A Traumatic Brain Injury Health And Social Care Essay

A Traumatic Brain Injury Health And Social Care Essay The Brain Injury Association of America defines a traumatic brain injury as an insult to the brain, not of degenerative or congenital nature, caused by an external physical force that may produce a diminished or altered state of consciousness, which results in an impairment of cognitive abilities or physical functioning. It can also result in the disturbance of behavioral or emotional functioning.Any injury to the head may cause traumatic brain injury (TBI). There are two major types of TBI: Penetrating Injuries:  In these injuries, a foreign object (e.g., a bullet) enters the brain and causes damage to specific brain parts. This focal, or localized, damage occurs along the route the object has traveled in the brain. Symptoms vary depending on the part of the brain that is damaged. Closed Head Injuries:  Closed head injuries result from a blow to the head as occurs, for example, in a car accident when the head strikes the windshield or dashboard. These injuries cause two types of brain damage: People with a brain injury often have cognitive (thinking) and communication problems that significantly impair their ability to live independently. These problems vary depending on how widespread brain damage is and the location of the injury. Brain injury survivors may have trouble finding the words they need to express an idea or explain themselves through speaking and/or writing. It may be an effort for them to understand both written and spoken messages, as if they were trying to comprehend a foreign language. They may have difficulty with spelling, writing, and reading, as well. The person may have trouble with social communication, including: taking turns in conversation maintaining a topic of conversation using an appropriate tone of voice interpreting the subtleties of conversation (e.g., the difference between sarcasm and a serious statement) responding to facial expressions and body language keeping up with others in a fast-paced conversation Individuals may seem overemotional (overreacting) or flat (without emotional affect). Most frustrating to families and friends, a person may have little to no awareness of just how inappropriate he or she is acting. In general, communication can be very frustrating and unsuccessful. In addition to all of the above, muscles of the lips and tongue may be weaker or less coordinated after TBI. The person may have trouble speaking clearly. The person may not be able to speak loudly enough to be heard in conversation. Muscles may be so weak that the person is unable to speak at all. Weak muscles may also limit the ability to chew and swallow effectively. Treating traumatic brain injury  occurs when a patient is admitted to the hospital. Doctors work diligently to stabilize his or her condition, which can include unblocking airways, maintaining blood flow to the brain and, in extreme cases, resuscitation. In addition, doctors treat open wounds and administer antibiotics to prevent infection. Once a patient has stabilized, his or her doctors may order MRI scans, CT scans, or X-rays to help assess the level of brain damage. Doctors may also prescribe anti-convulsion medication to prevent seizures. In some instances, traumatic brain injury can lead to increased intracranial pressure. These cases often require surgery to accommodate brain swelling and excess fluid. Open head injuries may require surgery to remove broken skull fragments and insert synthetic pieces that protect delicate brain tissue. Traumatic brain injury rehabilitation  is an important part of treatment because it helps patients regain or manage impaired brain functions and minimizes long-term traumatic brain injury disabilities. Through rehabilitation, patients are sometimes able to regain important brain functions such as speech, memory and mobility. Rehabilitation can also help a victims family cope with the tragedy. Traumatic brain injury has many other causes, complications and treatments. Please read other articles on this site for more information on diagnosis, treatment and prevention of traumatic brain injury. The recovery process is different for everyone. Just as no two people are alike, no two brain injuries are alike. Recovery is typically lengthy-from months to years-because the brain takes a long time to heal. These tips, directed at the person with a brain injury, will help your loved one improve after the injury: Get lots of rest. Avoid doing anything that could cause another blow or jolt to the head. Ask the doctor when its safe to drive a car, ride a bike, play sports or use heavy equipment, because reaction time may be slower after a brain injury. Take prescription medication according to thedoctors instructions. Do not drink alcohol or use street drugs. Write things down to help with memory problems. Ask the doctor to recommend rehabilitation services that might help recovery, and follow those recommendations Mild injury Mild traumatic brain injuries usually require no treatment other than rest and over-the-counter pain relievers to treat a headache. However, a person with a mild traumatic brain injury usually needs to be monitored closely at home for any persistent, worsening or new symptoms. He or she also may have follow-up doctor appointments. The doctor will indicate when a return to work, school or recreational activities is appropriate. Its best to avoid physical or thinking (cognitive) activities until symptoms have stopped. Most people return to normal routines gradually. Immediate emergency care Emergency care for moderate to severe traumatic brain injuries focuses on making sure the person has an adequate oxygen and blood supply, maintaining blood pressure, and preventing any further injury to the head or neck. People with severe injuries may also have other injuries that need to be addressed. Additional treatments in the emergency room or intensive care unit of a hospital will focus on minimizing secondary damage due to inflammation, bleeding or reduced oxygen supply to the brain. Medications Medications to limit secondary damage to the brain immediately after an injury may include: Diuretics.  These drugs reduce the amount of fluid in tissues and increase urine output. Diuretics, given intravenously to people with traumatic brain injury, help reduce pressure inside the brain. Anti-seizure drugs.  People whove had a moderate to severe traumatic brain injury are at risk of having seizures during the first week after their injury. An anti-seizure drug may be given during the first week to avoid any additional brain damage that might be caused by a seizure. Additional anti-seizure treatments are used only if seizures occur. Coma-inducing drugs.  Doctors sometimes use drugs to put people into temporary comas because a comatose brain needs less oxygen to function. This is especially helpful if blood vessels, compressed by increased pressure in the brain, are unable to deliver the usual amount of nutrients and oxygen to brain cells. Surgery Emergency surgery may be needed to minimize additional damage to brain tissues. Surgery may be used to address the following problems: Removing clotted blood (hematomas).  Bleeding outside or within the brain can result in a collection of clotted blood (hematoma) that puts pressure on the brain and damages brain tissue. Repairing skull fractures.  Surgery may be needed to repair severe skull fractures or to remove pieces of skull in the brain. Opening a window in the skull.  Surgery may be used to relieve pressure inside the skull by draining accumulated cerebral spinal fluid or creating a window in the skull that provides more room for swollen tissues. Rehabilitation Most people who have had a significant brain injury will require rehabilitation. They may need to relearn basic skills, such as walking or talking. The goal is to improve their abilities to perform daily activities. Therapy usually begins in the hospital and continues at an inpatient rehabilitation unit, a residential treatment facility or through outpatient services. The type and duration of rehabilitation varies by individual, depending on the severity of the brain injury and what part of the brain was injured. Rehabilitation specialists may include: Physiatrist,  a doctor trained in physical medicine and rehabilitation, who oversees the entire rehabilitation process Occupational therapist  who helps the person learn, relearn or improve skills to perform everyday activities Physical therapist,  who helps with mobility and relearning movement patterns, balance and walking Speech and language pathologist,  who helps the person improve communication skills and use assistive communication devices if necessary Neuropsychologist or psychiatrist,  who helps the person manage behaviors or learn coping strategies, provides talk therapy as needed for emotional and psychological well-being, and prescribes medication as needed Social worker or case manager,  who facilitates access to service agencies, assists with care decisions and planning, and facilitates communication among various professionals, care providers and family members Rehabilitation nurse,  who provides ongoing rehabilitation care and services and who helps with discharge planning from the hospital or rehabilitation facility Traumatic brain injury nurse specialist,  who helps coordinate care and educates the family about the injury and recovery process Recreational therapist,  who assists with leisure activities Vocational counselor,  who  assesses the ability to return to work and appropriate vocational opportunities, and provides resources for addressing common challenges in the workplace Prognosis (or Chance of Recovery) It is difficult to predict how well someone who has had a brain injury will recover, partly because there is no test a doctor can use to predict recovery. The Glasgow Coma Scale is used to determine the initial severity of a brain injury. It is often used at the scene of the accident or in the emergency room. This scale uses eye movements and ability to speak and move other parts of the body to determine the seriousness of the injury. Ask your doctor to explain the tests used to determine your loved ones ability to recover. Your loved ones prognosis will depend on many factors, including the severity of the injury, the type of injury, and what parts of the brain have been affected. Prompt diagnosis and treatment will help the recovery process. In discussing possible effects of TBI, the immediate physiological recovery (which may continue over months and years) was discussed in a  prior question. When the moderately or severely injured person has completed this initial recovery, the long-term functional deficits associated with TBI come to the fore. What areas of functioning may be affected by injury to the brain? Any or all of the functions the brain controls may be impacted. However, given that individuals differ greatly in their response to injury, any specific individual may experience only one, a few, or most of the possible effects. Further, a change in any of the possible areas of dysfunction, if it occurs at all, will vary in intensity across individuals from very subtle to moderate to life threatening. It is important to be aware also that not all functions of the individual are impacted by TBI. For example, feelings toward family, long-term memories, the ability to ski or cook, ones knowledge of the world, and so forth all may be intact, along with numerous other characteristics of an individual, even one who has experienced a moderate to severe injury. Individuals with a moderate-to-severe brain injury most typically experience problems in basic cognitive skills: sustaining attention, concentrating on tasks at hand, and remembering newly learned material. They may think slowly, speak slowly, and solve problems slowly. They may become confused easily when normal routines are changed or when the stimulation level from the environment exceeds their threshold. They may persevere at tasks too long, being unable to switch to a different tactic or a new task when encountering difficulties. Or, on the other hand, they may jump at the first solution they see, substituting impulsive responses for considered actions. They may be unable to go beyond a concrete appreciation of situations, to find abstract principles that are necessary to carry learning into new situations. Their speech and language may be impaired: word-finding problems, understanding the language of others, and the like. A major class of cognitive abilities that may be affected by TBI is referred to as executive functions the complex processing of large amounts of intricate information that we need to function creatively, competently and independently as beings in a complex world. Thus, after injury, individuals with TBI may be unable to function well in their social roles because of difficulty in planning ahead, in keeping track of time, in coordinating complex events, in making decisions based on broad input, in adapting to changes in life, and in otherwise being the executive in ones own life. With appropriate training and other supports, the person may be able to learn to compensate for some of these cognitive difficulties. TBI may cause emotional, social, or behavioral problems and changes in personality.[115][116][117][118]  These may include emotional instability,  depression, anxiety,hypomania,  mania, apathy, irritability, problems with social judgment, and impaired conversational skills.[115][118][119]  TBI appears to predispose survivors to psychiatric disorders including  obsessive compulsive disorder,  substance abuse,  dysthymia,  clinical depression,  bipolar disorder, and  anxiety disorders.[120]  In patients who have depression after TBI, suicidal ideation is not uncommon; the suicide rate among these persons is increased 2- to 3-fold.[121]  Social and behavioral symptoms that can follow TBI include disinhibition, inability to control anger, impulsiveness,  lack of initiative, inappropriate sexual activity, poor social judgment, and changes in personality. With TBI, the systems in the brain that control our social-emotional lives often are damaged. The consequences for the individual and for his or her significant others may be very difficult, as these changes may imply to them that the person who once was is no longer there. Thus, personality can be substantially or subtly modified following injury. The person who was once an optimist may now be depressed. The previously tactful and socially skilled negotiator may now be blurting comments that embarrass those around him/her. The person may also be characterized by a variety of other behaviors: dependent behaviors, emotional swings, lack of motivation, irritability, aggression, lethargy, being very uninhibited, and/or being unable to modify behavior to fit varying situations. A very important change that affects many people with TBI is referred to as denial (or, lack of awareness): The person becomes unable to compare post-injury behavior and abilities with pre-injury behavior and abilities. For these individuals, the effects of TBI are, for whatever reason, simply not perceived whether for emotional reasons, as a means of avoiding the pain of fully facing the consequences of injury, or for neurological reasons, in which brain damage itself limits the individuals ability to step back, compare, evaluate differences, and reach a conclusion based on that process. With appropriate training, therapy, and other supports, the person may be able to reduce the impact of some of these emotional and behavioral difficulties. The TBI Research Center at Mount Sinai is conducting research to help people with TBI who experience depression and other mood disturbances [ Useful Resources Services for Families Affected by TBI National Disability Rights Network Protection and Advocacy for Individuals with Disabilities Protection and Advocacy (PA) System and Client Assistance Program (CAP) This nationwide network of congressionally mandated disability rights agencies provides various services to people with disabilities, including TBI. PA agencies provide information and referral services and help people with disabilities find solutions to problems involving discrimination and employment, education, health care and transportation, personal decision-making, and Social Security disability benefits. These agencies also provide individual and family advocacy. CAP agencies help clients seeking vocational rehabilitation. For more information on PA and CAP programs, contact the National Disability Rights Network at:  www.napas.org  or (202) 408-9514. Traumatic Brain Injury Model Systems Funded through the National Institute on Disability and Rehabilitation Research, the TBI Model Systems consist of 16 TBI treatment centers throughout the U.S. The TBI Model Systems have extensive experience treating people with TBI and are linked to well established medical centers which provide high quality trauma care from the onset of head injury through the rehabilitation process. For more information on the TBI Model Systems, go towww.tbindsc.org/Centers/centers.asp  or call the TBI Project Coordinator at (973) 414-4723 to find the center nearest you. Brain Injury Association of America (BIAA) Chartered State Affiliates BIAA is a national program with a network of more than 40 chartered state affiliates, as well as hundreds of local chapters providing information, education and support to individuals, families and professionals affected by brain injury. To locate   your states TBI programs that can be of assistance, visit the Brain Injury Association of Americas online listing of chartered state affiliates at  www.biausa.org/stateoffices.htm, or call (800) 444-6443. Social Security Disability Insurance (SSDI) Supplemental Security Income (SSI) It is possible that your loved one may be entitled to SSDI and/or SSI. SSDI and SSI eligibility is dependent on a number of factors including the severity of the disability and what assets and income your loved one has. You should contact the Social Security Administration to find out more about these programs and whether your loved one will qualify for these benefits. For more information on SSDI and SSI, contact the Social Security Administration at  www.ssa.gov  or (800) 772-1213. Centers for Independent Living (CIL) Some families have found that it is important to encourage their loved one with a TBI to continually learn skills that can allow them to live independently in the community. The CILs exist nationwide to help people with disabilities live independently in the community and may have resources to help your loved one reach a goal of living alone. CIL services include advocacy, peer counseling, case management, personal assistance and counseling, information and referral, and independent living skills development. For more information on the CIL system, contact the National Council on Independent Living at  www.virtualcil.net/cils  or (703) 525-3406.

Flexible Learning Essay

Education is a broadly debated topic, now there is a new concept emerging, ’flexible learning’. This essay will discuss what is understood by this term and how it could affect the way of the future in education. Furthermore it will discuss how flexible learning has engaged technology and how it has made education more accessible and equitable. Next it will demonstrate how individual students have benefited through the use of technology with flexible learning, and how students are able to be the central focus of their own education. Technology brings with it many advantages for the future of education, however not without some setbacks, this essay will also discuss these. This essay will argue that because of the increasing accessibility and improvements in technology, flexible learning should be the way of the future in education. Flexible learning is quickly becoming the way of the future for education, as it engages and implements the use of sophisticated technology. According to George and Luke (cited in Andrews & Ferman 2001) flexible learning is a multi-directional approach to learning using different methods of delivery. On the other hand, Nunan (cited in Andrews & Ferman 2001, p. 2) considers that ‘flexible delivery is often taken to mean the same thing as increasing flexibility in learning’. Summarising Harmes (2010) explains flexible learning engages technology, allowing the use of the internet, e-mail, and other digital interactive technology. It also allows the student to freely access online lectures and study material and more importantly it enables teachers to position the student as the central focus of the learning experience. This can be seen at universities including the relatively new University of Queensland campus at Ipswich who are using technology to promote flexible learning. It was in fact the purpose built with this in mind; and included computer rooms, a self-directed learning centre and even wireless laptops (Andrews&Ferman 2001). Another example of flexible learning is discussed by Huijser, Bedford and Bull (2008) who describe the Tertiary Preparation Program (TPP); this is a course which is accessed online and on-campus. TPP students can engage in online lectures, Wimba classrooms and forums, study material can also be submitted online and feedback returned to student, again online. Using technology students have engaged in flexible learning all over Australia, including international students. Furthermore TPP is currently funded by the government making it free; this allows students to prepare for higher study prior to investment. The outcome of this should be a higher intake of fee paying students, which in turn should lead to increased government funding for universities. Flexible learning through technology has made education more accessible and therefore equitable. Harmes (2010) discusses how the internet has increased the number of students to able to study degrees through online study material and lectures. As a result of technological advances the world has become a â€Å"global village â€Å"and students can participate in a global classroom. Worldwide opportunities using technology and flexible learning should be funded locally (Zhao 2009). Ultimately this will enable there to be proximity through distance, and will allow students to study anytime and anywhere, thus making education more equitable explains Harmes (2010). There are students from as far away as remote Western Australia studying through the University of Southern Queensland (USQ). They are able to access all the lectures and tutorials online, and USQ plans to offer many more academic programs online by 2012 (The Chronicle 2009). ‘Technology is the tool used to provide a facility for a teacher facilitated, learner centred environment’ (Bonanno, 2005). It is only through the many improvements and advances in technology that education has been so accessible and with it flexible learning has been implemented. Flexible learning has made education more accessible because, study is teacher facilitated and enables the student to be positioned as the central focus of education. According to Harmes there are many benefits of flexible learning, students are able to access their study any time they like, and this means that they are able to co-ordinate study around work and family life. The flexibility that technology provides has enabled students to study at their own pace (Andrews& Ferman, 2001). Additionally students have a sense of freedom with their study, slotting it in whenever they please. Knowles (cited in Choy and Delahaye 2002) researched how adult learners are more likely to be motivated and experienced in life, and that they are ready to embrace learning with deeper appreciation and understanding. Knowles (1973) continues by discussing how this self-driven learning is assisted through flexible delivery and how students benefit from a mature independent approach to education with the option for teacher help when needed. As a result of this Bonanno suggests that with good self-discipline and time management students are able to have freedom and access to study anytime and place, thus enabling many styles of learning. Technology has increased the flexibility that students have, thus allowing greater access to education. Despite the fact that education has embraced technology, there are still some problems which must be resolved. According to Ralston (1999) it appears that although many have embraced technology for learning, there are still many who are either too afraid to or do not have the skills and confidence to do so. Furthermore he suggests that that those who do not attempt to engage technology will be severely disadvantaged, because the twenty-first century is the age of technology. Andrews and Ferman (2000) noted on their study of the University of Queensland, -Ipswich campus that many students found the course material limited, that there was a lack of structure, and there were also a significant number of technical difficulties. Additionally Bonanno (2005) discusses some of the disadvantages of technology and states that the learner can easily lose motivation partly due to a lack of classroom spirit and teacher facilitated learning. Technology can be out of date or difficult to understand and often it can be confusing and sometimes it can just be that there is no technical support available. Bonanno’s (2005) comments that many problems occurring are learner related and that in order to be successful the learner must be self-motivated and have a reasonable degree of self-competency. She also comments that the facilitator or teacher must be motivated as well and be able to produce engaging study material for the student to work with; they must also be able to direct, listen and support students. Despite some complications, changes in technology help to make sure education is more accessible and equitable. Universities are able to capture larger numbers of students enabling more funding from the government. Students are able to be in control of their own education pathway and are able to be flexible about when and where they choose to study. Students can also choose to study gregariously in online classrooms and even traditional classrooms. Problematic areas will in time be improved as technology upgrades on a daily basis; including faster internet options. With this evolving technology people’s knowledge and experience will increase and in time student numbers and study options will grow. It is realistic that flexible learning will be and indeed should be the way of the future in education and that there will be a worldwide classroom. References Andrews, T & Ferman, T 2001, ‘The flexible learning experience – how good is it really? ’ in L Richardson & J Lidstone (eds), Flexible learning for a flexible society, pp. 39-45. Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Qld, 2-5 July 2000. ASET and HERDSA http://www. aset. org. au/confs/aset-herdsa2000/procs/andrews-t. html. Bonanno, K 2005, ‘Online learning : the good the bad and the ugly’, Proceedings of the XIX Biennial Conference – Meeting the Challenge, Australian School Library Association, Zillmere, QLD, pp. 1-7 Choy, SC & Delahaye, BL 2002, ‘Andragogy in vocational education and training: learners’ perspective’, Proceedings of the Fifth Annual Conference, Australian Vocational Education and Training Research Association (AVETRA), Melbourne, VIC University of Southern Queensland 2009, ‘University offers online options to its students’, The Chronicle, 10 Jul, p. 41. Collis, B & Moonen, J 2002, Flexible learning in a digital world: experiences and expectations, Kogan Page, London, UK, pp. 8-10,17,26-27. Harmes, M 2011,TPP7120 Studying to succeed ,Appendix 3’Flexible and Blended Learning’, University of Southern Queensland,Toowoomba,viewed 25 September 2011,http://usqstudydesk. usq. au/ Huijser, H, Bedford, T & Bull, D 2008, ‘OpenCourseWare global access and the right to education: real access or marketing ploy? ‘, International Review of Research in Open and Distance Learning, vol. 9, no. 1, pp. 1-13. Ralston, P 1999, ‘Education for IT equity’, The Australian, 12 Jan, p. 44. Zhao, Y 2009, Catching up or leading the way: American education in the age of globalization, ASCD, Alexandria, VA, pp. 98-113.

The Number One Article on Biology Extended Essay Topics

The Number One Article on Biology Extended Essay Topics At length, the essay is going to be submitted to IBO, where it's going to be checked and assessed. In this manner, your burden in writing may somehow be lowered in the approach. Inventing an acceptable question is all about 25% of the entire battle. Some topics could be unsuitable for investigation because of safety problems. When you search for topics that are timely and you ask meaningful questions, it will become simple to develop an intriguing topic for any sort of essay. An excellent essay will explain a single concept in sufficient depth and make links throughout the analysis to other relevant concepts. A protracted essay is a sort of academic writing assignment, which success depends upon the structure. Writing an intriguing essay is essential since there are a great deal of issues debated nowadays in the area of biology. This criterion is related to the degree to which the essay conforms to academic standards about the manner inwhich research papers should be shown. Inside my opinion, an essay with a great variety of primary data that is checked against other secondary research is an excellent approach. In these cases, only the essential non-chemistry information should be supplied in the debut, since the essay is going to be marked on its chemical content. Perhaps the main element is the depth of treatment that could be provided to the topic by the student. Failure to obey the set IB economics essay standards can result in a fail or an extremely bad grade. When you spare a little time and look at these topics for your IB biology extended essay, you will understand that it's really very easy that you find the grades that you desire. Students may sometimes compensate in an essay with plenty of secondary data by showing examples of in-depth analysis which makes links between separate parts of secondary data. Conclusion conclusions state what has been accomplished by means of this research, but in addition potential limitations, unsolved problems, open questions. You should also think of citing the sources when you are writing. Extended definition essay outline recommendations can help you improve the caliber of your work. A world studies extended essay must concentrate on a subject of international significance. It's possible to create a protracted essay in chemistry where the student has used data collected elsewhere as the key source. For a student who's taking up a class in biology, it's essential for you to realize that at some point in time you are going to be requested to compose an essay. Say, as an example, you're a high school student, and you should compose a 3-page essay. Welcome to the very best IB economics extended essay help services. Gossip, Deception and Biology Extended Essay Topics That way you will have a set of results instead of merely 1 set (yourself) and you're going to completely minimize the pre-existing e.. Starting early is a time-management aspect you are going to have to find out all on your own. Taking economics extended course requires you to have a deeper knowledge of economics. Make certain you keep the guidelines by your side all through the process so you won't will need to refer to them every step along the way. If you pick a topic on human diseases and their behaviors, it is going to be challenging for you to experiment your ideas and ideas. The idea forming of the EE procedure is possibly the toughest bit as you don't even understand what you're doing yet but you have to write 4000 words. It's really let me develop a crystal clear idea of what things to do when I was absolutely clueless before!

Definition of Enantiomer

An enantiomer is one of a pair of optical isomers. Examples The central carbon in serine is the chiral carbon. The amino group and hydrogen can rotate about the carbon, resulting in two enantiomers of serine, L-serine and D-serine.