Insulin Literacy – Introduction
Insulin Institute was organized and funded by Talat Ali, B.A. and I, co-founders of Childrens Health corps. It presents authentic and ethical scientific, clinical, and ethical information about the physiology, biochemistry, and pathology of insulin. We recognize insulin as the minister of energy and metabolism to the Oxygen king of human biology.
The Mission of the Institute is to offer “insulin information” to the general public as well as students and practitioners of healing arts. We believe it is especially suitable for individuals interested in obtaining certifications in the fields of nutrition, environment, and mental health. All educational materials are prepared maintaining highest ethical standards.
Ethics is the study of the consequences of one’s actions on others, as well as those of one’s inaction when action is needed. Specifically, the Institute does not offer educational materials prepared by individuals who are under direct or indirect influence of mega corporate-medical complex worldwide.
Insulin – King Oxygen’s Minister of Energy and Metabolism
Insulin Institute and Wiki-Medical.org (its affliate entity) maintain a vast virtual library which may be accessed free of charge by everyone. You may wish to click at “Dr. Ali’s Virtual Medical Library” for quick reference to his works at this and other sites.
Oxygen: the Center of Human Kaleidoscope
Oxygen links all parts and functions of human body life—in living and dying. This is the thread that connects all subjects covered in this four-semester program. I had three primary goals in preparing this curriculum:
? To simplify subjects;
? To keep a sharp focus on the connectedness of the subjects
.? To create memory hooks—”oxygen hooks” in my language—by which new knowledge is hooked to previously learned subjects.
My approach may seem confusing or tedious to the beginners but they will recognize its great value as they proceed. Each tutorial will add more oxygen hooks and an “oxygen map” will form before the mind’s eye. It is useful for students to download the full curriculum and review it a few times to grasp the range of the full map.
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Children Learning Fields
Tutorials included in the Children Learning Fields (see link on the left panel), I present information in the simplest words for children, as well as their parents for teaching purposes. In other tutorials, I present basic information about the subjects that are central to the study of human nutrition. Some students with science backgrounds might consider the basic information to be “too basic” and wonder why I include it in a university course. I ask for their understanding as I explain my basic points with examples, illustrations, and commonly understood images. I believe the value of these tutorials will become clear to all students as they proceed with learning materials that follow. They will recognize that the later courses are built on the foundations of basic knowledge of breath, oxygen, water, environment, thoughts, the body’s major ecosystems, the immune system, health, and life span, etc.
In the human body, there is constant cross-talk among all cell populations. These conversations, of course, use the language of nutrients. So, the study of human nutrition, at its core, is a study of the cross-talk among fats, proteins, sugars, minerals, enzymes (catalysts), and the body’s energy and detox substances.
In my teaching experience, no element is as important as learning how individual facts of science are related among themselves, as well as to the whole. I introduced the term “Connectivity Learning” for this method. In it, the students are required to connect every fact of science to something they already know. In other words, the previously learned facts are used as memory hooks to which we add the newly learned facts. No new scientific fact is memorized by itself as a “solo fact” or stand-alone knowledge. For instance, if you learn the name of two minerals (sulfur and selenium, to name two, you repeat the names of all other minerals you already know, such calcium, magnesium, sulfur, and selenium, for example).
Connectivity With Oxygen Connections
Fifty years of teaching medical students, doctors, nurses, and students of other healing professions have convinced me that there are no other elements in the human body, nor in nature in general, that can serve as the basic connection in Connectivity Learning better than oxygen. I validated this “Oxygen Connection” not only in my teaching but also in my work in clinical nutrition. The students will recognize this as they move ahead in their certification studies.
Oxygen is the organizing principle of human biology and governs the aging process. I began my book Aging and Oxygen (2000) with these words. I followed that with a series of books and articles in which I presented “The Oxygen Model of Nutrition” (included in a later tutorial), “The Unifying Oxygen Model of Disease,” and “The Unifying Oxygen Model of Healing.” Specifically I highlighted the central role of the science of human nutrition in the oxygen models of inflammation, pain, liver injury, asthma, allergy, colitis, heart disease, stroke, kidney failure, cancer, and other disorders.
What Does a Plant Teach About Human Nutrition?
A plant in a pot kept on a window sill needs sunlight, air, and nutrients to grow. The sun provides energy to begin the oxygen cycles of energy generation from nutrients in the soil. That simple energy design (called metabolism) is as true of the human body as it is for the plant. A child can understand how a potted plant kept in a window grows. From that the child can learn how to grow a garden. That simple model also can be used for a deep study of human nutrition.
Simplicities are valuable only when they can help clarify complexities. I have not found any simplicity that can clarify the complexities of human nutrition in health and disease better than the “oxygen-nutrition simplicity.” Students will find a tutorial entitled “Of Doctors and Gardeners” especially relevant in this context.
Textbook of Integrative Medicine
For professional and advanced readers, I present information about health sciences in detail in the twelve volumes of my “The Principles and practice of Integrative Medicine.”
Dr. Ali’s Virtual Medical Library
For general readers, I have posted large sections of the twelve volumes of my textbook, The Principles and Practice of Integrative Medicine, as well as fourteen other books, on this and my other web sites
Some students may want to supplement their learning with these texts on subjects of their interest (for reasons of personal health matters or the health concerns of their family and friends). Here is a way for them to receive teaching materials without wasting any valuable time: Do fast Google searches with simple words as shown in the following link Dr. Ali’s Virtual Library (click on the link, test it with a search of your choice).