What are Rocks Made of and Types of Rocks For Kids

The earth is one big rock factory. According to the scientists, the earth has been making rocks for billions of years.
The earth makes three different kinds of rocks.
One kind is made from hot, syrupy liquids, deep inside the earth. Sometimes, some of this liquid rock pushes its way between two layers of solid rock—making a sort of rock sandwich. Then the liquid cools off and becomes solid, too. Sometimes, when volcanoes erupt, some of the liquid rock is pushed up out of the earth. When it reaches the earth’s surface, it cools and becomes solid.
Rock that was once a hot liquid is called igneous rock.
Igneous means “of fire.”
Granite, the hard, light-colored sparkly rock used on the outside of many buildings, is an igneous rock. And so is the black glassy rock called obsidian that some prehistoric people made into knives and arrowheads.

Granite – an igneous rock

 Another kind of rock is made out of “rock powder.” Wind and rain wear off tiny, powdery bits of rock from mountains. Rivers carry the powdered rock to the sea, where it sinks to the bottom. Over thousands of years, the bottom layers of powder are squeezed together by the weight of new layers. Slowly, the powdery bits on the bottom are turned into a layer of solid rock. Over millions of years, earthquakes and other forces may lift up the layers of new rock and they become dry land.
Rocks that are made this way are called sedimentary rocks.
Sedimentary comes from the word sediment, which means “to settle.”
Limestone and sandstone are sedimentary rocks.

Sandstone – sedimentary rock

There is also rock that is changed deep in the earth.
The heat and weight of the earth slowly change it into a different kind of rock. 
Rocks changed this way are called metamorphic rocks.
Metamorphic means “changed.”
Slate, a gray-black rock from which blackboards used to be made, is a metamorphic rock that was changed from clay.
Marble is a metamorphic rock that was changed from limestone. Most metamorphic rocks are very old. They stay buried unless erosion, an earthquake, or the birth of a mountain lifts them to the earths surface.

Marble—a metamorphic rock

In fact, all the rocks we see were made long, long ago.
The oldest rocks ever found on earth are more than three billion years old.
But the earth hasnt stopped making rocks—its making them right now.
It takes a long, long time to make a rock.

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Construction of Single Phase Induction Motor Excerpt from the book THE BOY MECHANIC

The following notes on a small single-phase induction motor, without auxiliary phase, which the writer has made, may be of interest to some of our readers, says the Model Engineer.
The problem to be solved was the construction of a motor large enough to drive a sewing machine or very light lathe, to be supplied with 110-volt alternating current from a lighting circuit, and to consume, if possible, no more current than a 16-cp. lamp.
In designing, it had to be borne in mind that, with the exception of insulated wire, no special materials could be obtained.

The principle of an induction motor is quite different from that of the commutator motor. The winding of the armature, or "rotor," has no connection with the outside circuit, but the current is induced in it by the action of the alternating current supplied to the winding of the field-magnet, or "stator." Neither commutator nor slip rings are required, and all sparking is avoided. Unfortunately, this little machine is not self-starting, but a slight pull on the belt just as the current is turned on is all that is needed, and the motor rapidly gathers speed provided no load is put on until it is in step with the alternations of the supply. It then runs at constant speed whether given much or little current, but stops if overloaded for more than a few seconds.

The stator has four poles and is built up of pieces of sheet iron used for stove pipes, which runs about 35 sheets to the inch. All the pieces are alike and cut on the lines with the dimensions as shown in Fig. 1, with the dotted line, C, to be filed out after they are placed together. Each layer of four is placed with the pointed ends of the pieces alternately to the right and left so as to break joints as shown in Fig. 2. The laminations were carefully built up on a board into which heavy wires had been driven to keep them in place until all were in position and the whole could be clamped down. In the middle of the pieces 1/4-in. holes, B, were then drilled and 1/4-in. bolts put in and tightened up, large holes being cut through the wood to enable this to be done. The armature tunnel was then carefully filed out and all taken apart again so that the rough edges could be scraped off and the laminations given a thin coat of shellac varnish on one side. After assembling a second time, the bolts were coated with shellac and put into place for good. Holes 5-32 in. in diameter were drilled in the corners, A, and filled with rivets, also varnished before they were put in. When put together they should make a piece 2 in. thick.

This peculiar construction was adopted because proper stampings were not available, and as every bit of sheet iron had to be cut with a small pair of tinners snips, it was important to have a very simple outline for the pieces. They are not particularly accurate as it is, and when some of them got out of their proper order while being varnished, an awkward job occurred in the magnet which was never entirely corrected. No doubt some energy is lost through the large number of joints, all representing breaks in the magnetic circuit, but as the laminations are tightly held together and the circuit is about as compact as it could possibly be, probably the loss is not as great as it would appear at first sight.

The rotor is made of laminations cut from sheet iron, as shown in Fig. 3, which were varnished lightly on one side and clamped on the shaft between two nuts in the usual way. A very slight cut was taken in the lathe afterwards to true the circumference. The shaft was turned from 1/2-in. wrought iron, no steel being obtainable, and is shown with dimensions in Fig. 4. The bearings were cast of babbitt metal, as shown in Fig. 5, in a wooden mold and bored to size with a twist drill in the lathe. They are fitted with ordinary wick lubricators. Figures 6 and 7 are sections showing the general arrangement of the machine.

The stator is wound full with No. 22 double cotton-covered copper wire, about 2-1/2 lb. being used, and the connections are such as to produce alternate poles—that is, the end of the first coil is joined to the end of the second the beginning of the second to the beginning of the third, and the end of the third to the end of the fourth, while the beginnings of the first and fourth coils connect to the supply.

The rotor is wound with No. 24 double cotton-covered copper wire, each limb being filled with about 200 turns, and all wound in the same direction. The four commencing ends are connected together on one side of the rotor and the four finishing ends are soldered together on the other. All winding spaces are carefully covered with two layers of cambric soaked in shellac, and as each layer of wire was wound, it was well saturated with varnish before the next was put on.

This type of motor has drawbacks, as before stated, but if regular stampings are used for the laminations, it would be very simple to build, having no commutator or brushes, and would not easily get out of order. No starting resistance is needed, and as the motor runs at constant speed, depending upon the number of alternations of the supply, a regulating resistance is not needed.


Excerpt from the book:
THE BOY MECHANIC
VOLUME I
700 THINGS FOR BOYS TO DO
WITH 800 ILLUSTRATIONS
1913, BY H. H. WINDSOR CHICAGO
POPULAR MECHANICS CO. PUBLISHERS

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SCIENCE OF HINDU GODS

THE COSMIC DANCE OF THE UNIVERSE
http://swamiram.com/scienceofhindugods/img/3.png


AINU PEOPLE
http://en.wikipedia.org/wiki/Ainu_mythology#Religion


ANCIENT EGYPTION RELIGION
http://en.wikipedia.org/wiki/Egyptian_mythology#Mythology

TAMIL CALENDAR
http://en.wikipedia.org/wiki/Tamil_calendar

PANCHANGAM
http://en.wikipedia.org/wiki/Panchangam

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Anatomy of a Baby

Anatomy of a Baby

 

SOURCE http://www.pleated-jeans.com

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Ultrasound of Gallbladder

Ultrasonic anatomy Located inferior to rt. Lobe of liver

Long axis 6-12 cm , short axis 3-5 cm (4*10cm usually at fasting )

Contracted < 5 cm

Distended > 12 cm when the patient is fasting

Max normal diameter of CBD=4 to 7 mm

Wall Thickness:

Measured in the side in contact with the liver.usually < 3 mm.

From 3-5 mm >>> suspect thick wall

More than 5 mm >>> It is a thick wall gall bladder which is seen in:

Cholecystitis (acute-chronic).

Hepatitis ( viral).

Common Bile Duct is anterior to portal vein.this is the position of porta hapatis

Imaging technique

-overnight fast(6-12hr) to distent GB and remove gas shadow

Short focal length transducer is better as GB is anteriorly located organ.

Supine ,LPO position for imaging

Ganarally dilated bile duct seen in longitudional scan.portal vein ant. To IVC

Contents

Stones:

seen inside, mobile except at the neck they appear white with posterior shadow.

Thick bile.

Called sludge.Change with changing position. The picture occurs in the presence of thick bile in patients on IV fluids for 3-4 days and in inflammation.

Parasite:

Fasciola appears pearl shape.

Move as a whole.

Cancer & polyps:

Polypoidal or heterogeneous mass.

Pathologies

CHOLELITHIASIS-gall stone have high reflictive echo with prominent acoustic posterior shadow

Gravity dependent movement confirms diagnosis

Wall thickening as a hypoechoeic region b/n two echoeic lines,suggest chr.cholecystitis,alcoholism.

Sludge

No acoustic shadow

Low to mild level echoes

Moves very sluggishly

Acute cholecystitis

Associated with cholelithiasis in most cases

Gall stone with focal GB tenderness,usg MURPHY s sign

Pericholecystic edema

Wall edema or wall hypoechoeic

Sometime stone may not be present ,called acalculus cholecystitis eg.burns,old age,after major trauma,and fasting patient

Intrahepatic bile duct

If bile duct are >2mm dia

Second ultrasonic feature of bile duct dilatation is irregularity of bile duct dilatation

Extrahapatic bile duct

Normally 4mm at age 40,5mm at 50

Common site at head of pancrease when double duct sign may be seen

Cbd seen by parasagittal scan

Other facts

Fluid filled colon may appear like GB,wait and watch peristalsis.

In bed ridden ,numerous mass,sludge is not pathological

Polyps donot produce posterior shadow

In obese,difficult to see GB from subcostal approach

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Anatomy of the Diaphragm

Diaphragm is composed of voluntary muscles and reaches up to the lower-most part of rib cage. Diaphragm is the structure that separates the abdominal and thoracic cavities that is composed of the heart, ribs, and lungs and is particularly accountable for the respiratory operations.

The diaphragm can be partioned into 3 segments: the sternal, costal, and lumbar components. The sternal part of diaphragm consists of the 2 muscular slips from xiphoid process. Conversely, the costal part combines with the transverse muscle of abdomen. It comprises of the cartilages and nearby parts of the 6 ribs situated around the thoracic cavity. Finally, the lumbar section of the diaphragm consists of lumbocostal arches as well as the crura. The diaphragm has many openings within it to permit the passage of other structures between the abdomen and the thorax. In addition to the minor ones, there are 3 primary openings in the diaphragm. The names of the openings are the esophageal, aortic and infeiror vena caval, allowing corresponding structures through them.

Diaphragm is an important part of the human body because of the fact that it performs on various tasks which are vital to keep someone living. During respiration, the diaphragm contracts to expand the thoracic cavity, while allows lung to enlarge and store more air. This phenomenon occurs in 2 diverse styles of respiration. The first is known as abdominal respiration, where the thoracic cavity stretches downwards. The 2nd kind of respiration is known as thoracic respiration and enables the thoracic cavity to extend upwards.

Diaphragm is also related to various other tasks not related to breathing. For instance, it participates in actions such as vomiting and parturition. The diaphragm is involved in all these actions by raising the intra-abdominal stress of the human body. In vomiting, the diaphragm may also help to prevent vomiting. This is done by the diaphragm exerting stress around the esophagus as it passes through the esophageal opening.

Probably the most usual affiliated actions of the diaphragm is hiccups. These are involuntary and sharp contractions of the diaphragm. Cause of hiccups is the acute rush of air towards the lungs pushing the vocal cords to shut. Despite the fact that we all believe that hiccups are often bothersome or distressing, it must be considered that theyre safe to the human body. Hiccups do generally vanish rather rapidly after first appearing. Therefore it is only a matter of waiting for the diaphragm to become normal.

Please visit: Functions of Diaphragm for more content on the topic.

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9000 Year Old Northern European Mummies of Nevada and California

9000 Year Old Northern European Mummies of Nevada and California

   Mummified human remains have been discovered in eastern California and Nevada. The remains in Nevada are from Lovelock Cave.DNA results of the Nevada skulls show they originated from Norway. The  Piaute Indian has a legend of  red haired giants that once inhabited these same regions.

A giant mummified woman who was 6 feet 8 inches tall that was discovered in the Yosemite Park in California. Are these the same people? 

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HMH Fuse and the future of K 12 mobile education on the iPad

Last September we wrote about a fascinating project that, if successful, may ring in the future of digital curricula for K-12 education. Houghton Mifflin Harcourt, a major publisher of textbooks with an abiding interest in technology, embarked upon a large scale pilot project in digitaleducation.

As soon as their new Holt McDougal Algebra 1 textbook was finished, it was decided to re-imagine it as an iPad app named HMH Fuse Algebra 1. The app would include exactly the same content as the 950-page book, but it would also contain over 400 videos, animations, a graphing calculator, multiple presentation methods and numerous other features. John Sipe, the general sales manager of HMH, blueprinted what he wanted the app to be and worked with developers to bring it to fruition.

The free app, which weighs in at 141 MB, only gives you a taste of how it all works, but it doesnt include any course content. Seeing that requires a US$59.95 in-app purchase. Loading all the content takes up a whopping 4-6 GB of space, but chapters and videos can be downloaded, erased and reloaded at any time.

HMH took this quite seriously and poured some major money into a full-year pilot project; four California school districts were chosen, and teachers were asked to volunteer to teach a number of classes using the textbook and other classes using the app for the entire school year. HMH wanted to measure if students tested better using the app over the textbook and explore attitudinal changes in both teachers and students. All classrooms using the app needed to be Wi-Fi enabled. There was no intention of replacing teachers or turning them into mere facilitators in the HMH Fuse classes. Sipe and HMH wanted to see if delivery methods affected learning, and if so, how?

The Pilot Project

HMH bought and donated 400 64 GB Wi-Fi+3G iPads to schools in the Long Beach, Riverside, Fresno and San Francisco unified school districts. Eighth grade students in the test classes were loaned the iPads. Another 600 students took classes using only the textbooks. The same teachers taught both the test and control classes.

There was no possibility of front-loading classes with the better students getting the iPads since HMH had no control over which classes would be using the textbook or the app. The makeup of classes were determined as they always had been -- through standard class rosters provided by the school districts. The teachers who volunteered to take part knew that this would be more work than usual, and the technical capabilities of these teachers varied widely -- most of them had never touched an iPad. One day of iPad training was provided by HMH; some teachers had as little as three hours of instruction, and then HMH went away. The only contact HMH had with the schools and teachers was to provide technical assistance. Assistance was also available from representatives in the Apple educational division.

Empirical Education, a large testing company, was employed to conduct the study; it started in September of last year and will finish at the end of the school year this June when data will be compiled and presented to HMH. The major intentions were to see how the impact of multimedia and multiple presentation methods affected student perception, achievement and usage trends.

Outside of test scores, Empirical collected information on topics such as how many times students watched a video or took a quiz. Teachers were asked to periodically complete qualitative surveys on their reactions to the app, with questions ranging from how using the app affected their teaching to their impressions of student reactions. The main thrust, however, was on the students who comprise the target market.

The study began with all 1000 students using the textbook for one month since the HMH Fuse Algebra app wasnt completed until early October. All the content, including multimedia components, was available to the textbook classes on a site provided by HMH, and textbook class teachers were allowed to use all of these assets by projecting them to their classes as often as they liked. Just as students get to take home their textbooks for homework, the iPads were taken home every night by members of the HMH Fuse classes. It was left up to the teacher whether to lock down the iPads and only allow use of HMH Fuse, or to open them up to be general-purpose devices.

After tracking site usage and finding that students werent visiting anywhere inappropriate, most teachers left the iPads open, and students were encouraged to download apps and music for their personal use. This was often decided after discussions took place with teachers, parents and students. A component of the study was a students sense of ownership of the iPad.

Each iPad contained a unique identifier that was mapped to an individual student. When a test or quiz was taken, the results were immediately transferred to a teacher reporting site that provided not only the grades for a quiz or test, but also how the students fared on each relevant skill set in the assessment. In addition to assisting the teachers, this data was also harvested for the pilot study.

How One Teacher Conducted Her Classes

I interviewed Jeannetta Mitchell, a math teacher at the Presidio Middle School in San Francisco, who is currently teaching three textbook classes and one HMH Fuse class. She seemed quite impressed with the app and the effect it had on her students.

She was always interested in technology, but she didnt own an iPad or know much about them. Since a number of her students were quite familiar with varying technologies, the students and teacher learned together. "They all became teachers on how to use it." If there was a problem she could contact HMH or Apple, who were both quite responsive. HMH provided technical support but didnt assist regarding the course content since doing so would muddy the findings. Although everyone in class had their own iPad, she decided to put students in groups of two. If one person couldnt figure something out, the other usually could. It seemed to work very well.

It was important to the study that the pacing of the course be the same for all classes, so each class session, whether textbook or iPad, concentrated on the same course content. No one was allowed to get ahead. The "neat" factor and novelty of using iPads quickly wore off. By the second grading period it was gone. Surprisingly, there was no backlash from students in the textbook classes over not getting iPads. The videos embedded in the app were shown twice a week to the textbook classes using the HMH support site. Videos in her iPad class were only projected once a week, but students had instant access to watching them as many times as they liked while the textbook students could review them from home using the support site. Everyone in her textbook classes had computers at home, but no computers were used in school during class time.

Teacher Reactions to the HMH Fuse Class

Mitchell really liked having a graphing calculator built into the app that was always available. It was an advantage that "students dont have to buy a graphing calculator." Although one was available from the support site for textbook class homework, that was far less convenient and precluded students that hadnt bought a calculator from following along to immediately see how changing a variable would affect the slope of a curve.

Often in her classes she would have students try out a problem, and then shed ask for a show of hands of how many got it right or wrong. Eighth-grade students dont like to be singled out, so the number of hands that went up never matched reality. The HMH Fuse app contains a built-in polling function that she called a "teacher clicker." In the iPad class, when asked about their success on a problem, students could anonymously tap a button which recorded instant results that she could see and have projected. The anonymity of this system caused the students to answer honestly. Using the immediate information provided, it was made apparent what was well learned and what had to be re-taught. This was a great time saver.

HMH Fuse uses multiple presentation methods. When a video plays, the text being spoken appears below it. Under that is a window that shows bullet points of the main concepts. To the right is a larger section titled "Lesson Tutorials" where the problem under discussion is visually worked out step-by-step. Below that is another display that defines the meaning of words used in the example.

Since its been widely proven that some people learn better through sound, some through visuals and others through reading, this multiple methods approach was quite helpful in having students understand concepts quicker than just using going through the problem on the board at the front of the class. To support this, there is a "Notes" function, available anywhere in the app, where a student can record the teachers voice, write some information, and save a marker to the note in just the right place for later retrieval. This proved to be a great help and made the app more personal for each student.

"View in Motion," which displays a step-by-step method of problem solving, was also quite useful.

This option starts with a problem, and a downward swipe on the right goes through the solution one step at a time. Swiping upward takes you back a step. This programmed approach was a major advantage of HMH Fuse. Being able to pause a problem in progress was quite effective, as was the ability to try out a problem and get the answer on the same screen without needing to flip to the back of the book to find the answer. According to Mitchell, HMH Fuse is "much more student- and teacher-friendly" than using the textbook.

Student Reactions

Mitchell found that the students in the iPad class were more motivated than those in the other classes. She thought that this might have been due to the difference in student perception of being a few chapters into the book and realizing that another 800 pages need to be completed, while the iPad class only saw what was relevant and didnt know that there was another ton of content to finish.

The iPad students didnt give up as frequently and wound up being more focused on the task at hand both in class and in their homework. Not seeing how little they had accomplished near the start of the year was quite motivating to students in the test class. According to Mitchell, the iPad class students were far less intimidated by the content, and "they do better because they think they can do this." This attitudinal change wasnt apparent in the textbook classes. Students in those classes showed no change in attitude or motivation and just demonstrated a continuation of previous behavior. Mitchell found that one of the things the iPad wont do is to provide motivation by itself. "It does affect them most of the time, but its not a magic wand."

Initial Results

Although the pilot wont be finished until the end of the school year in June, and the results wont be made known to HMH until a few weeks later, some results were leaked to The Press-Enterprise, a Southern California newspaper. At the Amelia Earhart Middle School in the Riverside California district, two teachers have been using the HMH Fuse app to teach two classes. In a recent district wide test, the students in the iPad courses demonstrated a proficiency rate of 90.5 percent while the students in textbook classes scored only 60 percent. Although not conclusive, this is good news for HMH.

The Future of Mobile Curriculum Design

If this test proves successful, HMH Fuse will be become a brand for all Houghton Mifflin Harcourt mobile curricula. The second project, HMH Fuse Geometry, is already in the App Store. It contains the first chapter of content. Not including content in the Algebra app was a mistake, according to HMHs John Sipe. The road map includes an Algebra 2 app due to be released in late spring to allow institutional purchasing for the following school year.

The intention is to expand out of math and cover other subjects. Currently HMH has a partnership with The History Channel that can provide a wealth of assets for tackling a history curriculum. The apps will be sold to both school districts and parents of students who are home schooled, which is an increasing market. Of course, individual in-app purchases wont contain the communication and data collection capabilities of the apps in schools. The pricing will be set to be attractive to all concerned. For example, the Algebra 1 paper book used in the pilot project sells for $74, while the in app purchase of the book costs $59.95. School districts will get a 30 percent discount for volume buys.

The initial results are anecdotal at best, but it looks good, and since the HMH Fuse Algebra 1 app is the first complete curriculum developed for the K-12 market with everything else to date being geared toward higher education, HMH Fuse may well be the face of in-school mobile curricula. According to Sipe, the iPad is currently the perfect delivery vehicle.

The following video shows the introduction of the pilot project to students at the Amelia Earhart Middle School. Its quite long, but if you jump about nine minutes in, youll see Dr. Edward Burger, one of the authors of the textbook and app, introducing and demonstrating HMH Fuse Algebra 1.

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Some of the Best Food for Adult Men

Best Food for Adult Men
Men differ from women in all matters - including nutritional needs. Just as women need certain nutrients during pregnancy or protection from breast cancer, men also need special nutrients that help maintain muscle, prevent prostate cancer, and more.

Many foods that tend to be a favorite among men, but actually be bad for your health. Therefore, it never hurts to know 10 types of foods that can fight the disease while improving the health of the men:

1. Oyster
According to Dave Grotto, RD, spokeswoman for the American Dietetic Association, "Research shows that the content of zinc (zinc) in oysters can protect cells from damage that leads to prostate cancer." In addition, "Zinc also serves on the reproductive system of male sexual include increased number of sperm," says Grotto.

However, according to the Grotto, you must be careful eating raw oysters because it can be at risk of infection with Vibrio vulnificus. In addition, patients with liver disease, diabetes mellitus, rheumatoid arthritis, and chronic renal failure, and alcoholics have to be careful to consume oysters because it increases the risk greater on their disease.

For that, it is recommended to consume oysters with a dose of 11 milligrams per day, if you also consume other types of shellfish, lean beef, lean pork, or beans.

2. Banana
Bananas have a source of great energy and rich in potassium which is needed to regulate nerves, heartbeat, especially blood pressure. Diets rich in potassium and magnesium (which is also found in bananas) can reduce the risk of stroke.

As a source of vitamin B-6, bananas can also help the immune system, forming red blood cells, ensure a well functioning nervous system, and helps metabolize protein.

So enjoy a banana every day, at breakfast or before exercising in the gym. For those who are not enthusiasts can try banana orange juice, milk, tomatoes, and beans are also good for a diet rich in potassium.

3. Omega-3 fatty fish
No list is complete without a healthy diet containing omega-3 fats. Unsaturated fats are fats that dpenting for the body as beneficial for the heart, blood circulation, immune system and reduce the risk of prostate cancer.

"Omega-3 fats are anti-inflammatory foods that can help lower triglycerides in the fat, reduce pain and pain in athletes, and help cure arthritis," says Joy Bauer, MS, RD, nutrition expert author of Joy Bauers Food Cures.

American Heart Association recommends everyone alone to eat fatty fish (salmon, sardines, tuna, mackerel, herring) twice a week, because it is rich in omega-3 amino acids.

"Fatty fish are also sources of vitamin D nutrition is good, to prevent cancer, type 2 diabetes, high blood pressure and bone disease," said Bauer.

However, to get the omega-3 protein other than animal protein you can also get in plant foods, like flaxseed, walnuts, soybeans, canola oil, and egg products.

4.Brokoli
Vegetables broccoli helps prevent heart disease and cancer. Broccoli is loaded with vitamin C, beta-carotene, potassium, and phytochemicals called sulphoraphane, (anti-cancer prostate and colon).

Super-nutritious green vegetables may also help reduce levels of homocycteine, an amino acid associated with an increased risk of heart disease and stroke. If you do not like broccoli, you can try sayuransilangan such as bok choy, cabbage, cauliflower, or Brussels sprouts.

5. Brazil Nuts
According to Bauer, Brazil nuts contain selenium and magnesium. Both types of these nutrients are antioxidants that can prevent liver cancer and protect prostate health. In addition, people who selenium-rich diet decreased cancer risk. Selenium also helps lower LDL or "bad koresterol" and reduce the incidence of blood clots and heart disease.

It is recommended that adults consume 55 micrograms of selenium daily from Brazil nuts, dry-roasted peanuts, turkey, tuna, or shellfish. Although the daily dose of selenium can be met in one Brazil nut, Bauer warned to not eat more than two Brazil nuts per day because they contain lots of selenium that can cause you to overdose.

6. Whole Grains (Cereal seeds intact)
Most men think is getting enough carbohydrates, but the kind they eat just one. "Diets rich in whole grains provide fiber, vitamins, minerals which support cardiovascular health, muscle building, and maintaining a small waist," said Christine Gerbstadt, of the American Dietetic Association.

According Gerstadt, foods such as oatmeal contains soluble fiber in the body, but also contains B vitamins which can help lower LDL and good for the prostate.

It is recommended to consume 10-25 grams of fiber each day, either from other sources such as oatmeal or apples, pears, and nuts. Keep in mind, when buying grain products, look for products containing at least 3-5 grams of fiber per serving. To avoid digestive problems, try to increase your fiber intake gradually, and do not forget to drink lots of water.

7. Stanols
Stanols are natural substances in fruits and vegetables that have been proven to lower bad cholesterol. Many foods are now fortified with stanols, such as butter, yogurt, orange juice, and chocolate granola.

"Every day men should consume 2 grams of plant stanols, plus other types of food to help inhibit the absorption of cholesterol in the intestine," says Farrell.

Farell suggested, consume 2-3 teaspoons stanols or 16 ounces of fortified orange juice stanols per day, because the stanols are safe to use as a cholesterol lowering.

8. Soybean
According Gerstadt, rich in soy isoflavones, which protect prostate health and have been shown to decrease the risk of prostate cancer. "According to a recent study, eat 25 grams of soy beans or about 1 ounce of soy protein daily helps lower cholesterol," says Farrell.

The FDA itself has approved health claims by food labels that states consume 25 grams of soy protein per day is part of a diet low in saturated fat and cholesterol may help reduce the risk of heart disease.

Therefore, no one tried to eat some soy products every day, such as soybeans, soy milk, soy cheese, tofu or tempeh.

9. Berry and cherry
All kinds of different colors such as cherry, purple, blue and red color is very good for health because it can protect flavonoids and anthocyanins.
Cherry fruit contains more than 4,000 different compounds that have antioxidant properties than vitamin C. Adding berries in the diet help slow the decline in brain function that occurs due to the aging process.

10. Red and orange colored vegetables
Vitamin C and beta-carotene is an antioxidant that helps protect skin cells healthy and prevent oxidation from the sun.

"Vitamin C is involved in producing collagen. Beta-carotene converts to the active form of vitamin A, which helps to improve the epithelial cells or skin," says Bauer.

Bauer recommends the intake of all nutrients from red bell peppers (each fruit contains 300% of the total vitamin C needed by the body), carrots, pumpkin, or sweet potatoes.

According to the study of The American Journal of Clinical Nutrition, in addition to vegetables that have been mentioned above, there are still some major vegetables should be consumed by men (and women), the dark-colored vegetables, leafy greens and vegetables rich in other nutrients that may help reduce the increased risk of prostate .

In addition, the man who runs a diet rich in nutrients in vegetables that contain vitamin C, beta-carotene, and potassium ditemukkan risk of prostate enlargement becomes smaller.

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