Diabetes School Quotes

They are skeptical of the rhetoric of addiction as disease, something akin to high blood pressure or diabetes, and I get that. What they're really saying is that they may have partied in high school and college but look at them now. Look how strong-willed they are, how many good choices they've made. They want reassurances. They want to believe that they have been loved enough and have raised their children well enough that the things that I research will never, ever touch their own lives.

Anytime I talk about my work informally, I inevitably encounter someone who wants to know why addicts become addicts. They use words like “will” and “choice,” and they end by saying, “Don’t you think there’s more to it than the brain?” They are skeptical of the rhetoric of addiction as disease, something akin to high blood pressure or diabetes, and I get that. What they’re really saying is that they may have partied in high school and college but look at them now. Look how strong-willed they are, how many good choices they’ve made. They want reassurances. They want to believe that they have been loved enough and have raised their children well enough that the things that I research will never, ever touch their own lives. I understand this impulse. I, too, have spent years creating my little moat of good deeds in an attempt to protect the castle of myself. I don’t want to be dismissed the way that Nana was once dismissed. I know that it’s easier to say Their kind does seem to have a taste for drugs, easier to write all addicts off as bad and weak-willed people, than it is to look closely at the nature of their suffering. I do it too, sometimes. I judge. I walk around with my chest puffed out, making sure hat everyone knows about my Harvard and Stanford degrees, as if those things encapsulate me, and when I do so, I give in to the same facile, lazy thinking that characterizes those who think of addicts as horrible people. It’s just that I’m standing on the other side of the moat. What I can say for certain is that there is no case study in the world that could capture the whole animal of my brother, that could show how smart and kind and generous he was, how much he wanted to get better, how much he wanted to live. Forget for a moment what he looked like on paper, and instead see him as he was in all of his glory, in all of his beauty. It’s true that for years before he died, I would look at his face and think, What a pity, what a waste. But the waste was my own, the waste was what I missed out on whenever I looked at him and saw just his addiction.

I wanted to deny him, but that's the terrible power of a diary: it not only calls forth the person you used to be but rubs your nose in him, reminding you that not all change is evolutionary. More often than not, you didn't learn from your mistakes. You didn't get wiser, but simply older, growing from the twenty-five-year-old who got stoned and accidentally peed on his friend Katherine's kitten to the thirty-five-year-old who got drunk and peed in the sandbox at his old elementary school. "The sandbox!" my sister Amy said at the time. "Don't you realize that children have to pee in there?

So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society.

If David had been diagnosed with diabetes at a young age, members of his family, school, and church would have undoubtedly mobilized support. His caregivers would have communicated his need for dietary changes, exercise, and/or insulin. This was not the case when David exhibited the earliest signs of depression. The myth persists that mental illness is a character flaw. It is my hope that one day disorders of the brain will be treated with as much care, compassion, and tenacity as diseases of any other organs in our bodies.

The latest research on substance use disorder from Harvard Medical School shows it takes the typical opioid-addicted user eight years—and four to five treatment attempts—to achieve remission for just a single year. And yet only about 10 percent of the addicted population manages to get access to care and treatment for a disease that has roughly the same incidence rate as diabetes.

Imagining the end of things, when you are a child, is perhaps impossible. The thin child, despite the war that was raging, was more afraid of eternal boredom, of doing nothing that mattered, of day after day going nowhere, than she was of death or the end of things. When she thought of death she thought of the little boy across the road who had died of diabetes. No one at school, told of this, knew how to respond. Some giggled. They shifted in their seats. She did not, in fact, imagine this boy as dead; she went no further than understanding that he was not there and never would be. She knew that her father would not return, but she knew this as a fact in her own life, not in his. He would not be there again. She had nightmares about hangings, appalled that any human being could condemn any other human to live through the time of knowing the end was ineluctably coming.

The concept of resilience is used in our field. But if you look carefully at the biology after a traumatic experience-all the way down to the way genes are expressed-trauma will change everyone in some way. And those changes will be there even if they don’t result in any apparent ‘real life’ problems for the person, even if the person demonstrates resilience. A child may continue to do just as well in school, for example, but it takes much more energy and effort. Or we may find that a child is able to return to his previous level of emotional functioning, but changes in his neuroendocrine system may make him more likely to develop diabetes. This is, in essence, what the ACE studies have demonstrated. Adversity impacts the developing child. Period. What that impact will be, when it may manifest, how it maybe ‘buffered’-we can’t always say. But developmental trauma will always influence our body and brain.

Tell you what: Ask a Baptist wife why her husband treats her like a personal slave. Ask a homosexual couple why their love for one another is treated as a sick joke in some parts of the world and as a crime punishable by death in others. Ask a starving African mother with ten starving children why she doesn't practice birth control. Ask a young Muslim girl why her parents sliced off her clitoris. Ask millions of Muslim women why they cannot attend schools or show themselves in public except through the eye slits of a full-body burqa. Ask the Pakistani woman who's gang-raped why she is sentenced to death while her rapists go free, and why it’s her own family leading the murderous chorus. Ask the American woman who’s raped why her local congressman would question the “legitimacy” of that rape and would force her to bring her rapist’s child to term. Ask the dead Christian children why their fundamentalist parents wouldn’t give them an antibiotic to stave off their infection or an insulin injection to control their diabetes. Ask the Parkinson’s or paralysis victims why their cures have been mired in religious and political red tape for decades now because an increasingly hysterical and radical segment of American society believes that a clump of cells with no identity and no consciousness has more rights than they do. Ask them all to point to the source of their misery, and then ask yourself why it doesn't bother you that they are pointing to the same goddamned book you're using in your religious services and in the celebration of your “harmless” and “quaint” traditions.

What is ADHD, anyway? For those still wondering what ADHD is, here’s the briefest summary I can muster: ADHD shows up in two areas of our brain function: working memory and executive functioning.[7] Working memory allows us to hold more than one thing in our brains at once. If you’ve ever run up the stairs, only to find yourself standing in your bedroom wondering what you came for, you’ve experienced a failure of working memory. Again, everyone experiences this from time to time. People with ADHD experience it nonstop, to the point where it impairs our ability to function normally. Working memory holds onto information until we’re able to use it.[8] In addition to forgetting why we opened the refrigerator, having a leaky working memory means we lose information before our brains can move it to long-term storage. We forget a lot of things before we have a chance to act on them or write them down. Our executive functions, on the other hand, give us the power to delay gratification, strategize, plan ahead, and identify and respond to others’ feelings.[9] That’s some list, isn’t it? In the same way a diabetic’s body cannot effectively regulate insulin, imagine your brain being unable to control these behaviors. This explains why ADHDers’ behavior so often defies norms and expectations for their age group — and this persists throughout their lifespan, not just grade school. ADHD isn’t a gift. It isn’t a sign of creativity or intelligence, nor is it a simple character flaw. And it’s more than eccentric distractibility, forgetfulness, and impulsivity. ADHD is a far-reaching disorder that touches every aspect of our lives. If we leave it unchecked, it will generate chaos at home, at work, and everywhere in between.

As Dr. Fauci’s policies took hold globally, 300 million humans fell into dire poverty, food insecurity, and starvation. “Globally, the impact of lockdowns on health programs, food production, and supply chains plunged millions of people into severe hunger and malnutrition,” said Alex Gutentag in Tablet Magazine.27 According to the Associated Press (AP), during 2020, 10,000 children died each month due to virus-linked hunger from global lockdowns. In addition, 500,000 children per month experienced wasting and stunting from malnutrition—up 6.7 million from last year’s total of 47 million—which can “permanently damage children physically and mentally, transforming individual tragedies into a generational catastrophe.”28 In 2020, disruptions to health and nutrition services killed 228,000 children in South Asia.29 Deferred medical treatments for cancers, kidney failure, and diabetes killed hundreds of thousands of people and created epidemics of cardiovascular disease and undiagnosed cancer. Unemployment shock is expected to cause 890,000 additional deaths over the next 15 years.30,31 The lockdown disintegrated vital food chains, dramatically increased rates of child abuse, suicide, addiction, alcoholism, obesity, mental illness, as well as debilitating developmental delays, isolation, depression, and severe educational deficits in young children. One-third of teens and young adults reported worsening mental health during the pandemic. According to an Ohio State University study,32 suicide rates among children rose 50 percent.33 An August 11, 2021 study by Brown University found that infants born during the quarantine were short, on average, 22 IQ points as measured by Baylor scale tests.34 Some 93,000 Americans died of overdoses in 2020—a 30 percent rise over 2019.35 “Overdoses from synthetic opioids increased by 38.4 percent,36 and 11 percent of US adults considered suicide in June 2020.37 Three million children disappeared from public school systems, and ERs saw a 31 percent increase in adolescent mental health visits,”38,39 according to Gutentag. Record numbers of young children failed to reach crucial developmental milestones.40,41 Millions of hospital and nursing home patients died alone without comfort or a final goodbye from their families. Dr. Fauci admitted that he never assessed the costs of desolation, poverty, unhealthy isolation, and depression fostered by his countermeasures. “I don’t give advice about economic things,”42 Dr. Fauci explained. “I don’t give advice about anything other than public health,” he continued, even though he was so clearly among those responsible for the economic and social costs.

As Nicholas Kristof put it in The New York Times: “Cues of a hostile or indifferent environment flood an infant, or even a fetus, with stress hormones like cortisol in ways that can disrupt the body’s metabolism or the architecture of the brain. The upshot is that children are sometimes permanently undermined. Even many years later, as adults, they are more likely to suffer heart disease, obesity, diabetes and other physical ailments. They are also more likely to struggle in school, have short tempers and tangle with the law.

Let me describe how that same thought applies to the world of education. I recently joined a federal committee on incentives and accountability in public education. This is one aspect of social and market norms that I would like to explore in the years to come. Our task is to reexamine the “No Child Left Behind” policy, and to help find ways to motivate students, teachers, administrators, and parents. My feeling so far is that standardized testing and performance-based salaries are likely to push education from social norms to market norms. The United States already spends more money per student than any other Western society. Would it be wise to add more money? The same consideration applies to testing: we are already testing very frequently, and more testing is unlikely to improve the quality of education. I suspect that one answer lies in the realm of social norms. As we learned in our experiments, cash will take you only so far—social norms are the forces that can make a difference in the long run. Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instill in all of us a sense of purpose, mission, and pride in education. To do this we certainly can't take the path of market norms. The Beatles proclaimed some time ago that you “Can't Buy Me Love” and this also applies to the love of learning—you can't buy it; and if you try, you might chase it away. So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.

So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get.

I now have enough sugar to give my whole school diabetes.

So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.

Anytime I talk about my work informally, I inevitably encounter someone who wants to know why addicts become addicts. They use words like "will" and "choice", and they end by saying, "Don't you think there's more to it than the brain?" They are skeptical of the rhetoric of addiction as disease, something akin to high blood pressure or diabetes, and I get that. What they're really saying is that they may have partied in high school and college but look at them now. Look how strong-willed they are, how many good choices they've made. They want reassurances. They want to believe that they have been loved enough and have raised their children well enough that the things that I research will never, ever touch their own lives.

Dear Doc, You won’t believe this. My diabetes is GONE. I beat it, doc! How Not to Die really did save my life! Guess what else? My wife has had problems with her weight since she was a teenager. We went on a plant-based diet together, and she has, for the first time in years, gotten to a normal weight! We are both so happy, we feel like teenagers again. (Did I tell you we were high school sweethearts? That was a very long time ago, but it doesn’t feel so long ago anymore!)

During this struggle I could not help thinking about the birth of functional medicine, in which a physician determines the root causes of illnesses and treats all contributing factors. Drs. Jeffrey Bland, David Jones, David Perlmutter, Mark Hyman—starting about two decades ago, they began treating complex chronic problems like type 2 diabetes, lupus, and obesity with unprecedented success. Yet medical schools had virtually no interest in teaching about this approach. As the pioneers of functional medicine discovered, you know you are doing something that is paradigm changing when you are doing it right in front of everyone but no one can see it.

We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society.

Knowledge (remember) You know enough to be able to recite knowledge by rote (e.g. you can recite the 15 causes of clubbing) Comprehension (understand) You understand the knowledge, so can explain it to others (e.g. you can explain what clubbing is) Application (apply) You can use the knowledge you have to solve problems (you use your knowledge of clubbing to try and work out why the patient in front of you has clubbed fingers) Analysis (analyse) You can use the knowledge you have to compare and contrast with other knowledge and see how it fits in with other people's assumptions and/or hypotheses (e.g. compare and contrast type 1 and type 2 diabetes; compare and contrast the electron as a particle and the electron as an electromagnetic wave) Synthesis (create) You can use knowledge, integrated with other knowledge, to produce new hypotheses (e.g. you know glucose crosses the placenta and that insulin does not; you know that in diabetes glucose tends to run high, so you hypothesise that the baby of a woman with diabetes will produce high levels of insulin itself and so will be at risk of going ‘hypo’ after birth) Evaluation (evaluate) You use your knowledge to assess, critique or judge others

promoting human emotions like love, forgiveness, compassion, understanding, empathy, loyalty and patience. Kapha-dominant people are tenacious but calm, strong but loving and are blessed with wise tolerance. But, when this energy is out of balance, it can result in obesity, diabetes, insecurity, sinus problems and gallbladder diseases.

If you’re like most people, a string of nerve-racking incidents keeps you in fight-or-flight response—and out of homeostasis—a large part of the time. Maybe the car cutting you off is the only actual life-threatening situation you encounter all day, but the traffic on the way to work, the pressure of preparing for a big presentation, the argument you had with your spouse, the credit-card bill that came in the mail, the crashing of your computer hard drive, and the new gray hair you noticed in the mirror keep the stress hormones circulating in your body on a near-constant basis. Between remembering stressful experiences from the past and anticipating stressful situations coming up in your future, all these repetitive short-term stresses blur together into long-term stress. Welcome to the 21st-century version of living in survival mode. In fight-or-flight mode, life-sustaining energy is mobilized so that the body can either run or fight. But when there isn’t a return to homeostasis (because you keep perceiving a threat), vital energy is lost in the system. You have less energy in your internal environment for cell growth and repair, long-term building projects on a cellular level, and healing when that energy is being channeled elsewhere. The cells shut down, they no longer communicate with one another, and they become “selfish.” It’s not time for routine maintenance (let alone for making improvements); it’s time for defense. It’s every cell for itself, so the collective community of cells working together becomes fractured. The immune and endocrine systems (among others) become weakened as genes in those related cells are compromised when informational signals from outside the cells are turned off. It’s like living in a country where 98 percent of the resources go toward defense, and nothing is left for schools, libraries, road building and repair, communication systems, growing of food, and so on. Roads develop potholes that aren’t fixed. Schools suffer budget cuts, so students wind up learning less. Social welfare programs that took care of the poor and the elderly have to close down. And there’s not enough food to feed the masses. Not surprisingly, then, long-term stress has been linked to anxiety, depression, digestive problems, memory loss, insomnia, hypertension, heart disease, strokes, cancer, ulcers, rheumatoid arthritis, colds, flu, aging acceleration, allergies, body pain, chronic fatigue, infertility, impotence, asthma, hormonal issues, skin rashes, hair loss, muscle spasms, and diabetes, to name just a few conditions (all of which, by the way, are the result of epigenetic changes). No organism in nature is designed to withstand the effects of long-term stress.