Hemochromatosis Iron Deficiency in Blood Content

Hemochromatosis Iron Deficiency in Blood Content Hemochromatosis (HCC) is disease caused by increased Iron content in the body. People suffering from HCC absorb increased levels of iron from diet. Body has particular difficulty in removing extra iron. Therefore, over period of time iron build up in organs such as heart, liver, pancreas, joints and pituitary gland. Extra iron in organs causes different diseases, and untreated hemochromatosis can be fatal. Iron is nutrient found in many foods. Its primary function is to carry oxygen through hemoglobin to all parts of the body. Normal human body absorbs 10% of the iron for the food in daily diet. However, people with HCC can absorb four times the amount. Since the body cannot excrete the iron, the metal can reach toxic levels in tissues of major organs. Therefore, undiagnosed and untreated HCC dramatically increases the risk for diseases and conditions such as: diabetes mellitus, irregular heartbeat, arthritis, cirrhosis of the liver or liver cancer, depression, impotence, infertility, hypothyroidism, hypogonadism, and cancers. Untreated levels on iron also causes neurodegenerative diseases: epilepsy, Huntingtons disease and multiple sclerosis. The condition can be divided by type influenced by age of onset and by genetic factors. Type -1occurs frequently along with type 4 also referred as ferroportin disease. Men with type 1or type 4 HCC typically develop symptoms between the ages of 40 and 60, whereas the women develop symptoms after menopause. Type 2 is juvenile-onset disorder. Iron builds up in early development but symptoms usually appear in childhood. By the age 20, decreased secretion of sex hormone is prevalent. Females start menstruation in a normal manner, but cycles stop after a few years. Males experience delayed puberty or sex hormone deficiency symptoms such as impotence. If the disorder is untreated, heart disease is evident by the age of 30. Type 3 hemochromatosis is usually intermediate between types 1 and 2. Symptoms usually begin before age 30. Sometimes iron overload begins before birth and theses cases are called neonatal hemochromatosis. This type is characterized by liver damage that is apparent at bi rth or in the first day of life.Symptoms Although, symptoms may occur early in life, first signs of the hereditary hemochromatosis usually appear in midlife between ages of 30 and 50. Hereditary HCC may cause a variety of symptoms such as: fatigue, abdominal pain and impotence, but the most common complaint is joint pain. On the other hand, some people never experience symptoms. Women are more likely to have symptoms after menopause, when they no longer lose iron with menstruation and pregnancy. Early-stage signs and symptoms- of hereditary hemochromatosis typically resemble those of many other common conditions: arthritis in hands, chronic fatigue, loss of sex drive or impotence, abdominal pain, high blood sugar levels, low thyroid function, abnormal liver function tests. Advanced- stage signs and symptoms- of hereditary hemochromatsis develop serious conditions: cirrhosis- marked by irreversible scarring of the liver, liver failure, liver cancer, diabetes, congestive heart failure, cardiac arrhythmia, discolored skin thats bronze or gray in appearance. People at highest risk are people of 25 years of age and the ones that have an immediate family who has hemochrmatosis . Genes related to Hemochoromatsis Mutations in HAMP, HFE, HFE2, SLC40A1 and TFR2 genes causes hemochromatosis. These genes play an important role in regulating the absorption, transport, and storage of iron. Mutation in these genes impair the control of iron absorption during digestion and alter the distribution of iron to other parts of the body. As a result, iron accumulates in tissues and organ. Each type of HCC is caused by mutations in specific genes. Type 1 is caused by mutations in the HFE gene, and type 2 is caused by HFE2 or HAMP gene. Type 3 is caused by TFR2, whereas type 4 is caused by SLC40A1 gene. The cause of neonatal hemochromatosis is unknown. All three types of hemochromatosis are inherited autosomal recessive diseases, which means double copies of the gene have mutations. Parents of an individual usually carries one copy of mutated gene, but do not show any signs or symptoms of the condition. However, type 4 hemochromtosis has gene in cell that is able to cause the disorder. Usually, person that is affected has parent with same condition. Risk factors People at most risk are the one that carry two copies of HFE gene. This is the greatest risk factor for hereditary hemochromatosis. Second, is the family history. If the person have any family member with HCC it is more likely to get it. Third, ethnicity plays important role as well. People of Northern European decent British, Dutch, German, and French have increased probability of hereditary HCC then other ethnic backgrounds. Fourth, being a man increases chances of developing HCC especially at earlier age. Complications Cirrhosis Liver is prone to injury by long term iron overload. It is defined as permanent scarring of the liver that can lead to serious bleeding from dilated veins in esophagus and stomach and severe fluid retention in abdomen. Also toxins that accumulate in the blood can affect mental functioning, leading to confusion and coma. Cirrhosis can be caused from alcohol abuse and hepatitis. Liver cancer a person with cirrhosis and hereditary HCC is at high risk for liver cancer. Diabetes is disease that affects the way body uses glucose. It is considered to be a leading cause of adult blindness that also plays major role in serious health problems like kidney failure and cardiovascular disease. Congestive heart failure is a life threatening condition that occurs when excess iron in heart interferes with its ability to circulate enough blood to meet bodys needs. Untreated congestive heart failure can be fatal, but the condition can be corrected when HCC is treated and excess iron stores are reduced. Abnormal heart rhythms can cause chest pain and lightheadedness. In some instances it can be fatal, and like congestive heart failure it can be reversed with treatment. Pigment changes deposits of iron on the skin cells can turn skin bronze or gray color. Diagnosis Genetic hemochromatosis can be difficult to detect. Early symptoms such as stiff joints and fatigue can result from a number of conditions that are more common than HCC. Iron overload can be detected with two blood tests: Serum transferring saturation test that measures the amount of iron bound to a protein that carries iron in the blood. Transferrin saturation values greater than 45% are considered too high. Serum ferritin test measures the iron in the body. Doctors usually go for serum ferritin test after serum transferring saturation test came high. Many infections and inflammatory conditions other then hereditary HCC can cause elevated feritin, both of these tests are needed to diagnose the disorder. These tests are not part of medical testing. Public Health officials recommend these test if the person is experiencing joint disease, severe fatigue, heart disease, elevated liver enzymes, impotance, and diabetes. Genetic testing discovery of the HCC gene made genetic testing possible. Some doctors advocate universal screening for HFE gene mutation. They believe that HCC is condition that can cause serious complications when its not treated. Liver biopsy In the procedure , a sample of tissue from your liver, using a needle, is removed. The sample is send to the laboratory where the presence of iron as well as liver damage, cirrhosis is observed. Risks of biopsy include bruising, and bleeding. Treatment Blood removal- hemochromatosis is safely and effectively treated by removing blood on a regular basis. The main goal is to reduce iron. The amount of blood drawn depends on age, and overall health.

The Effects of Obsessive Computer Games Playing on Children’s Activities

The effects of obsessive computer games playing on children’s activities. computer games are very popular with children and teenagers because of their extremely entertaining nature. However they are not witout negative effects on their health and developpment. A lot of children, who are attracted by these games, quickly become addicted to them and would spend hours and hours infront of their computers with their eyes glued on the screen and their minds fixed on nothing else. s the game requires sitting and no physical activity children spend increasing amounts of time infront of their computer, which is likely to increase their risk of obesity, backaches , eye and hand injuries, and even heart deseases. Besides, spending a disproportionate amount of time on one leisure activity at the expense of others will cerainly prevent social development. As aresult many children lose touch with their friends and become lonely. ast but not least, in many cases, these games are accused of being responsible for low performance at school since homework is often neglected or undone and many children finally drop out of school. For all these reasons, children should be taught to use computer games safely in order to avoid the types of eye, back, and hand injuries. Besides, parents are advised to control their children's choice of games and to limit the time spent on these games. Finally they should emphasize alternative activities, such as athletics as well as imaginative play so that their children grow up with healthy minds and healthy bodies.

Lifelong Health Benefits of Mandatory Genetic Screenings

Since their development and introduction to the field of medicine more than a century ago, genetic screenings have become incorporated in many fields of healthcare, including reproductive health and cancer prevention. Genetic screening is a method of identifying genetic disorders through the study of an individual’s DNA. They can be used to determine predisposition for various disorders such as Alzheimer’s, breast cancer, and sickle cell anemia. Genetic screenings inform individuals about their state of health and can help them make efficient choices in regard to disease treatments and prevention; however they have not gone without controversy. Many feel that such screenings can cause stigma and discrimination against individuals who have†¦show more content†¦Despite their benefits for individual and public health, genetic screenings can lead to social stigma against those with genetic disorders. Since the introduction of mass genetic tests, there has been a le gal debate about whether or not to release information about an individual’s screening results. On one side of the debate are those who argue that the data from genetic screenings can be used to benefit public health through the development and improvement of treatments and public health policy (Hodge, 2004). However, a prominent opposing side to this debate has focused on the potential for social and even ethnic quarantine if the results of screenings are made public (Atkin, 2003). Though there is a consensus that genetic screening is beneficial in preventing and treating diseases and poor health, many worry that releasing their results can lead to social stigma for individuals of certain minorities simply because of their greater susceptibility to certain health problems (Natowicz and Alper, 1991). Ethnic discrimination has indeed proved to be a legitimate issue in regards to genetic screenings; for example, in the 1990s several states did not allow African American individ uals to wed until they proved that they did not have sickle-cell anemia. Opponents of publicly mandated genetic screenings fear discrimination against some ethnicities due to theirShow MoreRelatedThe Details Of Phenylketonuria And Huntington s Disease1562 Words   |  7 PagesThis essay will introduce the details of phenylketonuria and Huntington’s disease. Using these facts, the difference in screening policy between the diseases will be morally justified. The arguments will relate to the desire for informed autonomy, the differing prognoses for the diseases, and the avoidance of moral conflict. 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This study is therefore, intended to consider the imperative and benefits of CSR on the Nigeria society. The perceived gap supposedly created is harnessed and investigated for possible resolution

America Should Pursue Alternative Energy Sources Essay

America Should Pursue Alternative Energy Sources In todays world the demand for more energy to power peoples electronic filled lives is ever growing. Nations around the world are looking for ways to supply this much called for energy and are asking the question â€Å"should they make the move from traditional energy sources and turn to more renewable alternatives?† American has answered this question and is among the nations pursuing alternative energy sources. America should pursue alternative energy sources because â€Å"With only 5 percent of the worlds population, the United States consumes almost one-quarter (22.5%) of global energy†. (((Josef Bram, 15))) With such a small percentage of the world’s population and still one of the largest consumers of energy the U.S should be looking for new and better ways to generate energy. Currently The U.S’s energy is supplied using traditional sources. 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Hamlet by William Shakespeare - 527 Words

Hamlet The tragic hero who happens to be Hamlet is a man of noble stature. Hamlet is very different from many others, this is because, he has a great personality and he comes from nothing but greatness. By him destroying himself for the greater good, Hamlet shows that he is a man of noble stature. Hamlet’s father was King Hamlet; this makes Hamlet himself next in line to take on the throne, which his family has left. He is a prince so he is automatically of high status. Hamlets tragic flaw is his inefficiency to take action when it was needed the most. He is under different circumstances than his father because Hamlet himself is under the control of his emotions rather than his own sense of bravery. When Hamlet is given the chance to kill Claudius, who is his fathers murderer, he seems to be unsure of what he should do. Claudius was at prayer at this time, which made Hamlet reevaluate whether or not to kill him. 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Understanding Technology Integration A Brief Examination of SAMR, TIM, and TPACK Free Essays

In the article Technology, Models, and 21st – Century Learning: How Models, Standards, and Theories Make Learning Powerful by Dr. David Marcovitz and Natalie Janiszewski, M.Ed. We will write a custom essay sample on Understanding Technology Integration: A Brief Examination of SAMR, TIM, and TPACK or any similar topic only for you Order Now (2015), the reader is introduced to several models used to improve educators’ integration of technology. The integrative technology models discussed include several widely-used models, which are: SAMR, TPACK, Technology Integration Matrix or TIM, TPACK, and Bloom’s Taxonomy, and trudacot. The readers are provided with ways to combine all five models to create a meaningful and effective learning environment. The various sections of the article outlined how to extend the models in order to improve its effectiveness. For example, the authors discussed how to move from a tool-centered approach which focuses mainly on the technology applications to a purpose-centered approach, which is centered on higher-order thinking. In the article Integrating Technology into Instructional Practice, authors Eric Sheninger and Weston Kieschnick (2018) discussed how educators can purposefully integrate technology in order to achieve optimal results. The article focused in only three models: SAMR, TPACK, and TIM; however, the piece did include the Rigor/Relevance Framework, which is an action-oriented continuum for teachers to develop instruction, assessment and learning goals both with and without the use of technology (Sheninger Kieschnick, 2018). One of the most notable models for technology integration, the SAMR model developed by Dr. Ruben Puentedura, examines how technology is integrated from a hierarchical perspective and how it enhances learning. SAMR stands for Substitution, Augmentation, Modification, and Redefinition and includes simple substitution or modification at the lower levels of integration and transformative integration at the higher levels (Sheninger Kieschnick, 2018). The model is divided into â€Å"above the line† and â€Å"below the line† applications and the goal is for teachers to aspire to and learners to achieve above the line use of technology (Sheninger Kieschnick, 2018). Educators suggest that SAMR focuses too much on technology and integration is often to simply save teachers’ time. However, when combined with a model of learning SAMR can students use technology in more meaningful ways. The SAMR framework, is essentially focuses on levels of use of educational technology and is a great model for determining when, how, and why technology should be integrated. The Technology Integration Matrix or TIM incorporates five levels of technology integration with five characteristics of the learning environment. Developed at the Center for Instructional Technology at the University of South Florida and adapted buy the Arizona K12 Center in 2012, TIM does not focus solely on technology tools, but also how a powerful learning environment can be influenced by meaningful technology (Marcovitz ; Janiszewski, 2015). Each level of integration illustrates what technology use looks like rudimentary level, up to the most transformative technology usage level. The vertical axis of TIM focuses on five characteristics of the learning environment which include: active, collaborative, constructive, authentic, and goal oriented (Marcovitz ; Janiszewski, 2015). The basis of the horizontal axis is based on the progression with technology described by Sandholtz, Ringstaff, and Dwyer (1997) which include: Entry, Adoption, Adaption, Infusion, and Transformation. These five stages provide insight on integration of technology as well as provide a pathway for growth. Below is a snapshot of the TIMS five stages. Entry refers to the initial use of technology tools to deliver content to students. This is teacher-directed/focused. Adoption refers to teachers having the ability to direct students in the use of technology tools. This is also teacher-directed/focused. Adaptation refers to teachers acting as facilitators to help students find ways to use technology independently. This is moving towards the student-directed approach. Infusion occurs when students and teacher are comfortable with the integration of technology to the point that the teacher can define a learning objective and students are able to choose the appropriate technology tools to achieve it. Transformation occurs when the teacher encourages innovative use of technology tools and use technology tools to enable higher-order learning activities not possible without the technology. Technological Pedagogical Content Knowledge or TPACK framework outlines the interconnectedness to three primary forms of knowledge: (1) content, (2) pedagogy, and (3) technology. Extended from Shulman’s concept of Pedagogical Content Knowledge, TPACK views technology knowledge is mastered once content and pedagogical knowledge has been mastered (Marcovitz Janiszewski, 2015). TPACK is achieved when all three domains successfully come together. Furthermore, the successful integration of technology using TPACK is understood based on the context of the content and the pedagogy being used. Both articles were written to help educators evaluate the use technology and determine how to integrate them in to the instructional environment – both the teaching and learning. It appears that the goal of both articles was to describe how technology can be used to improve teaching and learning and not used just for the sake of it. Each article started with an introduction to the frameworks/models used to integrate technology followed by examples. There was much overlap between the information within the two articles which primarily discussed the same three main models: SAMR, TPACK, and TIM. However, Marcovitz and Janiszewki (2015), described how to purposely and effectively combine the models. For example, the authors discussed the creation of the Padagogy Wheel which is the combination of SAMR and Bloom’s Taxonomy in efforts to create higher-order learning. Furthermore, in Technology, Models, and 21st – Century Learning: How Models, Standards, and Theories Make Learning Powerful by Dr. David Marcovitz and Natalie Janiszewski, M.Ed. (2015), the authors focused on combining five models, which could be bit overwhelming especially for a novice educator such as myself. In contrast, Integrating Technology into Instructional Practice provided a more detailed and simplistic analysis of the three models. Additionally, I appreciated how the authors also provided examples of applications and graphics that would appeal to the reader. The final section of the article discussed five steps to integrating technology that is rigorous and relevant for the learners. This portion of the article was extremely useful because it provided a quick blueprint on what educators should know about technology and its impact on the learning environment and real-world application. Overall, both articles were well written and provided enough information and resources about the three models and helped me understand which model would be best once I become the facilitator. Based on the readings and additional research, I believe that TIM would be most suitable for the adult learning environment where I am the facilitator. I appreciate how TIM is not a â€Å"one size fits all† approach. Instead, the facilitator can use the matrix in a way that supports learners at all stages or entry points without compromising the goal to increase higher-order thinking. Furthermore, it can be easily combined with other technology integration models, if necessary, in order to achieve optimal results for both the teacher and learner. The matrix supports differentiation and will allow me to integrate technology beginning with teacher-directed activities to student-directed activities. In other words, technology integration slowly goes from teacher facilitated to student-directed while encouraging learners to become more responsible for their learning during each of the five levels (Jonassen, Howland, Moore, ; Marra, R., 2003). For example, I could initially facilitated instruction using an overhead projector, PowerPoint or video (Entry level of integration) which is a comfortable starting point for an adult learning environment-especially those returning to school after an extended period away. However, the goal is to move from lower or conventional levels of integration to complex or higher-order level thinking. I want to be able to put my students in the driver’s seat, and TIM allows me to gradually get them there. So once a learner has reached the transformative level they have the option to use different or unconventional technology tools based on what works for them. TIM integration is easy to follow. Furthermore, there are additional resources available to assist educators with preparing to use and navigating TIM. These resources include the Technology Integration Matrix Lesson Observation Tool (TIM-O) which is a tool that can be used for formative feedback, peer coaching, or professional development (TIM evaluation tools, 2018). There is also the Lesson Plan Review Tool (TIM-LP) which was designed to guide the school principals, curriculum specialists/master teachers and direct facilitators through the process of evaluating the level of technology integration and its effectiveness within a particular lesson plan (TIM evaluation tools, 2018). Having access to these additional tools is what makes TIM for distinctive and appealing to my teaching philosophy. As a new educator, I appreciate how TIM provides descriptors for how student and teacher activities should take place or consist of. Furthermore, it breaks down the complexity of each levels which will allow me to facilitate in a manner that is effective for me and the learner. TIM encourages both the teacher and student take ownership of the learning. During my time in this program, I have realized that adult learners thrive when they have some ownership of their learning. Furthermore, TIM would allow me to integrate both conventional and complex technology tools which will be useful for a diverse adult learning environment. This will ensure that my learners will have access to technology based on their entry level and exposure to more complex tools to prepare them for future usage (in order to achieve that higher-order thinking). There are no rules for integrating technology. However, the most effective teachers understand when, how, and why technology is being used, does not use it to save time or simplify their lessons and integrates technology in order to achieve optimal levels of higher-ordered learning. References Jonassen, D., Howland J., Moore, J., Marra, R. (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Marcovitz, D. M., Janiszewski, N. (2015). Technology, models, and 21st – century learning: how models, standards, and theories make learning powerful. Retrieved from https://udc.blackboard.com/sessions/D683640F52B5810C156C82AA187FB186/a6d1db7ccf5a4bac8dafbb580e41d854/ModelsofTechIntegration.pdf Sheninger, E.C., Kieschnick, W. (2018). Integrating technology into instructional practice: using the rigor/relevance framework as the primary tool for success blended learning. Retrieved from http://leadered.com/pdf/ IntegratingTechnologyInstructionalPractice.pdf TIM evaluations tools. (2018). Retrieved from http://www.apastyle.org/learn/faqs/web-page-no-author.aspx How to cite Understanding Technology Integration: A Brief Examination of SAMR, TIM, and TPACK, Papers

Separate Peace Essay vs Movie free essay sample

Also, Finny and Gene in the movie visted the beach during the day time unlike in the book it was dusk. Just like the book though, Gene did not go into the water with Finny. In the book, Blitzball is played in the field, but in the movie blitzball is played in the woods. There are many small differences like this, but again there really aren’t any huge differences. â€Å"Gene you are gifted and if I had that brain I would cut it open for people to see! † says Finny in the movie. In the book gene never really got the idea at first that Finny actually wanted him to succeed. He was always thinking that finny was envious and was trying to get him to fail. The incident where Finny falls from the tree, Finny and Gene are not the only ones there in the book, but in the movie it is just the two of them. We will write a custom essay sample on Separate Peace Essay vs Movie or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It takes Gene a while after he jousts the tree limb to do something about Finny in pain at the bottom of the tree. In the book he is right there to help. â€Å"I jousted the limb; I caused it â€Å"gene says to Finny in the movie. In the novel, Gene never admits to doing it on purpose because of jealousy. Just like in the book, Gene tries on Finny’s clothes. He does this so that he can see what it is like to be Finny. He wants to be Finny. Both the novel and the movie have the meetings in the Butt Room. In the movie, Gene doesn’t deny that he is going to enlist in the war, unlike in the book he does when the topic comes up. Both in the novel and the movie, Finny says â€Å"The war isn’t real†. In the book Finny trains Gene for the Olympics outside, but in the move it was in an arena type place inside. Like I said in the first paragraph, A Separate Peace the novel and the book have both similarities and differences. I mostly mentioned the differences because there are too many similarities to mention. I think that the characters in the book were pretty much what I expected; besides I would that that Finny would be the cuter one of him and Gene since he was the athletic one in all. Overall I really enjoyed both the novel and the movie of A Separate Peace, and traveled through the great and bad times in Gene’s life. IN comparing and contrasting the movie A Separate Peace, directed by Larry Peerce, and the novel, written by John Knowles, i found mostly similarities.