I figured I would share information about our immune systems for this month's Nutritional Section.

As I started researching this, I found out that I had bitten off a very large bite. The human immune system is huge. Not just large, or big, or massive, its Massively Huge!

Scientists believe that a healthy immune system rivals in scope and complexity the workings of the brain and nervous system -- and is every bit as important for survival.

So I will try to give you an overview of a portion here with links to other resources should you want more detail. What am I saying? Of course you will want more detail.

I did a lot of web surfing looking for information and came across many sites, each with its own slant. But then I found this one site that made things much clearer and much easier to get through. I will be stealing material from that site for this article. I'll give you the site URL in a bit.

So lets get started....

The immune system is a complex network of cells and organs throughout the body. The word 'network' is important in understanding the immune system. Keep “network” in mind.

Everyone has heard of T cells, but there is another type of cell... all B cells. T cells and B cells are produced in the bone marrow. T cells migrate to the thymus (an organ behind the breastbone) where they multiply and mature into cells capable of producing an immune response. They also migrate to the lymph nodes and into the lymphatic vessels. B cells are less well traveled. They mature in the bone marrow and migrate to the lymph nodes building in number, where they hang out until needed.

Now back to the “network”: The immune system has many different types of cells acting together to take care of unwanted infections and altered cells. Cytokines are the chemicals produced by these cells in order to communicate and orchestrate the attack against the foreign viruses and bacteria.

One type of cytokine is Interferon. Interferon is considered especially important because it can boost the immune system’s ability to recognize foreign invaders. See how the network is starting to come together?

What happens is the presence of the antigen (virus or bacteria) signals interferon or another cytokine to trigger an immune response by either the B or T cells. When the foreign microbe presents an antigen on the surface of one of these cells, the B or T cells multiply and produce antibodies that specifically bind to that antigen. This response then leads to other parts of the immune system engulfing and killing the invading cells or to what is known as the "complement destruction cascade," where serum proteins called complement bind to the immobilized antibodies and destroy the bacteria by creating holes in them. Sounds gruesome doesn't it? But its very effective at keeping us healthy.

Because of the network, the interferon cells are able to send alerts and messages to the T cells and B cells which mount the body's defense system, that being our immune system.

Think of the Cytokines (interferon) as Paul Revere. Instead of having one guy on a horse who happened to be at the right place at the right time, riding through towns with a lantern he hopes many will see, we have many Paul Reveres, posted all over the body who are on constant lookout for invaders, and can spread the message very quickly to all the T and B cells. So the more lookouts we have, the faster the body can respond to viruses and get rid of them before they have time to cause an illness.

But the story doesn't end with the destruction of the antigen. Whenever T cells and B cells are activated, some become "memory" cells that enable the immune system to remember previous experiences and react accordingly. So, if a person were to get chicken pox, the immune system would produce memory cells for chicken pox, resulting in future immunity. Long-term or “specific” immunity can be naturally acquired by previous infection or artificially acquired by vaccines made from infectious agents.

There are many factors that can affect the immune system. Although the immune system is very resilient and flexible, a number of factors have been shown to weaken the body’s ability to fight infection. For example, there is a growing consensus that the immune system doesn’t function as efficiently in older adults. According to new research, while us old folks produce the same number of lymphocytes as our younger counterparts, our configuration is different leading to infection-fighting cells that are less vigorous and less effective than in younger adults.

At the same time, research points to psychological stress, lack of adequate sleep, poor diet and lack of exercise as factors that weaken the immune system. Because stress produces many different effects on the endocrine systems, including the well-known fight or flight response, scientists figure that the abilities of the immune system are weakened after frequent activation of the autonomic nervous system in the case of chronic stresses. For example, a large study comparing parents of children with cancer with parents whose children were relatively healthy showed that chronic psychological stress might reduce the immune system's reactions to hormonal secretions that were normally used to fight the inflammatory response.

Regarding the link between sleep and the immune system, research summarized by the National Sleep Foundation finds that sleep deprivation weakens the immune system, increasing susceptibility to colds and the flu. It is also not uncommon for people who suffer from sleep deprivation to suffer from other problems including diabetes, asthma or a second sleep disorder.

The role of nutrition in determining the strength of the immune system has also been widely studied. According to a number of studies, both undernourished people and those who are overweight or obese are at greater risk from infections. At the same time, research suggests that reducing the amount of fat in the diet may increase immune activity. For these reasons, nutritionists recommend a well-balanced diet that includes plenty of fruit, vegetables, low-fat dairy products and whole grains.

NutriFeron has able to simulate the production of interferon. That means by taking Nutiferon we strengthen our ability to send out the early warning signals of infections. Speaking of NutriFeron, that site I was telling you about. The one that provided most of the information here?

It's http://www.naturalinterferon.com/. This is the home of The Center for Immune Research. The center was founded by Shaklee to promote a better understanding of the field of human immune health.

So check it out. Lots of info there, that will come in handy as you talk to others about building a better foundation of health.

Here is another nice site with illustrations of the immune system at work:

http://www.niaid.nih.gov/final/immun/immun.htm

Bob Reals - A report from Napal

Dear Precious Ones:

Mary Daley wanted me to report on my teaching of the nuns & monks @ the monastery. Here goes:

First of all, the monks & nuns live in concrete barracks. Their rooms are about 15' x 18', with a double window. In each room 3 - 5 or 6 monks live & sleep. Their beds are very simple. Some sleep on bunks. The mattresses are thin & rest on a board. My bed is the same, but a bit fancier. I have a headboard & side panels, with three drawers. There are fewer nuns, so it isn't so crowded.

A classroom consists of two bedrooms, with the wall between broken away. The monks sit on mats or large cushions. I sometimes sit on the floor too, but they have purchased me a plastic chair, which is like those cheap ones we have on our deck, only cheaper, easily broken. There is a blackboard with chalk, which sits on a couple metal lockers, just like the ones each monk & nun has in their room, for their clothes & belongings, no closets. The nuns have benches & a large table. Their barrack is a little less rustic.

This morning I had a wonderful time teaching the older monks. They are ages 14 - 19. We read the story of the Trojan War. We had a great time. Before we began to read the Troy story, we reviewed a story about Galio (sp). So, when they arrived, I had the blackboard filled with words, which I thought we needed to review. Words like: discovery, demonstration, learned, etc., words which I wanted to check to see if everyone understood. They are very eager to learn. One of the monks, Sonan Tenzin Tashi, was born in Nepal & comes from a family which is more affluent.

He has also studied English on his own. He carries around an Oxford Dictionary. I use him to help explain the meaning of words in Tibetan, for those who have difficulty. The 19 yr old, has an especially difficult time. He is very serious. He has a notebook full of English words, which he copied from some place, yet he has no idea about what anyone of the words mean. He is very anxious & uptight about learning English. I talked with him after the class & tried to convince him to not be so worried, to relax. I'm not sure I got through to him. His name is Tenzin Choygal. He takes care of the temple.

I'll write more about him, another time.

The class seems to like me very much. As I said they are very eager to learn & hover around me. It's very nice to have this kind of students.

Back to the class: As homework, I asked them to write a synopsis of the Galio story. About half of them gave me their stories. I shall correct them over the next couple days. Those who didn't hand them in, probably didn't understand me, when I gave the assignment, one never knows. Although, sometimes I think I know, if they have a blank look on their face.

I was able to find a book with maps & images of world places, @ the Kopan Monastery, which was published in 1968. The World Trade Center didn't exist then. They're fascinated with the maps & the images. It has nice maps of the contents, so I was able to show them where Galio lived & where the Dutchman lived, who made a telescope, which inspired Galio to make his own. I think they got it. At least they know Italy looks like a boot.

Also, remember, the monks take off their sandals, which are cheap plastic jobbies, off, before they enter the classroom. Just imagine, walking barefoot on cold concrete. You can see your breath in the morning. The classrooms & bedrooms hardly ever get any sunlight, therefore, they are always cold. I ware a heavy lined jacket, long Johns, long sleeved shirt & a cap & I'm still not what you'd call warm. I bought an electric heater for my room, which, after an hour, takes much of the chill out of the air.

My next class is with monks ages 10 - 14 or 15. We've been working on a story about Gulliver & the Little People. I have also given them a drawing lesson. Sometimes we do simple math, also. They too are eager, but they range in know how, from Sonan's brother Nangal Tenzin to Tenzin Choygal, but I seemed to be able to get to them better. Perhaps that is because I have been teaching them since I arrived, whereas, the older monks were the property of Anna, Rinpoche's Student from Germany. She often had excuses not to teach, so often they were on their own. She returned to Germany, last Saturday. Now, I'm happy to be teaching the older monks too. My friend Tenzin Dhondup teaches the younger monks English & Tibetan. His pronunciations aren't very American or English, they have a heavy Tibetan accent, but, I can't do it all & he was working with the younger monks, when I arrived, so he will continue with them.

After lunch, I work with the monk-in-charge, Jigmi. I call him Jimmy. He is 38 years old. He's like the "Big Daddy." He has been a monk for many years & I assume he has taken the vows of chasity & poverity. He's very anxious to learn English, but is very reasonable about it. We sit on the roof of the monk's barracks, in the brilliant sunshine, for an hour, each day. Yesterday, we worked on "ing" words. I also brought him a simple test, which was composed of simple sentences, which he had to correct, if they were incorrect. I included things such as: sentences with a ? mark, where a period was appropriate; sentences where I used which when I described a person or who when I was describing a thing. He did okay, but didn't find all the errors. He seems to greatly appreciate me working with him. Some of the monks hover around, but I shoo them away. I say, "This is his work, not yours." They sometimes answer the questions for him, which isn't helpful.

Later in the afternoon, @ 4:30 P.M., Tenzin & I go to the nuns to teach until 5:45. There are seven new nuns, who arrived only two weeks ago. They range in age, 8 - 11. They only speak the language of their village, which no one on board speaks or understands. I have been teaching them the English alphabet. The two ten year olds seem to be catching on quite well. I make cards, with letters & images. They can read & spell words like: apple, cat, banana, dog, car, etc. We are up to the letter "G." There is one little girl, who cannot even copy but a few of the words, in her "Copy Book." She's very shy. It's hard to know if she's retarded, or not. My impression is that she may be homesick. Just imagine, being taken from your home to a place, where you don't understand a word, nor is there anyone who understands you & you're only eight years old? Also, now, they have completely shaved all your hair, taken your grubby clothes & given you a new garment, which is unfamiliar. The dress consists of a wrap around, maroon floor length skirt, held in place with a cord; a yellow blouse; a maroon lined jacket; & yardage of maroon cloth to toss around your shoulders. I think I'd be kind of bewildered too, don't you? Anyway, I'm thinking, that in a couple weeks, we may move the two bright ten year olds, up with the other nuns, because they are somewhat disruptive. We'll see.

So that's the formal part of my teaching, however, there is also a lot of time for informal teaching, like when I sit in the gazebo, during break time, some monks will come around & we'll strike up a conversation. They ask me questions. I ask them questions too. Just think: I'm sitting in a gorgeous garden, with every kind of imaginable flowerer, plants & trees, some in full bloom. The sky is cloudless & the sun shines brightly. It's blissful! I feel so blessed. Those apricot roses are so beautiful.

This morning I walked down the mountain, which is like coming down the hill from the Heldebergs or Jones Mountain. I tried to do a mediative pace, because when I've done this trek before, by the time I got to Boudha, I was very sweaty. Then, if I went to a computer cafe to email, I would become very chilly.

On the way down, I met a twelve year old girl, on her way to school. She spoke quite good English. He school is in the Boudha area of town. At first, she translated for me, so I could converse with an old man, who I greeted with "Namaste!" I wanted to know how old he was. She found out that he was 70. I, of course, let him know that I'm 77, through the girl. It was very pleasant, so we walked along together. I told her about my grandchildren who were eleven, the three boys & Christin Badylak-Reals, who is twelve. We came upon a taxi. The driver was fixing

the door, at the time. I requested that she find out if he would take us to Boudha & for how much. We both hopped in & drove off in the taxi. We dropped her off @ her school & he took me to the Stupa, what a ride, through tiny rocky streets. Sometimes, the driver had to back up to let another car pass or turn.

It's been a wonderful day. We'll go for a chicken curry dinner, before we return to the monastery, @ the Three Sisters Cafe.

That's it for today!

Love & Namaste, Bob

Starting to Build a Business

Your Plan of Action:

So, you have been thinking about earning some extra money, but not sure what concrete steps you can take to get started?

Thats it! Just seven little things. Ok, some are not so little, but as you know, if you take a task that seems too big or hard to do, and you break that task down to it parts, you'll find the parts aren't so hard. If you do the small parts, you end up completing the big task.

If you need help breaking down one of the tasks let me know. We will work on it together.

My Shaklee site