the psychological
state of those who consume it. Abuse results in symptoms of caffeinism
which include agitation, disorientation and a syndrome which may be
mistaken for anxiety/neurosis. It is a habit-forming drug in which
tolerance develops. It affects sleep in a dose related manner which is
dependent on the daily caffeine intake, i.e., high users have less
effect. Its central nervous system stimulation can cause pleasant
effects with improved attention and concentration at lower doses. At
high doses, the reverse may occur. Used judiciously, it may be a useful
therapy in the treatment of hyperkinetic children. These and other
effects of caffeine are discussed in this review article.

INTRODUCTION

Caffeine is among the most widely used drugs because of its ubiquitous
occurrence in commonly consumed beverages such as coffee, tea and cola.
Many drugs contain caffeine and are readily accessible to the public in
the form of OTC stimulants and combination analgesics. Clearly caffeine
is an important drug-food substance in our society which deserves
attention. According to an in depth 1999 article in Pharmacological
Review which discusses the ways that caffeine affect our neural biology,
on average, people drink between 70-76 mg of caffeine a day, between
210-238 mg in North America, and about double that in the Netherlands .

To begin to have a new consciousness about caffeine so that we can
become aware of how this drug can affect our physiology and psychology
is a problem. The reasons for this are certainly complicated, but we can
start by considering a factor dominating all of our lives, our "habits."
When we become aware of and take responsibility to change habits, we are
taking a first step in the process of awakening. The result must be not
only an improvement in the quality of our lives but the world itself
will be changed for the better.

The use and abuse of caffeine is a major public "habit' and may be as
important a factor as heredity and environment in the etiology of
physiological and psychological disorders. To recognize this, we must
know that we are creatures of habit. Most people are caffeine consumers
because from birth this food-drug is set before us, if not offered
directly, along with orange juice, cereal, dessert and cigarettes.

This paper reviews the literature relating to the psychological effects
of caffeine. Caffeine is a potent central nervous system stimulant and
much of its "psychological" activity may be related to this action of
the drug. Its effects on the nervous system are obviously adverse at
high doses. It may not be obvious that at lower doses when used in
moderation, it may have beneficial effects. For example, its possible
therapeutic use in hyperkinetic children certainly would seem
advantageous when compared to the current treatment with more powerful
stimulants which have concomitant adverse reactions. Also, with the
intense day to day pressures imposed on and accepted by many of us, is
there any harm in "relaxing" with a hot cup of coffee? On the other
hand, caffeine is a drug which is subject to abuse. The fact that it is
a drug with a potentially powerful physiological effect escapes most of
us who think of coffee as a relatively harmless beverage. Recently
published studies and reports of personal observations have shown
without doubt that caffeine abuse (caffeinism) may result in a syndrome
which resembles and may be confused or confounded with true psychotic
states. This may lead to misdiagnosis and mistreatment. A question
arises from the varied reports of caffeine consumption in psychiatric
populations: Does caffeine stimulate psychosis or does psychosis
stimulate caffeine consumption?

These are not trivial findings because of the ready availability of
caffeine and the epidemic of psychological problems which we are
experiencing in this era. This report reviews some of the knowledge of
caffeine's effects with the hope that we will all be more educated and
more careful in the use of this commonly ingested drug.

The physiological action of caffeine is briefly reviewed, as
psychological and physiological effects must go hand-in-hand. In
addition to its central nervous system effects, caffeine has significant
effects on the cardiovascular system, gastric acid secretion and
catecholamine (adrenaline) release. In large doses, it has been shown to
be a mutagen in animals, plants and bacteria, and has been shown to
exhibit teratogenic properties in various animal species.

PHYSIOLOGICAL AND PHARMACOLOGICAL EFFECTS

J. Murdoch Ritchie, in Goodman and Gilman's Pharmacology Text (Ritchie,
1975) described the pharmacological effects of caffeine. The largest
sources of caffeine are from the plants used to make coffee, tea, cocoa
and kola (the basis of cola beverages), although it is also found in
Latin America as mate' and guarana. Caffeine particularly has a profound
effect on the central nervous system, but it also affects, to a lesser
degree the heart muscle, gastric secretion and diuresis. Interestingly,
caffeine is ingested daily by a vast number of people and is unique in
that it is a potent drug, considered to be part of our normal diet.

Caffeine stimulates the central nervous system first at the higher
levels, the cortex and medulla, and finally the spinal cord at higher
doses. Mild cortex stimulation appears to be beneficial resulting in
more clear thinking and less fatigue. Caffeine has been shown to improve
attention in a study which simulated night driving (Leinart, 1966). The
onset of the effect of caffeine occurs within one hour and lasts for
three to four hours (Baker, 1972).

The equivalent of one or two cups of coffee (150 to 250 mg of caffeine)
is sufficient to induce adverse effects. The occurrence of
hyperesthesia, an unpleasant sensory sensation, can be stimulated by
large doses of caffeine.

The medullary, respiratory, vasomotor and vagal centers are stimulated
by caffeine. This effect is due to an increased sensitization to carbon
dioxide but needs large doses to elicit this effect, 150 to 250 mg,
parenterally. The spinal cord is stimulated at higher doses and
convulsions and death may result. More than 10 g are needed for such
toxicity to occur in man (Ritchie, 1975).

Stimulation of the CNS is followed by depression (Klein and Salzman,
1975), although the effect is small at low doses e.g. a single cup of
coffee. After two hours, Klein reported that males (but not females)
showed a lower CNS stimulation compared to placebo. The post stimulation
"let down" with caffeine results in fatigue and lethargy and the
constant stimulation caused by chronic caffeine dosing could be
disastrous (Abrams, 1977; Dowell, 1965).

Children, because of their smaller size, are more susceptible to
caffeine. One report noted that hyperactivity and insomnia observed in
children could be attributed to excess caffeine intake from cola drinks
(Consumer Research, 1973). According to Dr. Page, "There is no doubt
that children should be kept from using coffee and the popular caffeine
containing soft drinks." (Abrams, 1977).

Caffeine's effect on the cardiovascular system predominates at very
large doses with rapid heart rate and, eventually, irregular heart beats
result. For example, a Middlesex, UK hospital discusses a 2007 case
study of a person who had swelling of the heart muscle due to too much
caffeine in the diet. The report noted that after half a year of
abstaining from caffeine, the symptoms went away. The authors of the
article mention that this case study could have relevance to the wider
population, because in a portion of people who have irregular heart beat
also have inflamed heart muscle that make beating of the heart
difficult, which is caused by rapid beating of the heart. This has
relevance to those who drink too much caffeine . Caffeine seems to have
a non-discrimminatory effect on the cardiovascular system: in a 1983
study in the journal Psychosomatic Medicine, an experiment shoed that in
young men, even non-extreme caffeine intake raised blood pressure both
during periods of stillness and during times of bodily demand .

Adenosine receptors may be the mechanism through which caffeine works in
the heart. Adenosine receptors are found throughout the body, and tend
to depress the function of that particular organ. For example, in the
brain adenosine slows bodily functions by manipulating the speed at
which various neurons fire. In the heart, adenosine works by slowing the
heart-beat, by affecting the neural pathways that stimulate the pacemaker .

This is one of the reasons for many of the recent studies on caffeine
and its relevance to heart functioning--caffeine and various its
immediate byproducts such as —theophilline – act against those adenosine
receptors and, as a result speed up neuronal firing.

A 2002 rodent study confirmed the involvement of adenosine receptors in
cardiac conditions --by the use of drugs which blocked specific receptor
action—and showed that animals given caffeine laced water had a faster
heart beat and elevated blood pressure as compared to non-caffeinated
animals .

Recently, a whole field of science for Parkinson's sufferers has opened
up on the use of adenosine blockers—called 'adenosine antagonists .'
Coffee, by action of its caffeine content, is an adenosine antagonist,
and we will look at some of its effects:

Therapeutic effects have been suggested for caffeine because it inhibits
the "freezing of gait" difficulties of advanced Parkinson's sufferers
for a short period of time. In one study however the patients regained a
tolerance to caffeine, and the effect disappeared until the patient
stopped the use of caffeine for a time . In fact, many studies have
examined the link between low incidence of Parkinson's and coffee
drinking, and low incidence of Parkinson's and cigarette smoking:

Neuroepidemiology. 2003 Sep-Oct;22(5):297-304. Links

A case-control study on cigarette, alcohol, and coffee consumption
preceding Parkinson's disease. "results suggest an inverse association
between coffee drinking, alcohol consumption and PD."

Neurology. 2001 Apr 10;56(7):984-5.

Smoking, alcohol, and coffee consumption preceding Parkinson's disease:
a case-control study. "These findings suggest an inverse association
between coffee drinking and PD; however, this association does not imply
that coffee has a direct protective effect against PD. Alternative
explanations for the association should be considered"

Please note, however, that the authors of the article in Neurology above
do not say that the inverse relationship found between the activity of
coffee drinking and Parkinson's disease means that the activity of
coffee drinking or cigarette smoking prevents Parkinson's. It says that
further study of the relationship is warranted.

Although we know that caffeine is directly an adenosine antagonist, it
also increases nerve cell firing.

1) "Caffeine acts as a competitive antagonist to the inhibitory effects
of adenosine… One of these effects is to increase the release of the
excitatory neurotransmitters serotonin and noradrenaline." Journal of
Physiology (2002), 545.2, pp. 671-679 Effect of caffeine on
self-sustained firing in human motor units University, Toronto, ON, Canada

2)2001 Elsevier Science B.V. All rights reserved.

Caffeine increases paragigantocellularis neuronal firing rate and
induces withdrawal signs in morphine-dependent rats

3) "caffeine increased spontaneous firing of neurons between 12 and 80
min after treatment" Caffeine Regulates Neuronal Expression of the
Dopamine 2 Receptor Gene The Neurosciences Institute, San Diego,
California accepted August 19, 2003

Excess firing of neurons is suggestive of brain damage in human and
animals as well:

1)"Caffeine has been used clinically to increase seizure length in
electroconvulsive treatment (ECT)"Caffeine augmentation of
electroconvulsive seizures Journal Psychopharmacology 8 December 1993
University, Toronto, ON, Canada

2) "Caffeine adversely affects outcome after concussive head injury,
possibly as a result of blockade of adenosine receptors." Caffeine
Impairs Short-term Neurological Outcome after Concussive Head Injury in
Rats. Neurosurgery. 53(3):704-712, September 2003.

3)Is Caffeine an Effective Pesticide Against Drosophila (fruit fly)?
Science project at PJAS Region 1B, first at PJAS States, second at
Montgomery County Science Research Competition, and third at Delaware
Valley Science Research Competition. "The overactive nervous system
placed an extremely heavy emphasis on the gravitational stimuli, an
emphasis so extreme that the flies suffocated themselves in the foam
stoppers while responding to it."

And, finally, in layman's English:

"The average consumer may unwittingly consume excessive amounts of
caffeine that may lead to adverse physiological side effects."Is
Caffeine Excess Part of Your Differential Diagnosis?. Nurse
Practitioner. 29(4):39-44, April 2004.
Bridle, Leisa RN; Remick, June BSN, RN; Duffy, Evelyn MS, RN, CS

Caffeine studies on various areas of the body, including bone and sperm
show that caffeine causes oxidative stress . Caffeine has been shown to
kill rodent brain cells in laboratory studies. Cell cultures of outer
brain cells were killed at concentrations of 300 Molar of caffeine.
Initial living animal studies have begun to show toxic effects of
caffeine at very high doses. In newborn rodents, concentrations of 50
mg/kg of caffeine killed brain cells in assorted areas of the brain.
This, of course, is a lot of caffeine. (For a person weighing 154
pounds, this comes out to 3500 mg of caffeine 3x per day)

Conversely, however, a study on the preventive use of caffeine on the
blood vasculature is underwhelming: This experiment, published in the
American Journal of Clinical Nutrition in 2007, showed that those who
drank liquids containing caffeine, had a smaller likelihood of
cardiovascular illness and death only if they did not have extreme
levels of high blood pressure to begin with. Additionally this caffeine
consumption did not protect those who were younger than 65, nor did it
prevent death related to blood vessel disease in the brain . Since
American caffeine consumption comes, for the most part, through drinking
coffee, physician Joe Vinson suggests that it may be a causal factor in
the development of high blood pressure to begin with.

In addition to the conflicting information on the cardiovascular system
and brain, seemingly condradictive data has been found between drinking
coffee and diabetes. Apparently, studies since the year 2000 showed that
caffeine increased blood glucose levels after eating. However, a large
review showed that drinking coffee was related to a lower risk of
developing diabetes type 2 .

Bodily levels of magnesium may have something to do with the risk of
developing diabetes : A 1999 Netherlands study notes the inclination of
diabetes type 2 sufferers to be lacking in magnesium and that magnesium
given supplementally increases the body's ability to process blood
glucose . Data has also shown that coffee leaches magnesium from the
body. A 1994 study entitled, "Effect of caffeine on circadian excretion
of urinary calcium and magnesium," showed that the kidney was not able
to overcompensate for mineral loss due to caffeine consumption early in
the day, and that net losses of calcium and magnesium occurred by the
evening. .

The clinical literature is also starting to show that we can create
environmentally low levels of essential minerals in our bodies through
what we consume: There are now numerous studies starting to show that
caffeine consumption is related to the leaching essential minerals from
the body. For example,

A 1993 Journal of Nutrition article states that the intake of
caffeinated beverages raises the level of mineral elimination of the
body for a minimum of one eighth of the day after caffeine intake. The
article further notes that elderly females do not have enough dietary
intake of minerals to compensate for the loss due to caffeine. .

A 2007 study on the effects of dietary caffeine on the risk of
developing diabetes showed that blood magnesium levels were lower in
those who consumed dietary caffeine, versus those who did not .

Rapuri PB, Gallagher JC, Kinyamu HK, Ryschon KL. Caffeine intake
increases the rate of bone loss in elderly women and interacts with
vitamin D receptor genotypes. Am J Clin Nutr 2001;74; 694–700.

A study published in the Journal of the American College of Nutrition
shows that caffeine consumption had a negative association with bone
mineral density in women throughout the body when a person consumed
200-300 mg/day of caffeine .

We also have examples from the literature examining the possible links
between nutrient depletion and neurological illness:

Mechanisms of Action on the Nervous System in Magnesium Deficiency and
Dementia Magnes Res. 1997 Dec;10(4):339-53.

Are age-related neurodegenerative diseases linked with various types of
magnesium depletion?
Durlach J, Bac P, Durlach V, Durlach A, Bara M, Guiet-Bara A.

Caffeine also seems to have a direct effect independent of those we
already mentioned) on certain tissues within the body:

An interesting 2007 animal study done at the University of Massachusetts
Medical School shows that caffeine and its byproducts affect heart
cells, independent of other mechanisms and that that irregular heart
beat may be related to activation of a specific ion channel by caffeine
and its biochemical products .

Although caffeine dilates blood vessels by a direct action, its central
effect is one of constriction. At higher doses, the dilating effect is
apparent (Peach, 1972; Poisner, 1973).

Similarly, because its direct and central effects are antagonistic, the
resultant effect of caffeine on blood pressure is unpredictable. The net
effect is usually of less than 10 mm of Hg in blood pressure (Ritchie et
al., 1975). Caffeine's purported efficacy in hypertensive headaches may
be due to a decrease in blood flow as a result of the increased cerebral
resistance (Ritchie et al., 1975).

Caffeine also stimulates releases of catecholamines from the adrenal
medulla and norepinephrine is released from nerve endings in the
isolated heart (Bellett et al., 1971). .

It has been shown that prolonged augmentation of gastric 'secretion
results from caffeine administration and that ulcer patients have
sustained elevation of acid as opposed to normals (Ritchie et al., 1975).

Although a dose of approximately 10 g or more taken orally can be fatal,
an oral (3.2 g IV) one gram dose will cause adverse effects (Gleason et
al., 1969). The toxic effects are due to CNS and circulatory system
stimulation and include some well recognized prominent symptoms in
addition to those which can result at high doses or in hypersensitive
persons: insomnia, restlessness, excitement, tinnitus, flashes of light,
quivering muscles, tachycardia, extrasystoles, and even low grade fever
and mild delirium have been observed.

Harrie (1970) described a patient whose constant headaches were due to
excessive caffeine consumption. He states, "I suspect that the condition
is much more common than supposed and could well be one of the more
frequent causes of chronic recurrent headache." Headaches can also be
precipitated by caffeine withdrawal especially by those who have the
"habit".

Although caffeine is well absorbed when taken orally, its absorption may
be erratic because of its low solubility and because it may cause
gastric irritation. Caffeine is principally metabolized with only 10
percent excreted in the urine unchanged (Ritchie et al., 1975).

Caffeine has a physiological half-life of three and a half hours
(Parsons and Neims, 1978) to six hours (Aranda et al., 1979). Its
physiological effects are observed in less than one hour (Parsons and
Neims, 1978). Infants do not metabolize caffeine as well as adults and
thus have a half-life of about four days (Aranda et al., 1975).
Certainly, continuous ingestion of caffeine by infants can be dangerous.
If a cup of coffee is consumed by an adult six or seven times a day it
would result in a high steady concentration of caffeine in the blood. As
little as four cups a day can result in appreciable omnipresent amounts
of caffeine in the body.

Caffeine can accumulate in severe liver disease (Stratland, 1976) when
its half-life can increase to 96 hours. If these patients drink coffe(~
they should be closely monitored.

Caffeine is known to interact with other drugs resulting in a modified
effect. For example, caffeine administered with nardil (an MAO
inhibitor) caused headaches and high blood pressure (Pakes, 1979). This
potentially dangerous interaction was first noted by Berkowitz et al.,
(1971) and implicated serotonin in the mechanism.

Caffeine and barbitol are antagonistic, with caffeine (in coffee)
reducing the sleeping time induced by barbitol. Decaffeinated coffee had
no effect (Aeschbacher et al., 1975). In another study, caffeine
resulted in reduced sleeping time which was counteracted by
pentobarbitol in hospitalized patients (Forrest et al., 1972).

PSYCHOLOGICAL EFFECTS OF CAFFEINE

Because of the wide spread use of caffeine and its known potent
physiological effects, caffeine has been the subject of research in
psychological related studies. This work has been stimulated by personal
experiences and observations as well as by efforts to understand its
action and mechanism.

Habituation and Tolerance: Caffeine ingestion and coffee drinking have
been investigated with regard to the degree that this habit results in
tolerance and withdrawal effects. These studies look beyond the obvious
social implications and psychic dependence (Ritchie et al., 1975) of
coffee consumption which may be related to the "first cup of coffee to
wake me up" or "the coffee break" or to its association with smoking. In
the latter case, it is of interest that coffee drinkers were shown to
take more nicotine when deprived of coffee (Kozlowski, 1976).

Caffeine has not only been considered habit forming, but also addicting.
Crothers considered morphinism and caffeinism to be similar, with
caffeine causing loss of self-control, spells of agitation and
depression as well as psychotic behavior (Stephenson, 1977). Ritchie
mentions a report by Colton that tolerance can develop for the diuretic,
salivary stimulation and sleep disturbance effects of caffeine.

Cola consumed in amounts of 48 to 111 ounces per day (144 to 333 mg of
caffeine per day) was reported to have caused physical effects on
withdrawal (Diamond and Pfifferling, 1974). The resultant effects were
depression, nervousness, decreased alertness, sleeping difficulty,
frequent mood changes, and various other behavioral difficulties which
were attributed to caffeine withdrawal.

The dependence of coffee drinkers on caffeine was illustrated in a study
by Kozlowski (1976) in which coffee drinkers drank more coffee if the
caffeine content was lowered.

Abrams (1977) says "There is no doubt that a certain degree of psychic
dependence, that is habituation, develops from the use of xanthine
beverages".

A questionnaire completed by more than 200 young housewives showed that
the perceived effects of caffeine depended on previous use (Goldstein et
al., 1969). The heavy coffee drinkers had few sleep disturbances and
less evidence of nervousness after their morning coffee as compared to
nondrinkers. if the morning coffee was stopped, the habitual coffee
drinkers experienced nervousness, headache and irritation. The
non-coffee drinkers reacted negatively to coffee, experiencing effects
opposite to the coffee drinkers. An experiment was devised to verify the
results of the questionnaire involving 18 housewives, non-coffee
drinkers, and 38 who drank five or more cups per day. The results
confirmed those obtained from the questionnaire previously administered
(Goldstein et al., 1969). This experiment was double-blind and placebo
controlled and caffeine was administered in coffee at 0, 150 and 300 mg.
Coffee drinkers showed a dose-response effect whereas non-coffee
drinkers showed signs such as nervousness, jitters and upset stomachs at
all doses of caffeine but not on placebo.

Ritchie (1975) says that tolerance and psychological dependence to
caffeine beverages does occur to some extent but he feels that this
does-not present a problem. He says that coffee or tea drinking are
socially acceptable and are apparently not harmful when practiced in
moderation.

However, it does appear that at least in some persons excess consumption
of caffeine can result in severe phychological dependence and withdrawal
effects and is a problem to be reckoned with.

Behavioral Effects: Caffeine's stimulating activity on the central
nervous system as well as other body organs results in certain
physiological effects which may be considered to be behavior oriented.
Caffeine produces more rapid, clearer flow of thought, allays drowsiness
and fatigue, increases the capability of a greater sustained
intellectual effort and more perfect association of ideas. It also
causes a keener appreciation of sensory stimuli, and reaction time is
diminished. Motor activity is increased; typists, for example, work
faster with fewer errors. Tasks requiring delicate muscular cobrdination
and accurate timing may, however, be adversely affected. All of this
occurs at doses of 150 to 250 mg of caffeine (approximately two cups of
coffee) according to Ritchie (1975).

In 1912, Hollingsworth who was a psychologist reported caffeine's effect
on mental and motor efficiency in a study sponsored by Coca-Cola. In
nine double-blind tests, he found beneficial effects for both mental and
motor performance at doses of 65 to 130 mg of caffeine. At a dose of 300
mg, caffeine caused tremors, poor motor performance and insomnia. These
results have withstood the test of time (Stephenson, 1977).

Goldstein (1965) showed no effect of caffeine on objective measures of
performance although most subjects "felt" more alert and physically
active. However, some subjects felt nervous.

Mitchell, Ross and Hurst showed caffeine to prevent attention lapses in
a visual monitoring test which simulated night driving. The effect
persisted for the two to three hour experiment (Stephenson, 1977).

A 200 mg dose of caffeine resulted in decreased decision time scores and
improved motor time scores in volunteers (Smith et al., 1977). Hand
steadiness, however, was impaired. After a caffeine intake of 200 mg,
introverts performed less well on a verbal ability test as compared to
extroverts when time pressure was applied (Ritchie et al., 1975).

Wayner et al. (1976) reported on the effects of caffeine on schedule
dependent'and schedule induced behavior in mice. Caffeine, (3.125, 6.25,
12.5, 25, 50 and 100 mg/kg) was tested on lever pressing, schedule
induced licking and water consumption of mice. The effect on mice at 80
percent of body weight was different than when mice were allowed to
recover the lost weight. At the lower weight, caffeine had little effect
except at the highest dose (equivalent to 100 cups of coffee given at
once). At their ordinary weight, the mice were more sensitive to
caffeine, with all measures enhanced, even at the lowest dose
(equivalent to approximately three cups of coffee). At high doses, all
measures decreased; the mice became tolerant.

Castellano (1976) studied mice behavior under two sets of conditions.
One involved a natural preference (swimming towards a light-"L" ) and
the other involved an acquired behavior pattern (swimming toward the
dark-"D"). A facilitation of learning and consolidation after caffeine
dosing was noted in naive mice after the -D" procedure. Natural
tendencies were also enhanced by caffeine as noted by improved
performance in the "L" procedure. Animals pretrained in the "D"
procedure exhibited behavioral disruption after treatment. Animals
pretrained in the natural -U procedure needed very high doses to cause
disruption. Caffeine decreases five HT turnover in rat brain.
Amphetamines do not show the results as demonstrated in this paper,
whereas other drugs such as hallucinogens show a similar effect. The
implication is that the mechanism of caffeine's action may be similar to
hallucinogenic drugs.

Effect on Sleep: Caffeine is known to cause insomnia because of its
central nervous system stimulating activity. In fact, its major
therapeutic use is to allay sleep and drowsiness, being the only OTC
stimulant approved by the FDA. Several studies investigating this action
in some detail have been published.

Karacan (1976) found that caffeine given half an hour before sleep
adversely affected the sleeping process in normal sublects. The effect
is dose related. Caffeine's effect simulates clinical insomnia and gave
the same response as coffee containing an equivalent amount of caffeine.
Decaffeinated coffee showed no effect on sleep.

Dorfman and Jarvick (1970) showed a dose-response effect of caffeine on
the self estimation of sleep latency (which was increased) and quality
(which was decreased). This was a double-blind study in which 0, 60,
120, and 250 mg of caffeine was administered one hour before bedtime.

Mikkelsen (1978) notes that caffeine seems to inhibit deeper stages of
sleep as opposed to disturbances of the REM stage. Other studies show
contradictory evidence, REM being affected by caffeine, leaving the
situation to be resolved.

The tolerance developed to caffeine's effect on sleep by coffee drinkers
has been documented by Colton (Stephenson, 1977). Non-coffee drinkers
were more sensitive to coffee's insomnic effect whereas coffee drinkers
were relatively insensitive in this regard. Non-coffee drinkers
experienced disturbed sleep patterns and delayed onset of sleep.

Mueller-Limmroth (Stephenson, 1977) showed that the quality of the first
three hours of sleep was impaired by the ingestion of coffee before
retiring. This is approximately equal to the half-life of caffeine in
the body.

Goldstein did extensive work on the effect of coffee and showed that
coffee drinkers slept more soundly when they took placebo as opposed to
caffeine in coffee. If 150 to 200 mg of caffeine was taken before
bedtime, there was an increased sleep latency which was less pronounced
in persons who were heavy ingestors of caffeine (Goldstein et al., 1965).

These studies show that caffeine has a profound effect on sleep. Heavy
and continued use of caffeine results in tolerance so that heavy users
have less sleep disturbance or need more to obtain its stimulating effect.

Treatment of Hyperkinetic Children: Hyperkinetic children have been
shown to respond to central nervous system stimulants, resulting in
improved attention, concentration, -and decreased activity. Side effects
are usually disturbing with the more powerful drugs and include
insomnia, anorexia, nervousness, weight loss and abdominal pain.

A study by Schnackenberg (1975) showed that 200 to 300 mg of caffeine
was similar in effect to methylpheniclate in treating hyperkinetic
impulse disorder secondary to minimal brain dysfunction syndrome. Some
hyperkinetic children, he observed, drank coffee to calm down. Sixteen
children who had shown improvement on methylphenidate but who had
annoying side effects were given one cup of coffee at breakfast and
lunch. Test scores showed a similar im-provement with coffee as compared
to methylpheniclate and the annoying side effects disappeared when the
children were on caffeine. Schnackenberg recommends 200 to 300 mg of
caffeine in a time-release form.

In 1977, Reichard and Elder published an article on caffeine's effect on
reaction time in hyperkinetic children. They tested the effect on a
choice reaction time task and simple reaction time as compared to normal
children. Caffeine increased the accuracy of stimulus identification and
processing and decreased lapse of attention in the hyperkinetic group.
This is what might be expected based on caffeine's known effects on such
tasks in normals. Hyperkinetic children have a slower reaction time, are
less able to maintain attention and have a lower rate of correct
responses on a vigilance performance task as compared to normal
children. In this study, six normal and six hyperkinetic children were
compared in a double-blind design. Caffeine significantly raised the
rate of correct responses on simple reaction time in the hyperkinetic
group. The reaction time was reduced with caffeine but was not
significantly less than the control period or placebo. Similar results
were found with choice reaction time. The response is a function of the
initial state of the children, i.e., the more severely afflicted had a
larger response. The authors note that other studies have shown
methylpheniclate was more effective than caffeine in controlling certain
aspects of clinical behavior (impulsivity and hyperactivity). This
result does not contradict those obtained in this study; they are
compatible.

Garfinkel was unable to confirm the results of caffeine's effectiveness
in controlling the behavior of children with minimal brain damage
(Stephenson, 1977). Children responding to methylpheniclate did not
necessarily respond to caffeine.

Firestone and associates in a study funded by the Ontario Mental Health
Foundation (1978) showed a significant improvement with methylphenidate
as rated by mothers and teachers on tests of impulsivity and motor
control. No significant improvement was noted with caffeine although
some children showed a slight improvement. Side effects with both drugs
were minimal. Each of 21 hyperactive children received 500 mg of
caffeine, 300 mg of caffeine, and 20 mg methylpheniclate. This was' a
carefully controlled study consisting of 17 boys and four girls. In
1978, Firestone did a study comparing 300 mg of caffeine with placebo in
a double-blind crossover design. In this study, subjective ratings by
teachers and parents as well as a reaction time task showed caffeine to
be better than placebo although the difference was not statistically
significant. Firestone concludes on the basis of the most recent study
that caffeine is not a meaningful alternative as a treatment for
hyperkinetic children.

The use of caffeine in the treatment of hyperkinetic children remains
unresolved at this time. Further work seems warranted to ensure that if
caffeine is useful in this prevalent condition that it be available as a
viable alternate treatment in lieu of more powerful CNS stimulants.

"Restless Legs, Anxiety and Caffeinism" (Lutz, 1978)

Restless legs is a syndrome which may be associated with anxious -
depressed as well as other clinical states. Dr. Lutz, in an article
titled as above, suggests that this syndrome is primarily caused by
caffeine. Anxiety is not a causative factor. Caffeine stimulates the
nervous system and has a direct contractile effect on striated muscle.
This is reflected in anxiety, depression, insomnia: and the heightened
proprioceptive awareness may result in restless legs. This manifestation
consists of nervousness and movement of legs as a result of a
distressing creeping sensation. Its symptoms are most obvious at night
when the patient is trying to be still, and results in insomnia. Dr.
Lutz describes cases of this disorder in detail and cites examples, all
of which were alleviated when caffeine was removed from the diet. This
condition has been attributed to many causes including psychiatric
disturbances, e.g. restless legs is a frequent symptom of hysteria,
anxiety, depression. In periods of stress, "normal" persons are also
afflicted. All of these states are associated with high central nervous
system arousal. Also, restless legs syndrome, was first described in
England at the time when coffee and tea first were introduced in the
country. Thus, diagnosis of the restless legs syndrome, as has also been
observed in certain psychological disorders, may simply be the result of
overdosage of ubiquitous caffeine.

Psychological Disorders: Dr. John Greden, a professor of psychiatry at
the University of Michigan, says, "caffeinism can be found among those
who have psychiatric problems". Symptoms of excessive caffeine
consumption are similar to anxiety neurosis (Avery, 1980) and include
nervousness, irritability, recurrent headache. twitching, and
gastrointestinal disturbance among other symptoms (Greden, 1974). This
is a known effect of caffeine and Greden adds "...all medications
including caffeine have a potential for abuse and many individuals
clearly ingest symptom-producing doses daily".

Other studies support the relationship indicated above. For example, a
prisoner with severe anxiety symptoms admitted to drinking 50 cups of
coffee per day (Niolde, 1975). The symptoms remitted after the coffee
drinking stopped. Excess drinking of coffee by prisoners is not uncommon
and may initiate a vicious cycle: a bored person drinking more coffee
resulting in caffeinism which may result in more consumption.

The intake of caffeine (coffee, etc.) has been correlated with the
degree of mental illness in psychiatric patients. It is not clear if the
caffeine intake intensifies the psychiatric disorder or whether those
with more severe problems tend to drink more coffee. In any event, in
another study by Dr. Greden and associates (Greden, 1978) 83
hospitalized psychiatric patients were interviewed and showed an
association of symptoms with high caffeine intake. This may provide an
explanation of some problems which have been experienced in diagnosing
out-patient disorders. Eighteen of the 83 patients (22 percent) were
high caffeine consumers (7~0 mg or more). They scored significantlv
higher on the State-Trait anxiety index and the Beck Depression Scale
than lower caffeine consumers. The high consumers had more clinical
symptoms: their physical health was worse; they used more sedatives,
hypnotics, and minor tranquilizers. These patients showed a tolerance to
sleep effects which could be due to a change in body kinetics or
metabolism. Catecholamines contribute to the anxiety profile and
patients may drink more coffee in response to stress, accentuating a
neuro-transmitter response cycle. Since caffeine affects catecholamine
levels and inhibits phosphodiesterase breakdown of C-AMP, sensitizing
receptor sites, the association of caffeine with anxiety and depressive
symptoms is indeed a possibility.

Dr. Greden considers caffeine to be a psychotropic drug and 25 percent
of the population may take more than 500 mg per day, a large
physiologically active dose. He describes three cases in which
caffeinism may be misdiagnosed as an anxiety syndrome.

Dr. Greden concludes that caffeine is found among a fairly large
percentage of hospitalized patients with psychiatric symptoms. Caffeine
should not be used as part of psychiatric treatment routines, e.g., to
reduce drowsiness from psychotropic medications as has been occasionally
suggested.

Dr. John Neil and associates (1978) reported on the possible
complication of caffeinism in diagnosing psychiatric patients. He
suggests that self-medication may confound behaviors of patients.
Caffeine has been considered the most popular "psychotropic" drug in
North America and coffee and tea drinking are not usually in the records
of psychiatric patients. In this experiment, hypersomnic patients with
various diagnoses and caffeine consumption participated, The authors
conclude that "self medication with large doses of caffeine is a likely
response to the anergia and hypersomnia experienced during certain types
of depression". This may lqad to diagnostic confusion and a complicated
course of therapy. Mixed depressive states may be caused by excess
caffeine consumption and they suggest, also, that unipolar 11
depressives may use more caffeine as they become depressed.

Caffeine, in these patients, provides only transitory relief as it is
not a true antidepressant. Caffeine also may render anxiolytic and
antipsychotic medications less effective.

Mikkelsen (1978) noted caffeine's involvement in schizophrenic-like
states similar to that observed by Greden in anxiety/neurosis symptoms
of patients who consumed large quantities of caffeine (coffee). One case
cited was of a white male in a catatonic state who threatened his mother
after having gone on a coffee jag over injustices caused to him by his
mother. He developed paranoid delusions which he felt were, at least in
part, due to the coffee. A 30 year old white single female exhibited
paranoid and auditory hallucinations. An anxiety state had resulted in
increased coffee consumption. in the hospital she noted the correlation
of these strange feelings with coffee consumption. Other examples of
psychotic behavior as noted in the literature are described in this
paper. Forty years ago a case of psychosis was reported in which a 24
year old female took 60 gr (about four g) of caffeine. Manic symptoms
developed. He theorizes that adenyl cyclase which is increased by
caffeine may be a receptor for dopamine. If this system is abnormal in
schizophrenics, caffeine may further sensitize the patient. Certainly,
coffee should be considered as a factor in this disease.

Reimann (1967) noted that symptoms of a psychoneurotic woman disappeared
when coffee was reduced. She presented with an irregular fever,
insomnia, anorexia and irritability, having consumed large amounts of
coffee.

Clearly, as recommended by Drs. Greden, Mikkelsen and Neil, caffeine
intake should be considered as a factor in diagnosing and treating
psychiatric patients.


CAFFEINE AND WOMEN

According to a 1999 study in Pharmacological Review, caffeine passes
through the gut quickly and becomes almost entirely active in three
quarters of an hour. Additionally, it is not prevented from going into
the human brain or the fetus, by any biological mechanism, so, in
effect, what you drink, is what you get .

Caffeine seems to have a deleterious effect upon women of childbearing
years. A 2004 study showed that consuming caffeine while the fetus is in
early gestation has been shown to increase its risk of being rejected
from the mother's body .This study was supported by data that down's
syndrome fetuses were more likely to die than genetically normal fetuses
when the mother consumed caffeinated beverages.

There does not seem to be a good time to drink coffee while pregnant: A
Danish review of clinical data over the course of 8 years (from
1996-2002) indicated that drinking coffee was related to higher levels
of mortality in the fetus, especially late in the second trimester .

Another study done in the same year at the University of Leeds showed
that drinking greater than 300 milligrams of caffeine per day while
pregnant increased the likelihood of miscarriage by 100% . Similarly, a
Scandinavian study showed that more than 375 mg of caffeine per day
increased likelihood of the loss of the fetus .

One 2003 study showed that low birth weight was found to be a factor
particularly for boy-babies born to mothers who drank more caffeine in
the last three months of pregnancy . Additionally, a Johns Hopkins study
showed that higher caffeine intake in the last 3 months of pregnancy
especially along with smoking increases likelihood of having a small baby .


Even post birth, children born to caffeine consuming mothers are more
likely to die of Crib-death .

Caffeine drinking in men may even deter conception. According to a 2002
Iranian study, caffeine caused DNA damage in human sperm, indicating
that caffeine can negatively affect a man's semen to fertilize an egg
.These changes were due to damage by oxidation.

Genetic susceptibility may play a role in the body's sensitivity to
caffeine.

Caffeine may mediate illness in the body through several genetic
variations, having to do with processing of toxins and making them
inactive in order to eliminate them from the body. Some of the initial
by-products of these initial compounds --mediated by the particular gene
(CYP1A1) have toxic and oxidative properties in the body, and several
experiments have hypothesized whether caffeine intake and these genetic
variants influence the risk of various cancers .

For some women who the specific genotype:(CYP1B1 432 Val/Val), they were
more likely to have a miscarriage during the first three months of their
pregnancy, and caffeine was also shown to influence this risk.

There is also a variant of gene called CYP1A1 that is related to higher
probability of developing cancer of the ovary when a person drinks more
than an average amount of caffeine.

And even after child bearing years, caffeine may have deleterious
effects upon the body. Drinks that have caffeine heighten the body's
process of getting rid of its stores of calcium, magnesium, zinc, and
potassium, respectively .

There is a relationship between the intake of caffeine and breaks in the
hip bones of women in the age range of 45-65 .

Additionally after menopause, intake of greater than 300 mg of caffeine
increases the likelihood of losing bone matrix in the vertebral column .

Similarly, cola intake was shown to be related to lower bone mass in
women . According to a 2005 master's degree thesis, oxidative stress due
to caffeine consumption may be a reason for development of osteoporosis
in women . The paper suggested that bone-culture cells initiated
pre-programmed cell death pathways when treated with caffeine.


SUMMARY

A review of the literature reveals that caffeine is an important factor
in modifying the psychological state of its consumers under the present
condition of usage. Caffeine is probably the most widely used drug and
those who drink coffee, tea, cola or take OTC caffeine containing drugs
are all potential and susceptible candidates. Those of us who are
"normal" can expect manifestations which may be subtle at low doses,
overt at high doses, with the possibility of being the victims of a
habit which results in tolerance and possible severe withdrawal
symptoms. The pleasant stimulant feeling which often occurs at low doses
may be replaced by psychological symptoms which resemble anxiety and
depressive neuroses at high doses. Those with more severe psychological
problems may have their symptoms exaggerated with excessive caffeine
usage, or such symptoms can actually be caused by excess. Diagnosis of
such conditions must take caffeine usage into account.

As a result of its potent physiological activity, caffeine can alter our
behavior. it affects our sleeping habits generally resulting in insomnia
and hyperactivity. Task oriented performance, attention, and
concentrations may be modified by caffeine. At lower doses, these
effects appear to be beneficial. At higher doses, we can expect the
reverse, including toxic and rebound effects.

The common "Restless Legs Syndrome" which has often been related to
psychological disturbances may, in fact, be primarily a symptom of
caffeinism according to Lutz.

Caffeine has been investigated as a possible treatment for hyperkinetic
children since central nervous system stimulants have been shown to be
effective in this condition. Results of caffeine treatment are
controversial, some studies showing a beneficial effect with little
adverse reactions and other studies showing little or no benefit.

Caffeine's effect on our body, our nervous system, our mind, our
psychology is no illusion. It is a potent drug. That it may cause
symptoms of mental illness as recently published is no small concern.
With these findings we see that caffeine abuse is more prevalent than we
may imagine. These facts should be brought to the attention of the
medical community as well as the public in order that we may have the
opportunity of being aware of the possible interactions between
ourselves and our environment.

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J. Clan. Pharm. Their. 24,1, 40-45,1978.

PEACH, M.j.: Stimulation of Release of Adrenal Catecholarnine by
Adenosine CMP and Theophylline in the Absence of Extracellular Calcium.
Proc. Nat. Aced. Sci., USA, 69,834-836,1972.

POISNER, A.M.: Direct Stimulant Effect of Ammophylline on Catechola.
mine Release from the Adrenal Medulla. Bioch. Pharmacol. 22, 469-476, 1973.

REICHARD, C.C. and ELDER. T.S.: The Effects of Caffeine on Reaction Time
in Hyperkinetic and Normal Children. Am. J. Psychiatry 134, 2. 144, Feb.
1977.

REIMANN. H.A.: Caffeinism: A Cause of Long-continued, Low Grade Fever.
JAMA 202.12,131,1967.

REVELLE, W et aL: Introversion/Extroversion, Time Stress, and Caffeine:
Effect on Verbal Performance. Science 192, 149. April 9, 1976.

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Therapeutics. 5th Ed.. MacMillan, N.Y., 1975.

SCHNACKENSERG. R.C.: Caffeine Therapy for Hyperkinetic Children, Current
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Thursday, April 17, 2008

Healthy diet means better school performance

NEW YORK (Reuters Health) - Kids who eat better perform better in school, a new study of Nova Scotia fifth-graders confirms.

http://news.yahoo.com/s/nm/20080414/hl_nm/healthy_diet_dc_2
 
Students who ate an adequate amount of fruit, vegetables, protein, fiber and other components of a healthy diet were significantly less likely to fail a literacy test, Dr. Paul J. Veugelers of the University of Alberta in Edmonton and colleagues found.

While a healthy diet is generally assumed to be important for good school performance, there has actually been little research on this topic, Veugelers and his colleagues note. To investigate, they looked at 4,589 fifth-graders participating in the Children's Lifestyle and School-performance Study, 875 (19.1 percent) of whom had failed an elementary literacy assessment.

The better a student's eating habits based on several measures of diet quality, including adequacy and variety, the less likely he or she was to have failed the test, the researchers found, even after they adjusted the data for the effects of parental income and education, school, and sex.

Eating plenty of fruit and vegetables, and getting fewer calories from fat, was also associated with a lower risk of failing the test.


To date, Veugelers and his team say, most research on diet and school performance has focused on the importance of eating breakfast, as well as the ill effects of hunger and malnutrition.

"This study extends current knowledge in this area by demonstrating the independent importance of overall diet quality to academic performance," the researchers conclude.

"The consistency of this association across various indicators of diet quality gives emphasis to the importance of children's nutrition not only at breakfast but throughout the day."

SOURCE: Journal of School Health, April 2008.

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Saturday, April 12, 2008

Plant, Fungi, Animal Evolution Chain


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Thursday, April 10, 2008

Creating Public Neighborhood Charter Schools - Not Schools For Educational Hustlers

run by the community in which they sit - with a board including teachers, parents

organic institutions growing out of the community they are to serve. With new rules and new goals. And new designs, based on ways to make spare building space bring income to local education

create a new model

combine the best of charter schools - their decentralization - with a structure that revives the democratic control that vested interests are trying so hard to eliminate. In DC they have been remarkably successful, even eviscerating the first icon of home rule - the elected school board.
 
students in each of the sub schools did better, regardless of the approach taken. The conclusion: it was the sense that they were going to a school that mattered and that cared about them that made the difference.
 
find the best teachers and to give them the best support. For over two centuries, America did this well based on decentralized, community controlled education.  The answer is not to turn the system over to educational hustlers
+++

SCHOOLS & THE YOUNG
 
REFORMING THE CHARTER SCHOOL MOVEMENT
 
The charter school movement was created to "reform" the public schools. So far, it hasn't  proved its merit and contains some dangerous and damaging elements. Those fighting for good public schools might turn the battle around by a drive to reform charter schools, exposing their flaws and weaknesses while adopting  some of their benefits, the primary one being decentralization. The following was written for our local DC news page but many of the things mentioned apply elsewhere.
 
SAM SMITH, DC CITY DESK  This sounds weird, I know, but I find myself wondering whether one way to battle Mayor Fenty's plan to close more than a score of public schools - a strange approach to improving anything, especially education - is to investigate the possibility of turning some of them into charter schools.
 
Not any old charter schools, but ones run by the community in which they sit - with a board including teachers, parents, appointees of the ANC and so forth - rather than vague and alien gifts dropped on the neighborhood by the Fenty and business crowd. Not schools modeled on 7-11 franchises but organic institutions growing out of the community they are to serve. With new rules and new goals. And new designs, based on ways to make spare building space bring income to local education rather than be used as a mayoral giveaway to friends and contributors.

There may not be time, there may not be the energy, but a campaign for real, public, neighborhood charter schools might substantially alter the debate, putting politicians and the developers on the defensive for a change. After all, if charter schools are as good as they say, why can't  communities run them, too?
 
The goal would be to create a new model that, unlike the present charter system, is not in competition with the public school system - heading it towards a revival of its early 19th century pauper school status. The goal would to combine the best of charter schools - their decentralization - with a structure that revives the democratic control that vested interests are trying so hard to eliminate. In DC they have been remarkably successful, even eviscerating the first icon of home rule - the elected school board.
 
The big problem with charter schools right now is that if they aren't better than existing schools - and there is no convincing evidence that they are - then there is no reason for them. And if they are - or become - better than existing public schools, a two tier system will have been created no matter how much the charter crowd insists that they're just as open to everyone as the regular system. For example, I've heard charter advocates brag about how their schools are enticing public school teachers, which is great for them, but not good for the old system. Further, in order to get into one of the charter schools you have to apply. This may not seem like much, but it is precisely the sort of factor that creates a cultural gap. The determined, the knowledgeable, the brave apply. The weak, the beaten down, the confused don't. And you end up with a two tier system.
 
In fact, there is no way current charter schools can be better than the regular system without the latter being the second best place to send your kids. It is, as it now stands, a subtle but extremely effective attack on public education.
 
Obviously, there are some advantages to charter schools, but they may not be as mysterious or as unique as their advocates think. Some years back a Virginia school system experimented with small sub schools featuring different educational approaches. When they studied the results they found that students in each of the sub schools did better, regardless of the approach taken. The conclusion: it was the sense that they were going to a school that mattered and that cared about them that made the difference.
 
So why not throw a Hail Mary pass before the Fenty fusillade is successful, as it presently appears it will be? Demand that some of the schools be recreated in a modified charter school model with extensive community control - a new approach that is not  in opposition to the public schools, but is a prototype towards which the rest of the system might move. For example, I have long urged a group of mini systems based on each high school and its feeder schools, led by a board of teachers, parents and other citizens.
 
What the wheeler dealers ignore in this battle is that most of what happens in school goes on in a classroom in which the bureaucracy and the system are for that hour irrelevant. The point is to find the best teachers and to give them the best support. For over two centuries, America did this well based on decentralized, community controlled education.  The answer is not to turn the system over to educational hustlers - as encouraged by Fenty, the business lobby and the editorialists at the Washington-Kaplan Post - but to rediscover a system that worked.
 
After the above appeared we got this note from the co-founder of Save our Schools, a parent of three
 
GINA ARLOT, SAVE OUR SCHOOLS - What you describe in City Desk is very similar to what Albert Shanker, the man who first used the term "charter school", hoped would happen if a group of parents, teachers and others got together to start a charter school.  It was hoped that by having a school fully invested in by the community, with some innovative idea, we would be able to determine quickly what worked and what didn't in public education and with feedback loops back into the overall system, everyone would benefit. Education Week had a fairly big commentary on the back page recently written by a man who has written a bio on Shanker.  What happened is that after the neo-cons stopped criticizing the concept, they realized that it would help them achieve their dearest dream-privatizing a sacred government function, and as a bonus, the teachers and other school workers unions would be destroyed.  It was a pretty interesting commentary about how the whole idea of charter schools has been taken over and totally corrupted.
 
What follows is a collection of information that may be useful to those interested in pursuing the approach suggested above. Included are some of the things wrong with the current undemocratic charter school system.
 
NATIONAL EDUCATION ASSOCIATION - Nearly 40 percent of newer charter school teachers flee for other jobs, according to a recently released study. Charter school students do no better than their public school counterparts on math and reading assessments, and in some cases score lower, according to this national study. . .
 
In 2004, the National Assessment Governing Board released an analysis of charter school performance on the 2003 National Assessment of Educational Progress, also known as "The Nation's Report Card." The report found that charter school students, on average, score lower than students in traditional public schools. While there was no measurable difference between charter school students and students in traditional public schools in the same racial/ethnic subgroup, charter school students who were eligible for free or reduced-price lunch scored lower than their peers in traditional public schools, and charter school students in central cities scored lower than their peers in math in 4th grade.

Students taught by certified teachers had roughly comparable scores whether they attended charter schools or traditional public schools, but the scores of students taught by uncertified teachers in charter schools were significantly lower than those of charter school students with certified teachers.
 
Students taught by teachers with at least five years' experience outperformed students with less experienced teachers, regardless of the type of school attended, but charter school students with inexperienced teachers did significantly worse than students in traditional public schools with less experienced teachers.
 
In a study that followed North Carolina students for several years, professors Robert Bifulco and Helen Ladd found that students in charter schools actually made considerably smaller achievement gains in charter schools than they would have in traditional public schools.
 
From a guide to converting public to charter schools
 
Why should we consider converting our school to a public charter school?
 
Converting to public charter school status permits parents, teachers, and administrators to create the kind of school they want for the children who attend. They can do this because public charter school status confers independence, control, and significantly increased funding at the school level.

Each charter school is an autonomous public school organized as a non-profit corporation governed by its own board of trustees. The trustees have exclusive control over the school's budget, instructional methods, personnel, and administration. Charter schools hire whom they please, spend their funding as they see fit, and, within the bounds of their charter, control their own curriculum and instructional methods.

Because charter schools are not connected to DCPS, their funding comes directly from the D.C. government. The amount of funding is prescribed by the Uniform Per Student Funding Formula.
 
What are the risks?
 
Unlike traditional public schools, public charter schools can be closed down if they do not perform well. Charter schools that mismanage funds or break the law can be closed down at any time. Schools whose students do not improve academically can be closed down after five years. A conversion school that is closed down for any reason is likely to revert to a school-system school.

What happens to our current students if we convert?
 
Under the School Reform Act (D.C.'s charter school law), students enrolled in a converting DCPS school receive preference in admission to the charter school, as do their siblings. All students within the neighborhood boundaries of the converting school also receive preference. Any remaining seats are filled by students from around the District.

What about teachers and staff?
 
Conversion requires the endorsement of 2/3 of the school's full-time teachers. After conversion, the board of trustees determines who works at the charter school. Former DCPS teachers who work at a charter school receive "creditable service" under the District's retirement system for the entire period of their employment at the charter school. These teachers may elect to remain in the District's system or to transfer into the charter school's retirement system once it establishes one.

How do we get started?
 
The first step is to study the petition form and become thoroughly familiar with the application process. Next, you should begin educating your teachers, parents, and the community in which your school sits about the pros and cons of conversion. Once there is general agreement about moving forward, you should pull together a steering committee or founding board to begin the process of developing a shared vision and mission for your new school and to prepare the petition.
 
This summary points to some of the changes needed in the charter school law.

SAVE OUR SCHOOLS - Charter schools were supposed to be laboratories of innovation to improve public education in DC, but instead are laboratories of privatization that are destroying public education and draining our public resources. Since being imposed by a Republican Congress in 1996, it has become obvious that charters are the false promise of reform in DC public schools.
 
Charter schools are not performing any better than the public schools. In 2006-07, only 9 out of the 43 schools chartered by the Public Charter School Board reached testing benchmarks established by the No Child Left Behind law.
 
Only 1 out of the 3 "highly touted" KIPP schools met AYP in 06-07
 
When kids fall through the cracks, the results can be tragic, but charter overseers don't care:
 
Charters do not have to provide access to all students.

Since charters don¡¦t have neighborhood boundaries, no one is entitled to go to a charter school as a right. However, by law DCPS has to educate all students.
 
Many charter schools require parents to sign contracts that include mandatory meetings, "volunteering", and "activity fees."
 
Students are frequently "counseled out" if they are not meeting discipline and academic expectations. This usually occurs after October when charters receive funding for students. Money does not follow the students out of the charters and into DCPS.
 
The constant movement of students in and out of charter schools is disruptive both to the students and the receiving schools. Students can easily fall through the cracks because there is no uniform tracking system or truancy policy in charter schools.
 
Charters are costing the city millions of dollars and spend more per capita than DCPS:
 
Many heads of charter schools make excessive salaries. The Chairman and CEO of Friendship Public Charter School made $260,000 in 2006.
 
Charters are using DCPS buildings and resources and not putting anything back in the system: Maya Angelou Charter School pays DCPS around $200 per student each year to rent Evans MS despite receiving around $3,000 per student each year in facilities allotment - that's $450,000.
 
Charter Schools are not public All are owned by non-profit corporations and are only accountable to their boards of trustees.
 
Even if a charter closes, its non-profit foundation can keep the building.
 
Three of the 7 Charter Board members live in Maryland or Virginia. „
 
Kaplan is the education corporation owned by the Washington Post that is helping it stay afloat.
 
EDUCATION WORLD, 2004  Increased accountability demands on educators have led to more districts and teachers turning to outside resources for help. Among those resources is Kaplan, Inc., a company traditionally known for its test-preparation programs. Kaplan now also offers after-school education centers, as well as programs for K-12 schools, post-secondary education, and professional training. Seppy Basili
 
As Kaplan's vice president of learning and assessment, Guiseppe (Seppy) Basili guides strategy and product development for Kaplan K12 Learning Services. He has helped Kaplan K12 Learning Services design and deliver instructional programs to more than 1,000 schools nationwide. He also oversees in-house professional development programs. . .
 
EW: Since the passage of No Child Left Behind, in what areas are schools seeking the most assistance from Kaplan?
 
Basili: NCLB really is creating enormous change in schools - districts are connecting data to faces in ways they haven't before. Those districts are turning to Kaplan for a range of services - from intervention services for students with the greatest need to professional development for teachers. Districts also are turning to Kaplan for solutions, such as the Achievement Planner learning platform - a comprehensive solution that includes formative assessment, state testing analysis, and targeted lesson plans.

EW: How do you respond to some educators' concerns that they are being forced to "teach to the test" more than ever now, and that it is adversely impacting education?
 
Basili: While traditional thinking is that teachers shouldn't "teach to the test," the educational landscape has changed during the past several years. Today, we live in a world of criterion-referenced tests, which establishes a proficiency baseline that every student should be able to perform at. State tests are based on state standards. There's no problem whatsoever in having tests that are standards-based and standards-driven.

DC WATCH, 2004 In 2002, Michael Sherer at The Columbia Journalism Review reported that the Washington Post Company had paid lobbyists $80,000 to monitor the No Child Left Behind legislation in 2001. Sherer overlooked the fact that the Post Company has journalists at not only its namesake newspaper the Washington Post, but at Newsweek and many other media outlets who could "monitor" and report on the legislation. But Sherer was getting at a point regarding the journalistic integrity of the Post Company and its media outfit because of a certain conflict of interest. The Washington Post Company is not only a family newspaper but is a company with a very profitable non-media subsidiary called Kaplan Educational Services.
 
Not surprisingly, DC's "failing" schools or schools with stagnant standardized test scores have been a lead story over the last week at the Washington Post. Two reports outlined the initial announcement of "failing" schools and questioned whether or not money was available to pay for the tutoring that was due to the students in those schools. For those owning stock in the Washington Post Company, this was good news both locally and nationally. But for those outside of the Post's corporate lair, doubts linger as to whether or not this will be a continuation of bad public policy.

The Washington Post Company's 2003 Annual Report breaks Kaplan down into two divisions: Supplemental Education and Higher Education. The more profitable of the two is Supplemental Education, which has a long history as a test prep provider. Sherer infers that the Post lobbied Congress to get legislation into NCLB that would further the profits of Kaplan and therefore the Post Company and its shareholders. Sherer goes on to state " Overall, the newspaper's editorials have supported [NCLB's] interests, calling for higher school standards, the use of vouchers, and further exploration of online education."
 
The Post Company's Kaplan is one of nineteen approved NCLB supplemental service providers on the District of Columbia Public Schools' list from which parents have been able to choose. By 2003, Kaplan had already received at least one $90,000 contract for services from DCPS or $10,000 more than the Post Company reportedly paid a firm to lobby Congress on NCLB in 2001
 
CHARTER SCHOOL FAQ
 
Congress imposed charters on DC in 1996.When they proved unpopular, Congress created a special Public Charter School Board to encourage the creation and expansion of charter schools. Charter schools are an example of Congress’s disrespect for home rule and their undemocratic meddling in local affairs.
 
But aren’t charter schools well meaning?
 
Charters were pitched as innovative models of reform that would help DCPS improve.  There are some good and well-intentioned charter schools, but as a whole charters are part of a national movement to privatize all of our public institutions and services.
 
Aren't charter schools public?
 
Charter schools use public money, but every charter school is owned, operated, and governed by a private corporation and Board of Trustees. Many charters receive additional funding from private foundations and wealthy individuals, further weakening public accountability. Also, charters don’t have to follow the rules and regulations of DCPS for enrollment and retention of students or for the hiring and firing of teachers and other school workers.
 
But can’t anyone go to a charter school?
 
Charters are not neighborhood schools. Prospective students must fill out applications and are selected by citywide lottery. Often parents must attend meetings and agree to volunteer time or pay "activity fees" before their children can register. By selective outreach, specialized curriculum and niche marketing, charters can target specific types of students and ignore others. Once accepted, students can be expelled or encouraged to withdraw for social, disciplinary, or academic reasons.
 
Aren't parents just "voting with their feet" when they send their children to charters?
 
Not necessarily. DCPS buildings have been neglected and the school system overall has lost resources, staff, and programs. Most parents would choose the neighborhood school down the street if it was clean, modern, well-staffed, and well-maintained.
 
But aren’t charter schools improving educational opportunities for students in the District?
 
No. Even charter advocates agree that "quality" remains a problem in charter schools, and public schools continue to outperform charters. Even worse, charter schools are creating a dual and unequal education system DC-charters enjoy political support, get large amounts of money from private corporations, and can decide who they want to remain in their school and who they don't. DCPS has to accept everyone, including students put out of charters. Far from fixing decades of political neglect and underfunding of our public schools charters have only made the situation worse.
 
Do charter schools contribute to segregation, displacement, and gentrification?
 
Segregation: A study by the Project for Civil Rights at Harvard University shows that charter schools contribute to segregation by race and class. Charters can purposefully attract a certain type of student through targeted recruitment and niche marketing. Being a parent of a charter student generally requires far more resources (for transportation, system navigation, student fees and parent volunteering), which further discriminates against lower-income families. Also, if students do not fit in with the school's mission for disciplinary, academic, or social reasons, they can be dismissed midyear or asked not to return the next year. With this kind of subjective student selection, charter schools are clearly achieving a separate and unequal education based on race and class.
 
Privatization: Charters are an important step towards systematic privatization in which corporations and wealthy individuals make decisions for everyone else about how students are educated, what communities need, and what happens to available space. Because charters operate outside DCPS and the city government, their ownership of a school building takes the building out of the public domain and makes it private property. Even if the Charter fails, the private owners keep the building and land, rather than returning it to public ownership. Once this transition is made, the public has no access or decision-making power. They are cut out of the picture.
 
Gentrification: As segregators and privatizers, unaccountable to the people or the democratic process, charter schools are fundamental to the process of gentrification. How better to drive poor people of color out than to undercut access to public education, to sell off public property as "surplus" and hand it off to gentrifiers? This is not only racist and greedy, it shows an utter lack of respect for the people of Washington DC.
 
Are all charter schools bad?
 
 Individual charter schools may provide a wonderful educational experience for students who attend them, and may perform well and have high retention rates. However, all charter schools are part of a system that threatens equality and justice in public education and the local community.  Unless a charter school actively works to protect the community in which it is located and the DC public school system, it is a part of the problem  
 
RICHARD D. KAHLENBERG, EDUCATION WEEK Twenty years ago this month, in a landmark address to the National Press Club in Washington, American Federation of Teachers President Albert Shanker first proposed the creation of "charter schools"-publicly funded institutions that would be given greater flexibility to experiment with new ways of educating students. At the time, some conservative education reformers opposed the idea, saying we already knew what worked in education. Today, the positions are reversed: Conservatives largely embrace charters, while teachers’ unions are mostly opposed. How did the notion of charter schools evolve over 20 years? And might a return to Al Shanker’s original idea improve the educational and political fortunes of the charter school movement?
 
In Shanker’s vision, small groups of teachers and parents would submit research-based proposals outlining plans to educate kids in innovative ways. A panel consisting of the local school board and teachers’ union officials would review proposals. Once given a "charter," a term first used by the Massachusetts educator Ray Budde, a school would be left alone for a period of five to 10 years. Schools would be freed from certain collective bargaining provisions; for example, class-size limitations might be waived to merge two classes and allow team-teaching. Shanker’s core notion was to tap into teacher expertise to try new things. Building on the practices at the Saturn auto plant in Nashville, Tenn., he envisioned teams of teachers making suggestions on how best to accomplish the job at hand. Part of the appeal of charter schools to Shanker and many Democrats was that they offered a publicly run alternative to private-school-voucher proposals, which they feared would undermine teacher collective bargaining rights and Balkanize students by race, religion, and economic status. A charter school, Shanker said, “would not be a school where all the advantaged kids or all the white kids or any other group is segregated.”

In the early 1990s, Minnesota legislators, working with Shanker, adopted the nation’s first charter school legislation. However, as the idea spread (eventually to 40 states and the District of Columbia), the father of charter schools expressed increasing alarm that his idea of teacher-led institutions had morphed into something quite different. Many conservative advocates saw charters as a way to make an end run around teachers’ unions, and the vast majority of charter schools today lack collective bargaining agreements. Likewise, states disregarded Shanker’s admonition that charter schools should be diverse, as individual charter schools often appealed to specialized ethnic, religious, or racial groups, raising the very concerns Shanker had about private school vouchers.
 
Shanker argued that in charter schools, rigid collective bargaining rules could be bent, but that teachers still needed union representation. Only when teachers felt secure could they take risks, he said. “You don’t see these creative things happening where teachers don’t have voice or power or influence.” Not surprisingly, lacking a collective voice, teachers in charter schools turn over at almost twice the rate of public school teachers. And while right-wingers assumed that eliminating union influence would make test scores skyrocket, a number of independent studies have found that charter schools do no better than unionized public schools. Moreover, as a practical political matter, as charter schools became a vehicle for anti-union activists, powerful education unions naturally opposed their expansion and effectively limited the ultimate growth of the experiment.
 

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