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Just last week I was caught' by a fellow teacher as I was in this very process and he asked me, "Is all that really worth it?" My reply, which has now become a standard one, is, "I can't afford not to do it. "When I was a schoolboy many years ago I had a social studies teacher called Mr Osborne who we affectionately called "Chatsworth" who taught me for two consecutive years. He never knew my name, or if he did, he never once called me by it. If he wanted me to answer a question he would point to me and say, "You". If I voluntarily answered a question which was very rare he would look at me and say, "Yes?" If I walked past him during the course of a day I would courteously look at him and say, "Sir". He would just nod his head and keep walking. It wouldn't be true to say that I hated Mr Osborne but I definitely didn't like him. None of his students liked him. I remember being interested in the content of his social studies classes but I did not look forward to attending his lessons. I felt uncomfortable being in the same room as him and I would have much preferred studying something else if given the chance. All of this was simply because I had a teacher who could not be bothered to even know who I was.

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This may be related to the fact that two thirds of the twenty thousand television commercials the average child sees each year are for food. The American Academy of Pediatrics, in their wisdom, recommend that children under age two have zero hours of screen time. Meanwhile, a bevy of DVDs are marketed to parents of children age zero to 2, promising to teach your child about language and logic, patterns and sequencing, analyzing details and more. Despite the warning, however, many parents of infants age 0 to 2 do allow their children some screen time. In 2007, Frederick J. Zimmerman of the University of Washington now at UCLA wondered what the effects of TV watching were on those infants. He collected data from 1008 parents about the infants' TV habits, as well as the amount of time they spent doing things like reading with parents, playing, and so on. He also administered, for each child, a survey called the MacArthur Bates Communicative Development Inventory CDI. The CDI is a standard tool used by developmental psychologists to assess language development in infants and children. He and his team then looked to see if there were statistical relationships between time spent watching TV and the other activities and language abilities, as measured by the CDI. Here's the catch: they only included infants whose TV watching consisted entirely of infant directed programming.

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That rookie year also yielded three Emmys, a Peabody Award, a front page rave from The New York Times and one especially noteworthy piece of fan mail: "The many children and families now benefiting from 'Sesame Street' are participants in one of the most promising experiments in the history of that medium. The Children's Television Workshop certainly deserves the high praise it has been getting from young and old alike in every corner of the nation. This administration is enthusiastically committed to opening up opportunities for every youngster, particularly during his first five years of life, and is pleased to be among the sponsors of your distinguished program. Sincerely, Richard Nixon. "The most impressive feedback, however, came from the kids themselvesor at least from their test scores. No show to this day has probed its effects on kids as thoroughly as Sesame Street, which plans to spend more than $770,000 in 2009 on its department of education and research. When people think of Sesame Street as the essence of educational television, what they don't realize is how much the show has educated the educators. "Before Sesame Street, kindergartens taught very little," says Cooney, "and suddenly masses of children were coming in knowing letters and numbers. " Independent research found that children who regularly watch Sesame Street gained more than nonviewers on tests of letter and number recognition, vocabulary and early math skills. One study, in 2001, revealed that the show's positive effects on reading and achievement lasted through high school. "It totally changed parental thinking about television," says Daniel Anderson, a psychologist at the University of Massachusetts.

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As recently reported in the Science JournalVol 279 16 January 1998,corporate studies and those of the University of Texas Southwestern Medical Center, have determined that telomerase has unique anti ageing properties. Healthy body cells are programmed to divide many times during a lifetime,but this process of division and replication is finite,so that a non dividing state is ultimately achieved. This is a crucial factor of ageing. The division potential is controlled by caps at the end of DNA strandsrather like the plastic tips on shoelaces. These caps are the telomeres and,as each cell divides, a piece of telomere is lost. The dividing process ceases when the telomeres have shortened to an optimum and critical length,subsequent to which there is no further cell replication and all that follows is deterioration. When each cell divides, it has multiple options of what kind of cell it becomes. It can copy its parent cells, and if they are degenerate, it will be degenerate also, or,it can copy energetic patterns templates from surrounding cells, e. g. it may copy from the organ of which it is part and become a healthy cell ofthat organ rather than a degenerate cell within that organ,or it can copy the energetic template from the light body,which itself may be either healthy or damaged, and thereby has the optionto actually become more advanced ascended than any other existing cellpresently manifest within that physical body. celeste]Laboratory experiments with tissue samples have now shown that an application ofthe genetic enzyme telomerase can prevent telomere shortening upon cell division and replication.