Case Study Endocrinology Essay Example | Topics and Well Written Essays - 750 words

Case Study Endocrinology - Essay Example The substantially increased level of growth hormones which were directly secreted to the circulatory system targeted more somatic cells triggering more cell division, protein synthesis, and bone growth (Mader, 2001). Thus, in a span of 10 years, Jessica gained 325 pounds in weight, and 7 inches in height which is and indication of increased metabolism. 3. At age 23 Jessica manifested suffering from intensifying migraines; impaired working ability as always tired, no menstrual cycle for 19 months; enlarge feet from size 9, 3 years back. At age 30 or 10 years after, Jessica gained 325 pounds in weight, and 7 inches in height. These clinical indicators support the diagnosis that indeed Jessica is suffering from acromegaly in as much as the symptoms are consistent with the indicators for the disease supposed by Dr Cook et al in 2004. 4. In case the clinical diagnosis is correct, then, biochemical GH level at 75g glucose test would be at1ng/ml to 100 ng/ml level (Cook et al, 2004). Obviously, this diagnosis is for a secondary disorder, which is adenomatous anterior pituitary gland or anterior pituitary gland tumor, where mass of the anterior pituitary gland could be equated to hypersecretory activities. 5. A 75g glucose test which is a biochemical test could confirm the clinical diagnosis. ... Obviously, this diagnosis is for a secondary disorder, which is adenomatous anterior pituitary gland or anterior pituitary gland tumor, where mass of the anterior pituitary gland could be equated to hypersecretory activities. 5. A 75g glucose test which is a biochemical test could confirm the clinical diagnosis. 75g glucose can be administered orally to Jessica. Her GH levels can be monitored thereafter. This must be at intervals 0, 30, 60, 90, and 120 minutes. A GH reading at or between 1ng/ml to 100 ng/ml levels of IGF-I is indicative of acromegaly. This can be substantiated by the initial serum test for IGF-I levels (Cook et al, 2004). 6. In order to alleviate Jessica's acromegaly symptoms, Cook et al in 2004 suggested that the patient may be given a medical therapy consisting of somatostatin. Somatostatin may be introduced subcutaneously 3 times a day or every 8 hours. Somatostatin has been found to be capable of lowering the GH level of patients, as well as IGF-I levels in approximately 50 % to 70 % of recipients. The rate of normalization has been found to be within the region of 41 % to 67 %. However, the highest level of inhibition may be observed or experienced by Jessica after 2 hours. This level of inhibition will end in about 6 hours only (Cook et al, 2004). Nonetheless, in case Jessica will be found to be a good surgical candidate, then, surgery can be an option. In the event that Jessica agrees to undergo surgery, the operation will then offer her a spin towards her normal GH secretions and IGF-I levels. This will also mean purging the mass end product and troubles linked to her neurons like migraines. Likewise, this will preclude recurrence of the tumor (Cook, 2004). Reference Mader,

A critique of the national literacy framework and the hour Essay

A critique of the national literacy framework and the hour - Essay Example The literacy hour is a means of implementing the objectives designed by the Framework. In this one hour teachers devote themselves entirely to making literates of their students.The National Literacy Framework and the training it provides are based on the National Literacy Project. Its aim is laudable and it has shown a degree of success in improving literacy standards. However it has been condemned on a number of counts and many teachers are up in arms against it. Therefore it is imperative for a teacher to subject the Framework and the literacy hour to intense scrutiny and analyze its positive and negative features with respect to the subject of teaching of reading. This examination with its salient features and results are outlined below.In the words of Jeanne S.Chall and Steven Stahl, reading is an "activity characterized by the translation of symbols, or letters, into words and sentences that have meaning to the individual". From their earliest years, children acquire the skills needed for learning to read. According to Chall and Stahl children as they become acclimatized to the sounds in their environment, "learn that spoken words are composed of separate sounds and that letters can represent these sounds." Itzhoff (1996:20) also stresses the importance of language proficiency in reading proficiency. Therefore parents can help children on their journey to fluent reading by diligently reading bedtime stories, having conversations and indulging in language play. Children having equipped themselves with these skills are now ready to learn reading. The National Literacy Framework has outlined three levels of work that children have to master in order to become literate; 1. Word-level work that includes phonics, proficiency in spelling and an improving vocabulary. 2. Sentence-level work pertaining to grammatical and punctuation rules. 3. Text-level work with regard to comprehension and composition skills. Wray et al. (2001:2) state that, "Each of these three levels was seen as essential to effective reading and writing and there is a close interrelationship between them." It now remains for the teacher to impart knowledge to the students about these skills as they constitute the entire foundation of their future proficiency in reading and writing. EFFECTIVE TEACHERS AND METHODS OF TEACHING "Success in literacy is measured not by what children know about texts, print etc. but by what they can do with them."(Wray et al. 2001:6) this statement captures the essence of what literacy is meant to do. The prerequisites for effective teachers and methods of teaching given below are derived from the research done by Wray, Medwell, Poulson and Fox. Effective teachers have a clear idea of what they are going to teach and how they are going to go about it. They are systematic in their teaching methods. Teaching is done using "shared" texts, where the teacher and students pool their resources to negotiate their way through the obscure and sometimes treacherous terrain of grammar, punctuation and other literacy essentials. The many aspects of reading and writing are taught not as so many isolated shards of information but as part of a larger, comprehensive whole. Good teachers have well-developed system for monitoring every individual student's progress and catering to their needs accordingly. Effective methods of teaching include careful attention to the teaching of pronunciation, word features like syllables and inflections, synonyms, punctuations, grammatical constructions etc. A suitable "literate environment" must be constructed bearing in mind a