Toxic Epidermal Necrolysis Essay Example for Free

Toxic Epidermal Necrolysis Essay Toxic Epidermal Necrolysis can be a life threatening disease, which was first discovered in 1922 by pediatrician A.M. Stevens and S.C. Johnson. Toxic Epidermal Necrolysis, also referred to as TEN disease, is usually a result of a drug reaction. TEN disease is not just limited to any one part of the world or group of people, but reaches all corners of the world. TEN symptoms can start out as a simple cough, headache or a fever. At this point if it is TEN disease the following, symptoms can be a rash turning into blisters across the face and parts of the body. Treatments for those who survive are given in the hospital. At this point, your Doctor will have taken you off any medications that may be causing this infection. The frequency of Toxic Epidermal Necrolysis in the United States is estimated to be between 0.22-1.23 cases per 100,000 people per year. However, in HIV-positive people the rate of the disease increases to one case per thousand per year. Additionally, the rate of infection in Germany and France is reported to be between 1 to 1.9 cases per million people. The worldwide frequency of TEN is 0.4 to 1.3 cases per million annually. Regardless of world location, TEN can affect any age group, but it appears to be more frequent in people age 46 to 63 years old. TEN is more prevalent in the elderly population because they tend to use more medications, thus increasing the rate of infection. On the other hand, unlike the elderly, children tend to contract TEN by infection rather than medication reactions. Furthermore, the blood relatives of those who have been affected by TEN can be at a risk of developing the disorder because heredity is suspected in skin disorders caused by drug reactions. Therefore, blood relatives of the infected person must not use the medication that is thought to be the cause, and they should be cautious when using similar medications. The first step of treatment is to stop taking the medications that can bring on TEN. While this may help prevent further complications, treatment will be painful and take some time. One who is treating a patient with Toxic Epidermal Necrolysis main job is to keep infection down and to set up IVs for fluids and nutrition so that the body has the capability to start the healing process. As stated earlier, treatment may take some time so to keep the patient as comfortable as possible, pain medication such as morphine may be administered. Treatment for Toxic Epidermal Necrolysis is usually done in the ICU, and is referred to more as supportive care, which means the ICU unit tries to create a positive atmosphere for the body to fight and heal its self of this attack. In conclusion, Toxic Epidermal Necrolysis may not be one of the most common diseases out there, but it would behoove one to know the symptoms, such as a rash or blisters appearing or a persistent fever and possible blisters forming in the mouth and eyes. Many confuse this beginning outbreak as the flu. Therefore, if someone you know starts having a reaction that resembles TEN, then one should seek medical help before the body is plagued with an all-out reaction that resembles the blisters of a burn victim.

New Ways of Learning in the Workplace :: Workforce Work Working Job Essays

New Ways of Learning in the Workplace In today's "high performance organizations," workers must be prepared for continuous on-the-job growth and development. Given the increased age, variety of experiences, and diverse lifestyles and cultures of the working population, it is understandable that adult education practices must move beyond the traditional model of teachers as purveyors of knowledge and learners as passive recipients. Methods and techniques that draw upon workers' previous experiences, link concepts and practices, and encourage reflection and the transfer of knowledge from one situation to another are vital to the learning process. This Digest addresses some of the new ways to learn at work, such as action learning, situated learning, and incidental learning. Action Learning Action learning is a systematic process through which individuals learn by doing. It is based on the premise that learning requires action and action requires learning. It engages individuals in just-in-time learning by "providing opportunities for them to develop knowledge and understanding at the appropriate time based on immediate felt needs" (Lewis and Williams 1994, p. 11). Learning itself is the desired outcome of action learning, not problem solving. It is the learning that occurs in the process of finding solutions to problems that constitutes action learning. It is a type of learning that helps individuals respond more effectively to change. Action learning has been adopted in the workplace as a viable approach to experiential management education and development and an important element of a training and development strategy (Vince and Martin 1993). It involves the members of an organization in group situations with the goal of helping each group member learn through the process of finding solutions to their own problems. Through this process, learners increase their self-awareness and develop new knowledge, attitudes, behaviors, and skills for making changes and redefining their roles within new contexts (Williams 1992). The properties of action learning clarify its relevance to workplace learning (Beaty et al. 1993): Learning is based on the solution of real problems. Learning occurs with and from others who are also engaged in managing real problems. Members of the group are responsible for solving their own problems, unlike those on a project team or task force. Members of the group are concerned with implementing actions, moving beyond the stages of analysis and recommendation. Situated Learning Situated learning is another approach that is receiving attention in the field of adult and workplace learning. In the situated learning approach, knowledge and skills are taught in contexts that reflect how the knowledge will be used in real-life situations.

Repression of War Experience by Siegfried Sassoon Essay

The poem â€Å"Repression of War Experience,† by Siegfried Sassoon is a testament to the mental and emotional hardships faced by veterans of the First World War, and indeed- all wars. In this poem, Sassoon uses the narrative voice of a traumatized soldier who attempts to forget the horrors of the battlefield by taking comfort in everyday activities such as reading (‘Books: what a jolly company they are’) and distracting himself by focusing on familiar aspects of nature (the moth, a rain storm, and the garden outside his home). Unfortunately, none of these things bring him comfort and despite his distractions the narrator is still a highly disturbed and bitter man, alone and disconnected from the world, driven â€Å"stark, staring mad† by his experiences. Sassoon’s poem is both a startling view on the post-war reality faced by traumatized veterans, and a condemnation of the public for not providing more help and counseling for those returning from the Great War. Mental Cases, by Wilfred Owen   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Mental Cases† by Wilfred Owen presents a dark and tormented vision of the effect the traumas of World War I had on the soldiers that fought its battles. Owen uses a constant barrage of harsh adjectives to describe the inhabitants of a military hospital, â€Å"men whose minds the Dead have ravished.† It is an accusation against the rest of the world for allowing the war to happen, as Owen describes the broken patients â€Å"snatching after us who smote them† and â€Å"pawing us who dealt them war and madness.† According to Owen’s narrative voice, war is a senseless abomination of â€Å"carnage incomparable† and everyone that doesn’t take direct action to stop it actively plays a part in its propagation. Dead Man’s Dump, by Isaac Rosenberg Isaac Rosenberg’s â€Å"Dead Man’s Dump† is an account of the horrors of combat in No Man’s Land. His poem is rife with constant motion and chaos, coupled with descriptions of the rank death and decay of the battlefield- where rudimentary tanks can be seen crushing the bodies of dead soldiers, and bodies are left to rot in the sun. Rosenberg seeks to give the dead soldiers a personal voice, describing the tragedy of young soldiers that have barely tasted life meeting vicious ends that â€Å"drained the wild honey of their youth,† while another â€Å"choked soul stretched weak hands to reach the living.† The poet wishes to use his verse to bring the horrors of the battlefield itself to those sitting comfortably at home, disconnected from the conflict and yet entirely responsible for its tragedies. Works Cited Wilfred Owen: Collected Letters, ed. Harold Owen and John Bell (OUP, 1967) The Great War and Modern Memory, Paul Fussel (OUP, 1977) Poems of the First World War: ‘Never Such Innocence’, ed. Martin Stephen (Everyman, 1995) Siegfried Sassoon Diaries 1915-1918, ed. R Hart- Davis (Faber and Faber, 1983) The War Poets, Robert Giddings (Bloomsbury, 1990) God Made Blind: The Life and Work of Isaac Rosenberg, ed. Adrian Barlow (Cambridge   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   University Press, 1995) â€Å"Poetry and the Pity of War†, Randle Manwaring; Contemporary Review, Vol. 273, November   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1998   

Dystopian Societies Literature Study - 1913 Words

Utopian Dystopian Societies - Literature Study Written By:Anthony Koper, Nate Stricker, and A.J. Futrick We are learning the meanings of a utopia and dystopia through reading The Giver and The Hunger Games. A utopia and a dystopia are very different. A utopia is an imaginary land with perfection of all kinds. In a utopian world, everybody makes the same amount of money, everyone is treated fairly, there is no racism or discrimination, everyone has housing, and nobody will ever starve or be unhappy. A dystopia is the total opposite of a utopia because a dystopia is a horrible messed up place. Everyone is upset, and it is dark and a gloomy community. In a dystopia, there is a strong government and there are strict rules that you have to†¦show more content†¦Jonas is turning twelve so he is able to earn a job. Jonas’s job is the receiver of memory and all he has to do is receive memories from the giver. But some of the memories our bad and hurt Jonas. But then Jonas wants to share his memories with his family and friends. So Jonas decides to leave the community with G abriel so he could keep Gabriel from not being released and so when he leaves the community the memories leave him in go into the community members. He escaped from the community and was being looked for by searching planes. Jonas and Gabe became very worn out, tired, and starving. It started snowing and they became very cold and almost became frozen with frostbit. Then Jonas tried to transfer warm memories to Gabrial. Jonas tried to think of warm memories, too. Will Jonas stay alive? Read to find out. In the book The Giver the community is a utopia in the beginning and dystopia at the end. Because everyone is the same and there is no hunger or starvation. There is also no feelings, no suffering, or no pain. But once you get farther into the story the community becomes a dystopia because they kill babies because either they our twins and they don’t want to have a relationship with love in it ,because love is not allowed in their community. That why it is a utopia at first then at the end of the book it becomes a dystopia. The second book we studied was The Hunger Games. The Hunger Games