...Foetal Alcohol Syndrome Table of Contents Table of contents…………………………………………………………… | 2 | Introduction………………………………………………………………… | 3 | Definition of Foetal Alcohol Syndrome (FAS)…………………………….. | 3 | Characteristics of FAS……………………………………………………… | 4 | Affect of FAS on babies……………………………………………………. | 5 | Affect of alcohol on the brain……………………………………………… | 6 | The role the South African context has played in FAS…………………….| 7 | Conclusion………………………………………………………………….. | 8 | REFERENCES | 9 | Appendix A…………………………………………………………………. | 11 | Appendix B…………………………………………………………………. | 12 | Appendix C…………………………………………………………………. | 13 | | | Introduction South Africa has the highest rate of Foetal Alcohol Syndrome in the world! The draft South African liquor bill released on Monday 6th February 2012 will prohibit the sale of alcohol to pregnant women if it is passed. It is the first time that the South African government has proposed legislation to assist controlling the alcohol intake of women. (“Liquor Surprise for Pregnant Women,” 2012) But is this enough to meaningfully diminish the consumption of alcohol by pregnant women in South Africa? Within this context the following questions will be addressed: What is Foetal Alcohol Syndrome? How is FAS characterised? How is a baby affected by Foetal Alcohol Syndrome? How does alcohol affect the brain? What kind of role has the South African...
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...observing the effects of alcohol on the growing fetus. Firstly, the issue will be to identify ways in which consumption of alcohol affects pre and postnatal conception. Barnes and Bradley (1990) assert consumption of alcohol during pregnancy may have serious consequences for the fetus. Furthermore, the importance of current health initiatives relating to fetal alcohol syndrome will be addressed, including preventable measures. In addition, throughout the assignment, one will abbreviate Fetal Alcohol Syndrome/Effects to FAS/E Barnes and Bradley (1990) emphasise alcohol travels through the blood stream to affect the sperm, egg and fetus. Professor Kaufman 1988 (in Barnes and Bradley 1991,p.98) suggests “no alcohol in the preconception preparation stage for both partners”, and during pregnancy for the women. Similarly, Stroebe (2000) stipulate women should not drink alcohol for the duration of pregnancy because of the risk of birth defects termed fetal alcohol syndrome. Moreover, Beattie 1981 (in Booth and Williams 1985, p75) highlight social and constant heavy drinking especially in the first trimester of pregnancy can damage the normal growth of the fetus. In support of this Zieman (2004) assert drinking during the first trimester is the most serious, and babies exposed to alcohol at this most crucial time often have small brains and physical problems, what's more these babies can develop severe learning difficulties. Zieman (2004) additionally suggest alcohol crosses the placenta...
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...Life Factors (PIES) Life Factors (PIES) Cystic fibrosis Physical Effects A hereditary disorder affecting the exocrine glands. It causes the production of abnormally thick mucus, leading to the blockage of the intestines, and bronchi and often resulting in respiratory infection. Cystic fibrosis affects the pancreas because a buildup of thick, sticky mucus blocks the ducts reducing the amount of insulin produced and stopping digestive enzymes from reaching the intestines for digestion. This can cause malnutrition, leading to poor growth, physical weakness and delayed puberty. Symptoms usually start in early childhood and include: •persistent cough •recurring chest and lung infections •poor weight gain. An early sign is that an affected child’s sweat is unusually salty, which can be noticeable when you kiss your child. One in every ten babies born with cystic fibrosis develops a bowel obstruction called meconium ileus at birth or within the first few days of life. In these cases the meconium is so thick that it blocks the bowel instead of passing through. Babies with meconium ileus often need an urgent operation to relieve and bypass the blockage. Individuals with cystic fibrosis are prone to developing bone disease (thin, brittle bones) due to a lack of nutrition (which is lost through stools because of the damaged pancreas), and other complaints related to the disease. Adults with cystic fibrosis also have an increased risk of bone disease, which is a side effect...
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...medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities; discuss academic opinions on the successes and challenges in educational language policy application in Namibia; compare current and alternative policy options critically. 6.1 Paraphrase the language policy for schools with specific reference to the medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities. 6.1.1 The History of the National Language Policy Read the information out of Toward Education for all: Gamsberg Macmillan MEC, (1993): I. CRITERIA FOR LANGUAGE POLICY FORMULATION Language policy formulation in a multilingual society is a difficult task. What is required is a fair balance between the abilities of individuals to choose their medium of communication and the public interest in a common language to facilitate citizen participation and decision making in a democratic society. The Ministry has been guided by the following understandings to develop a language policy for schools in Namibia: • All national languages are equal regardless of the number of speakers or the level of development of a particular language. All language policies must regard language as a medium of cultural transmission For pedagogical reasons it is ideal for children to study through their own language during the early years of schooling when basic skills of reading, writing, and concept formation are developed...
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...play a role in the treatment of Attention-Deficit Hyperactivity Disorder? For submission 22nd April 2006 Dissertation, 3rd Year ION Contents Abstract 3 1.0 Introduction 4 1.1 Prevalence 4 1.2 Diagnosis 4 DSM-IV Checklist for Diagnosing ADHD 6 Figure 1. DSM-IV Checklist for Diagnosing ADHD 6 1.3 Associated Conditions 7 1.4 Prognosis 7 1.5 Aetiology 7 1.5.1 Genetics 8 1.5.2 Environmental Influences 8 1.5.3 Essential Fatty Acids 8 1.5.4 Food Sensitivities 9 1.5.5 Heavy Metal Toxicity 9 1.5.6 Nutrient deficiencies 9 1.5.7 Pregnancy/birth trauma 10 1.5.8 Hypoglycaemia 10 1.5.9 Digestive 10 1.5.10 Thyroid 11 1.6 Clinical Management 11 1.7 Understanding the Role of Essential Fatty Acids 12 1.7.1 What are Essential Fatty Acids? 12 Figure 2. Major Food Sources of Essential Fatty Acids 12 Figure 3. Omega-3 and Omega-6 metabolic pathways 13 1.7.2 Essential Fatty Acids and Brain Function 13 1.7.3 Physical Signs of Fatty Acid Deficiency 14 2.0 Literature Review 15 2.1 DHA Supplementation 15 2.2 Combined DHA, EPA, GLA Supplementation 18 2.3 Combined EPA, DHA, ALA Supplementation 19 2.4 ALA Supplementation 22 2.5 Summary of studies reviewed 23 Figure 4. Summary of Studies Reviewed 23 3.0 Discussion 24 3.1 Future Research 27 4.0 Conclusion 28 5.0 Nutritional Strategy 29 5.1 Benchmarking 29 5.2 Dietary Strategy 29 5.3 Lifestyle Strategy 29 5.4 General Supplement programme 30 6.0 Acknowledgements 31 7.0...
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...------------------------------------------------- KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY,KUMASI. ------------------------------------------------- ------------------------------------------------- COLLEGE OF HEALTH SCIENCES ------------------------------------------------- ------------------------------------------------- SCHOOL OF MEDICAL SCIENCES ------------------------------------------------- ------------------------------------------------- DEPARTMENT OF COMMUNITY HEALTH ------------------------------------------------- ------------------------------------------------- BIRTHWEIGHT OF NEWBORNS IN RELATION TO THE NUTRITIONAL STATUS OF PREGNANT WOMEN IN THE ATWIMA NWABIAGYA DISTRICT OF ASHANTI REGION OF GHANA. ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- A DISSERTATION SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, ------------------------------------------------- KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY, KUMASI IN ------------------------------------------------- PARTIAL FULFILMENT OF REQUIREMENTS FOR THE AWARD OF MASTER OF ------------------------------------------------- PUBLIC HEALTH (MPH) DEGREE IN POPULATION AND REPRODUCTIVE HEALTH. ------------------------------------------------- ------------------------------------------------- ...
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...Human beings are capable of reasoning from cause to effect with the understanding that everything done has effect. 2. Human beings are capable of making choices after comparing the alternatives, that is, internal and external. People have two cells namely: a. Real – what we have now b. Ideal – what we are aiming at 3. Human beings are self – conscious. This means we can study ourselves by being a subject and be the object at the same time. 4. Human beings are finite or limited not knowing what will happen from the next moment or next door. Thus, we must have principles to apply when situations comes. 5. Human life is an active dynamic phenomenon – We do something as if we do nothing. 6. People also can be taught to be good (Isaiah 1 :18) 7. Human beings are capable of filing an obligation 8. Human beings are also capable of understanding what moral terms like freedom, dignity and so on affects other people. 9. Finally, human beings need to survive. Human civilization, therefore, can not survive without ethical people. History of Ethics Outside Christianity, some people have taught about ethics. Amongst those who taught ethics are: 1. Socrates 457 BC, a Greek philosopher whose key question was, “What is the meaning of Life”? Socrates like every life seeker was concerned about the good life. Socrates said, “The unexamined life is not worthy...
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...HLTHIR403C. Work effectively with culturally diverse clients and co-workers Author John Bailey Copyright Text copyright © 2008 by John N. Bailey. Illustration, layout and design copyright © 2008 by John N. Bailey. Under Australia's Copyright Act 1968 (the Act), except for any fair dealing for the purposes of study, research, criticism or review, no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission from John N. Bailey. All inquiries should be directed in the first instance to the publisher at the address below. Copying for Education Purposes The Act allows a maximum of one chapter or 10% of this book, whichever is the greater, to be copied by an educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration notice to JNB Publications, Disclaimer All reasonable efforts have been made to ensure the quality and accuracy of this publication. JNB Publications assumes no responsibility for any errors or omissions and no warranties are made with regard to this publication. Neither JNB Publications nor any authorised distributors shall be held responsible for any direct, incidental or consequential damages resulting from the use of this publication. To Order this Publication This publication can be ordered in a wire bound...
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...various spheres of human activity, including problems of individuals' daily lives and the treatment of mental illness. It is largely concerned with humans, although the behaviour and mental processes of animals can also be part of psychology research, either as a subject in its own right (e.g. animal cognition and ethnology), or somewhat more controversially, as a way of gaining an insight into human psychology by means of comparison (including comparative psychology). Origins of the psychology Near the end of 19th century things started drawing together. Questions raised by philosophers were being examined by physiologists, and vice versa. a. What is the relationship between the mind and the body? b. Why do people loose their minds? What is insanity? c. How do we perceive things? Why are their perceptions of the same stimulus different? d. What affect do our experiences have on us? How important are environmental influences versus characteristics and predispositions we are born with?...
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...Report by the Commission on the Measurement of Economic Performance and Social Progress Professor Joseph E. STIGLITZ, Chair, Columbia University Professor Amartya SEN, Chair Adviser, Harvard University Professor Jean-Paul FITOUSSI, Coordinator of the Commission, IEP www.stiglitz-sen-fitoussi.fr Other Members Bina AGARWAL Kenneth J. ARROW Anthony B. ATKINSON François BOURGUIGNON Jean-Philippe COTIS Angus S. DEATON Kemal DERVIS Marc FLEURBAEY Nancy FOLBRE Jean GADREY Enrico GIOVANNINI Roger GUESNERIE James J. HECKMAN Geoffrey HEAL Claude HENRY Daniel KAHNEMAN Alan B. KRUEGER Andrew J. OSWALD Robert D. PUTNAM Nick STERN Cass SUNSTEIN Philippe WEIL University of Delhi StanfordUniversity Warden of Nuffield College School of Economics, Insee, Princeton University UNPD Université Paris 5 University of Massachussets Université Lille OECD Collège de France Chicago University Columbia University Sciences-Po/Columbia University Princeton University Princeton University University of Warwick Harvard University London School of Economics University of Chicago Sciences Po Rapporteurs Jean-Etienne CHAPRON General Rapporteur Didier BLANCHET Jacques LE CACHEUX Marco MIRA D’ERCOLE Pierre-Alain PIONNIER Laurence RIOUX Paul SCHREYER Xavier TIMBEAU Vincent MARCUS INSEE INSEE OFCE OCDE INSEE INSEE/CREST OCDE OFCE INSEE Table of contents EXECUTIVE SUMMARY I. SHORT NARRATIVE ON THE CONTENT OF THE REPORT Chapter 1: Classical GDP Issues . . . . . . . . . . . . . . . . . ....
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