Saturday, September 18, 2010

International holidays and observances -September 2010

Sun Mon Tue Wed Thu Fri Sat



1 2 3 4
5 6
Labor Day *
7 8 9
Jewish Rosh Hashanah/
Feast of Trumpets
(starts on the eve before)
10
Islamic
Eid ul-Fitr
11
Patriot Day
12
Grandparents Day
13 14 15 16
Stepfamily Day
17
Constitution Day and Week
18
Jewish Yom Kippur
19 20 21
International Day of Peace
22 23
First Day of AutumnJewish Sukkot
24
Native American Day
25
26
Gold Star Mother's Day
27 28 29 30

  Ongoing events

Economic

Medical

Scientific

Environmental

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Tuesday, September 14, 2010

Let's talk about Sexually Transmitted Diseases (I)

 (STIs) Sexually transmitted infections/diseases  are a major global cause of  
It's a Scary World: How to Be Sexually Active While Staying Healthy, Safe and Free of Sexually Transmitted Diseases                    *acute illness, 
                    * infertility,
                    *long-term disability and   
                    *death, with severe medical and psychological consequences for millions of men, women and infants.STIs are spread primarily through person-to-person sexual contact.
       There are over 30 different sexually transmissible bacteria, viruses and parasites. Several STIs, particularly HIV and syphilis, can be transmitted through blood products and tissue transfer, and from mother to child during pregnancy and childbirth.
             Symptoms of STIs may be
    -absent,
    -mild and transient,
    - acute(as with gonorrhoea, chancroid, herpes simplex virus).
      Many STIs can have severe long-term consequences. In adults, chlamydia and gonorrhoea may lead to complications such as infertility, chronic illness and potentially fatal ectopic pregnancy. Chlamydia, gonorrhoea and syphilis can produce serious and often life-threatening conditions in fetuses and newborn babies, such as congenital syphilis, pneumonia and low birth weight. Infection with human papillomavirus is a proven precondition for the development of carcinoma of the cervix, which is the second leading cause of female cancer mortality worldwide.
Some of the most common sexually transmitted pathogens can be divided into bacteria, viruses and parasites.

Common bacteria

    Sexually Transmitted Diseases (STDs)
  • Neisseria gonorrhoeae (causes gonorrhoea or gonococcal infection)
  • Chlamydia trachomatis (causes chlamydial infections)
  • Treponema pallidum (causes syphilis)
  • Haemophilus ducreyi (causes chancroid)
  • Klebsiella granulomatis (previously known as Calymmatobacterium granulomatis, causes granuloma inguinale or donovanosis)


Common viruses

  • HIV (causes AIDS)
  • Herpes simplex virus type 2 (causes genital herpes)
  • Human papillomavirus (causes genital warts and certain subtypes lead to cervical cancer in women)
  • Hepatitis B virus (causes hepatitis and chronic cases may lead to cancer of the liver)
  • Cytomegalovirus (causes inflammation in a number of organs including the brain, eye and bowel)

Parasites

  • Trichomonas vaginalis (causes vaginal trichomoniasis)
  • Candida albicans (causes vulvovaginitis in women and inflammation of the glans penis and foreskin in men)
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Tuesday, September 7, 2010

What your sleeping position says about you ...






Foetus
Those who curl up in the foetus position are described as tough on the outside but sensitive at heart. They may be shy when they first meet somebody, but soon relax. This is the most common sleeping position, adopted by 41% of the 1,000 people who took part in the survey. More than twice as many women as men tend to adopt this position. 
Log
Lying on your side with both arms down by your side. These sleepers are easy going, social people who like being part of the in-crowd, and who are trusting of strangers. However, they may be gullible.
Yearner
People who sleep on their side with both arms out in front are said to have an open nature, but can be suspicious, cynical. They are slow to make up their minds, but once they have taken a decision, they are unlikely ever to change it. 
Soldier
Lying on your back with both arms pinned to your sides. People who sleep in this position are generally quiet and reserved. They don't like a fuss, but set themselves and others high standards. 
Freefall
Lying on your front with your hands around the pillow, and your head turned to one side. Often gregarious and brash people, but can be nervy and thin-skinned underneath, and don't like criticism, or extreme situations. 
Starfish
Lying on your back with both arms up around the pillow. These sleepers make good friends because they are always ready to listen to others, and offer help when needed. They generally don't like to be the center of attention.
* The remainder of those in the poll said the position they fell asleep varied or did not know.
*Professor Idzikowski also examined the effect of various sleeping positions on health. He concluded that the free-fall position was good for digestion, while the starfish and soldier positions were more likely to lead to snoring and a bad night's sleep.* Professor Idzikowski said "Lying down flat means that stomach contents can more readily be worked back up into the mouth, while those who lie on their back may end up snoring and breathing less well during the night. "Both these postures may not necessarily awaken the sleeper but could cause a less refreshing night's sleep."
*The research also found that most people are unlikely to change their sleeping position. Just 5% said they sleep in a different position every night.


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"Seeing Sounds"

Unbelievable photo taken by Jack Bradley at the exact moment this boy, Harold Whittles, hears for the first time in his life.

The doctor treating him has just placed an earpiece in his left ear.

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Saturday, September 4, 2010

Let's talk about Sexually transmitted Diseases (II)

      * When to seek Medical Care 
      * Prevention


          When to seek Medical Care
        TEENS, SEX & HEALTH - A Comprehensive Approach to Sexual Education
          A medical examination may be necessary if a person believes he or she may have an STD or if he or she may have been exposed to someone with an STD. Being seen by a doctor as soon as possible after exposure to an STD is important; these infections can easily spread to others and can have serious complications.

        Go to a hospital's emergency department in these circumstances if:
        • an STD problem worsens;
        • a fever develops with other symptoms; or
        • if it will be a couple of days before the individual can be evaluated by a doctor

        For More Information on STDs

        •  Contact a doctor, the local health department, or a family planning clinic for free information.
        • Contact the American Social Health Association for free information and for the names of clinics that treat STDs.
        • For information or to discuss personal issues concerning STDs with an information specialist, contact the Centers for Disease Control and Prevention.

        Prevention

        The best way to prevent STDs is to avoid sexual contact with others. If people decide to become sexually active, they can reduce the risk of developing an STD in these ways:
        • Practice abstinence (refrain from sex entirely) or be in a monogamous relationship (both sexual partners are each other's only sexual partner).
        • Delay having sexual relations as long as possible. The younger people are when they become sexually active, the higher the lifetime risk for contracting an STD. The risk also increases with the number of sexual partners.
        • Correctly and consistently use a male latex condom. The spermicide nonoxynol-9, once thought to protect against STDs as well as to prevent pregnancy, has been proven to be ineffective for disease prevention. Do not rely on it. In addition, condoms are only about 90% effective in preventing STDs
        • Have regular medical checkups even if you do not have symptoms of an STD. 
        Source:   webmd.com
                      emedicinehealth.com
                      medicinenet.com

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          Tuesday, August 31, 2010

          Be a mentor.Build Self-Esteem.

                                    You can't touch it, but it affects how you feel.
                                    You can't see it, but it's there when you look at yourself in the mirror.
                                    You can't hear it, but it's there every time you talk about yourself.
                                    What is this important but mysterious thing?
                                                       It's your self-esteem!
            • What Is Self-Esteem 
            • Why it is important
            • How to increase your esteem and self  confidence
            • Books and Articles you can read about self esteem 
               Knowing that Self-esteem should be taught to us since we crawl and as we get older we are developing our "self" , i added a more simple familiar text to be understood by all ages.
                 
              • What Is Self-Esteem ?
                            To understand self-esteem, it helps to break the term into two words. Let's take a look at the word esteem (say: ess-teem) first. Esteem is a fancy word for thinking that someone or something is important or valuing that person or thing. For example, if you really admire your friend's dad because he volunteers at the fire department, it means you hold him in high esteem. And the special trophy for the most valuable player on a team is often called an esteemed trophy. This means the trophy stands for an important accomplishment.
                     And self means, well, yourself! So put the two words together and it's easier to see what self-esteem is. It's how much you value yourself and how important you think you are. It's how you see yourself and how you feel about your achievements.
                     Self-esteem isn't bragging about how great you are. It's more like quietly knowing that you're worth a lot (priceless, in fact!). It's not about thinking you're perfect — because nobody is — but knowing that you're worthy of being loved and accepted.
                Watch the Videos to see how  Media affects the teenagers :
                 
                       Self-esteem is a term used in psychology to reflect a person's overall evaluation or appraisal of his or her own worth. Self-esteem encompasses beliefs (for example, "I am competent" or "I am incompetent") and emotions such as triumph, despair, pride and shame. A person's self-esteem may be reflected in their behavior, such as in assertiveness, shyness, confidence or caution. Self-esteem can apply specifically to a particular dimension (for example, "I believe I am a good writer, and feel proud of that in particular") or have global extent (for example, "I believe I am a good person, and feel proud of myself in general").
                Psychologists usually regard self-esteem as an enduring personality characteristic ("trait" self-esteem), though normal, short-term variations ("state" self-esteem) also exist.
                   Synonyms or near-synonyms of self-esteem include: self-worth, self-regard, self-respect, self-love (which can express overtones of self-promotion), and self-integrity. Self-esteem is distinct from self-confidence and self-efficacy, which involve beliefs about ability and future performance.
                • Why it is important?
                         Self-esteem isn't like a cool pair of sneakers that you'd love to have but don't have to have. A kid needs to have self-esteem. Good self-esteem is important because it helps you to hold your head high and feel proud of yourself and what you can do. It gives you the courage to try new things and the power to believe in yourself. It lets you respect yourself, even when you make mistakes. And when you respect yourself, adults and other kids usually respect you, too.
                         Having good self-esteem is also the ticket to making good choices about your mind and body. If you think you're important, you'll be less likely to follow the crowd if your friends are doing something dumb or dangerous. If you have good self-esteem, you know that you're smart enough to make your own decisions. You value your safety, your feelings, your health — your whole self! Good self-esteem helps you know that every part of you is worth caring for and protecting.
                Mental Health  (bbc.com)

                A Little on Low Self-Esteem

                         For the purposes of empirical research, psychologists typically assess self-esteem by a self-report inventory yielding a quantitative result. They establish the validity and reliability of the questionnaire prior to its use. Researchers are becoming more interested in measures of implicit self-esteem.
                   Whereas popular lore recognizes just "high" self-esteem and "low" self-esteem, the Rosenberg Self-Esteem Scale (1965) and the Coopersmith Self-Esteem Inventory (1967/1981) both quantify it in more detail, and feature among the most widely used systems for measuring self-esteem.
                -The Rosenberg test usually uses a ten-question battery scored on a four-point response system that requires participants to indicate their level of agreement with a series of statements about themselves.
                -The Coopersmith Inventory uses a 50-question battery over a variety of topics and asks subjects whether they rate someone as similar or dissimilar to themselves.
                         Maybe you know kids with low self-esteem who don't think very highly of themselves or seem to criticize themselves too much. Or maybe you have low self-esteem and don't always feel very good about yourself or think you're important.
                Sometimes a kid will have low self-esteem if his mother or father doesn't encourage him enough or if there is a lot of yelling at home. Other times, a kid's self-esteem can be hurt in the classroom. A teacher may make a kid feel dumb or perhaps there is a bully who says hurtful things.
                For some kids, classes at school can seem so hard that they can't keep up or get the grades they'd hoped for. This can make them feel bad about themselves and hurt their self-esteem. Their self-esteem will improve when a teacher, tutor, or counselor encourages them, is patient, and helps them get back on track with learning. When they start to do well, their self-esteem will skyrocket!
                And some kids have good self-esteem but then something happens to change that. For example:
                • If a kid moves and doesn't make friends right away at the new school, he or she might start to feel bad.
                • Kids whose parents divorce also may find that this can affect self-esteem. They may feel unlovable or to blame for the divorce.
                • A kid who feels too fat or too thin may start thinking that means he or she isn't good enough.
                • A kid who's dealing with an illness, such as cancer, diabetes, or asthma, might feel different and less confident than before. 
                • Even going through the body changes of puberty — something that everybody does — can affect a kid's self-esteem.
                • How to Increase Your Self-Esteem?
                      Of course it's OK to have ups and downs in your feelings, but having low self-esteem isn't OK. Feeling like you're not important can make you sad and can keep you from trying new things. It can keep you from making friends or hurt how you do at school.
                Having strong self-esteem is also a very big part of growing up. As you get older and face tough decisions — especially under peer pressure — the more self-esteem you have, the better. It's important to know you're worth a lot.
                If you think you might have low self-esteem, try talking to an adult you trust about it. He or she may be able to help you come up with some good ideas for building your self-esteem.
                In the meantime, here are a few things that you can try to increase your self-esteem:
                • Make a list of the stuff you're good at. It can be anything from drawing or singing to playing a sport or telling a good joke. If you're having trouble with your list, ask your mom or dad to help you with it. Then add a few things to the list that you'd like to be good at. Your mom or dad can help you plan a way to work on those skills or talents.
                • Give yourself three compliments every day. Don't just say, "I'm so great." Be specific about something good about yourself, like, "I was a good friend to Jill today" or "I did better on that test than I thought I would." While you're at it, before you go to bed every night, list three things in your day that really made you happy.
                • Remember that your body is your own, no matter what shape, size, or color it is. If you are worried about your weight or size, you can check with your doctor to make sure that things are OK. Remind yourself of things about your body that are cool, like, "My legs are strong and I can skate really well."
                • Remember that there are things about yourself you can't change. You should accept and love these things — such as skin color and shoe size — because they are part of you.
                • When you hear negative comments in your head, tell yourself to stop. When you do this, you take the power away from the voice inside that discourages you.
                    By focusing on the good things you do and all your great qualities, you learn to love and accept yourself — the main ingredients for strong self-esteem! Even if you've got room for improvement (and who doesn't?) , realizing that you're valuable and important helps your self-esteem to shine.



                [The Dove Self-Esteem Fund - A Campaign for real beauty ]


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                Sunday, August 29, 2010

                Positive talents that give rise to DYSLEXIA

                Table of Contents:

                • What is Dyslexia?
                • Is there any treatment?
                • What is the prognosis?
                • What research is being done?
                • Videos 
                • Clinical Trials
                • Organizations

                 

                 

                • What is Dyslexia?
                 Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are :
                *difficulty with spelling,  
                *phonological processing (the manipulation of sounds),
                *and/or rapid visual-verbal responding.

                  In adults, dyslexia usually occurs after a brain injury or in the context of dementia. It can also be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia.

                 Positive aspects of dyslexia:  Most books and web sites on dyslexia focus on difficulties with reading, writing and memory tasks. Dyslexic people often have strengths as well, such as:

                              The main focus of treatment should be on the specific learning problems of affected individuals. The usual course is to modify teaching methods and the educational environment to meet the specific needs of the individual with dyslexia.
                  • What is the prognosis?
                  For those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people and produces such different symptoms and varying degrees of severity that predictions are hard to make. The prognosis is generally good, however, for individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are involved in a proper remediation program.
                  • What research is being done?
                  The National Institute of Neurological Disorders and Stroke (NINDS) and other institutes of the National Institutes of Health (NIH) support dyslexia research through grants to major medical institutions across the country. Current research avenues focus on developing techniques to diagnose and treat dyslexia and other learning disabilities, increasing the understanding of the biological basis of learning disabilities, and exploring the relationship between neurophysiological processes and cognitive functions with regard to reading ability.
                  • Videos
                   
                  • NIH Patient Recruitment for Dyslexia Clinical Trials
                  International Dyslexia Association
                  40 York Road
                  4th Floor
                  Baltimore, MD   21204
                  info@interdys.org
                  http://www.interdys.org
                  Tel: 410-296-0232 800-ABCD123
                  Fax: 410-321-5069
                  Learning Disabilities Association of America
                  4156 Library Road
                  Suite 1
                  Pittsburgh, PA   15234-1349
                  info@ldaamerica.org
                  http://www.ldaamerica.org
                  Tel: 412-341-1515
                  Fax: 412-344-0224
                  National Center for Learning Disabilities
                  381 Park Avenue South
                  Suite 1401
                  New York, NY   10016
                  ncld@ncld.org
                  http://www.ld.org
                  Tel: 212-545-7510 888-575-7373
                  Fax: 212-545-9665
                  National Institute of Child Health and Human Development (NICHD)
                  National Institutes of Health, DHHS
                  31 Center Drive, Rm. 2A32 MSC 2425
                  Bethesda, MD   20892-2425
                  http://www.nichd.nih.gov
                  Tel: 301-496-5133
                  Fax: 301-496-7101
                  National Institute of Mental Health (NIMH)
                  National Institutes of Health, DHHS
                  6001 Executive Blvd. Rm. 8184, MSC 9663
                  Bethesda, MD   20892-9663
                  nimhinfo@nih.gov
                  http://www.nimh.nih.gov
                  Tel: 301-443-4513/866-415-8051 301-443-8431 (TTY)
                  Fax: 301-443-4279

                  Related NINDS Publications and Information
                         NINDS health-related material is provided for information purposes only and does not necessarily represent endorsement by or an official position of the National Institute of Neurological Disorders and Stroke or any other Federal agency. Advice on the treatment or care of an individual patient should be obtained through consultation with a physician who has examined that patient or is familiar with that patient's medical history.
                  All NINDS-prepared information is in the public domain and may be freely copied. Credit to the NINDS or the NIH is appreciated.
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