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Jane
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Posted: Sun Nov 6th, 2005 08:59 pm |
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Relaxing Rhythms
Music affects your heart rate and breathing, so tune in to relaxation by choosing your mood music carefully.
When you want to wind down, music with a slow, steady rhythm helps slow down breathing and heart rate, inducing a state of calm. The opposite is true of quick tempo music. Set the mood for stress reduction or sleep by tuning in to easy, mellow melodies.
RealAge Benefit: Taking care of your emotional health and well-being can make your RealAge up to 16 years younger.
Researchers speculate that listening to slow music may be clinically useful for people suffering from high blood pressure, heart failure, and other conditions. Slow tunes appear to put the heart at ease. Similarly, reciting a repetitive prayer or mantra seems to decrease heart rate and respiration. You also can deliberately slow your breathing rate with deep breathing excercises.Last edited on Sun Nov 6th, 2005 09:00 pm by |
Jane
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Posted: Sun Nov 6th, 2005 09:12 pm |
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Pancreatic cell transplant could lead to diabetes cure
By Anita Manning, USA TODAY
The first successful transplant of insulin-producing cells from a live donor — a mother to her daughter — is being reported today by Japanese scientists, raising hopes for a cure for severe diabetes.
Diabetes experts caution that the procedure has been performed only once and in a patient whose diabetes was not typical. But the accomplishment is "dramatic," says Robert Goldstein, chief scientific officer of the Juvenile Diabetes Research Foundation.
Both the patient, a 27-year-old woman, and her mother, 56, are healthy and have normal blood sugar levels, lead author Shinichi Matsumoto and colleagues say. Their article was posted online Monday ahead of publication in the British medical journal The Lancet. The patient is considered cured for now, but whether the disease will return is uncertain.
The procedure was effective using less than half the mother's pancreas. Transplantation of insulin-producing cells, or islet cells, taken from cadavers may require up to three pancreases, though new techniques have been effective using just one.
"This is a significant advance," says Alan Cherrington of Vanderbilt University, president of the American Diabetes Association. "What it says is that if you can get really healthy undamaged islets, it doesn't take as many of them to cure diabetes as it would if they're subject to some trauma."
If the study's results are duplicated, donations taken from living people could help ease the shortage of such cells, the researchers write. Whether the cells remain viable is unknown, Cherrington says.
Nor is it clear whether the procedure would be as effective in people, like most of those with type 1 diabetes, whose own immune cells have destroyed their insulin-producing pancreatic cells. The Japanese patient's diabetes was caused by chronic pancreatitis, an inflammation, so the risk of an autoimmune attack on the transplanted cells was reduced, the researchers say, and that might have improved her chances.
Diabetes experts also cautioned that the removal of half a pancreas could place the donor at risk of developing diabetes. Only those who have no evidence of prediabetes, obesity or other risk factors could be considered donors, Goldstein says. "It's not like taking out an appendix," he says.
Attempts in the late 1970s to transplant pancreatic cells from living donors failed, partly because the anti-rejection drugs available were "primitive," says James Shapiro of the University of Alberta, a co-author of the article. He pioneered the first successful islet cell transplantation using cells from cadavers five years ago.
"It remains to be seen whether transplant from living donors has same effect," Shapiro says. But "this is the first successful case, and I'm particularly encouraged by the outcome."
Last edited on Sun Nov 6th, 2005 09:12 pm by |
Ravindra
CFR
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Posted: Tue Nov 8th, 2005 11:55 pm |
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| This is a test
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Ravindra
CFR
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Posted: Tue Nov 8th, 2005 11:56 pm |
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| The test worked
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Leonora
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Posted: Tue Nov 8th, 2005 11:58 pm |
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Health Canada OKs first rapid-result HIV test for doctor's office, clinics
SHERYL UBELACKER Mon Nov 7, 5:49 PM ET
TORONTO (CP) - For the first time, a test is available in Canada that will allow doctors to determine whether a patient is HIV-positive during a visit to the physician's office, clinic or hospital emergency room - avoiding the long wait for outside laboratory testing, its Canadian manufacturer says.
Using just a drop of blood, the Insti HIV test can tell whether a patient has antibodies to the virus that causes AIDS within an average of 60 seconds, said Richard Galli, director of research and development for the product's manufacturer, Biolytical Laboratories of Richmond, B.C.
"It's designed for a point-of-care situation, a one-on-one setting with a patient and their health-care provider," Galli said Monday from Richmond.
"The Insti test is designed to be very simple," involving a finger stick to draw blood, he said. "This small droplet of blood from a finger stick is then transferred to a vial that's contained within the Insti test, and from there it's a series of four very short processes to come to the final result."
The screening test has been shown to be 99.6 per cent accurate in more than 16,000 trials performed on 3,400 people, Galli said, noting that the rate of false positives is about the same as current laboratory tests.
Insti HIV, given the regulatory green light on Oct. 25, is the first such rapid test approved in Canada, but is not intended for home use, said Health Canada spokeswoman Nathalie Lalonde. "No HIV test kits are approved for sale for home use."
Currently, HIV testing is done by provincial laboratories, and depending on the province or territory, it can take seven to 10 days to get results, said Matthew Clayton, chief operating officer of the privately owned company.
"This test is designed as a screening test," Galli said. "It is not considered a diagnostic test for HIV. In other words, any positive on a screen has to go for confirmatory testing. The patient would be getting a presumptive positive result."
It usually takes about two to three weeks after exposure to the AIDS virus for the immune system to make antibodies, which circulate in the blood.
Patient counselling about HIV/AIDS would continue to play an important role in screening, Galli said.
Clayton said the product, which will cost between $7 and $10 per test kit, has a built-in safeguard against incorrect use. If less than 50 micromillilitres of blood is used, the test will come back "invalid."
The company is investigating regulatory approval in China, India, eastern Europe and sub-Saharan Africa. Biolytical also intends to begin seeking FDA approval to sell the product in the United States in late 2006.
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Jane
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Posted: Tue Nov 15th, 2005 09:03 pm |
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Seasonal Affective Disorder
What is Seasonal Affective Disorder?
Some people suffer from symptoms of depression during the winter months, with symptoms subsiding during the spring and summer months. This may be a sign of Seasonal Affective Disorder (SAD). SAD is a mood disorder associated with depression episodes and related to seasonal variations of light.
SAD was first noted before 1845, but was not officially named until the early 1980’s. As sunlight has affected the seasonal activities of animals (i.e., reproductive cycles and hibernation), SAD may be an effect of this seasonal light variation in humans. As seasons change, there is a shift in our “biological internal clocks” or circadian rhythm, due partly to these changes in sunlight patterns. This can cause our biological clocks to be out of “step” with our daily schedules. The most difficult months for SAD sufferers are January and February, and younger persons and women are at higher risk.
Symptoms Include:
- regularly occurring symptoms of depression (excessive eating and sleeping, weight gain) during the fall or winter months.
- full remission from depression occur in the spring and summer months.
- symptoms have occurred in the past two years, with no nonseasonal depression episodes.
- seasonal episodes substantially outnumber nonseasonal depression episodes.
- a craving for sugary and/or starchy foods.
Possible Cause of this Disorder
Melatonin, a sleep-related hormone secreted by the pineal gland in the brain, has been linked to SAD. This hormone, which may cause symptoms of depression, is produced at increased levels in the dark. Therefore, when the days are shorter and darker the production of this hormone increases.
Treatments
Phototherapy or bright light therapy has been shown to suppress the brain’s secretion of melatonin. Although, there have been no research findings to definitely link this therapy with an antidepressant effect, many people respond to this treatment. The device most often used today is a bank of white fluorescent lights on a metal reflector and shield with a plastic screen. For mild symptoms, spending time outdoors during the day or arranging homes and workplaces to receive more sunlight may be helpful. One study found that an hour’s walk in winter sunlight was as effective as two and a half hours under bright artificial light.
If phototherapy doesn’t work, an antidepressant drug may prove effective in reducing or eliminating SAD symptoms, but there may be unwanted side effects to consider. Discuss your symptoms thoroughly with your family doctor and/or mental health professional
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Jane
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Posted: Wed Nov 16th, 2005 08:33 pm |
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Study: Exercise Can Add 3 Years to Life
By CARLA K. JOHNSON, Associated Press Writer Mon Nov 14, 7:16 PM ET
CHICAGO - People who exercise can add three years to their life, and their hearts reap benefits from something as simple as brisk walking a half-hour a day, two studies suggest.
"Three years of extra life: It's a very clear message that makes it easy to grasp what might be the consequences of a sedentary lifestyle," said Dr. Oscar Franco, co-author of one of the studies and a researcher at Erasmus Medical Center in Rotterdam, Netherlands.
In the Rotterdam study, researchers analyzed more than four decades of data from the Framingham Heart Study, a long-running health analysis of suburban Boston residents.
The researchers grouped 4,121 people into three levels of physical activity: low, medium and high. The volunteers, who had kept track of how long they spent doing various activities each day, received scores based on the estimated oxygen consumed for their activities.
Life expectancy at age 50 for the medium activity group was 1.5 years longer than for the low activity group. The high activity group lived 3.5 years longer.
The extra years were lived mostly free from heart disease. The study didn't give details quantifying high, medium or low activity.
In the second, smaller study, researchers examined what type of real-world walking program would improve heart health.
They found several routines worked: Walking for 30 minutes five or more days a week, either moderately or briskly, improved cardiorespiratory fitness. It worked just as well to walk briskly three to four days a week.
Only fast-paced walking on five or more days a week also led to short-term progress in cholesterol levels.
The study of 492 sedentary adults was not conducted in an exercise lab, but in the real world where demands on people's time and energy got in the way of their walking goals, said lead investigator Michael Perri of the University of Florida.
That led to one of the study's most important findings, Perri said: People who were supposed to walk 150 minutes a week actually were walking only 90 minutes a week — and still achieving health benefits.
Doctors should consider prescribing daily walking, just to get people to walk a few days a week, Perri said.
"If you aim for exercising every day, you'll probably do four or five days," Perri said. "If you aim for three or four days, you're likely to get maybe two days done."
The studies appeared in Monday's Archives of Internal Medicine.
Dr. Martha Gulati, a cardiologist and fitness researcher at Northwestern University, said both studies are significant and should guide doctors' advice to patients and public spending on health.
"We need to know how to prescribe this and how to implement this," Gulati said. "If we don't, we're never going to get to the point where we do prevention. We're always going to be treating chronic disease."
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stargal
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Posted: Thu Nov 17th, 2005 01:43 am |
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thanks jane, very good info...we all need to know this...
scary but it's good to know.
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Jane
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Posted: Mon Jan 2nd, 2006 07:08 pm |
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FAQ's About AD/HD...
(Attention Deficit Disorder (ADD), also known as Attention Deficit Hyperactivity Disorder)
Is it ADD or ADHD or what?
ADHD is the official medical term for Attention Deficit with and without hyperactivity. ADD (prounounced A - D - D) is another common term also refers to both. On this site, we have chosen to use the term AD/HD, to better recognize ADD with and without hyperactivity.
What is AD/HD?
Attention Deficit Disorder (ADD), also known as Attention Deficit Hyperactivity Disorder (ADHD) consists of two basic symptoms:
- Poor attention span
- Poor impulse control
Hyperactivity may or may not be present. ADD Without Hyperactivity, or ADD/WO is also known as "ADD Inattentive Type". ADD W/O is more common in females. ADD with hyperactivity is more common among males and is called ADHD, or Attention Deficit Hyperactivity Disorder.
Is ADD a "new" diagnosis?
No.
Although not known as ADD, this group of behaviors has been recognized since 1902 by such endearing names as "Defect of Moral Control," "Minimal Brain Damage," "Hyperkinetic Disorder."
How many people have AD/HD?
According to the National Institute of Health, ADD affects between 3% - 5% of the population in the United States.
What are the symptoms of ADD?
The short answer is inattention, hyperactivity, and impulsivity. See [url=javascript:ol('http://www.additudemag.com/addabc.asp?DEPT_NO%3d201%26amp;article_NO%3d1');]The Symptoms of AD/HD[/url] for more information
Symptoms of AD/HD
The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM IV), the handbook used by those in psychiatric care as a guide for diagnosis, describes three primary symptoms of ADD: inattention, impulsivity, and hyperactivity. To be diagnosed as ADD, the patient needs to exhibit at least six of the symptoms for inattention OR at least six of the symptoms of the combined hyperactivity-impulsivity list.
So, with much warning about the danger of self diagnosis and without any further ado, here is
THE LIST
SYMPTOMS OF INATTENTION
a. often ignores details; makes careless mistakes
b. often has trouble sustaining attention in work or play
c. often does not seem to listen when directly addressed
d. often does not follow through on instructions; fails to finish
e. often has difficulty organizing tasks and activities
f. often avoids activities that require a sustained mental effort
g. often loses things he needs
h. often gets distracted by extraneous noise
i. is often forgetful in daily activities
SYMPTOMS OF HYPERACTIVITY-IMPULSIVITY
Hyperactivity
a. often fidgets or squirms
b. often has to get up from seat
c. often runs or climbs when he shouldn't
(in adults, feelings of physical restlessness)
d. often has difficulty with quiet leisure activities
e. often "on the go", as if driven by a motor
f. often talks excessively
Impulsivity
g. often blurts out answers before questions have been completed
h. often has difficulty waiting his turn
i. often interrupts or intrudes on others
Of course, this list is very generalized. In fact, everyone probably experiences these feelings at one time or another. In order to be diagnosed, these symptoms must meet other important criteria as well:
A. symptoms must be present in two or more settings (such as work and home)
B. the individual must show "clinically significant impairment" at work or school or with other people
C. the individual must not suffer from another mental disorder that could explain the symptoms
Does ADD have different degrees of severity?
Yes. Some people who have AD/HD symptoms are not affected very much at all. Other people are literally living in cardboard boxes or underneath a bridge because they can't keep a job, have problems with addictions or have other visible signs of untreated AD/HD.
Are there different forms of ADD?
There is only one official diagnosis and it does not include any subcategories. However, some researchers and clinicians have started making distinctions based on the ways AD/HD appears in different people. According to Daniel G. Amen, M.D., ADD is recognizable in six different subtypes, including ADD Without Hyperactivity. Lynn Weiss has three categories that she uses. This work is somewhat controversial, but it points out the fact that AD/HD affects different people in different ways.
Are there gender differences in ADD?
Yes
Males are more likely to be diagnosed than females. Males will typically (though not always) have ADD with Hyperactivity. It is more common for females to have ADD without Hyperactivity. .
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Jane
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Posted: Thu Jan 5th, 2006 01:41 am |
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Attention Deficit Disorder & Hyperactivity Success
by Dr. Allen Buresz
What Are the True Facts?
The vast majority of medical doctors consider Attention Deficit Disorder (ADD) to be of unknown causes. Yet it's a known fact that the elimination of food additives and refined sugar produces dramatic improvements. Why haven't you been told this well-known fact? Considering the advertising revenues, it doesn't take a genius to see why the print and broadcast media have, for the most part, refused to publicize this vital information!
ADD, hyperactivity, and dyslexia are believed to be disorders of certain mechanisms of the central nervous system. Infants and children are the ones most often affected, and most often subjected to the widespread and indiscriminate use of drugs, especially Ritalin®, for quick short-cut suppression of deeper problems.
ADD interferes with the child's home, school and social life. Unable to screen out stimuli, the child is easily distracted. This usually intelligent child receives a label of being "learning-disabled" and finds the nervous system cannot be slowed down to focus long enough to complete an assigned task. Other symptoms may be head knocking, self-destructiveness, temper tantrums, clumsiness and sleep disturbances. ADD may exist with or without the hyperactivity aspect.
ADD has been diagnosed for hundreds of years, but more recently has become more prevalent due to the increased use of chemicals, pollutants, or heavy metal toxicity (such as lead, mercury, and cadmium). One estimate quotes over l.3 million with Attention Deficit Disorder; another source quotes up to 3 million with Attention Deficit Hyperactivity Disorder.
Although genetics, infections and brain damage (trauma) have been cited as causes of ADD and LD (Learning Disabilities), these cases are quite rare compared to causes like a dysfunctional home, heavy metal toxicities, nutritional deficiencies, and food and chemical allergies. The majority of cases are caused by an immune defect and allergies to food additives, preservatives, chemicals, or inhalants. To deal adequately with this illness, we must address all these potential imbalances. Some of the nutritional deficiencies that correlate with LD or ADD are calcium, magnesium, iodine, iron and zinc. On the other hand, high copper, lead, cadmium and aluminum levels have also been seen in learning disabled children.
Good nutrition during pregnancy and in the early years of the child' s life may help in preventing ADD. Eliminating processed foods, artificial flavorings, colorings, preservatives, and sugars have been shown to help the hyperactivity aspect of the affliction.
Symptoms in Infants and Young Children
- Crying inconsolably
- Screaming
- Restlessness
- Poor or little sleep
- Difficult feeding
- Refuses affection and cuddles
- Head banging or rocking fits or temper tantrums
Symptoms in Older Children
- Impulsiveness
- Clumsiness
- Constantly moving
- Destructive or disruptive behavior
- Accident proneness
- Bouts of fatigue, weakness and listlessness
- Aggressiveness
- Poor concentration ability
- Vocal repetition and loudness
- Withdrawn behavior
- Restlessness
- School failure despite normal or high IQ
- Poor sleep with nightmares
- Poor appetite and erratic eating habits
- Poor coordination
- Irritable, uncooperative, disobedient, self-injurious, nervous, very moody or depressed
- Hypersensitive to odors, lights, sound, heat and cold
- Nose and skin picking or hair pulling
- Bed wetting (enuresis)
- Dark circles or puffiness below the eyes
- Red earlobes or red cheeks
- Swollen neck glands or fluid behind ear drums
Potential Causes
Many natural health oriented doctors believe that potential causes for the modern epidemic of Attention Deficit Disorders (ADD) and hyperactivity are:
- Food additives
- Refined sugar
- Poor nutrition
- Natural light deficiency
- Food allergies
- Heavy metal toxicity (such as lead, mercury, or cadmium)
- Poor teaching methods combined with lack of discipline
Natural Light Deficiency
Dr. John Ott, the pioneer in light-deficiency disorders, proved an association of natural light deficiency with ADD in the school system in Sarasota, Florida many years ago. You can read about it in Dr. William Campbell Douglass' book, Into the Light.
Dr. Douglass suggests that if your child or grandchild has been diagnosed with ADD, all the light bulbs in your home should be replaced with full spectrum lights (everyone should do this anyway). You might also attempt to get the schools in your area to install full-spectrum lights.
Food Additives
The belief that food additives can cause hyperactivity in children stemmed from the research of Benjamin Feingold, M.D. It is commonly referred to as the Feingold Hypothesis. According to Feingold, perhaps 40 to 50 percent of hyperactive children are sensitive to artificial food colors, flavors, and preservatives. They may also be sensitive to naturally occurring salicylates and phenolic compounds in foods.
Dr. Julian Whitaker has observed: "Feingold's assertion that food additives are a problem in learning disorders has been subject to great debate over the past two decades. Practices that are profitable carry on and major economic interests have responded by hiring their own researchers to combat the results. Questions are asked in ways that will produce answers that undercut the challenging work and please the funding interests. The media publishes "conflicting reports." Politicians and regulators cite this conflict as their reason for inaction. Habits do not change easily. Feingold's work has stimulated a classic example of such debate, because the American food supply and American agribusiness is profitably enmeshed in the use of food additives.
Dr. Feingold made his original presentation to the American Medical Association in 1973. His strong claims were based on experience with 1,200 individuals in whom behavior disorders were linked to consumption of food additives. Follow-up research in Australia and Canada has tended to support Feingold's thesis."
Avoiding Ritalin®
In 1996 the World Health Organization warned that Ritalin® over-use has reached dangerous proportions. Hopefully, by being armed with correct information, you may be able to avoid using Ritalin® or other similar medications. Use of these drugs on a long-term basis is questionable. Safety of such long-term use is simply unknown, but many dangerous side effects have been increasingly observed. Ritalin®, for instance, may provoke seizures and suppress growth, or it may cause angina, blood pressure changes, depression or any of a very long list of serious side effects.
Dr. Robert Mendelsohn had once noted: "No one has ever been able to demonstrate that drugs such as Cylert and Ritalin® improve the academic performance of the children who take them.... The pupil is drugged to make life easier for his teacher, not to make it better and more productive for the child."
Success By A Nutritional Approach
Most self-proclaimed "experts" on ADD and Hyperactivity disorders are unaware of the relationship between nutrition and ADD / ADHD, but they are quick to say that these are not important nor relevant. However there are enough studies that prove otherwise. For example:
- A 1994 study at Purdue University found that boys diagnosed with ADHD had lower levels of the omega-3 essential fatty acid DHA (American Journal of Clinical Nutrition)
- A 1997 study found that 95% of ADHD children tested were deficient in magnesium (Magnesium Research 10, 1997)
- A 1996 study found that ADHD children had zinc levels that were only 2/3 the level of those without ADHD (Biological Psychiatry 40, 1996)
The cell membranes and synaptic endings of neurons in our brains and nervous systems are composed of DHA, an omega-3 essential fatty acid. These membranes go rancid unless protected with antioxidants. Since most people don't get enough DHA, other types of fats are incorporated into the brain, but they do not function as well because they are the wrong shape. Also, the all-important neurotransmitters are manufactured by the body from dietary sources. In order for these neurotransmitters to function well, the B vitamins, magnesium, zinc, and Vitamin C must all be present in sufficient amounts. Some studies have shown a relationship between fatty acid deficiencies and ADD, learning disorders, and behavior problems.
Some dietary suggestions that I have found to be helpful are:
- VERY IMPORTANT! Supplement with a highly concentrated nutritional supplement containing large amounts of naturally occurring antioxidants, anti-inflammatory nutrients, vitamins, and 13 essential minerals from the waters of the famous Vilcabamba Valley in the Andes Mountains. The goal is to improve synaptic cell-to-cell communication.
Provide essential fatty acid (EFA) supplements (as in fish oil, flaxseed oil, DHA / EFA supplements, primrose oil).
Adjust the types of fats your family eats (good fats are olive oil, fish oil, canola oil and flaxseed oil; reduce all others). These are also helpful for the cardiovascular system, and can reduce the risk of cancer.
Eliminate, or at least reduce as much as possible, trans-fats (man-made hydrogenated oils which can be incorporated into your brain structure - processed food are full of them). These fats are also worse for your heart than saturated fats and are potential carcinogens.
Avoid food additives and highly processed foods.
Dr. Zoltan Rona, past president of the Canadian Holistic Medical Association, has pointed out the following important nutritional considerations in his best-selling book, [url=http://www.all-natural.com/chl-allr.html');]]][/url]Childhood Illness and the Allergy Connection "Micronutrient deficiencies or dependencies (e.g. zinc) can have deleterious effects on both short and long term memory. White spots on the nails could be a sign of zinc deficiency even when blood tests for zinc are normal. The expression, "No zinc, no think" is not without merit. Many studies have shown that zinc supplementation is helpful with memory, thinking and I.Q. The best way of getting zinc is to optimize the diet. The most recently published RDA (Recommended Dietary Allowance) for adults is 15 mgs. per day. The richest sources of zinc are generally the high protein foods such as organ meats, seafood (especially shellfish), oysters, whole grains and legumes (beans and peas). Studies show that cognitive development can be impaired when there are low iron blood levels. Deficiencies in B vitamins, particularly vitamin B1 and choline may also be involved.
"Since amino acids are the precursors to the neurotransmitters, low levels can lead to neurotransmitter deficiency. Higher than accepted levels may lead to neurotransmitter excess. One example of amino acid excess causing hyperactive behaviour occurs with the artificial sweetener, aspartame. Some children are highly sensitive to aspartame and scrupulous attention should be aimed at keeping this potential neurotoxin out of the child's diet. In children who consume large amounts of aspartame in soft drinks or other processed foods, amino acids can be significantly abnormal."
Success Using Homeopathy
In my own clinic I have had the opportunity to treat quite a number of children who have been diagnosed as being "hyperactive" or having Attention Deficit Disorder. In every case I have found the following:
- Cervical segmental dysfunction (pressure or irritation in the neck or the junction of the neck and skull)
- Allergies to one or more foods (usually milk, cane sugar, chocolate, American cheese, or wheat (with sugar, additives, and cow's milk being the most frequent problems)
- Toxic metal accumulation (usually lead, mercury, copper, or aluminum)
I always recommend elimination of refined sugar and food additives from the diet of the affected person. This has to be done to the best of one's ability, and obviously is not always 100 percent possible. Conscientious efforts on the parents' part, and frequent trips to health food stores and organic food suppliers are a must.
Suspension of all dairy product use for the first 6 weeks is also often recommended, since cow's milk products are very frequently involved in allergic or hypersensitivity reactions in these cases. A simple "leg length check" can often be useful in narrowing down potential food allergies. For example, if you suspect milk to be a potential problem, give a few drops of it under the tongue while the child is lying on his back with shoes on. If the child begins to react to the milk (or any other food being tested), then the previously equal in length legs will appear to suddenly become unequal in relation to each other (sometimes by as much as three fourths of an inch). I think you will be as amazed to see this phenomenon as I was when I first witnessed it two decades ago!
Last edited on Thu Jan 5th, 2006 01:46 am by |
Jane
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Posted: Thu Jan 5th, 2006 01:53 am |
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ATTENTION DEFICIT DISORDER WITHOUT HYPERACTIVITY
It's always been pretty easy to recognize hyperactive children. They whirl through life bouncing off teachers, parents and friends alike in an active, never stopping frenzy of activity. There's usually the tell-tale sign of wiggily feet, drumming fingers, non-stop talking and so on.
The really difficult students to recognize and diagnose, are those with [highlight= #999933]ADD without hyperactivity. Literally thousands of these ADD w/out hyperactivity children sit in our classrooms and homes. These students are particularly frustrating. They appear LAZY, SHY, QUIET, "SPACEY", INATTENTIVE, "LOST", UNABLE TO SUSTAIN A TASK, CAN'T FIGURE OUT WHAT TO DO, and INCONSISTENT.
Be aware that having an ADHD child does not make you immune to having an ADD child. In fact, some researchers claim ADD and ADHD are inherited syndromes.
Below is a "checklist" of the ADDer without hyperactivity.
*Below level of body activity
*Reticent to get involved in group activities
*Does not volunteer information
Would rather be alone
Does not volunteer to answer questions
Appears to be in a private fantasy world
**Needs oral information repeated
**Uses very few words when required to speak
**Looses train of thought easily
***Needs frequent reminders to finish tasks
**Mental images disorganized
***Continually looses important details or essential facts
** Cannot do a series of tasks without starting to make mistakes
Stays out of group discussions
***Can't remember a series of instructions
**Can't remember what the assignment is
*Forgets names of people and things
**Forgets the rules of games
**Can't stay on a schedule
***Unorganized
**Often loses personal things
***Needs supervision to complete homework
***Forgets daily routines
*** Lives in a "pile of clutter" and can't seem to straighten it up or keep it neat once it is organized
***Erases a lot
Thinks others are playing tricks as mental images shift
**Continually surprised or startled
**Misunderstands others often
Whispers to self = trying to remember
***Ways "What?" or What do you mean?" often
***Claims "You didn't say that!" or "I didn't hear you say that."
**Long pauses before responding
***Needs prodding to start assignments
****Long periods of time go by with nothing accomplished
*Can't keep up with pace of group activities
***Tends not to finish tasks without supervision
**Has numerous unfinished tasks to do
**Thinks the task is done when it is not
***Whines
**Wants to quit before others normally would give up
Has difficulty with "small talk" in social situations
Avoids personal involvement
***Easily distracted by sounds, odors, movement etc.
***Fiddles with things
**Behavior appears immature
Prefers to be with younger persons
***Does not try to accept responsibility
**Impulsive, does not think ahead
***Easily bored
***Conversation jumps around
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Jane
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Posted: Thu Jan 5th, 2006 01:54 am |
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How to Parent Children with Attention Deficit Hyperactivity Disorder ADHD/ADD
Children with attention deficit disorder - ADHD/ADD may be difficult to parent. They may have trouble understanding important directions. Children with attention deficit hyperactivity disorder - ADHD/ADD are usually in a constant state of activity. This can be a challenge to adults. You may need to change your home life a bit to help your child. Here are some things you can do to help:
**Organize your schedule at home.
Set up specific times for waking up, eating, playing, doing homework, doing chores, watching TV or playing video games and going to bed.
Write the schedule on a backboard or a piece of paper and hang it where your child will always see it. If your child can't read yet, use drawings or symbols to show the activities of each day.
Explain any changes in routine in advance. Make sure your child understands the changes.
**Set up house rules.
Make the rules of behavior for the family simple, clear and short. Rules should be explained clearly. It's important to explain what will happen when the rules are obeyed and when they are broken.
Write down the rules and results of not following them.
Hang this list next to the schedule. The punishment for breaking rules should be fair, quick and consistent.
**Be positive.
Tell your child what you want rather than what you don't want.
Reward your child regularly for any good behavior--even little things such as getting dressed and closing doors quietly. Children with ADHD often spend most of their day being told what they are doing wrong. They need to be praised for good behavior.
**Make sure your directions are understood.
First, get your child's attention. Look directly into his or her eyes. Then tell your child in a specificclear, calm voice specifically just what you want.
Ask your child to repeat the directions back to you. It's usually better to keep directions simple and short.
For difficult tasks, give only one or two directions at a time. Then congratulate your child when he or she completes each step.
Guidelines for communication with ADD kids
**Be consistent.
Only promise what you will deliver.
Do what you say you are going to do.
Repeating directions and requests many times doesn't work well.
When your child breaks the rules, warn only once in a quiet voice.
**Make sure someone watches your child all the time.
Because they are impulsive, children with ADHD need more adult supervision than other children their age. Make sure your child is supervised by adults all day.
**Watch your child around his friends.
It's hard for children with ADHD to learn social skills and social rules. Be careful to select playmates for your child with similar language and physical skills. Invite only one or two friends at a time at first. Watch them closely while they play. Reward good play behaviors often. Most of all, don't allow hitting, pushing and yelling in your house or yard.
**Help with school activities.
School mornings may be difficult for children with ADHD.
Get ready the night before--lay out school clothes and get the book bag ready.
Allow enough time for your child to get dressed and eat a good breakfast. If your child is really slow in the mornings, it's important to make enough time to dress and eat.
**Set up homework routine.
Pick a regular place for doing homework. This place should be away from distractions such as other people, television and video games.
Break homework time into small parts and have breaks. For example, give your child a snack after school, let him play for a few minutes, then start homework time. Stop frequently for short "fun breaks" that allow your child to do something enjoyable. Give your child lots of encouragement, but let your child do the school work.
**Focus on effort, not grades.
Reward your child when he tries to finish school work, not just for good grades. You can give extra rewards for earning better grades.
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Jane
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Posted: Thu Jan 5th, 2006 01:57 am |
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Here are some tips for a teacher who has a student with Attention Deficit Order in his/her class:
- minimize distractions by putting the child's desk close to yours and in a quiet place
- provide a strict routine and have small segments of work followed by breaks
- keep a chart that tracks the student's tasks to keep him/her focused
- frequently ask the child to repeat oral instructions
- adjust your expectations and the student's workload; realize that sometimes students with ADD cannot do the same amount of work as other students
- coach the student on how to make friends and how to play appropriately with others
- concentrate on only dealing with the serious behavioral problems so that the student does not become overwhelmed
- keep a behavioral chart and reward the student for good behavior
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Ensuring Success for Students with ADD level: K-8
The following strategies can help, whether the student is taking medication or not.
- Seat the student near you and maintain frequent eye contact.
- Give clear instructions. When giving oral directions, make sure you have the child's attention before speaking.
- Teach and model organizational skills. Explain the meaning of specific verbal and nonverbal cues and establish a method of note-taking. Give the student a daily or weekly assignment sheet and use a consistent format for passing out and collecting papers.
- Build on the child's strengths. Ask the fidgety child to be your helper so he can move around more.
- Acknowledge appropriate behaviors. Provide positive feedback. Try using a reward system to help monitor the child's performance.
- Assess the child's progress regularly. Check that assignments have been handed in and that any missed work or tests have been made up.
- Work closely with parents and share your observations with them. Take corrective action immdeiately to help the child stay on track.
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to help improve the learning environment of the class ...Level: K-6
- Have the student sit close to the teacher.
- Surround the ADHD student with good students to serve as positive role models.
- Put extra materials away to minimize distractions.
- Enhance listening skills by maintaining good eye contact before giving instructions, placing a hand on the student's shoulder, and making instructions clear and concise.
- Establish very specific rules such as "Stay in your seat" and "Do not talk" as opposed to "Be good."
- Repond immediately when disruptive behavior occurs.
- Establish incentive program based on points or tokens to help in classroom management.
- Help them develop self-esteem by smiling, saying pleasant words of praise or recognition, hugging, or giving the student a note of approval.
- Establish realistic and achievable goals.
- Develop a good relationship with parents.
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Level: K-5
Teachers should place a high priority on being organized even though an ADD or ADHD child may find this difficult. Below you will find a list of ways tto be organized.
- Establish rules for neatness early so that students appreciate your concern for quality work.
- Spot check desks to encourage cleanliness and order.
- Make sure notebooks have proper deviders for different subjects and the student uses clearly identified folders for work which is returned.
- Have the students write themselves reminders. This helps them keep on task.
- Insist the student use a homework journal.
- Keep extra supplies for the student to borrow. This will help them stay on task if they know they have something to look forward to.
- Compliment the student when you see improvements in neatness and organization.
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Posted: Thu Jan 5th, 2006 02:05 am |
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RECOGNIZING DYSLEXIA SYMPTOMS IN A DYSLEXIC PUPIL OR STUDENT
A short list of possible symptoms would include some, but not all,
of these in a dyslexic child:
• a noticeable difference between the pupil's ability and their actual achievement;
• a family history of learning difficulties;
• difficulties with spelling;
• confusion over left and right;
• writing letters or numbers backwards;
• difficulties with math/s; ...
• difficulties with organizing themselves;
• difficulty following 2- or 3-step instructions.
POSSIBLE DYSLEXIA SYMPTOMS IN MORE DETAIL
A discrepancy between the pupil's ability and their actual achievement
If you notice that a child who appears to be average or bright when they are talking to you is struggling to read, spell or cope with math/s, this may be the strongest indicator that they may be dyslexic. It is very common for dyslexic children to be quite able, especially in the areas of creativity (art, drama, drawing, etc) and physical co-ordination (physical education, swimming, sports, model-making, etc.). However, there are differences in the neural links in their brain that makes it hard for them to deal with text (and often with numbers) without extra support. A reading age or grade level of two years below what you would expect from them is a sign of possible dyslexiaObviously, this could also be caused by other factors such as lengthy absences from school due to illness.
A family history of learning difficulties
Dyslexia is inherited through the genes. It can be made worse by early ear infections which make it harder for a young child to be able to distinguish the difference between similar sounding words. The numbers of boys and girls who are dyslexic are roughly the same.
Difficulties with spelling
Spelling is the activity which causes most difficulty for dyslexic children. The observation of spelling errors in short, simple words is the way in which most dyslexic children first come our attention. Examples of words which cause particular difficulty are: any, many, island, said, they, because, enough, and friend. Other words will sometimes be spelt in the way that you would expect them to be spelt if our spelling system were rational, for example does/dus, please/pleeze, knock/nock, search/serch, journey/jerney, etc. Dyslexic children also experience difficulties with 'jumbled spellings'. These are spelling attempts in which all the correct letters are present, but are written in the wrong order. Examples include dose/does, freind/friend, siad/said, bule/blue, becuase/because, and wores/worse. 'Jumbled spellings' show that the child is experiencing difficulty with visual memory. Non-dyslexic children and adults often use their visual memory when trying to remember a difficult spelling: they write down two or three possible versions of the word on a spare piece of paper and see which spelling 'looks right'. They are relying on their visual memory to help them, but the visual memory of a dyslexic child may not be adequate for this task. .
Confusion over left and right A fairly quick way to establish this type of confusion is to ask a child to point to your left foot with his or her right hand. If you try similar instructions - in a non-threatening environment - you will soon be able to see if this causes difficulties or not. (Try it on a colleague - who is not dyslexic - and you can see how a non-dyslexic person is able to sort out the left and right elements quite readily.) You may also notice difficulties with east and west, or in following directions like 'Go to the end of the road and turn left, then right, etc'.
Writing letters or numbers backwards
You will have noticed some children who mix up 'b' and 'd', or even 'p' and the number 9. These letters are the same in their mirror image, and cause regular confusion for a dyslexic person. Some pupils make a point of always writing the letter 'b' as au upper-case or capital 'B', as they find this much easier to remember in terms of the direction it faces.
Difficulties with math/s
One feature of dyslexia is difficulties with sequencing - getting things in the right order. Math/s depends on sequences of numbers - 2. 4. 6. 8. etc. Whilst many people are aware that dyslexic children and students have problems with reading and spelling, they do not know that math/s can also be a real challenge. This is mentioned quite often in Dot's Diary.
Difficulties organizing themselves
Whilst you may quite reasonably think that all children live their lives in a mess, this is particularly so for dyslexic children and students, who may have genuine difficulties with planning and thinking ahead to when a book or pen might be needed next. They can really benefit from help with organizing papers and folders under a simple color-coded system. (See Finding My Own Solutions.)
Difficulty following 2- or 3-step instructions
'Go to Mrs. Brown and ask her if Peter Smith is in school today. Oh, yes, and ask if I can borrow her dictionary' - such an instruction is just too much! It involves both sequencing and memory skills, and you would be very surprised to see a dyslexic child return with the dictionary and information about Peter Smith! Dyslexic children love to take messages as much as any other child, but it has to be a less complicated instruction, e.g. 'Ask Mrs. Brown if I can borrow her stapler'.
IF A CHILD PRESENTS WITH A NUMBER OF THESE SYMPTOMS
No two dyslexic children are exactly alike, and the above symptoms are just the more common ones. The list is not exhaustive, and few children would show all of these signs. However, if a child is having difficulties with spelling and writing, and has some of these signs, it may be time to think about the possibility of a professional assessment. .
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Common Signs of Dyslexia: Pre-School Children
The difficulties noted below are often associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities. A qualified diagnostician can test a person to determine if he or she is truly dyslexic.
- May talk later than most children...
- May have difficulty pronouncing words, i.e., "busgetti" for "spaghetti", "mawn lower" for "lawn mower".
- May be slow to add new vocabulary words.
- May be unable to recall the right word.
- May have difficulty with rhyming....
- May have trouble learning the alphabet, numbers, days of the week, colors, shapes, how to spell and write his or her name....
- May be unable to follow multi-step directions or routines.
- Fine motor skills may develop more slowly than in other children...
- May have difficulty telling and/or retelling a story in the correct sequence...
- Often has difficulty separating sounds in words and blending sounds to make words.
WHAT IS DYSLEXIA?
Meeting Andy
When Andy's mother first brought him to me to consult regarding tutoring to help him improve his skills in reading and math, he was reading at kindergarten level despite being a Grade 3 student. When I asked him to read for me, he picked up a beginning reader and read it even though the book was upside down.
When I tested his letter knowledge, he reversed b and d p and q and c and f. The numbers 3 and 7 were also reversed. His formation of the letters r, n, and z was reversed, starting from the right to the left but the finished letter was correctly formed.
Upon checking his ability to sequence letters, he could not say the alphabet but resorted to singing it and returning to"A" each time he lost his place. He inserted an "N" after "Y" and before"Z" in his alphabet song.
When reading, he experienced most difficulty with two and three letter words such as on, in, at, and saw. He experienced difficulties sequencing letters when spelling even though all the letters ! were there. When trying to decode words and when speaking, Andy often reverses syllables even though he knows what he wants to read or say. He prefers to print with his notebook sideways on the desk and actually has difficulty with the transition to cursive writing.
In math, he tends to add and subtract from the left column and from the bottom to the top He needs constant repetition to retain his multiplication tables )and sight vocabulary.
His general knowledge is excellent and he can speak at length about a variety of topics. He is athletic, bright looking, and very artistic.
Trouble with spelling
Andy has obvious difficulties with spelling. He is unaware that the spelling of certain words is not correct. The spellings of words he has not studied are not even close approximations and would be unable to be corrected using a spell check on his word processor, even though I have taught him the correct vowel sounds. Examples of misspelled words are: (
snow - snoue
with - wach
friends - frens
do - dow
live - lave
when - win
favorite - fret
place - plice
because - backes
why - way
peaceful - pacefeal
soft - sotf
pitch - phitch
Difficulty copying from the board
Andy finds copying from the teacher's board very frustrating.
He said that he looks at a word on the board and then looks down to write it. When he looks up again to write the next word, he can't find where he was in the note and spends time searching the whole board for it.
He said it's easy to copy when there are just a few words on the board and when the teacher prints.
It is easier for him when he is in a class with a black board and not a white board on which the teacher uses markers. A chalky, dusty board makes it hard to read because, "My eyes go different and I have to focus again."
Andy said that it is really hard to copy when there are distractions in the classroom or when he has to copy while the teacher is explaining the lesson at the same time.
Once in a while, he gets everything copied. Usually, he doesn't and the teacher makes him stay in at recess and noon until it's done. If it's still not finished, he has to work at it all day everytime there is free time.
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LOWERED SELF-CONFIDENCE IN ONE GIRL
Disliking school
Every morning, Alice will think of all means to avoid going to school by feigning sickness. This battle has been going on ever since she started school two years ago. Her mother has to walk her to school everyday to ensure she goes into the classroom.
Alice always sits at the back of the class, slouches on her chair and daydreams. Her book will be placed on the desk, unopened, as she felt confused looking at the letters “jumping around”.
She is convinced that she is beyond hope as her teacher and classmates have subtly labeled her as “stupid”. She dreads English and will lower her head and slide further down her chair, hoping the teacher will not notice her.
A couple of times, she was asked to read aloud. She froze in her seat, perspired profusely and stammered as she tried to make out the words. The whole class burst into laughter.
The only activity she looks forward to is the music lesson as she feels good every time she gets to perform playing on the piano in front of the whole class.
Her report In the Semester report to parents, Alice’s teacher commented: ”Alice doesn’t seem interested in the class. She yawns and always looks tired. She draws aimlessly on her textbook during the lesson and copies her classmates’ work instead of trying out the homework herself.
The teachers spent extra time coaching her during recess and after school but there’s hardly any improvement.”
“Her work appeared slip-shod and many teachers can hardly make out what she wrote despite giving her many writing exercises. She was indifferent to correction from the teachers and we couldn’t tell whether or not she understood the concepts. For her own good, we recommend the parents send her to some special school because we feel she is not ready for the pace of our school curriculum.”
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Common Signs of Dyslexia: K - 4th Grade Students
The difficulties noted below are often associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities. A qualified diagnostician can test a person to determine if he or she is truly dyslexic.
- May be slow to learn the connection between letters and sounds....
- Has difficulty decoding single words (reading single words in isolation)...
- Has difficulty spelling phonetically....
- Makes consistent reading and spelling errors such as:
- Letter reversals - "d" for "b" as in: "dog" for "bog"
- Word reversals - "tip" for "pit" ..
- Inversions - "m" for "w," "u" for "n" ...
- Transpositions - "felt" for "left" ...
- Substitutions - "house" for "home"...
- May confuse small words - "at" for "to," "said" for "and," "does" for "goes."
- Relies on guessing and context.
- May have difficulty learning new vocabulary...
- May transpose number sequences and confuse arithmetic signs (+ - x / =)...
- May have trouble remembering facts...
- May be slow to learn new skills; relies heavily on memorizing without understanding...
- May have difficulty planning, organizing and managing time, materials and tasks...
- Often uses an awkward pencil grip (fist, thumb hooked over fingers, etc.)...
- May have poor "fine motor" coordination...
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Common Signs of Dyslexia: 5th - 8th Grade Students
The characteristics noted below are often associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities. A qualified diagnostician can test a person to determine if he or she is truly dyslexic.
- Is usually reading below grade level
- May reverse letter sequences - "soiled" for "solid," "left" for "felt."...May be slow to discern and to learn prefixes, suffixes, root words, and other reading and spelling strategies...
- May have difficulty spelling; spells same word differently on the same page....
- May avoid reading aloud....
- May have trouble with word problems in math...
- May write with difficulty with illegible handwriting; pencil grip is awkward, fist-like or tight.
- May avoid writing....
- May have difficulty with written composition....
- May have slow or poor recall of facts...
- May have difficulty with comprehension....
- May have trouble with non-literal language (idioms, jokes, proverbs, slang)...
- May have difficulty with planning, organizing and managing time, materials and tasks...
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Jane
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Posted: Thu Jan 5th, 2006 02:41 am |
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DIZZY SPELLS/FAINTING
One of the most common complaints from patients who present to heart rhythm doctors is the complaint of dizzy spells. Often, they have already been evaluated by a primary care physician or general cardiologist and for some reason it has been concluded that they may have a heart rhythm problem that is the cause of their dizzy spells.
Dizzy spells, particularly when they are associated with fainting, can cause extreme anxiety on the part of patients and their families. However, most causes of dizzy spells are not life threatening.
Dizzy spells may or may not be associated with palpitations (a sensation of abnormal heart beating). However, because so many people who actually do have heart rhythm problems can not tell that they have a heart rhythm problem, the absence of palpitations usually is not helpful in sorting out the cause of dizzy spells. When dizzy spells are associated with frank fainting (actual loss of consciousness), most of us feel compelled to evaluate the problem in a timely manner. The urgency of this evaluation stems from the fact that, even if the cause of the dizzy spell and loss of consciousness is not dangerous in and of itself, the activity associated with it (e.g. driving) may result in a serious mishap.
When patients with dizzy spells or fainting visit a cardiologist, it is very important for us to sort out whether it is related to structural disease of the heart, blockage to the blood vessels of the heart or an arrhythmia (heart rhythm problem) related to the heart. In order to do this, we typically put the patient through a series of tests, such as a treadmill test, an echocardiogram and a heart rhythm monitoring.
Sometimes, after a fairly thorough evaluation, we can still unable to determine the cause of the patient’s dizzy spells or fainting. Often, it is at this point that we do a test called a tilt table study. Tilt table studies involve attempting to provoke a dizzy spell or fainting by having the patient stand at an angle supported only by a table that is tilted as if it were a board lying against a wall. Usually, if we can provoke fainting with this test, the cause of the patient’s dizzy spells or fainting is a non-life threatening syndrome called neurally mediated syncope. Syncope is a medical term for loss of consciousness.
There are times when patients have problems with heart valves or the blood supply to the heart that may make them more likely to have an arrhythmia of the heart. In these situations, we first try to correct all the correctable problems and then, either monitor the patient to see if the arrhythmia problem has gone away perform a study called a ardiacelectrophysiology study. This study is similar to a cardiac catheterization or angiogram but no dye is used. Instead, temporary pacemaker wires are used to stimulate the heart to try to bring on the arrhythmia if the patient is still at risk for a recurrence. Depending on the arrhythmia problem that occurs, pacemakers, defibrillators, drugs, orablation procedures can be used to treat the problem.
As one can see, the evaluation of dizzy spells and fainting spells can be quite complex. However, the first step is a careful history and physical by the patient’s primary physician followed by a referral if necessary.
Walter K. Clair, M.D., M.P.H., F.A.C.C.
Cardiac Electrophysiologist, Page-Campbell Cardiology Group
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Jane
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Posted: Thu Jan 5th, 2006 02:44 am |
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Fainting is a brief loss of consciousness. Someone who faints may pass out for several seconds or up to one half an hour.
There are many reasons people faint. Medical reasons include:
 Low blood sugar (hypoglycemia), which is common in early pregnancy, or if a person is on a severe diet
Anemia
Any condition in which there is a rapid loss of blood. This can be from internal bleeding such as with a peptic ulcer, or a tubal pregnancy or ruptured ovarian cyst in females.
Heart and circulatory problems such as abnormal heart rhythm, heart attack, or stroke
Heat stroke or heat exhaustion
Eating disorders such as anorexia, bulimia
Toxic shock syndrome
Head injury
Other things that can lead to feeling faint or fainting include:
A sudden change in body position like standing up too quickly (postural hypotension)
Extreme pain.
Any procedure in women that stretches the cervix, such as having an IUD inserted, especially in women who have never been pregnant
Sudden emotional stress or fright
Anxiety
Standing a long time in one place
Taking some prescription medicines. Examples are some that lower high blood pressure, tranquilizers, antidepressants, or even some over-the-counter medicines when taken in excessive amounts.
Know, also, that the risk for fainting increases if you are in hot, humid weather, or in a stuffy room or have consumed excessive amounts of alcohol.
Just before fainting, a person may:
Feel a sense of dread
Feel dizzy
See spots before his or her eyes
Feel nauseous
Here are some dos and don'ts to remember if someone is about to faint or faints:
Dos:
Catch the person before he or she falls.
Have the person lie down with the head below the level of the heart. {Note: Check for breathing and a pulse. (See [url=http://www.saintsok.com/pages/medicallibrary/FAINTING.HTM#QUESTIONS TO ASK]Questions to Ask[/url] below.)} Raise the legs 8 to 12 inches. This promotes blood flow to the brain. If a victim who is about to faint can lie down right away, he or she may not lose consciousness. If the person can't lie down, have him or her sit down, bend forward, and put his or her head between his or her knees.
Turn the victim's head to the side so the tongue doesn't fall back into the throat.
Loosen any tight clothing.
Apply moist towels to the person's face and neck.
Keep the victim warm, especially if the surroundings are chilly.
Don'ts:
Don't force the person to stay standing.
Don't slap or shake anyone who's just fainted.
Don't try to give the person anything to eat or drink, not even water, until they are fully conscious.
Don't allow the person who fainted to get up until the sense of physical weakness passes. Then be watchful for a few minutes to be sure he or she doesn't faint again.
CPR.}
Are signs of a heart attack also present with the fainting?
 Chest pressure or pain (may spread to the arm, neck or jaw)
Chest discomfort with any of these problems: Shortness of breath or trouble breathing; nausea or vomiting; sweating; uneven heartbeat or pulse; or sense of doom
Did the person who fainted have sudden, severe back pain?
Are signs of a stroke also present with the fainting?
Numbness or weakness in the face, arm or leg
Temporary loss of vision or speech, double vision
Sudden, severe headache
Did the fainting come after an injury to the head?
{Note: See Head Injuries.}
Are any of these conditions present with the fainting?
Being more than 40 years old and this is the first fainting episode
A known heart problem
Being a young person and the fainting took place during a sports activity
Fainting for no apparent reason
Are one or both of these problems present?
Pelvic pain
Black stools
Do any of these apply to the person who fainted?
He/she is taking high blood pressure medicine and:
 - started taking a new medicine, or
- increased the dose of a medicine
Self-Care Tips
(Note: A doctor should be consulted for any episode of fainting. Self-Care Tips can help for the following situations, though.}
Do these things when you feel faint:
Sit down, bend forward, and put your head between your knees, or
Lie down and elevate both legs 8-12 inches.
If You Faint Easily:
Get up slowly from bed or from a sitting position.
Follow your doctor's advice to treat any medical condition which may lead to fainting. Take medicines as prescribed, but let your doctor know about any side effects.
Avoid any strenuous activities until heart-related causes of fainting are ruled out.
Don't wear tight-fitting clothing around your neck.
Avoid turning your head suddenly.
Avoid excessive exercise in hot, humid conditions. Drink a lot of liquids when you do exercise.
Stay out of stuffy rooms and hot, humid places. If you can't, use a fan.
Avoid activities that can put your life in danger if you have frequent fainting spells. Examples include: driving and climbing to high places.
Drink alcoholic beverages in moderation.
For Women Who are Pregnant:
Talk to your doctor about your specific symptoms.
Get out of bed slowly.
Keep crackers at your bedside and eat a few before getting out of bed. Try other foods such as dry toast, graham crackers, bananas, etc.
Eat small, frequent meals instead of a few large ones. Avoid sweets. Don't skip meals or go for a long time without eating.
Don't sit for long periods of time.
Keep your legs elevated when you sit.
When you stand for a long time (e.g. in a line) don't stand still. Move your legs or contract your leg muscles to pump blood up to your heart.
Take vitamin and mineral supplements as your doctor prescribes.
Never lie on your back during the third trimester of pregnancy. It is best to lie on your left side. If you can't, lie on your right side.
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Posted: Thu Jan 5th, 2006 02:56 am |
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Syncope
What is syncope?
Syncope is a temporary loss of consciousness and muscle tone caused by inadequate blood supply to the brain. Syncope is better known as fainting.
Syncope affects people of all ages, from toddlers to the elderly. More than 100,000 adults and children visit a physician each year with complaints of fainting spells.
What causes syncope?
The common reason behind each syncopal or fainting episode is a temporary lack of oxygen-rich (red) blood getting to the brain. However, many different problems can cause a decrease in blood flow to the brain. Types of syncope include:
The most common type of syncope is called vasovagal syncope. A variety of situations stimulate the vagus nerve, which leads to a slowing of the heart rate and dilation of the body’s blood vessels. With a slow heart rate and dilated blood vessels, less blood gets to the brain, and fainting occurs. Pain and emotional stress can trigger vasovagal syncope in susceptible people. This type of syncope can happen more often in some families.
Another cause of syncope is orthostatic hypotension. This is a drop in blood pressure that occurs when a person has been standing for a while, or changes from a sitting to a standing position. Blood tends to pool in the legs, keeping a normal amount of blood from being returned to the heart, and thereby preventing a normal amount of blood from leaving the heart and going to the body. A momentary drop in blood flow to the brain occurs, and a person faints.
Some children have abnormalities of the structures of the heart that can cause syncopal episodes. Heart defects causing "outflow obstruction" may produce fainting because they restrict the blood flow to the body out of the left ventricle. Aortic stenosis and hypertrophic cardiomyopathy diminish the blood flow from the left ventricle through the aorta, and children with these problems may experience syncope.
Irregular or rapid heart rhythms can also trigger syncope. When the heart beats rapidly or irregularly, the ventricles have less time to fill with blood before it is time to pump whatever blood is within them to the lungs or to the body. Not as much blood as normal leaves the heart and flows through the aorta with these abnormal rhythms, and the body reacts to the diminished blood flow to the brain by fainting.
Yet another cause of syncope can be an inflammation of the heart muscle known as myocarditis. The heart muscle becomes weakened and is not able to pump as well as normal. The body again reacts to decreased blood flow to the brain by fainting.
Other situations or illnesses that can cause syncope include, but are not limited to, the following:
- head injury
- epilepsy
- stroke
- inner ear problems
- dehydration
- low blood sugar
- breath holding episodes
What are the symptoms of syncope?
The following are the most common symptoms of syncope. However, each child may experience symptoms differently. Also, the symptoms of syncope may resemble other conditions or medical problems. Consult your child’s physician for a diagnosis.
Some children will experience presyncope, which is the feeling that they are about to faint. Your child may be able to tell you that he/she is "about to pass out," "feels like I might faint," "feels like the room is spinning," or "feels dizzy". These sensations usually occur immediately before fainting occurs. There may be enough warning to enable your child to sit or lie down before loss of consciousness occurs; this can prevent injuries that may occur due to falling during syncope.
In other instances, the child will have no presyncopal sensations, but will simply faint.
Should my child be seen by a physician after fainting?
Some types of syncope are caused by a serious problem, so it is recommended that your child be seen by a physician to determine the reason of all fainting spells.
How is the cause of syncope diagnosed?
Your child's physician will obtain a medical history and perform a physical examination. The details about the syncopal episodes are helpful in pinpointing the cause: how often they occur, what activity your child was participating in prior to fainting, if there were any presyncopal sensations, and other symptoms provide useful information. Blood pressure may be taken in sitting and standing positions to check for orthostatic hypotension.
Other diagnostic tests may include:
Treatment for syncope:
Specific treatment for syncope will be determined by your child’s physician based on:
- your child’s age, overall health, and medical history
- extent of the condition
- cause of the condition
- your child’s tolerance for specific medications, procedures, or therapies
- expectations for the course of the condition
- your opinion or preference
For vasovagal syncope, avoiding the situations that trigger the episodes is recommended.
For illnesses causing syncope, such as irregular heart rhythms or epilepsy, medications may be prescribed by your child's physician to help control the disease.
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Jane
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Posted: Thu Jan 5th, 2006 03:21 pm |
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Summary: low blood pressure
Hypotension is the medical term for low blood pressure (below 90/60). This occurs when the pressure on the blood vessel walls falls below normal limits. Low blood pressure that does not cause symptoms is generally considered to be a sign of good(fainting) from lack of oxygen to the brain. Low blood pressure may be due to medications (e.g., blood pressure medications) or other causes, and changing medications or other treatments may be necessary.
About low blood pressure
Hypotension is the medical term for low blood pressure hypertension because many patients with orthostatic hypotension also suffer from systolic hypertension when seated. Orthostatic hypotension is characterized by the body's inability to quickly regulate blood pressure salt intake, increased fluid intake and certain medications may help to alleviate the symptoms.
Neurally mediated hypotension (NMH)
Also known as neurogenic orthostatic hypotension, neurally mediated hypotension (NMH) is a condition in which the body does not regulate blood pressure well, especially when the person is upright. The condition often develops in young patients without heart disease tilt test table may be done.
Signs and symptoms of low blood pressure
Dizziness or lightheadedness
Blurry vision
Lack of concentration
Nausea or upset stomach
Muscle weakness
Rapid, weak pulse
Cold, clammy skin
Rapid shallow breathing
Fatigue
Headache
If blood pressure gets severely low, there is a danger that the body will not receive enough oxygen to carry out normal functions. Oxygen deprivation can result in impaired brain and heart functions, and difficulty breathing. The person could lose consciousness or go into shock.
Heat stroke or heat exhaustion
Various types of , 'heart failure';" iron, folic acid or vitamin B–12)[/list] People may also experience sudden and life–threatenin drops in blood pressure (shock). Shock with a corresponding drop in blood oxygen supply will compromise normal body functions such as breathing, circulation, brain function and movement. Rapid drops in blood pressure that could be life–threatening can result from:
- Loss of blood or blood volume (e.g., due to hemorrhage or internal bleeding)
- Low body temperature (hypothermia)
- High body temperature (hyperthermia), perhaps due to unusually hot weather
- severe allergic reaction to an injected substance (e.g., a bee sting)
- Reaction to a medication, under certain circumstances
- heart attack)
- Endocrine disorders
- Severe dehydration
- Severe blood infection (sepsis)
Individuals could also experience sudden drops in blood pressure that are not life–threatening. These drops may be due to the following:
- A particularly heavy menstrual period
- Unusually hot weather
- Mild to moderate dehydration
- Too much time in the sun, in a hot tub or in a sauna
- Sudden emotional shock
Last edited on Thu Jan 5th, 2006 03:29 pm by |
Jane
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Posted: Mon Jan 9th, 2006 12:28 am |
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Look 10 Years Younger”
One Viewer Shares Her Excitement For Green Tea
By Lori Sessions
As I watched the Oprah Winfrey Show on the November 10th, 2004, Dr. Perricone told Oprah if a person just replaced their coffee with green tea, they could lose 10 pounds in just six weeks.
He explained, “Coffee has organic acids that raise your blood sugar, raising insulin. Insulin puts a lock on body fat. When you switch over to green tea, you get your caffeine. You’re all set. But you will drop your insulin levels and body will fall very rapidly. So 10 pounds in six weeks, I will guarantee it.”
Oprah was excited about Dr. Perricone’s claim, “I’m gonna do that. Okay. That is good!”
I am excited to see doctors and celebrities speaking up about the healthy benefits of green tea. Enhancing the immune system, building stronger bones, and decreasing cancer risks are just a few. However, the biggest buzz is about green tea’s ability to beat the battle of the bulge.
Studies on green tea continue to reach the same conclusions. Green tea assists in appetite suppression, helps burn more calories, and works to increase your body’s energy production. By increasing activity and decreasing your caloric intake, weight loss becomes a natural process with green tea.
The only downside to these studies is the amount of green tea one would have to drink each day. Experts say a person would have to drink a few quarts of green tea daily to obtain these benefits. It is almost impossible to have the time to prepare and drink 12-15 cups of green tea each day.
Green Tea is the #1 source of polyphenols, a chemical compound found in fruits and vegetables.
Scientists at the University of Chicago have found that green tea caused rats to lose up to 21 percent of their body weight. Rats injected with a green tea extract lost their appetites and consumed up to 60 percent less food after seven days of daily injections. .*
A University of Geneva medical study showed that over a 24-hour period, green tea extract increases the metabolic rate by 4%. This increase in fat oxidation was higher than in subjects who used a placebo or caffeine. In addition, this stimulation of thermogenesis and fat oxidation by the green tea extract was not accompanied by an increase in heart rate. Thus, green tea extract has a distinct advantage over stimulant diet drugs, which can have adverse cardiovascular effects, especially for obese individuals with hypertension and other cardiovascular complications.
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Jane
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Posted: Mon Jan 16th, 2006 06:44 pm |
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Liver Detoxification
Introduction
The liver is the main organ of detoxification. Although the focus of detox is on the liver, every other system in the body is compromised if your liver is not functioning properly. That’s because many of the toxins to which we are exposed are fat soluble, meaning they cannot be directly excreted in the water-based urine, but instead are attracted to fatty cell membranes in our bodies. This attraction allows them to be easily transported inside of the cells where they can sequester and exert their toxic effects. These toxins become permanent residents of our systems, challenging our entire body function, including liver, kidney, heart, brain, colon, lungs, skin, and hormonal systems. Toxic overload is the major contributor to a hyperactive or hypoactive immune system.
It should be obvious that with fewer toxins to contend with, you will experience more energy, more vitality and be in better health.
The challenge then is to find a detoxification program designed to change these fat-soluble toxins into a water-soluble form so they can then be easily flushed from the system through the kidneys or colon.
The Function of the Liver
The primary function of the liver is blood filtration. In fact, two quarts of blood are filtered through the liver every minute. Just as the oil filter in a car needs to be changed regularly to maintain optimal function, the blood filter (liver) needs to be cleansed periodically to keep your body functioning optimally. Some other functions of the liver:
- It breaks down hormones for excretion.
- Example 1: Estrogen needs to be cleansed from a woman’s blood every month after menstruation. If the liver is not functioning properly, high-estrogen syndromes develop, like PMS or menopause symptoms.
- Example 2: The liver clears stress hormones like cortisol and epinephrine from the blood. If this isn’t occurring adequately, emotional imbalances like depression or anger as well as stress related illnesses could result. The latest research has shown that a high level of blood cortisol is linked to persistent weight gain, especially around the abdomen and buttocks. Therefore, detoxifying your liver will assist with weight loss.
- Example 3: The liver converts thyroid hormone, T4, into the active form, T3. If this conversion is not occurring, hypothyroid symptoms develop even if the thyroid appears to be functioning properly!
- It transforms carbohydrates, protein and fat to energy. If your liver is functionally optimally, your metabolism naturally increases which encourages weight loss.
- The liver builds enzymes from good quality protein, reducing digestive symptoms like heartburn, bloating, irritable bowel syndrome, constipation, diarrhea.
- It regulates blood sugar. The liver sends the messages to the pancreas hormones (insulin and glucagon) to maintain ideal blood sugar levels.
- Excess sugar is converted to cholesterol and fat
- With low blood sugar, the liver converts protein and fat into sugar
The Detox Process of the Liver
The liver collects and removes foreign particles and chemicals from the blood and detoxifies these poisons through three systems: (1) the Kupffer cells (2) Phase I and Phase II systems involving more than 75 enzymes and (3) the production of bile. The goal of all the liver’s detoxification system is to convert toxins into a water-soluble form for easy elimination from the body via the stool or urine.
- The major players in this filtering process are the Kupffer cells, a type of stationary white blood cell that engulfs foreign matter in the blood before it passes through the rest of the liver. When the liver is damaged, toxic, congested or sluggish, the Kupffer cells become overburdened and the filtration system slows down, allowing increased levels of antigens, foreign proteins, bowel microorganisms, and dietary waste products to pass through the liver and enter the general circulatory system. Inflammatory agents called cytokines are also released, contributing to the development of inflammatory allergic conditions.
- The most complex of the liver’s detoxification mechanisms are referred to as Phase I and Phase II biotransformation systems. When a toxic chemical enters the liver, these reactions begin to break these chemicals down into harmless substances:
- PHASE I is the oxidation phase during which enzymes "burn" or oxidize toxins into intermediate substances called free radicals. The problem is that free radicals are actually MORE TOXIC than the original toxin. Thousands of scientific studies have documented the link between free radical damage and diseases such as cancer, heart disease, or allergies.
- PHASE II enzymes act to combine the free radical with neutralizing molecules, called antioxidants, to make the toxin water-soluble and easier for the body to excrete. This critical phase is often sluggish because of the deficiency of antioxidants in the diet, especially the typical American diet. (See below for a list of foods high in antioxidant activity).
- Bile is produced by the liver, stored in the gallbladder, and pumped into the small intestine to digest dietary fats and acts to make intestinal contents less. Bile also prevents putrefaction of intestinal contents and speeds up stool transit time.
- iBile is the major route of eliminating cholesterol.
- It carries many of the toxins broken down by the liver.
- Bile binds to fiber, toxins included, to be carried through the intestinal tract. With constipation, the stool remains in the colon too long so that toxins and cholesterol get reabsorbed into the body. Therefore, FIBER IS A CRITICAL DIETARY NUTRIENT TO ENSURE PROPER ELIMINATION OF TOXINS.
Last edited on Mon Jan 16th, 2006 06:44 pm by |
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