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Blood is a part of the body. Blood has different components sch as red blood cells, white blood cells, platelets and plasma. The red blood cells (RBC), platelets also called monocytes because it is belong to the “myeloid” group and other white blood cells belong to the “lymphoid” group. Lymphoid cells are affected. Disease progresses quickly. This is most common among children. Blood cancer or Leukemia is actually a group of diseases, each of which impede with the normal functioning of blood cells and progressively weaken the system. Leukemia is classified as either Acute or Chronic. Blood and urine samples may also be tested for various substances, called tumor markers, which may indicate cancer.

Causes

A weakened immune system – this may be a result of drugs that suppress the immune system (such as those used for organ transplants), high doses of radiation (such as in radiotherapy for another cancer), or diseases that affect the immune system (such as HIV).

Contact with a chemical called benzene, one of the chemicals in petrol and a solvent used in the rubber and plastics industry.

Genetic disorders like Fanconi anemia, Schwachman-Diamond syndrome and Down syndrome.

Treatment

In radio immunotherapy, an immunotoxin–a hybrid molecule formed by coupling an antibody molecule to a toxin–is injected into the patient. The antibody locks onto a signature protein the cancerous cells express and delivers the toxic dose to the cancer cells. Because the treatment is precision-guided, adverse effects to the rest of the body are minimized. Preliminary results with the new drug are extremely promising–completely eradicating the human cancer cells grafted to mice.

Your doctor may prescribe medications, sometimes called “growth factors,” that encourage your body to produce more blood cells. Medications are also used to prevent low blood cell counts in people who have a high probability of experiencing complications of cancer treatment. Medications have benefits and risks, so talk to your doctor about the possible side effects of drugs used to boost blood cell counts.

Most people feel confused and overwhelmed when they are told they have leukaemia. It’s a very distressing time both for them and their families. An important part of cancer treatment is learning how to talk about how you are feeling, and getting support with the physical and emotional symptoms you are experiencing.

For more advanced cancer, you can receive extra support, known as palliative care. Doctors and nurses based in hospitals, hospices and pain clinics specialise in providing the support you need, and can also visit you at home.

Many everyday activities put you at risk of cuts and scrapes. A low platelet count makes even minor abrasions serious. A low white blood cell count can turn a small cut into a starting point for a serious infection. Use an electric shaver rather than a razor to avoid nicks. Ask someone else to cut up food in the kitchen. Be gentle when brushing your teeth and blowing your nose.

Biological therapy uses special immune system cells and proteins to stimulate the body’s immune system to kill cancer cells. Biological agents such as interferons, interleukins, monoclonal antibodies, tumor necrosis factors and colony-stimulating factors are natural substances found in the body that help alter the way the immune system reacts to cancer. Researchers are now able to create reproductions of some of these biological agents in laboratories, imitating the natural immune agents. These agents are used to augment the anti-tumor immune response of the patient.

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Can blood cancer be cured by practising YOGA or anything similar. Many people are making cliams about it, I want to know the truth.
TV show in India boasts of the cure by YOGA and people believe blindly, I personally dont believe it

blood cancer

HIV/AIDS is the global issue of new era of science and technology and we should know that the problem of widespread AIDS is challenge for human survival. Children and young people need to be equipped with the knowledge, attitudes, values and skills that will help them face these challenges and assist them in making healthy life-style choices as they grow. Education delivered through schools is one of the ways through which children can be helped to face these challenges and make such choices.

Providing information about HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change. Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes. Education can be effective in the more difficult task of achieving and sustaining behavior change about HIV/AIDS. The schools can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity.School policies need to ensure that every child and adolescent has the right to life education; particularly when that education is necessary for survival and avoidance of HIV infection.

HIV infection is one of the major problems facing school-age children today. They face fear if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease.

It is estimated that 40 million people, worldwide, are living with HIV or have AIDS, at least a third of these are young people aged 15-24. In 1998 more than 3 million young people worldwide became infected including 590,000 children under 15. More than 8,500 children and young people become infected with HIV each day. In many countries over 50% of all infections are among 15-24 years old, who will likely develop AIDS in a period ranging from several months to more than 10 years.

Studies have shown the enormous impact HIV and AIDS have on the education sector and the quality of education provided, particularly in certain regions of the world such as Sub Saharan Africa. Consequences of the AIDS epidemic include a probable decrease in the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop out, especially among girls. Girls are socially and economically more vulnerable to conditions that force people to accept risk of HIV infection in order to survive. A decrease in education for girls will have serious negative effects on progress made over the past decade toward providing an adequate education for girls and women. Reduced numbers of classes or schools, a shortage of teachers and other personnel, and shrinking resources for educational systems all impair the prospects for education.

Effective HIV/AIDS education and prevention is needed in all schools for all children so that no one is left ignorant. Yet in many places schools are apprehensive about providing sex education or discussions of sexuality because of cultural demands to protect adolescents from sexual experience. Women often lack skills needed to communicate their concerns with their sexual partners and to practice behaviors that reduce their risk of infection, such as condom use, which is often controlled by men.

The school can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity. School policies need to ensure that every child and adolescent has the right to HIV/AIDS education; particularly when that education is necessary for survival and avoidance of HIV infection.

A UNAIDS review (1997) of 53 studies which assessed the effectiveness of programs to prevent HIV infection and related health problems among young people concluded that sex education programs do not lead to earlier or increased sexual activity among young people, in fact the opposite seems to be true. 22 reported that HIV and/or sexual health education either delayed the onset of sexual activity, reduced the number of sexual partners or reduced unplanned pregnancies and STD rates. 27 studies reported that HIV/AIDS and sexual health neither increased nor decreased sexual activity, pregnancy or STD.

The review concluded that school based interventions are an effective way to reduce risk behaviors associated with HIV/AIDS/STD among children and adolescents.

There are three main objectives for this paper to integrate the education effectively with the HIV/AIDS preventions and other health aspects related with it.

These are as follows:

Objectives:

1) Health education focusing on HIV/AIDS prevention.

2) Raising awareness about HIV/AIDS among educators and learners.

3) Stimulate peer support and HIV/AIDS counseling in schools.

The main focus of the paper is to give the importance to the HIV/AIDS precaution with the health education raising the awareness about it among all the students as well as their teachers also and provide the supportive environment for the HIV/AIDS education for all.

Need of HIV/AIDS education:

In area such as HIV/AIDS prevention individual behavior, social and peer pressure, cultural norms and abusive relationships may all contribute to the health and lifestyle problems of children and adolescents. There is now increasing evidence that in tackling these issues and health problems, a healthy approach to HIV/AIDS and sex education works, and is more effective than teaching knowledge alone. T

here are numerous studies indicating that providing information about issues such as sex, STDs (Sexually Transmitted Diseases) and HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change (Hubley, 2000). Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes (Gatawa 1995, UNAIDS 1997a). HIV/AIDS with health education can be effective in the more difficult task of achieving and sustaining behavior change.

Health education with HIV/AIDS is widely applicable:

This problems largely affecting men and women as well as older children and adolescents, both this age group and younger children also face a wider range of health problems where education can play a vital role in sustainable prevention and management. Health education with HIV/AIDS programs plays a vital role in preventing infections. This is done through promoting knowledge of areas such as symptoms, transmission, and behaviors that are specifically relevant to many infection in each community; attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits; skills such as avoiding behaviors that are likely to cause infection, encourage others to change unhealthy habits, communicate messages about infection to families, peers and members of the community (WHO, 1996).

 This kind of health education with HIV/AIDS prevention focuses upon the development of Knowledge, Attitudes, Values, and Skills (including life skills such as inter-personal skills, critical and creative thinking, decision making and self awareness) needed to make and act on the most appropriate and positive health-related decisions. Health in this context extends beyond physical health to include psycho-social and environmental health issues.

This approach utilizes student centered and participatory methodologies, giving participants the opportunity to explore and acquire health promoting knowledge, attitudes and values and to practice the skills they need to avoid risky and unhealthy situations and adopt and sustain healthier life styles.

HIV/AIDS – a critical need for health education:

HIV/AIDS is an area where the scale and impact of the problem is such that the urgency of implementing preventative measures, including health education, is critical. Health education programs are being increasingly adopted as means of reaching children and young people to help halt the spread of this crippling epidemic. Studies from African countries show that children between the ages of 5 and 14 have the lowest prevalence of HIV infection. Below the age of 5 they are susceptible to mother to child transmission and after they become sexually active, the rate of infection increases rapidly – especially for girls (Kelly, 2000). Children aged 5-14 need to be reached at this critical stage in their lives and offer the ‘window of hope’ in stopping the spread of HIV/AIDS.

 Health Education with HIV/AIDS prevention Does Change Behavior:

There is now strong evidence from an increasing number of studies that health education HIV/AIDS prevention applied in an appropriate context, changes behavior – including behavior in sensitive and difficult areas where knowledge based health education has failed.

For example: Sexuality and HIV education -USA:

This study was implemented in 4 schools in New York City with 9th and 11th grade students (867 students), in intervention (AIDS prevention program) and control classes (no AIDS prevention program). The program focused on correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, increasing knowledge of AIDS-prevention resources, changing perceptions of risk-taking behavior, clarifying personal values, understanding external influences and teaching skills to delay intercourse and/or consistently use condoms. An evaluation carried out three months after the end of the program found that the intervention group showed the following positive behavioral outcomes when compared with the control group: decrease in intercourse with high risk partners, increase in monogamous relationships and an increase in consistent condom use. (Walter & Vaughan, 1993).

 HIV/AIDS prevention-Nigeria:

Health education programs are being implemented in many schools in Nigeria to increase levels of knowledge, influence attitudes and encourage safe sexual practices among secondary school students. A study to evaluate one such program was conducted comparing 223 students who received comprehensive sexual health education with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours, with activities including lectures, film shows, role-play stories, songs, debates, essays and a demonstration of the correct use of condoms. Following the intervention, students in the intervention group showed a greater knowledge and increased tolerance of people with AIDS compared to the control. The mean number of sexual partners also decreased in the intervention group, while the control group showed a slight increase. The program was also successful in increasing condom use (Fawole et al., 1999) Above mentioned studies shows that health education with HIV/AIDS prevention does change the behavior of students especially adolescents.

 Method for implementing Health Education with HIV/AIDS prevention:

Although there is strong evidence that HIV/AIDS prevention is effective when properly applied and supported, implementing this approach and achieving this success on a larger, countrywide scale is one of the greatest challenges to be faced.

To be effective, HIV/AIDS prevention programs must address the following areas:

*Reassure stakeholders that these messages are beneficial:

Talking and teaching about reproductive health and HIV/AIDS issues does not result in earlier initiation of sex or promiscuity. The evidence suggests that well implemented skills-based programs, conducted in an atmosphere of free discussion of all the issues, is likely to lead to young people delaying the initiation of intercourse and reducing the frequency of intercourse and number of sexual partners (Kirby et al. 1994, UNAIDS 1997a).

*Provide support to teachers: The lack of support for implementation of new programs is one of the most important factors affecting success. For most teachers both the content and methods of HIV/AIDS prevention programs are new and perhaps sensitive, and yet the approach has great potential to assist teachers both in their work and also their personal lives since HIV/AIDS is, of course, also affecting teachers. Sufficient support, training, practice and time needs to be available to teachers, in both pre- and in-service training sessions and workshops, to facilitate reflection and development of their own attitudes, and to motivate them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which are often focused on information alone (Gatawa 1995, Gachuhi 1999). In addition, sufficient time and an appropriate place must also be given in the curriculum so that all students have access to HIV/AIDS prevention.

*Start early: As well as targeting adolescents, programs need to be targeted at children at an early age, with developmentally appropriate messages, before they leave school (Gachuhi 1999, Partnership for Child Development 1998). Because younger children are generally not sexually active, these programs will address the building blocks for healthy living and avoiding risk, rather than the very specific issues related to sexual relationships and HIV/AIDS which are progressively introduced to programs for older ages. However, the large number and diverse age range of children within primary schools is an enduring challenge, especially when addressing sensitive issues. Active and self-directed learning methods which are commonly used in education can be helpful in overcoming these classroom management issues to some extent.

*Provide a supportive environment: Schools need to have strong policies and a healthy supportive environment in terms of behavior of students towards each other, teachers and school personnel. Sexual abuse can occur in schools, with both boys and girls reporting abuse by school staff (Kinsman et al. 1999, Lowensen et al. 1996). Programs need to address this potential problem by training and supporting teachers, so that they can become role models rather than neutral or adverse figures in relation to sexual behavior.

*Respond to local needs: Many of the models for HIV/AIDS prevention have been developed in western, developed countries. The available evidence from developing countries, although more limited in scope than the studies from non-developing countries, supports skills-based health education for HIV/AIDS and reproductive health (Hubley, 2000). The main issue is that wherever programs are to be implemented they must be shaped to meet the local socio-cultural norms, values and religious beliefs, and need to include ongoing monitoring (Kirby et al 1994, UNAIDS 1999, Kinsman et al.1999).

Elements of a Health Education for HIV/AIDS prevention:

Reviews of school-based HIV/AIDS prevention programs (23 studies in the USA (Kirby et al. 1994), 37 other countries (reported in UNAIDS 1999) and 53 studies in USA, Europe and elsewhere (UNAIDS 1997a) have identified the following common characteristics of successful programs:

1.Focus on a few specific behavioral goals, (such as delaying initiation of intercourse or using protection), which requires knowledge, attitude and skill objectives.

2.Provision of basic, accurate information that is relevant to behavior change, especially the risks of unprotected intercourse and methods of avoiding unprotected intercourse. 3.Reinforcement of clear and appropriate values to strengthen individual values and group norms against unprotected sex.

4.Modeling and practice in communication and negotiation skills particularly, as well as other related “life skills”.

5.Use of Social Learning theories as a foundation for program development.

6.Addressing social influences on sexual behaviors, including the important role of media and peers.

7.Use of participatory activities (games, role playing, group discussions etc.) to achieve the objectives of personalizing information, exploring attitudes and values, and practicing skills.

8.Extensive training for teachers/implementers to allow them to master the basic information about HIV/AIDS and to practice and become confident with life skills training methods.

9.Support for reproductive health and HIV/STD prevention programs by school authorities, decision and policy makers, as well as the wider community.

10.Evaluation (e.g. of outcomes, design, implementation, sustainability, school, student and community support) so that programs can be improved and successful practices encouraged.

11.Age-appropriateness, targeting students in different age groups and developmental stages with appropriate messages that are relevant to young people. For example one goal of targeting younger students, who are not yet sexually active, might be to delay the initiation of intercourse, whereas for sexually active students the emphasis might be to reduce the number of sexual partners and use condoms.

12.Gender sensitive, for both boys and girls.

 Conclusions:

 Health Education with HIV/AIDS prevention offers an effective approach to equipping children and young people with the knowledge, attitudes and skills that they need to help them avoid risk taking behavior and adopt healthier life styles. The scope of health education means that it can be applied to a wide range of areas, especially STDs and HIV/AIDS prevention, but also including violence, substance abuse, unwanted situations such as early pregnancy and all areas where knowledge and attitudes play a critical role in promoting a healthy lifestyle for children and young people growing up in the 21st century. We can sum it in following points- *The constitutional rights of learners and educators must be protected equally.

*There should not be compulsory disclosure of HIV/AIDS status.

*No HIV positive learner or educator may be discriminated against.

 *Learners must receive education about HIV/AIDS and abstinence in the context of life- skills education as part of the integrated curriculum.

*Educational institutions should ensure that learners acquire age and context appropriate knowledge and skills to enable them to behave in ways that will protect them from infection.

*Educators need more knowledge of, and skills to deal with HIV/AIDS and should be trained to give guidance on HIV/AIDS.

Suggestions for implications for policies and programmes:

*Male and female condom promotion efforts need to recognize, identify and address gender issues including sexual and other forms of violence, that inhibit condom use.

*HIV/AIDS, peer education, and sex education programmes for adolescents that incorporate gender equality issues into their framework should be fostered. Such programmes should enable a better understanding of how norms related to masculinity and femininity may increase risky sexual behaviour, and help young people begin thinking about how to work towards equal and responsible relationships.

*Voluntary Counselling and Testing (VCT) services should take into account the risk of violence and other adverse consequences when evaluating different approaches to disclosure. For example, patients can be given the choice of counsellor-mediated disclosure if that would help minimise adverse consequences.

*Both men and women should be involved in Prevention of Mother to Child Transmission (PMtCT) programmes. Antenatal services can educate men about sexuality, fertility and HIV prevalence to raise their awareness and sense of responsibility. This would avoid reinforcing the belief that women alone are responsible for pregnancy and for HIV transmission to the infant.

*Community Home Based Care (CBBC) approaches need to include a special effort to promote the role of men as care-givers in the family and community, and to provide adequate support and guidance to enable male participation. At the very least, such programmes should acknowledge that reliance on “home care” is, at present, largely reliance on “women’s care”.

References:

1.Fawole, I.O., Asuzu, M.C., Oduntan, S.O., Brieger, W.R. (1999). A school-based AIDS education program for secondary school students in Nigeria: a review of effectiveness. Health Education Research – Theory & Practice, 14: 675-683.

 2.Gachuhi, D. (1999). The impact of HIV/AIDS on education systems in the Eastern and Southern Africa region and the response of education systems to HIV/AIDS: Life Skills Programs.

3.Gatawa, B.G. (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare Zimbabwe.

4.Hubley, J. (2000). Interventions targeted at youth aimed at influencing sexual behavior and AIDS/STDs. Leeds Health Education Database, April 2000.

5.Kelly, M.J. (2000). Standing education on its head: Aspects of schooling in a world with HIV/AIDS. Current Issues in Comparative Education. 3(1).

6.Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). Implementation of a comprehensive AIDS education program for schools in Masaka District, Uganda. AIDS CARE, 11(5): 591-601.

7.Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3): 339-361.

8.Lowensen, R., Edwards, L. & Ndlovu-Hove, P. (1996). Reproductive health rights in Zimbabwe. Training and Research Support Centre (TARSC).

9.UNAIDS (1997a). Impact of HIV and sexual health education on the sexual behavior of young people: a review update.

10.UNAIDS (1997b). Learning and teaching about AIDS at school. UNAIDS technical update, October 1997.

11.Walter, H. & Vaughan, R. (1993). AIDS risk reduction among a multiethnic sample of urban high school students. JAMA, 270(6): 725-730.

12.WHO (1996). Preventing HIV/AIDS/STI and related discrimination: an important responsibility of health promoting schools. WHO series on school health, document six.

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It is a very excellent animation which explains the hiv replication very clearly. For free download of this video please visit my webpage rufusrajadurai.wetpaint.com And other 3D animation videos visit rufusrajadurai.wetpaint.com Regards, Dr.Rufus The Lyrics of this video is here Targeting HIV replication The replication of HIV 1 is a multi-stage process. Each step is crucial to successful replication and is therefore a potential target of antiretroviral drugs. Step one is the infection of a …

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Meningitis is an inflammation of the leptomeninges and underlying subarachnoid cerebrospinal fluid (CSF). Meningitis is the inflammation of the protective membranes covering the central nervous system, known collectively as the meninges. Meningitis is a disease involving inflammation, or irritation, of the meninges. Most cases of meningitis are caused by microorganisms, such as viruses, bacteria, fungi, or parasites, that spread into the blood and into the cerebrospinal fluid (CSF). Many of the bacteria or viruses that can cause meningitis are fairly common and are more often associated with other everyday illnesses. Sometimes, however, they spread to the meninges from an infection in another part of the body. The meninges are composed of three layers of membranes enclosing the brain and spinal cord. Pia mater is the innermost layer. It is akin to a tissue paper that closely adheres to the brain and spinal cord, dipping into the various folds and crevices. Arachnoid mater is the middle layer. It is a filmy membrane that is joined to the pia mater by fine threads resembling a cobweb.

Dura mater, a parchment-like membrane, lies on the outermost part of the meninges and adheres to the skull and spinal canal. The cerebral spinal fluid (CSF) is the fluid that circulates in the spaces in and around the brain and spinal cord. In the past, most meningitis cases occurred in children younger than 5 years. But as a result of the protection offered by current childhood vaccines, most meningitis cases now occur in young people between the ages of 15 and 24. Older also tend to have a higher incidence of meningitis than do young children. Bacterial meningitis is less common than viral meningitis but is usually much more serious and can be life-threatening if not treated promptly. Many different types of bacteria can cause meningitis: Group B Streptococcus, Escherichia coli, and Listeria monocytogenes are the most common causes of meningitis in newborns. It’s also possible to get viral meningitis as a complication of chickenpox, but this is also very rare in healthy kids.

Meningococcal meningitis is endemic in parts of Africa, India, and other developing nations. Bacterial meningitis is contagious, which means it can be passed to someone else by spit or snot. Symptoms in infants under 12 months include high fever, fretfulness, irritability – particularly when handled, difficulty awakening, drowsiness, difficulty feeding, and/or a stiff neck, or bulging fontanelle. Meningitis also can lead to skin rashes, although rashes caused by bacterial meningitis look different from those caused by viral meningitis. Immunosuppressed patients are at increased risk of opportunistic infections and acute bacterial meningitis. Immunosuppressed patients may not show dramatic signs of fever or meningeal inflammation. Complications of bacterial meningitis may require specific treatment. Rest, fluids, and good nutrition, as well as measures to control fever and relieve pain, will ease discomfort and aid in recovery from viral meningitis. Drugs such as dexamethasone ( a steroid, different from the steroids abused by bodybuilders, that can reduce swelling of the brain) are sometimes given to reduce inflammation or to reduce the chance, or spread, of septicemia.

Treatment for Meningitis Tips

1. Acute bacterial meningitis requires prompt treatment with intravenous antibiotics to ensure recovery and reduce the risk of complications.

2. Pneumovax (also known as Prevenar) against Streptococcus pneumoniae is recommended for all people 65 years of age or older.

3. Drugs such as dexamethasone are sometimes given to reduce inflammation or to reduce the chance, or spread, of septicemia.

4. Antifungals to combat the infection are usually administered, as well as fluids and medicine to control pain and fever.

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Actually says 2nd Oct on article to clarify, thought was 1st October on google news, anyway, heard today by chance going down stairs, and was on Central News, the following. A CITY grandfather says he was told four times he was suffering from swine flu before medics eventually realised he had meningitis. Edward Kirkman claims that despite suffering with “violent” headaches and dizziness, his GP told him on two occasions that he had swine flu. He said that when his symptoms persisted and he …

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PREVALENCE OF CHRONIC LIVER DISEASES IN NON-HCV AND HBV IN OUR POPULATION:

Authors:DRghulamrasoolbhurgri,shamim-ur-rehman,bilawal, anisrehman.

SUMMARY:

Liver diseases are damaged the function of hapetocytes, it may causes hepatocellular necrosis, fibrosis, and regeneration with nodule formation.

In our study there was a group of patients who is negative for both viral markers, there were more females that have chronic liver disease. This group need to the investigated further for other well defined but uncommon causes of chronic liver disease.

Key words: hepatitis, liver disease, chronic liver disease, hepatitis C virus, hepatitisB virus, cirrohosis.

INTRODUCTION:

Chronic liver disease in which liver damage slowly by process and persisting over long time.It means it act as slow poison for healthy human body. It is characterized by replacement of liver tissue by fibrous scar tissue as well as regenerative nodules (lumps that occurs as a result of a process inwhich damage tissue is regenerated.It is already to progressive loss of liver function-cirrhosis is due to alcoholism, but in our population it is prohibited by people due religion, poverty and customs society, Hepatitis C, Hepatitis B virus are main role this dangerous disease in our population.

BASIC STRUCTURE OF LIVER:

“Liver is the largest gland in the body weighing about 1.4 k.g in an adult. It is situated under diaphragm in the upper abdomen cavity and is held in place by several ligaments.It is reddish-brown colour and comprise of four anatomical lobes.When viewed from the front the dominant left and right lobes can be seen which are separated by falciform ligament.Situated in a depression on the posterior surface of the liver in the gall bladder, a pear shaped sac which stores bile synthesis by the liver.The liver performs many metabolic functions. It has ability to store and metabolites useful substances such as nutrients,but it breakdown or detoxifying harmful substances to render then inert and less harmful”(Dr.viva Rolfe 2004)

“Liver weighing roughly 1.2-1.6 k.g performs many of the functions necessary for staying healthy. It is located in the right side of the body under the lower ribs and is divided into four lobes of unequal size. Two large vessels carry blood to the liver, the hepatic artery comes from heart and carries blood rich in nutrients absorbed from the small intestine. These vessels divided into smaller and smaller vessels, ending in capillaries. Each lobule is composed of hepatocytes, add, and remove substance from it. The blood then leaves the liver via the hepatic vein, returned to the heart, and is ready to be pumped to the rest of the blood.

Among the most important liver functions are,

• Removing and excreting body waste and hormones as well as drugs and foreign substances.
• Synthesizing plasma proteins, including those necessary for blood clotting,12 clotting factors are produced by the liver.
• Producing immune factors and removing bacteria helping body fight against infection.
• Producing bile to acid digestion.
• Excretion of bilurobin
• Storing certain vitamins, minerals, and sugars.”(Tzanakakis et al 2000)

“Liver is an organ in vertebrates, including humans. It plays a major in metabolism and has a number of functions in the body including detoxification, glucagon storage and plasma proteins sythesis.I t also produces bile, which is important for digestion. It also starts in hepato or hepatic from Greek word for liver, hepar. Hepatocytes play main role in.

• Liver produces and excretes bile required for food, some of the drain directly into duodenum and some stored in gallbladder.
• Glyconeogensis (formation of glucose from certain aminoacid lactate or glycerol).
• Glyucogenolysis (the formation of glycogen from glucose).
• Breakdown of insulin and other hormones.
• Lipid metabolism, cholesterol synthesis, production of triglycerides.
• Liver produces coagulation factor, 1(fibrinogen) 11 (prothrombin) v, vii.ix, xi, as well as protein c and proteins and antithrombin.
• Liver converts ammonia into urea.”(spiritus2005).

PHYSIOLOGICAL FUNCTIONS OF LIVER:

“Liver functions: HEMOSTASISè glucose, protein, fat, cholesterol, hormones, vitamins, in particular fat soluble vitamins (ADEK)

SYNTHESISè protein including clotting factors, bile acids, heparin, somatomedins, promote growth hormones, cholesterol and acute phase of proteins.

STORAGEè vitamins, glycogen, cholesterol. Iron, copper, fats.

EXCRETIONè cholesterol, bile acids, phopholipds, bilurobin, drugs, poison including heavy metals, hormones.

FILTERINGè poisons, nutrients, Iga, drugs, dead damage cells in circulatory system.

IMMUNEè excretes Iga into digestive tract kupffer cells (macrophages) filter out antigens.” (Liver foundations-2002).

“The liver is vulnerable to a wide of variety of metabolic, toxin, microbial, circulatory and neoplastic insults. The dominant primary diseases of the liver are viral hepatitis, alcoholic liver disease and hepatocellular carcinoma. More often, hepatic damage is secondary, to some of the most common diseases in humans, such as cardiac decompensation, disseminated cancer and extrahepatic function. There are following morphological changes in liver:

• Degeneration and intracellular accumulation damage from toxin or immunologic insult may cause swelling of hepatocytes.
• Necrosis and aptosis, any significant insult to the liver can cause hepatocytes necrosis, in aptosis cell death isolated hepatocytes round up to form shrunken, pykinolic, and intensity esinophilic cells containing fragmented nuclie.
• Inflammation -injury to the liver associated with an influx of acute and chronic inflammatory cells is termed hepatitis.
• Regeneration hepatocytes have long life spans and they proliferate in response to tissue resection or cell death.
• Fibrosis -fibrous tissue is formed in response to inflammation or direct to toxic insult to the liver, fibrosis points toward generally irreversible hepatic damage(kumar,abbas,et al 2004)

ETIOLOGY OF LIVER DISEASE.

“There are following main causes of liver diseases,Hepatitis virus A,B,C,D,E. Epstein-Barvirus,cytomegalovirus,yellowfever virus.Non-viral infection:leptospira, toxoplasma gendi,q fever,Poison-aflatoxin, carbantetrachloride, mushrooms, Drugs- paracetamol ,halothane, alcohal, pergnancy,shock, wilson disease.

CLINICAL MANIFESTATIONS:

SYMPTOMS:anorexia, malaise,fever,jaundice, right abdomenal pain,hepatomegaly, gynicomastacia, pruritus,hematamesis, confusions,

SIGNS: jaundice, hepatomegaly, pale stool, dark colored urine, palmer erythrema, clubbing, jaundice, spleenomegaly testicular atrophy, gynecomastia, with other complications- colateralveins peripheral edema, ascites.”(Davidson-2004)

COMMON LABS:TESTS FOR LIVER DISEASES:

“The diagnosis of liver diseases depends upon a combination of history, physical examination,labortary testing and sometime radiological studies and biopsy.

• Alanine aminotranferase: ALT is enzyme produced In hepatocytes, the major cell type in the liver. All types of hepatitis (viral, alcoholic, drug induced etc) cause hepatocyte damage that can lead to elevation in the serum ALT activity.
• Aspartate aminotransferase: AST similar to ALT but less specific for liver disease as it is also produced in muscle and can be elevated in other condition (heart attack). Alcoholic hepatitis and viral hepatitis may it.
• Alkaline phosphatase: It is an enzyme, produced in bileducts, intestine, kidneys, placenta and bone.It is elevated in case chronic liver diseases.
• Gamma glutamyl tranferase: It is an enzyme produced in bile duct, in alcohalism and biliary disease it is elevated.
• Bilurobin: Bilurobin is the major breakdown that results from the destruction of old blood cells.It is removed from the body by the liver, chemically modified by process call conjugation, secreted into bile passed into intestine and some extent reabsorbed by intestine.In chronic liver disease, acquired liver diseases, the serum biliurobin is elevated.
• Albumin:Many factors necessary for blood clotting are made in liver. When liver function is impaired, their synthesis and secretion into blood is decreased.In chronic liver disease, it highly elevated.
• Platelets count: These are smallest blood cells in liver disease, spleen becomes large, blood flow through liver is impaired platlets are fallen from normal.
• Serum protein electrophoresis: In cirrohosis, the albumin may decreased and the gamma- globulin can be significantly elevated.”(Howard,J.Worman 1998).

METHOD;

One hundred patient diagnosed as chronic liver disease,from which 35 patients were enrolled in this study protocol,after consent,after screening, duration of study was between 2005-2006, admitted in NonHCV,HBV, liver cirrhotic disease ward, in Muammad Medical College Hospital,

AIM AND OBJECTIVE OTHIS STUDY:

To evaluated the causes of liver diseases without virus,because liver was deterioate in its function due to HCV,and HBV,it was common concept in our community.No doubt it was still a big danger for our population.

RESULTS:

These results were analytic by help of spss from which frequecies of each group were describer as follw:

Mean of reseach found in graphs

Summary of study and corelation of each group were analised very well.

BIOSTATISTICS ANALYSIS:

Frequencies:

Correlation

Descriptive Statistics

Mean

Std. Deviation

N

Total number of patients

41.1100

12.10467

100

Total number of liver cirrhotic patients

40.6000

11.50499

35

Total male patients

29.8000

5.62139

15

Total female patients

48.7000

7.24097

20

Correlation

Total number of patients

Total number of liver cirrhotic patients

Total male patients

Total female patients

Total number of patients

Pearson Correlation

1

1.000(**)

.998(**)

.526(*)

Sig. (2-tailed)

.

.000

.000

.017

N

100

35

15

20

Total number of liver cirrhotic patients

Pearson Correlation

1.000(**)

1

1.000(**)

.525(*)

Sig. (2-tailed)

.000

.

.

.018

N

35

35

15

20

Total male patients

Pearson Correlation

.998(**)

1.000(**)

1

.883(**)

Sig. (2-tailed)

.000

.

.

.000

N

15

15

15

15

Total female patients

Pearson Correlation

.526(*)

.525(*)

.883(**)

1

Sig. (2-tailed)

.017

.018

.000

.

N

20

20

15

20

** Correlation is significant at the 0.01 level (2-tailed).

* Correlation is significant at the 0.05 level (2-tailed).

DISCUSSION:

In this prospective study, there were certain points for consideration that what causes of females affected more by liver disease as compared male.This study showed females were more,interpreted by graphs and charts.

Chronic liver disease is marked by gradual destruction of liver tissue overtime.It is seventh leading cause of death in United States, according to National Institute of Diabetes and Digestive and Kidneys disease becaudse of chronic damage to the liver, scar tissue slowly replaces normal functioning liver tissue, as the normal liver is lost, nutrients, hormones, drugs, and poisons,are not processed effectively by the liver. In addition, protein production and other substances produced by the liver are inhibited.

“obesity is not associated with nonalcohlic fatty liver disease but it also adversely affects the progression of other liver disease.Specific directly interventions should focus on decreasing intake of low-nutrient and high sodium food, as wellas high fat sources of meat/ protein”(kimech et al 2008)

“our study match with the study of the klad chareon et al(2004) in which they aimed to determine the prevalences on non alcohalic steatohepatitis in thai patients with non HBV,HCV,chronic hepatitis. Forty six patients with negative markers of viral hepatitis B and viral hepatitis C and non alcohalic consumption were enrolled.just in our study we enrolled 100liver cirrhotic patients from which we selected non alcohalic and non HBV,HCV.They informed consent for liver biopsy and blood collecting to identify the etiological of chronic hepatitis was performed.Thai patients wth non alcolic,non HBV,HCV,chronic hepatitis with obesity,diabetes mellitus and dyslipidemia”(kladchareonN,et al 2004)

“This study match with the study of the Omagrik et al 1996 ,They discovered of hepatitis c virus (HCV) has enabled the diagnosis of type c chronic liver disease, which had the past been diagnosed as part of non-A,non-B,chronic liver disease. Although most cases with chronic liver were by hepatitis B,C there are stillcases of non B,C,chronic liver disease.Forty two patients with chronic liver disease who were seronegative hepatitis B,Cwere followed in the study for treatment.The yearly incidence hepatocellular carcinoma 9.3% with liver cirrohosis and 3.9% of chronic hepatitis.This suggested that their population sample contained a number of patients with type B,typeC or other etiological agents.Our study suggested that more detialed and accurate tests of detecting HBV andHCV should be considered before maing diagnosis o non B,nonC chronic liver disease that there was need to revial unknown etiological agents.

REFERENCES:

• Omagarik,komatsuk,katoy,1996 “clinical manifestation of non HBV,HCV chronic liver disease” Internal medicine 1996,vol35,600-604.
• Kladchareon N, Treepraserkstut,Mahachai 2004,prevalences of nonalcolic steatohepatitis in Thai patients with non HBV,HCV chronic hepatitis”Jmed Assoc Thai2004 sep87 suppl 2:s29-34.
• Kimch, kallman, Baiec et al 2008 “nutritional assessments of patients with non alcolic fatty liver disease” obes, surg jun 17.
• Liver foundation trust 2002-liver is a vital organ of body,www.liver foundation.org.html.
• Kumar,abbas, fausto”the liver”basis pathology of disease 7th edition 2004.
• Howard. J.Warman 1998 ‘common labortary test in liver disease.
• Dr vivaRolf 2004 “anatomy of liver” school of nursing and accademic division of midwifery university of Nottingham.
• Tzankakis et al “liver assist-device” annual review medical engineering 2000-607-632.
• Spiritus 2005 function of liver;spiritus-temporis.com.
• Haslett,chilver, collenge hunter Davidson’s “princal and practic of medicine’the liver” 2004 19th edition churchil living stone,edinberg.

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Amnesia is a disease of the brain which affects the remembering area of the memory. It is affected by any severe head injury and or thru the intake of some toxic matter affecting the brain. This disease could impact all those suffering from heart stroke or paralysis. People suffering from Amnesia have tough time recollecting the previously known and learnt information like their language or name.

What causes Amnesia?

The degeneration and permanent loss of brain cells. Reasons for the cell loss vary. Aging, malnutrition or vitamin deficiency, stroke, head trauma, and dementia are among the physical culprits leading to amnesia, but genetics and psychological factors often figure into the causation equation as well.

What are the symptoms of Amnesia?

Amnesia symptoms differ from memory lapses or forgetfulness in a few different ways. The first difference being that general memory lapses or forgetfulness tend to be minor or short lived. We may forget that we came to the living room to look for our keys, but we remember by the time we get to the doorway or back to the kitchen. Amnesia is a more complete memory loss where we would forget that we even have keys or we may never recall that we were looking for them. The person will begin to forget what just happened or that they asked a certain question. They will insist that it never happened or they never said it when confronted about it.

One of the other signs of amnesia is that certain memories are locked away completely and cannot be accessed.

Different types of Amnesia:

Lacunar amnesia

Lacunar amnesia relates directly the loss of memory on one specific event.

Global amnesia

Global amnesia is when you lose your entire memory. It is thought that this is a defense mechanism that are body instates after a very traumatic event. As a result of this complete loss, it is common that post-traumatic stress disorder can develop, and involve the spontaneous and realistic flashes of these traumatic memoreis.

Traumatic amnesia

Traumatic amnesia occurs most often due to a head injury, such as falling or being hit on the head. General with traumatic amnesia the length of the amnesia is directly related to the extent of the injury itself.

Dissociative amnesia

Dissociative amnesia refers to the long-term repressed memory that can result in emotional or pschological trauma.

Childhood amnesia

Childhood amnesia, which in several instances is called Infantile amnesia, is probably the most common type of amnesia – the failure to remember events from our childhoods.

Treatment of Amnesia:

1] Cognitive therapies enable patients to regain lost skills and possibly prevent further loss of brain cells and memory.

2] ALMONDS enhancement memory. To utilize the benefits, soak 10 to 12 nuts overnight, remove the skin and create a paste to be consumed every morning.

3] APPLES are rich in iron, phosphorus, potassium and vitamin B1 — all components that assist in brain-cell recovery.

4] ROSEMARY has long been used in treating problems of the nervous system, too. The daily intake of rosemary tea maintains freshness and alertness of mind.

Read About Home Remedies also Read about Home Remedies for Amnesia and Home Remedies for Anemia

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 By now you have probably seen or heard the frightening news of swine flu infection. Unfortunately swine flu has now been confirmed in multiple locations within India and the rest of the world. On April 25, 2009, the World Health Organisation announced that the recent outbreak of swine flu is had been declared a “public health emergency of international concern”. It is a highly contagious infection and potentially deadly. So what precautions can you easily take to prevent being infected by swine flu?

  If you are concerned that you or the people around you may be at risk for contracting the virus, this guide will show you how to prevent swine flu and will also answer all your questions.

Be Aware

The CDC (Centre for Disease Control and Prevention) provides up to date reports on any epidemic, including the swine flu outbreak of spring 2009. Do check out the WHO website enhttp://www.who.int/en/ for the latest situation update.

Visit the CDC website www.cdc.govhttp://www.cdc.gov/ or pay attention to local, national and international news reports to ensure you are aware of any recent developments and remain informed about where and how the swine flu is believed to be spreading.

What precautions can I take to protect myself and my family?

•  The swine flu is believed to spread mainly from person to person via airborne germs expelled when an infected person coughs or sneezes. To help prevent from being infected:

• Wash your hand often with warm water and antibacterial soap. Since swine flu like other viruses can be contracted by touching objects contaminated by the virus. It’s unsure how long the swine flu virus can survive on surrounding surfaces. 

• Avoid touching your face, especially the areas around your eyes, nose and mouth too frequently since the swine flu appear to be contracted like the common cold.  

• Always cover your mouth when you cough or sneeze by using tissues. Put your used tissues in the bin and wash your hands afterwards. 

• If you are unable to wash your hands regularly, carry an alcohol based hand wash or hand sanitizer with you and use regularly. Though they don’t routinely kill viruses they probably do offer some limited protection in preventing swine flu infections. These are available easily with any pharmacist. 

• Avoid areas or people that may be contaminated. 

• If swine flu infections have been medically confirmed in your area consider avoiding large public gatherings. Individuals can be contagious with the swine flu virus before demonstrating any signs or symptoms of infection. Be particularly careful about indoor gatherings where air circulates poorly. 

• If you need to visit a contaminated area or feel you are at high risk or paranoid and don’t mind looking odd then consider wearing a respiratory mask. This barrier method does offer some basic protection against infection.  

• Although the World Health Organisation has not recommended any border closures or travel limitations as of now, those who felt ill were advised to delay travelling whenever possible. In addition, people who developed flu like symptoms after travelling were advised to see a doctor. 

• Clean and disinfect surfaces regularly, especially the surfaces that people often touch with their hands. 

• These simple hygiene rules should be followed at all times, not just during an outbreak of swine flu. Good hygiene helps to protect you from a wide range of infections.

What is swine influenza and influenza A (H1N1)?

 Swine influenza is a contagious respiratory disease that normally only affects pigs. It is commonly caused by H1N1 strains of swine influenza A virus. However, other strains, such as H1N2, H3N1 and H3N2 also circulate in pigs. While it is not usual for people to get swine flu, human infections do occasionally happen, mainly after close contact with infected pigs. The Swine Flu is a combination of four known strains including Avian flu, Human Influenza and two other viruses. This new strain of influenza is not only extremely contagious but also deadly, however, there are flu pandemic preparation measures you can take to ensure you do not get the Swine flu. During March/April 2009, this new strain of swine influenza virus emerged in Mexico, and started to cause illness in humans.

Is it safe to eat pork and other foods derived from pigs?

 You cannot get influenza by eating properly handled and prepared pork or other foods derived from pigs (e.g. bacon, sausages). However, good food hygiene helps to prevent a wide range of infections, so it is important that all food is always prepared hygienically. 

• Never eat raw or poorly cooked meat.
• Keep raw meat away from cooked and ready-to-eat foods.
• Use a separate chopping board and knife to prepare raw meat.
• Wash your hands immediately after handling raw meat.
• Clean and disinfect surfaces and utensils immediately after contact with raw meat.

What are the symptoms of influenza A (H1N1) in humans?

When people are infected with swine flu viruses, their symptoms are usually similar to those of normal seasonal influenza. These include fever, tiredness, lack of appetite, coughing and a sore throat. Some people may also have vomiting and diarrhoea. Some people infected with influenza A (H1N1) have had severe illness and died mainly because of high fevers, diarrhoea, and dehydration. However, in almost all cases the symptoms of influenza A (H1N1) have been mild, and people have made a full recovery.

 How does influenza A (H1N1) spread between people? 

This new influenza virus is thought to spread in the same way as seasonal flu; in tiny droplets, expelled from the mouth and nose of an infected person when they talk, cough or sneeze. People may get infected if they breathe in these droplets or if they touch someone or something that is contaminated with the virus (e.g. a used tissue or door handle), and then touch their nose or eyes. 

Is there a vaccine to protect people from influenza A (H1N1)?

Yes, some manufacturers have created it. 

How quickly will pandemic influenza A (H1N1) vaccines be available for use? 

The very first doses of influenza A (H1N1) vaccine usable to immunize people, from one or more manufacturers, will probably be available in October 2009 for the public. 

Can anyone get immunized by the vaccination as soon as it is available? 

The Advisory Committee on Immunization Practices  of Centre for Disease Control and Prevention recommends that pregnant women, people who live with or care for children younger than 6 months of age, health care and emergency medical services personnel, people aged 6 months to 24 years old, and people aged 25-64 who are at higher risk for 2009 H1N1 because of chronic health disorders or compromised immune systems receive the H1N1 vaccine when it first becomes available.

What’s been done to ensure that developing countries get enough vaccine? 

It depends on what we mean by “enough”. Some countries want to vaccinate every member of the population, but there is no way to do this for the whole world. WHO has a cross-organizational operation that is in place to secure vaccines for developing countries. This is spearheaded by the Director-General’s Office and the legal and vaccine departments. WHO is engaged in three types of activities.

• The first is to negotiate donations with manufacturers. Two have been announced: 100 million doses by sanofi-aventis and 50 million doses from GlaxoSmithKline.
• Second, WHO is  working with other manufacturers to reserve a portion of their vaccine production for WHO at a reduced price.
• Third, WHO is working with governments to raise funds to purchase vaccines.
• WHO is working with 11 vaccine manufacturers based in developing countries, providing them with seed financing and technical expertise to help them produce influenza vaccine domestically.
• WHO has helped them with access to technology and given them sub-licences to use technology for producing live attenuated vaccine. These 11 companies will be manufacturing some of the 30 different expected vaccines.

 What happens if developing countries have only partial coverage of vaccination? 

Coverage will be partial not only in developing countries but in all countries. But we should not be “hypnotized” by vaccines. There are other measures, such as social distancing, school closure, avoidance of large gatherings, antibiotics and personal hygiene. This is not like rabies, which is 100% fatal: we are talking about a disease from which most people recover very well. The WHO is trying to help all countries to gain access to as much vaccine as possible, at least to preserve their health systems functioning, but there is just not enough vaccine for every country in the world to vaccinate every member of the population twice.

How effective are face masks ? 

Surgical masks or face masks are disposable devices used to cover the nose and mouth during surgery or to help a person from breathing in micro-organisms like viruses and bacteria.

These can be used to help prevent the spread of potentially pandemic influenza like the swine flu. The FDA recommends Surgical N95 respirators instead of the regular surgical masks. These protect against the tiniest particles. However FDA warns that the Surgical N95 respirators will not fully protect you from acquiring an infection and advises people to cover their mouths while coughing and through hand washing.

The masks are for one time use only and should be discarded. They can stop larger particles such as droplets but do not protect against smaller particles.

Wear a face mask if you need to visit a crowded place like a shopping mall etc. Avoid theatres, concerts and any place where crowds can collect till the pandemic is under control. 

Conclusion 

The swine flu spreads similarly to other flu viruses. Therefore, the same things you would do to prevent contracting other airborne viruses, such as washing your hands regularly and avoiding contact with contaminated people or areas may also help you avoid swine flu. If you feel as though you may be infected with swine flu, visit a health care professional immediately and minimize your contact with other people. 

Disclaimer 

The content in this page is not a substitute for professional medical advice. Please contact you doctor before using the information presented here.

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For those of you who are puzzled by a diagnosis of pan sinusitis, it might help to realize exactly what this means. It is the inflammation and irritation of all paranasal sinuses on one or both sides of your sinus cavities, which are in your head.

Paranasal sinuses are the spaces filled with air operating in concurrence with the nasal cavities and are located in the facial areas as well as parts of the skull. There are basically four main paranasal sinus cavities which could become inflamed, causing the pan sinusitis condition. On average, when someone gets a sinus infection, maybe one or two sinus cavities are affected instead of all of them like with pan sinusitis.

To understand why pan sinusitis may be more serious, you have to first understand where all of those paranasal sinuses are located. There are four fundamental groups of these paranasal sinuses: frontal, ethmoid, maxillary and sphenoid. With the frontal sinuses, these are usually over the eyes behind the forehead. The maxillary sinuses are to be found under the eyes and behind the cheek bones.

The ethmoid sinuses encompass a very small area between the nose and eyes and are usually located in the ethmoid bone. The sphenoid sinuses are housed in the sphenoid bone which is located in the middle of the base of the skull and right under the pituitary gland. As these four main locations include quite a bit of the head, having an infection in all of these areas can account for why pan sinusitis can be miserable for you if you are suffering from it.

Diagnosing and Treating Chronic Sinus Infections

If you have ever experience a sinus infection, you know that the pain, pressure and fatigue can be severe enough to get in the way of daily activities. Most sinus infection sufferers will be able to find relief in a matter of days or weeks, but envisage dealing with those uncomfortable symptoms for twelve weeks or more at a time. That is exactly what happens when you have a chronic sinus infection. Because these symptoms tend to linger for very long periods of time, a chronic sinus infection can affect your quality of life. Because of this, it is therefore important to understand how to recognize a chronic sinus infection, so that you can work with your doctor in finding the most effective treatment option for you.

Symptoms of Chronic Sinus Infections

The symptoms of a chronic sinus infection are almost similar to those of an acute infection, except that the symptoms tend to last longer and do not respond to treatments as easily. It is also unusual to run a fever with a chronic sinus infection, although many people do with the acute variety of infection. Other common symptoms does include pain and pressure in the face around the sinus cavities, a thick yellow or green discharge from the nose, difficulty breathing through the nasal passages and fatigue. You might also put up with from less common symptoms, like bad breath, teeth or jaw pain and an earache. These symptoms can vary and depend on the particular sinuses that are involved, so it is a good idea to check with your doctor even if you don’t have all of the classic symptoms of an infection.

Characteristics of Diffuse Sinusitis

Sinus problems have cause misery for millions of people every year and each person usually has a different reason for developing this problem. Acute sinusitis is the name for a characteristic sinus infection that goes away usually with a round of antibiotics and with the use of decongestants or anti-inflammatory medicines. Nevertheless, when a person has diffuse sinusitis, they have a much deeper problem that requires more than just prescription medication.

Acute Sinusitis versus Diffuse Sinusitis

With acute sinusitis, you will probably have pain in the sinus cavities that are located mostly in the facial area like behind the eyes and you might even experience tooth pain. For some reason an infection has develop and prevented proper draining of the sinus cavities, creating a build-up of fluids (mucus) that got infected. Fortunately, antibiotics usually help in the treatment of acute sinusitis, unlike in the case of diffuse sinusitis.

Frequently, another underlying cause is the problem in these cases and unfortunately, it is only after a lot of suffering and trial and error of treatments that the condition is diagnosed. When CT scans are done, usually diffuse sinusitis can be plainly seen and can be caused by such deformities as polyps or abnormal growths in the sinus cavities. These will cause a thickening of the mucosal membranes along nasal passageways and sinuses and is the main reason why diffuse sinusitis is not often treatable by medication alone.

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How to recognize the signs of melanoma carcinoma skin cancer in thisfree health care video. Expert: Dr. Susan Jewell Bio: Dr. Susan Jewell is a trained doctor and scientist in clinical research medicine, as well as a stem cell scientist in oncology and AIDS/HIV. Filmmaker: Susan Jewell

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