Causes and Symptoms of Asthma

Causes and Symptoms of Asthma Introduction Asthma is the most common chronic disease in Ireland. Ireland has the fourth highest commonness of asthma in the world. Asthma is a serious condition. One in five children in Ireland is having Asthma. About 30 per cent of age under-fives has had at least one attack of wheezing. This means lots of parents have been told that their child has asthma. Most often asthma is mild and easily controlled by medicines but sometimes children may have attacks that can be frightening and very worrying. Usually young children with wheezing episodes outgrow Asthma by school age. For parents it is always stressful to see their child suffers, no matter how mild the asthma may be. Symptoms of Asthma What is Asthma? Asthma is a common chronic disease which inflames the airways. The airways are the small tubes that carry air in and out of the lungs. Asthma affects the airways to become over-sensitive and react to colds and flus or dust mites even family animals, these are called triggers. The lining of the airways also swells and sticky mucus is produced and this bring breathe to be difficult. Lots of children with asthma breathe naturally for weeks or months between asthma come back. When flares do appear, they usually look to take place without sign. Asthma symptoms for babies can be different for every child. In babys asthma, babies may have all of asthma symptoms such as adults, or only one of those symptoms. As well, poor diet, sweating, or not showing comfortable can be symptoms of infant asthma. Some of symptoms can be: Wheezing sounds from breathing Cough Changes in breath length Tension in the chest Spotting asthma Diagnose an asthma can be problematic and time- spending because every child with asthma can have very unique forms of symptoms. General symptoms of asthma- chronic dry cough and during that child do not have a high temperature. Second common symptom isasthma attacks when exposed to certain substances, for which the child is allergic or because of respiratory infections. Depending on the frequency and severity of asthma attacks in children is mild, moderate and severe. The attack begins with a cough, shortness of breath then develops (a feeling of lack of air). Babys breath noisy and wheezing. Often before the attack runny nose, itchy rash on the skin. Older children at such times may complain of a feeling of pressure in your chest, and the lack of air. Different types of asthma: Doctors often use the words mild, moderate and severe to describe asthma. Here is some explaining what they mean. Mild: Coughs and wheezes but plays happily and feeds well Moderate: Waking at night, cant run around or play without cough or wheeze. Severe: Too restless to sleep, unwilling to play at all, too breathless to talk or feed, lips going blue. Prevention of Asthma For the treatment of asthma is often enough to remove the child from the allergen. If this does not help, the doctor prescribes anti-inflammatory treatment. Asthma occasionally can grow out after colds. Triggers of asthma Knowing your childs triggers and how to escape them is very important. Here is a list of triggers and movements you can take to reduce their effect on your childs asthma. Avoid Colds and Viral Infections Colds and viruses are a common trigger for children, especially during the winter months and when they return to school. Keep your childs asthma under control by giving them their medication as prescribed. Keep a written asthma management plan to monitor their symptoms and to make sure, you know what to do when their asthma symptoms get worse. Stop the spread of colds and infections by is sure your child washes their hands. House Dust House dust is smallest organisms that survive in warm, dirty places such as rugs, soft toys and household chairs and coaches. Use anti-dust mite covers for childrens mattress, duvet and pillows. You wash these covers according to the manufacturers instructions; Wash all bedding at least once a week. Remove carpets where it can be possible. Vacuum rooms regularly. Clean all surfaces two to three times per week; Have soft toys to a smallest amount and hot wash them every two weeks. Household Pets A number of childrens asthma is triggered by an allergy to pets, frequently cats or dogs. Cigarette Smoke Cigarette smoke makes asthma more worse, can cause pneumonia, bronchitis And infections of ears, and prevent asthma medication working effectively. Keep your child away from cigarettes smoke. Mould Mould spores can increase chances for trigger asthma. Mould can be found anywhere, for example in bathroom, kitchen, even outside in the autumn leaves. †¢ Be sure that your home has good ventilation. †¢ Take away all indoor plants as they may be source of mould growth; †¢ Avoid drying clothes indoors or on radiators. Changes in Weather Some childrens asthma can be triggered by cold season or temperature changes, †¢ Bring your child for an asthma review with your doctor or nurse before the weather change Chemicals Use chemicals carefully, especially in household products such as cleaning products, cosmetics, paints etc. †¢ Do not using chemical products where it is possible. †¢ Do not allow your child be in areas where chemical products are used. Asthma treatment Treatment of this illness is divided into two groups: One stop (cropped) attack, the other to prevent its development. In mild form of asthma are usually used drugs from the group of stabilizers of membranes of immune cells. This drug does not work at the time of attack. Under the power of drugs immune cells do not discharge stuffs that cause swelling and shrink the bronchi. In severe forms to prevent attacks physician prescribes hormones, corticosteroids (eg budesonide, fluticasone). Do not be afraid of these drugs, because they act only on the bronchial mucosa. In severe asthma the risk of side effects is much lower than the risk of the sickness Checklist for traveling to people with asthma and recommendations: People who have asthma are needs to be prepared for a trip at least a few weeks before travel. This includes: Asthma health check Asthma triggers Air travel Travel immunisation Travel insurance Before you travel, review your personal asthma plan. Find how you can get help medical help at those areas where are you planning to go. Conclusion It is important that the babys parents having asthma are not measured him seriously ill, possibly given a lot to move. When the child grows up, the attacks become rare, will follow more easily, and in many they stop altogether. Do not refuse any treatment, including, if necessary hormones. Each attack it is a huge stress for the child to be eliminated by all means. Bibliography: http://healthcaremall4you.com/asthma-at-children-causes-symptoms-treatment.html   view on 16th of November 2016 http://www.tipdisease.com/2013/10/asthma-in-children-babies-causes.html  Ã‚  Ã‚   view on 17th of November 2016 www.asthma.ie/sites/default/files/files/document_bank/2014/May/Asthma%20and%20Your%20Child_final.pdf   view on 16th of November 2016 www.asthma.ie/sites/default/files/files/document_bank/2013/Aug/asthma_in_babies_and_children_final.pdf   view on 17th of November 2016 http://www.irishhealth.com/clin/documents/Children%20and%20Asthma.PDF   view on 16th of November 2016 http://www.hse.ie/eng/health/az/A/Asthma-children/Treating-asthma-in-children.html  Ã‚   view on 16th of November 2016 www.irishindependent.ie (issue on 31st of October 2016) view on 16th of November 2016

Coral Reefs Need Help Essay -- Environment, Oceans, Fish

Beautiful beaches, a hot sun, glistening sand, and a clear ocean would make the perfect vacation, right? Many of us would enjoy being somewhere tropical. This kind of vacation won’t last much longer if we don’t start taking care of endangered coral reefs now! World government leaders should establish laws to protect them. People may ask, â€Å"If coral reefs are in such danger, why don’t we fix the problem since they provide benefits for the whole world?† Frankly, it’s not that simple. Protecting endangered coral reefs will provide the whole world with long lasting benefits. To figure out how to solve the problem, we must start with the benefits they provide for humans and nonhumans. Coral reefs support 128 corallivorous fish species, one third of which feed almost solely on coral (80%) (Cole 286). These reefs also provide the corallivorous fish species like butterfly fish with shelter and living space (Cole 287). Most of these fish feed on Scleractinian coral (â€Å"hard† coral) while the others feed on â€Å"soft† coral due to regional variation (Cole 288, 292). For the balance of fish and coral reefs to remain in sync, the feeding intensity of the fish and the regeneration of coral reefs need to balance one another (Cole 297). When combined with other stressors like pollution and coral bleaching, it’s hard for the reefs to recover (Cole 299). Since so many people rely on the fish caught around these reefs, limiting stress on them is important. They supply the benefit and necessity of food to many people. In developing countries, c oral reefs contribute to one fourth of the fish caught that feed about one billion people in Asia alone (Moore 1). Fish seem to be plentiful, at least right now. Much of the world’s poor population depends on fis... ...urces like water. Citizens can also help by taking showers instead of baths, buying locally grown foods, carpooling, walking, or bicycling. Citizens need to collaborate and motivate one another when it comes to using less fossil fuel. Fixing this issue will certainly be difficult, but we can adjust our lifestyles in a way that’ll keep the environment safe for coral reefs. Human, nonhuman and coral reef health is likely to improve! Paying to save coral reefs will be more beneficial to the world, and international governments should share the cost to protect the reefs. People who pollute more than regulations allow should be fined with that money going towards the maintenance of coral reefs. Food, life-saving medicine, income from tourism, and coastal protection will all diminish if we don’t start helping today!

An essayist writing skills Essay

‘Education matters’; the academic distinction as seen within the essayist is the peak of personal pride and the prime of the essayist. This is the backdrop of his imagery skill and panache as he seeks to make the issue figurative and argumentative and in his situation hypothetical. Within the context, he redefines the role of education with the general public. This is his onset to express his insight about what the general public thinks about situations that reflect on those it knows. â€Å"BOY. Drop out of school and that’s what they’ll call you the rest of your life. ‘Drop out’ is figurative and intrinsically variable. It is an expression of discontent towards a situation and the person in the situation. It is a moral insight and one that the essayist seeks to use to make a case against his distinguished position as a disadvantaged worker in a workplace which is far much below his qualifications. ‘Drop out’ is what offsets his passion to describe, discuss and put forward his case. It is what could make you a scorn yet even without the valuable education you are the same match to the drop out. Today I saw them saying something else’ is a passionate and morose appeal to his pride gained from the value of education to make him recognizable. He is now a minnow and below the centre of social repute and distinctiveness of an individual. Within these profound contexts within the essayist situation analysis and his insights about the repercussions of manoeuvres to attain academic distinction yet plunge into a sea of misrecognition by being compared and working as one of those detested and referred as public scorns for their minimal academic capacity is insulting and confusing. To him, it is ailing his conscience. They were untrue in part; it turns out that you’ll get called â€Å"boy† if you do work that others don’t respect even if you have a Ph. D. It isn’t education that counts, but the job in which you land. This is his perspective, to expound on the uselessness of education comparatively to his situation analysis. Here we see a subtle cry and his way of comparing his fate. It is an emotional and socially perceptive ideology. Emotional, since he is worried that he learned and hoped to supersede social implications and join the league of the learned employed who influence and are the pride of the society. Yet he is now among the least recognized and looked down on. ‘It turns out that you’ll get called â€Å"boy† if you do work that others don’t respect even if you have a PhD’ This is his point on this perspective, he is learned and qualified yet he works as a lemon cutter and he is not even recognized at the workplace let alone by the barmaid. This point showcases the writers wit and it’s within this context we decipher the judicious self- exposure of the writer’s own character. He is objective and determined a listener and an analytical person. â€Å"Are you the boy who cuts the lemons? This is where we discover he is frustrated and feels insulted by circumstances. He is grappling with reality. His point explains the discontentment of the protagonist about his career and the relevancy to his assertion about education being important and suddenly the realization that it is not on some circumstances† I’m the man who does’ It is his acceptance of his fate and an expression of conformity to the circumstances that he is now pitted in. He finds no discourse in segregating his position due to his education background hence accepts his fate and position as a social perceptiveness. He is no longer focussed on making his moral authority within the academic faculties to spell out his elite nature as farcified by the billboard impression. â€Å"Are you the boy who cuts the lemons? I’m the man who does’ is an expression of his seeking to make some points clear within the workplace. It is a coupled methodology of making a case clear, emotive and correlative to his perspective. This is imagery and metaphoric distinctiveness. His workmates don’t even recognize him as an integral part of the workplace. The name boy is contentious and he seeks to address the problem of misrecognition by creating a scenario that imparts his distinctiveness which within the workplace is not recognizable. The workmates are oblivious of his qualifications. Here he seeks to make us identify with his vast knowledge which so far he deems useless. In his two expressions which seek to vilify his potential, he mentions that the maid didn’t realize is reply that ‘he is the man who does it, not the boy who does it’ He is making it clear that he is qualified to be in a better and more professional position. Secondly his reflections ‘They assumed that some people just won’t learn respect for others, so you should adapt yourself to them. Don’t try to change them. Get the right job and they won’t call you boy any more. They’ll save it for the next man. It isn’t just people like this one waitress who learn slowly, if at all. We see lamentations here. He is metaphoric ‘that some people just won’t learn respect for others, so you should adapt yourself to them’ and figurative in context Get the right job and they won’t call you boy any more’. Auspiciously he is figurative in seeking to identify and correlate with the college scenario of the ‘wombats’ and metaphorical as he seeks to put in place the generalization of excellence and academic capacity as a triviality within workplace on a situation in which, the protagonist is doing the same thing with those without any distinctive capacity so as to make ends meet. He is emphatic, lamentative and perspective as he seeks to make his lingering acrimonious reservation to the degradation of his moral position though he has an invariable better and dignified capacity than what he seems to view as his detractor within the workplace. Certainly I won’t forget being called a boy today’ The essayist is using word play to make clear a case of emotions he felt when he was undermined and that he made emphatic efforts to make the scenario change to his favour to no avail. On the basis of dialogue, the writer is seen to converse with the waitress who seems to be merely up to no positive perspectives in the conversation. It is in this conversation the writer denounces the waitress and makes the issue of recognition within workplace contentious. This is as seen in this conversation with the waitress and the cook Dana â€Å"Are you the boy who cuts the lemons? † I’m the man who does, â€Å"I replied. â€Å"Well, there are none cut. † There wasn’t even a hint that she heard my point. Dana, who has cooked here for twelve years or so, heard that exchange,. â€Å"It’s no use, Jack,† he said when she was gone. â€Å"If she doesn’t know now, she never will. † Imagery is the integral in his prose and his title ‘from man to boy’ is indicative of his perspective to use imagery. He has a varying penchant for long figurative and satirical sentences to make clear some of his sentiments. This is seen as he sums up his forlorn though deciphered from the waitress looking down on him situation. ‘It didn’t take much persuasion to get the name dropped. Today there are few students who remember it at all. But I imagine the cleaning women remember it well. Certainly I won’t forget being called a boy today. ’ He is coupling exposition and dialogue while at the same time making an inclusion of ethos to actualize his point.

A Rose for Emily by William Faulkner - 636 Words

William Faulkner at one point stated that if he were offered a chance to choose between grief and nothing, he would have chosen grief (Volpe 187). He additional clarifies why he would do this through the story â€Å"A Rose for Emily†. However, the story is not about Faulkner but a lonely, selfish and poor woman, Emily Greirson. Emily is incapable of coming to terms with the notion of death and as a consequence suffers an immense deal of denunciation (Anderson 89). While the town folk anticipated that she would grieve upon her father’s demise, she is not. However, she goes on to claim that her father is okay and alive. Faulkner’s notion of anguish is lucid in this story as he shows the readers that it is worth acknowledging death than disregarding it through Emily’s life (Claridge 59). Faulkner’s story is set in the South, during the racial discrimination and key political shift epoch. Through â€Å"A Rose for Emily†, Faulkner was trying to co nvey a hidden message on the themes of change and death. Death looms throughout the narrative as the narrator narrates the start of Emily’s funeral. Emily disregards death when her exceeding authoritative father passes on. â€Å"Emily met up with them at the entrance, clothed` characteristically and with no hint of sorrow on her face. She told them that her father had not passed away† (Faulkner 2). This depicts Emily’s attempt to flout death by clinging to her father’s cadaver and caring for it as if he was still alive and how she wasShow MoreRelatedA Rose For Emily By William Faulkner923 Words   |  4 PagesA Rose for Emily; A Tale of The Old South William Faulkner was born in New Albany, Mississippi in 1897 but lived most of his life in Oxford, a small town nearby. After dropping out of high school then briefly joining the Canadian Air Force, he returned home and completed three terms at the University of Mississippi (Fulton 27). During his early twenties Faulkner spent time in New Orleans and Europe before returning to Oxford and publishing his first book of poems. In 1929 he married Estelle FranklinRead MoreA Rose For Emily By William Faulkner1729 Words   |  7 PagesJune 24, 2015 â€Å"A Rose for Emily† In every neighborhood there is always that one house that is a mystery to everyone. A house that everyone wants to know about, but nobody can seem to be able to dig up any answers. It’s the type of place that you would take any opportunity or excuse to get to explore. The littler that is known, the more the curiosity increases about this mysterious place or person. In the short story â€Å"A Rose for Emily† by William Faulkner, this mysterious person is Emily Grierson, andRead MoreA Rose For Emily By William Faulkner949 Words   |  4 PagesIn William Faulkner’s â€Å"A Rose for Emily† it is clear how Emily’s gender affects how the individuals in the town perceive her. Emily’s gender particularly affects how men understand her. Throughout the whole piece Emily is seen as a helpless individual who is lonely and has suffered losses throughout her life. When the reader reaches the end of the story the actions that Emily has taken is unexpected because of the way she is perceived by the narrator. In the beginning of the story, when the wholeRead MoreA Rose For Emily By William Faulkner1577 Words   |  7 Pagesâ€Å"A Sarah Markins Dr. Bibby ENG 107 February 11, 2015 â€Å"A Rose for Emily† by William Faulkner â€Å"A Rose for Emily†, written by William Faulkner in 1931, follows a series of peculiar events in Miss Emily Griersons life. Written in third person limited, Faulkner utilizes flashbacks to tell of the period between the death of Emily’s father and her own passing. Split into five short sections, the story starts out with the townspeople of Jefferson remembering Emily’s legacy and how each new generation ofRead MoreA Rose For Emily By William Faulkner1552 Words   |  7 PagesRyan Dunn Mrs. Williams English 11 March 11, 2016 In the short story â€Å"A Rose for Emily† by William Faulkner, the reader is given a glimpse of the internal conflict of the main character, living in the past, and the involvement of an over involved society causing the reader to look into the consciousness of an individual haunted by a past and lack of a future. The story is set in a post-Civil War town in the South. He is able to give the reader a glimpse of the practices and attitudes that had unitedRead MoreA Rose For Emily By William Faulkner1507 Words   |  7 Pages1897, William Cuthbert Faulkner was born in New Albany, Mississippi. He stands as one of the most preeminent American writers of the twentieth century. His literary reputation included poetry, novels, short stories, and screenplays. Faulkner won two Pulitzer Prizes for Fiction and the Nobel Prize in Literature. â€Å"A Rose for Emily† is a short fascinating story written by William Faulkner and it was his first short story published in a national m agazine. The story involved an old woman named Emily GriersonRead MoreA Rose For Emily By William Faulkner883 Words   |  4 PagesIn the timeless classic, â€Å"A rose for Emily† by William Faulkner we are introduced to Emily Grierson, a matured sheltered southern woman; born to a proud, aristocratic family presumably during the American Civil War. Through out the short story William Faulkner uses many literary devices such as symbolism, metaphors and allegory to play with â€Å"time† and how time reflects upon his main character Emily Grierson. Emily being one who denies the ability to see time for what it is linear and unchangeableRead MoreA Rose For Emily By William Faulkner1270 Words   |  6 PagesWilliam Faulkner’s short story â€Å"A Rose for Emily† thoroughly examines the life of a strange woman name Emily Grierson who lives in the town of Jefferson. If we examine â€Å"A Rose for Emily† in terms of formalist criticism, we see that the story dramatizes through setting, plot, characterization, and symbolism on how Miss Emily’s life is controlled by a possessive love she had for her father and lover. William Faulkner uses Emily’s life as the protagonist to examine from a formalist aspect. In orderRead MoreA Rose For Emily By William Faulkner1780 Words   |  8 PagesIn 1930, William Faulkner wrote a five-part story entitled â€Å"A Rose for Emily† that follows the life of a young woman named Miss Emily Grierson. Faulkner sets his story in the Old South, soon after the ending of America’s Civil War, and represents the decaying values of the Confederacy (Kirszner Mandell, 2013a, p. 244). One of these values which the text portrays quite often in â€Å"A Rose for Emily†, is the patriarchal custom of society viewing men as having more importance than their female counterpartsRead MoreA Rose For Emily By William Faulkner1277 Words   |  6 PagesMiss Emily Grierson, the main character in the strange short story â€Å"A Rose for Emily† written by William Faulkner. It would be best to examine her in a mental capacity as well as the circumstances that may affect her. Throughout the story, Miss Emily’s unpredictable and eccentric behavior becomes unusual, and the reader, like the townspeople in the story, is left to speculate how Miss Emily has spent years living and sleeping with the body of Homer Barron. An important quote from the story was that