The Truth About Belly Fat

Deep Belly Fat

You need some visceral fat. It provides cushioning around your organs.

But if you have too much of it, you may be more likely to get high blood pressure, type 2 diabetes, heart disease, dementia, and certain cancers, including breast cancer and colon cancer.

The fat doesn't just sit there. It's an active part of your body, making "lots of nasty substances," says Kristen Hairston, MD, assistant professor of endocrinology and metabolism at Wake Forest School of Medicine.

If you gain too much weight, your body starts to store your fat in unusual places.

With increasing obesity, you have people whose regular areas to store fat are so full that the fat is deposited into the organs and around the heart, says Carol Shively, PhD, professor of pathology-comparative medicine at Wake Forest School of Medicine.

How Much Belly Fat Do You Have?

The most precise way to determine how much visceral fat you have is to get a CT scan orMRI. But there's a much simpler, low-cost way to check.  

Get a measuring tape, wrap it around your waist at your belly button, and check your girth. Do it while you're standing up, and make sure the tape measure is level.

For your health's sake, you want your waist size to be less than 35 inches if you're a woman and less than 40 inches if you're a man.

Having a "pear shape" -- bigger hips and thighs -- is considered safer than an "apple shape," which describes a wider waistline.

“What we’re really pointing to with the apple versus pear,” Hairston says, "is that, if you have more abdominal fat, it’s probably an indicator that you have more visceral fat."

Thin People Have It, Too

Even if you're thin, you can still have too much visceral fat.

How much you have is partly about your genes, and partly about your lifestyle, especially how active you are.  

Visceral fat likes inactivity. In one study, thin people who watched their diets but didn'texercise were  more likely to have too much visceral fat.

The key is to be active, no matter what size you are.

4 Steps for Beating Belly Fat

There are four keys to controlling belly fat: exercise, diet, sleep, and stress management.

1. Exercise: Vigorous exercise trims all your fat, including visceral fat.

Get at least 30 minutes of moderate exercise at least 5 days a week. Walking counts, as long as it's brisk enough that you work up a sweat and breathe harder, with your heart rate faster than usual.  

To get the same results in half the time, step up your pace and get vigorous exercise -- likejogging or walking. You'd need to do that for 20 minutes a day, 4 days a week.

Jog, if you're already fit, or walk briskly at an incline on a treadmill if you're not ready for jogging. Vigorous workouts on stationary bikes and elliptical or rowing machines are also effective, says Duke researcher Cris Slentz, PhD.

Moderate activity -- raising your heart rate for 30 minutes at least three times per week -- also helps. It slows down how much visceral fat you gain. But to torch visceral fat, your workouts may need to be stepped up.

“Rake leaves, walk, garden, go to Zumba, play soccer with your kids. It doesn’t have to be in the gym,” Hairston says.

If you are not active now, it's a good idea to check with your health care provider before starting a new fitness program.

2. Diet: There is no magic diet for belly fat. But when you lose weight on any diet, belly fat usually goes first.

Getting enough fiber can help. Hairston’s research shows that people who eat 10 grams of soluble fiber per day -- without any other diet changes -- build up less visceral fat over time than others. That’s as simple as eating two small apples, a cup of green peas, or a half-cup of pinto beans.

4 Steps for Beating Belly Fat continued...

“Even if you kept everything else the same but switched to a higher-fiber bread, you might be able to better maintain your weight over time,” Hairston says.

3. Sleep: Getting the right amount of shut-eye helps. In one study, people who got 6 to 7 hours of sleep per night gained less visceral fat over 5 years compared to those who slept 5 or fewer hours per night or 8 or more hours per night. Sleep may not have been the only thing that mattered -- but it was part of the picture.

4. Stress: Everyone has stress. How you handle it matters. The best things you can do include relaxing with friends and family, meditating, exercising to blow off steam, and getting counseling. That leaves you healthier and better prepared to make good choices for yourself.

“If you could only afford the time to do one of these things," Shively says, "exercise probably has the most immediate benefits, because it gets at both obesity and stress.”

http://www.webmd.com/diet/the-truth-about-belly-fat?page=3

Autism - Symptoms

Core symptoms

The severity of symptoms varies greatly, but all people with autismhave some core symptoms in the areas of:

• Social interactions and relationships. Symptoms may include:
  • Significant problems developing nonverbal communication skills, such as eye-to-eye gazing, facial expressions, and body posture.
  • Failure to establish friendships with children the same age.
  • Lack of interest in sharing enjoyment, interests, or achievements with other people.
  • Lack of empathy. People with autism may have difficulty understanding another person's feelings, such as pain or sorrow.
• Verbal and nonverbal communication. Symptoms may include:
  • Delay in, or lack of, learning to talk. As many as 40% of people with autism never speak.1
  • Problems taking steps to start a conversation. Also, people with autism have difficulties continuing a conversation after it has begun.
  • Stereotyped and repetitive use of language. People with autism often repeat over and over a phrase they have heard previously (echolalia).
  • Difficulty understanding their listener's perspective. For example, a person with autism may not understand that someone is using humor. They may interpret the communication word for word and fail to catch the implied meaning.
• Limited interests in activities or play. Symptoms may include:
  • An unusual focus on pieces. Younger children with autism often focus on parts of toys, such as the wheels on a car, rather than playing with the entire toy.
  • Preoccupation with certain topics. For example, older children and adults may be fascinated by video games, trading cards, or license plates.
  • A need for sameness and routines. For example, a child with autism may always need to eat bread before salad and insist on driving the same route every day to school.
  • Stereotyped behaviors. These may include body rocking and hand flapping.

Symptoms during childhood

Symptoms of autism are usually noticed first by parents and other caregivers sometime during the child's first 3 years. Although autism is present at birth (congenital), signs of the disorder can be difficult to identify or diagnose during infancy. Parents often become concerned when their toddler does not like to be held; does not seem interested in playing certain games, such as peekaboo; and does not begin to talk. Sometimes, a child with autism will start to talk at the same time as other children the same age, then lose his or her language skills. Parents also may be confused about their child's hearing abilities. It often seems that a child with autism does not hear, yet at other times, he or she may appear to hear a distant background noise, such as the whistle of a train.

With early and intensive treatment, most children improve their ability to relate to others, communicate, and help themselves as they grow older. Contrary to popular myths about children with autism, very few are completely socially isolated or "live in a world of their own."

Symptoms during teen years

During the teen years, the patterns of behavior often change. Manyteens gain skills but still lag behind in their ability to relate to and understand others. Puberty and emerging sexuality may be more difficult for teens who have autism than for others this age. Teens are at an increased risk for developing problems related to depression,anxiety, and epilepsy.

Symptoms in adulthood

Some adults with autism are able to work and live on their own. The degree to which an adult with autism can lead an independent life is related to intelligence and ability to communicate. At least 33% are able to achieve at least partial independence.2

Some adults with autism need a lot of assistance, especially those with low intelligence who are unable to speak. Part- or full-time supervision can be provided by residential treatment programs. At the other end of the spectrum, adults with high-functioning autism are often successful in their professions and able to live independently, although they typically continue to have some difficulties relating to other people. These individuals usually have average to above-average intelligence.

Other symptoms

Many people with autism have symptoms similar to attention deficit hyperactivity disorder (ADHD). But these symptoms, especially problems with social relationships, are more severe for people with autism.

About 10% of people with autism have some form of savant skills—special limited gifts such as memorizing lists, calculating calendar dates, drawing, or musical ability.1

Many people with autism have unusual sensory perceptions. For example, they may describe a light touch as painful and deep pressure as providing a calming feeling. Others may not feel pain at all. Some people with autism have strong food likes and dislikes and unusual preoccupations.

Sleep problems occur in about 40% to 70% of people with autism.3

Almost half of the children who have autism spectrum disorders tend to "wander off" from a caregiver, or "elope." For many caregivers of these children, elopement is one of the most stressful behaviors they must learn to cope with. Studies show that behavioral assessment interventions, such as applied behavioral analysis, may reduce the number of times a child wanders off.4

Other conditions

Autism is one of several types of autism spectrum disorders (ASDs), once known as pervasive developmental disorders. It is not unusual for autism to be confused with other ASDs, such as Asperger's syndrome, or to have overlapping symptoms. A similar condition is called unspecified neurodevelopmental disorder. This condition occurs when children display similar behaviors but do not meet the criteria for autism. Also, other conditions with similar symptoms may also have similarities to or occur with autism.

http://www.webmd.com/brain/autism/autism-symptoms?page=3

Autism - Exams and Tests

The American Academy of Pediatrics (AAP) recommends screening children for autism during regularly scheduled well-child visits.5 This policy helps doctors identify signs of autism early in its course. Early diagnosis and treatment can help the child reach his or her full potential.

When a developmental delay is recognized in a child, further testing can help a doctor find out whether the problem is related to autism, another autism spectrum disorder, or a condition with similar symptoms, such as language delays or avoidant personality disorder. If your primary care provider does not have specific training or experience in developmental problems, he or she may refer your child to a specialist—such as a developmental pediatrician, a psychiatrist, a speech therapist, a psychologist, or a child psychiatrist—for the additional testing.

• Behavioral assessments. Various guidelines and questionnaires are used to help a doctor determine the specific type of developmental delay a child has. These include:2
  • Medical history. During the medical history interview, a doctor asks general questions about a child's development, such as whether a child shows parents things by pointing to objects. Young children with autism often point to items they want, but do not point to show parents an item and then check to see if parents are looking at the item being pointed out.
  • Diagnostic guidelines for autism. The American Association of Childhood and Adolescent Psychiatry (AACAP) has established guidelines for diagnosing autism.2 The criteria are designed so a doctor can assess a child's behavior relating to core symptoms of autism.
  • Clinical observations. A doctor may want to observe the developmentally delayed child in different situations. The parents may be asked to interpret whether certain behaviors are usual for the child in those circumstances.
  • Developmental and intelligence tests. The AACAP also recommends that tests be given to evaluate whether a child's developmental delays affect his or her ability to think and make decisions.

• Physical assessments and laboratory tests. Other tests may be used to determine whether a physical problem may be causing symptoms. These tests include:
  • Physical exam, including head circumference, weight, and height measurements, to determine whether the child has a normal growth pattern.
  • Hearing tests, to determine whether hearing problems may be causing developmental delays, especially those related to social skills and language use.
  • Testing for lead poisoning, especially if a condition called pica (in which a person craves substances that are not food, such as dirt or flecks of old paint) is present. Children with developmental delays usually continue putting items in their mouth after this stage has passed in normally developing children. This practice can result in lead poisoning, which should be identified and treated as soon as possible.

Other lab tests may be done under specific circumstances. These tests include:

• Chromosomal analysis, which may be done if intellectual disability is present or there is a family history of intellectual disability. For example, fragile X syndrome, which causes a range of below-normal intelligence problems as well as autistic-like behaviors, can be identified with a chromosomal analysis.
• An electroencephalograph (EEG), which is done if there are symptoms of seizures, such as a history of staring spells or if a person reverts to less mature behavior (developmental regression).
• MRI, which may be done if there are signs of differences in the structure of the brain.

Early detection

All doctors who see infants and children for well-child visits should watch for early signs of developmental disorders. Developmental screening tools, such as the Ages and Stages Questionnaire or the Modified Checklist for Autism in Toddlers (M-CHAT), can help assess behavior.

If a doctor discovers the following obvious signs of developmental delays, the child should immediately be evaluated:5

• No babbling, pointing, or other gestures by 12 months
• No single words by 16 months
• No 2-word spontaneous phrases by 24 months, with the exception of repeated phrases (echolalia)
• Any loss of any language or social skills at any age

If there are no obvious signs of developmental delays or any unusual indications from the screening tests, most infants and children do not need further evaluation until the next well-child visit.

But children who have a sibling with autism should continue to be closely monitored, because they are at increased risk for autism and other developmental problems.

When socialization, learning, or behavior problems develop in a person at any time or at any age, he or she should also be evaluated.

http://www.webmd.com/brain/autism/autism-exams-and-tests?page=2

What Is Autism?

Autism is a complex neurobehavioral disorder that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors. The disorder covers a large spectrum of symptoms, skills, and levels of impairment. It ranges in severity from a handicap that somewhat limits an otherwise normal life to a devastating disability that may require institutional care.

Children with autism have trouble communicating. They have trouble understanding what other people think and feel. This makes it very hard for them to express themselves either with words or through gestures, facial expressions, and touch.

A child with autism who is very sensitive may be greatly troubled -- sometimes even pained -- by sounds, touches, smells, or sights that seem normal to others.

Children who are autistic may have repetitive, stereotyped body movements such as rocking, pacing, or hand flapping. They may have unusual responses to people, attachments to objects, resistance to change in their routines, or aggressive or self-injurious behavior. At times they may seem not to notice people, objects, or activities in their surroundings. Some children with autism may also develop seizures. And in some cases, those seizures may not occur until adolescence.

Many people with autism are cognitively impairted to some degree. In contrast to more typical cognitive impairment, which is characterized by relatively even delays in all areas of development, people with autism show uneven skill development. They may have problems in certain areas, especially the ability to communicate and relate to others. But they may have unusually developed skills in other areas, such as drawing, creating music, solving math problems, or memorizing facts. For this reason, they may test higher -- perhaps even in the average or above-average range -- on nonverbal intelligence tests.

Autism typically appears during the first three years of life. Some children show signs from birth. Others seem to develop normally at first, only to slip suddenly into symptoms when they are 18 to 36 months old. However, it is now recognized that some individuals may not show symptoms of a communication disorder until demands of the environment exceed their capabilities. Autism is four times more common in boys than in girls. It knows no racial, ethnic, or social boundaries. Family income, lifestyle, or educational levels do not affect a child's chance of being autistic. 

What Is Autism? continued...

Autism is said to be increasing; however, it is not entirely clear whether the increase is related to changes in how it is diagnosed or whether it is a true increase in the incidence of the disease.

The most recent version of the Diagnostic and Statistical Manual of Mental Disorders version 5 (DSM-5) has just a single category for the diagnosis of an autistic disorder--  autism spectrum disorders, which includes the following disorders that were previously diagnosed as individual disorders:

• Autistic disorder. This is what most people think of when they hear the word "autism." It refers to problems with social interactions, communication, and imaginative play in children younger than 3 years.
• Asperger's syndrome. These children don't have a problem with language -- in fact, they tend to score in the average or above-average range on intelligence tests. But they have the same social problems and limited scope of interests as children with autistic disorder.
• Pervasive developmental disorder or PDD -- also known as atypical autism. This is a kind of catch-all category for children who have some autistic behaviors but who don't fit into other categories.
• Rett syndrome. Children with Rett syndrome, primarily girls, start developing normally but then begin losing their communication and social skills. Beginning at the age of 1 to 4 years, repetitive hand movements replace purposeful use of the hands. Children with Rett syndrome are usually severely cognitively impaired.
• Childhood disintegrative disorder. These children develop normally for at least two years and then lose some or most of their communication and social skills. This is an extremely rare disorder and its existence as a separate condition is a matter of debate among many mental health professionals.

These disorders may now be diagnosed as either a social communication disorder or autism spectrum disorder based on the primary impairments.

What Causes Autism?

Because autism runs in families, most researchers think that certain combinations of genes may predispose a child to autism. But there are risk factors that increase the chance of having a child with autism.

Advanced age of the mother or the father increases the chance of an autistic child.

What Causes Autism? continued...

When a pregnant woman is exposed to certain drugs or chemicals, her child is more likely to be autistic. These risk factors include the use of alcohol, maternal metabolic conditions such as diabetes and obesity, and the use of antiseizure drugs during pregnancy. In some cases, autism has been linked to untreated phenylketonuria (called PKU, an inborn metabolic disorder caused by the absence of an enzyme) and rubella (Germanmeasles).

Although sometimes cited as a cause of autism, there is no evidence that vaccinations cause autism.  

Exactly why autism happens isn't clear. Research suggests that it may arise from abnormalities in parts of the brain that interpret sensory input and process language. 

Researchers have no evidence that a child's psychological environment -- such as how caregivers treat the child -- causes autism.

http://www.webmd.com/brain/autism/understanding-autism-basics?page=3

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20 Perkara Yang Berubah Selepas Anda Mempunyai Anak

Sering kali rakan-rakan kita memberi peringatan kepada kita ketika kita sedang mengandungkan anak pertama. “Kau tidurlah puas-puas, nanti dah ada anak mesti tak cukup tidur”...Betul kan?
Dan yang pasti, selepas mempunyai anak, banyak yang akan berubah dalam hidup kita. Kita akan mempunyai kekangan wang, tidak cukup tidur dan tanggungjawab yang lebih besar perlu digalas. Tetapi apabila seluruh kehidupan kita bertumpu kepada anak kesayangan kita, sebenarnya, banyak perkara yang menarik akan berlaku. 

1- Kita menemui kekuatan dalaman tanpa kita sedar.

2- Kita akan merindui saat 9 bulan kehamilan kita walaupun terpaksa mengendong perut yang boyot!

3- Kita tidak lagi memerlukan jam. Sebaliknya, bayi kita yang menetapkan jadual harian kita. Adakalanya bayi kita bangun seawal jam 4 pagi!!

4- Kita akan menghormati dan mengasihi ibu bapa kita sendiri dengan cara yang baru.

5- Jika anak kita sakit, kita yang akan mengalami rasa lebih teruk berbanding kita yang sakit..

6- Kita tidak keberatan tidur pada pukul 9 malam pada malam Jumaat...;-)

7- Perasaan kita akan lebih mudah tersentuh atau berkecil hati apabila berlaku hal-hal berkaitan dengan anak.

8- Kita akan lebih kerap melihat anak kita di dalam cermin berbanding melihat diri kita sendiri.

9- Kita tidak lagi jijik dengan najis bayi, sebaliknya kita akan Happy bila anak kita poo-poo! 

10- Kita akan lebih menghargai diri kita.

11- Kita lebih rela meluangkan masa untuk peluk dan cium anak kita, walaupun kita tahu kita akan sampai lewat ke tempat kerja.

12- Kita mula menyedari, yang kita punyai kuasa yang hebat bila dapat menenangkan anak kita yang sedang menangis.

13- Kita akan sentiasa mengira gigi anak yang baru tumbuh.

14- Kita akan rasakan yang mempunyai anak lagi bukanlah satu masalah yang besar, malah kita amat sukannya.

15- Apabila kita melihat ada ibu bapa lain yang sedang memegang anak mereka yang sedang menangis, kita akan faham situasi mereka.

16- Kita akan menghargai masa mandi kita walaupun ianya dalam masa yang singkat!

17- Akhirnya, kita akan mula bertegur sapa dengan jiran sebelah selepas mempunyai anak!

18- Kita akan dapati, perkara-perkara yang dulunya kita anggap penting kini tidak lagi selepas adanya anak.

19- Kita sedar yang sebenarnya tidak sukar untuk menyayangi anak kita yang pada mulanya kita anggap dia adalah orang asing.

20- Setiap hari kita adalah sesuatu yang penuh dengan kejutan!

Jadi, hargailah saat-saat anda bersama anak anda!