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| a lil rap piece i put together .. lol its nasty |
| 04.18.05 (5:19 am) [edit] |
you think your so damn fine, well i'm gunna make you mine, you the someone noone can break, i'll make you shiver make you quake, the untameable one your getting hard, straddled across you, you let down your guard, wrap my legs around your hips, press you into my lips. Girls let him go free. when he don’t come back fuck hes with me..
,i'm the one who is so damn hot, look at you i guess your not, wipe that drool and be a man, make me scream of if you can, when morning comes you aint the one, cant make my cum you fool I won. I leave you standing in to door way, go back to your lil whore hey, girls you before just beware, I'll walk past him he will stare. Babe you just aint got good luck, or because you just cant fuck.
Either way I just don’t care, damn it give back my underwear. Sick lil freak you make wonder, just how come your so dumber. Taking your rapping shit and walk. You aint got nothing but your talk. a little dick is about all. Even my finger aint so small.. ok now I'll stop being a bitch. I think I've lost the rapping itch. I know what I say aint good. But it entertained me, so it should.
Genie's opinion
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| splinting case study assignment |
| 04.18.05 (5:17 am) [edit] |
Splinting Report – Case Study: Carpal Tunnel Syndrome
Introduction
Mrs Seaton, 72 years old, has Carpal Tunnel Syndrome. It is an inflammation of the wrist that affects her sleeping. It is pressure or compression of the median nerve caused by chronic irritation and swelling of the space in the tendons in the wrist. (Taylor, 1988) There are many aspects that need to be considered when making a splint for Mrs. Seaton
Performance Components
Performance Components are learned developmental patterns of behavior. (Pedretti, 2001) They combine to let a person function. In someone experiencing Carpal Tunnel Syndrome many performance components are affected. Those include sensory processing of the fingertips due to compression of the nerve to the hand, tactile processing, Range of Motion, decreased strength because the patient avoids working the muscles, less endurance because the muscle are weakened, and dexterity loss because of the contractures and pain.
The pain experienced by the client may also control other components from the psychosocial factors, not only sensory motor components linked directly to the hand. These components may consist of changed attention span, decreased involvement in activities, and decreased socialization. She may also find her coping skills reduced because pain makes it hard to concentrate, be enthusiastic, and seeing tasks through to the end.
Sleeplessness becomes common when pain is present. Performance Components directly connected to the sleeplessness are sensory processing, gross coordination, and visual motor integration. (Lamport, Coffee, and Hersch, 2001) To allow the client to function again treatments need to be put in place to improve their performance.
Treatments
Carpal Tunnel Syndrome can be reversed or managed effectively through surgical and non-surgical treatments. For Mrs. Seaton it would be more appropriate to treat Carpal Tunnel Syndrome without invasive surgery. Carpal Tunnel Release is very common and involves cutting the aponuerosis of the wrist reducing pressure on the nerve. The procedure can be open or endoscopic. Patients will then have physical therapy to restore strength. (NINDS, 2005)
Non-surgical medical treatments include trailing different drugs to ease the pain and swelling. Non-steroidal anti-inflammatory drugs and non-prescription pain relievers may ease the symptoms for a short time. Cortico-steriods can also be injected to provide relief as well as Vitamin B6 supplements to help. (NINDS, 2005) Alternative therapies such as exercise, acupuncture and splinting can also help in managing this condition.
Type of Splint
For a patient with Carpal Tunnel Syndrome that only functionally requires a splint to be able to get proper sleep a Volar wrist also known as resting pan splint would be ideal. This splint is designed for resting the limb. To make sure the splint is comfortable the rest to be extended at 15º of the metacarpal-pharyngeal joints, slight flexion of the interpharyngeal as well as thenar abduction and opposition. (Jacobs, 2003) To explain what the splint looks like, it covers the anterior of the forearm from the fingertips, over the palmar region and the wrist to two-third of the way to the elbow. (Trombly, 2002) Once the splint is made and fitted correctly is forced to rest immobilizing the wrist allowing recovery to occur.
Purpose of the Splint
As mentioned the splint immobilizes the wrist and hand to rest the joints. It also prevents contractures that the client may experience by holding the wrist inappropriately because of the pain. Splinting can aid to reduce muscle tone. This reduces muscle tone and tone, widening the space in the Carpal Tunnel. (Jacobs, 2003) The splint will maintain Joint alignment and reduce inflammation. (Pedretti, 2001) People who have Carpal Tunnel Syndrome often move their wrist in a flicking motion to try and relieve pain and symptoms. Applying a splint will stop this overuse of the muscles. (Anthony, 2003) All splints no matter what they are made of should perform in similar ways to ease the syndrome.
Materials for the Splint
What a splint will be made of will determine by certain economic and practicality factors. This may limit the number of different types of materials that a clinic or department may have on hold. Materials may also be available depending on the shelf life. As Occupational Therapists begin to work more ion the community, materials need to be more easy to work with. Most materials can be handheld in the workable temperature. (Turne, 1996)
For a patient suffering Carpal Tunnel Syndrome a 1.8mm low temperature thermoplastic will provide rigidity and support painful hand. The materials can be reheated and remolded several times to modify and accommodate for changes in desired jont position. (Jacobs, 2003)
Having a plastic material will increase comfort as it is molded to suit the individual. Plastic instead of fabrics will ensure there is no infection spread. Because Mrs. Seaton is an older female it would be feasible to use a lightweight material and cause less strain on her joints. Also being older she will have a lower skin integrity so plastics that are smooth will maintain skin condition. Being waterproof means it is cleanable. (Turne, 1996) When making a splint certain features need to be considered around the area.
Anatomical Considerations
The splint needs to be fitted to the person. Size and shape is determined by the individuals anatomical landmarks. (Turne, 1996) Bony prominences are one aspect that needs to be looked at. These areas have little tissue covering the bone and will rub easily causing redness and pain. These bony prominences include radial and ulnar styliod processes, base of the first metacarpal-pharyngeal and inter pharyngeal joints, and the pisiform. Rolls and flared edges will help avoid bony contact. As a resting pan splint is for rest all parts of the hand and wrist should be immobilized. Joints and muscle can they relax and recover. The three arches in the hand should be maintained to avoid contractures and cramps. These arches are proximal transverse arch, distal transverse arch, and longitudinal arch. (Turne, 1996) The palmar creases will also define where the splint sits. After making the splint it needs certain care.
Precautions and Contradictions
Mrs. Seaton will need to be educated to benefit from her splint. The patient must understand the purpose of the splint, hot to wear it and when and how long to have it on for. The splint must stay away from stoves, heaters, fires, and sunlight. (Jacobs, 2003) A disadvantage of wearing a splint is that although you avoid bony prominences there is still a certain amount of pressure going through the area. To overcome gravity and muscle contraction it needs to be monitored. In summer especially, high levels of moisture or heat can increase skin breakdown and reduce blood and nerve supply. (Turne, 1996) Follow up visits. splint tolerance checks, and feedback are necessary to measure the effectiveness, appropriateness and performance of the splint.
Conclusion
Given Mrs. Seaton's diagnosis she should obtain benefits from the use of a volar wrist splint/resting pan splint, as this will relieve her symptoms by immobilizing her hand at night when she finds most discomfort and pain. This should hypothetically decrease Mrs. Seaton's problems, improving her occupational performance components and therefore increasing her function.
Genie's opinion
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| immunity classification assignment |
| 04.18.05 (5:16 am) [edit] |
Specific And Innate Immunity
Introduction
The immune system is essential for survival, to defend the body against foreign substances, by detecting and responding to abnormal cells. (Porth, 2004) The physiological function is just to protect individuals from pathogen entry. (Kumar, 2005) The immune system is both central and peripheral lymphoid tissues and immune cells that recognize foreign substances and interact to stop infection and invasion. (Porth, 2004) This is done by two different mechanisms, specific immunity and non-specific immunity.
Aim
The purpose of this report is to define and discuss the difference between specific and innate immunity in the human body.
Non-Specific immunity
Also known as innate defense immunity, it is the first and second lines of defense against pathogens. (Porth, 2004) In non-specific immunity the system can distinguish between self-cells and non-self cells but not the difference between each pathogen. (Porth, 2004) Non-specific defenses are namely mechanical barriers and secretory factors. Mechanical barriers include skin, cilia, and mucous membranes in the respiratory, urogenital, and gastrointestinal tracts. (Underwood, 2005) Secondly is the secretory effect. This involves chemical signals, antimicrobial substances, phagocytes and natural killer cells, all associated with the inflammatory response. (Porth, 2004) Components of the innate system include cellular factors and complement. Cellular factors include leukocytes and macrophages, which can phagocytose. Complement is a series of interactions between plasma proteins, which create an effector mechanism for antibody reactions. (Underwood, 2004) Binding microbes activates the complement system using lectin pathways. (Kumar, 2005) Innate immune responses can take between 0 and 12 hours to occur. This is much simpler than the specific immune response.
Specific immunity
Is also known as acquired or humoral immunity. It is developed over the course of as person's whole lifetime and responds differently to each specific pathogen. Lymphocytes (white blood cells) are important in this response. Cells involved are T-lymphocytes and B-lymphocytes, participating in cell-mediated immunity and humoral immunity respectively. Cell-mediated immunity is the production of T cells to destroy antigens, whereas humoral immunity is the formation of B cells to demonstrate an antibody affect against the antigen. (Porth, 2004) An immune response consists of a specific response and a non-specific augmentation. The main difference between innate and humoral immunity is that for a humoral response, the second encounter with a certain antigen the reaction is quicker and larger than the previous time. This response has two phases. The recognition phase is where the T-lymphocytes recognizes antigens as foreign. The second phase is the effector phase where antibodies eliminate the antigen. This process can take between 0 and 12 days. (Underwood, 2004)
Conclusion
Through looking at different parts of the immune system and certain roles that certain cells have in immunity we were effectively able to identify and define the difference between specific and innate immunity.
Genie's Opinion
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| cleanign your teeth cognitive and perceptual skills essay |
| 04.18.05 (5:13 am) [edit] |
The aim of this assignment is to breakdown the simple steps of cleaning your teeth and analyzes the cognitive components and perceptual processing components involved with completing the task. Teeth cleaning is a functional activity that is an activity of daily living (AOTA, 1994). An activity is purposeful if the individual is active and participates voluntarily, and the activity is aiming towards a goal that the individual finds important or meaningful (Pedretti, 2001).
Activities should have the potential to improve both the sensorimotor and psychosocial components of the being. Activities should also improve physical performance (Pedretti, 2001). Teeth cleaning is both functional and therapeutic because it produces a result and improves performance through practice. Oral Hygiene is one of the activities of daily living and without it can impact on occupational roles (Ryan, 2001).
Within the OT setting the task can be done easily and without much cost or preparation time. It is an activity that the individual should be familiar with and the goals and outcomes can be identifiable and immediate (Pedretti, 2001).
Teeth cleaning can be broken into five distinctive steps they are: a) locate hand basin, toothbrush and toothpaste, b) put toothpaste on the brush, c) turn on the water, d) clean all teeth, e) rinse and turn water off (Ryan, 2001). These steps can be easily obtainable and therefore motivating the individual to complete the task (Pedretti, 2001). Each step has different components needed to complete the step; the following section will discuss how the cognitive components impact on activity task completion.
First step is to locate the objects needed. The individual should be able to identify where the basin is and where the toothpaste and brush are found and identify what each is used for. Of the cognitive components many presented as being relevant to complete this step. Level of Arousal is important, as the person needs to be alert and aware to perform any task. Recognition is important to identify what supplies are needed and means you can distinguish between a toothbrush and a comb for example (Ryan, 2001). Memory is the performance in retaining and recalling taskes from the past (Lasmport, Coffey, & Hersch, 2001). Memory will affect the recall of what objects look like. Problem Solving can also be an issue if the bathroom, draws and sink are unfamiliar to the person.
Step two of putting the toothpaste on the brush involves a number of small tasks including unscrewing the paste, steadying the brush, squeezing the paste and replacing the cap. This step is important, as without toothpaste the activity will not produce the desired result. Cognitive Components required to complete this section are again level of arousal. As well as sequencing, giving you the ability to get the toothpaste on the brush. Problem Solving is the skill to be able to identify a solution (Lamport, Coffey, & Hersch, 2001). Problem Solving is needed to work out how the lid unscrews and how to hold both things at the same time.
Step three of turning the water on involves locating the tap and turning it on and working out the right pressure of flow. Although a relatively easy step still requires some cognitive components. Need for recognition for being able to locate the tap. Again, a level of arousal and initiation to reach out and turn the tap on. It is important to be able to problem solve both how to turn the tap on and monitor how fast the water is coming out.
This step is cleaning all the teeth and takes the most focus. Initiation is important to give you the ability to begin the task and termination to stop cleaning so that you don’t perseverate and continue brushing. Memory is required to remember which teeth you've brushed so far. This task can take three to five minutes so attention span to keep brushing is necessary (Ryan, 2001). Attention span is the skill to focus on a task for a particular length of time (Lamport, Coffey, & Hersch, 2001). Getting distracted after two or three strokes will consequently stop the task success.
Last step is rinsing and turning off the tap, this is getting the paste out of your mouth, rinsing the brush and turning off the water. This still requires a maintained level of arousal as well as recogition. Termination of the activity means you will turn of the water. With Upper Motor Neuron Disorders any of these steps can be altered making this a difficult task to complete. There are a number of perceptual processes that work with cognitive processes to carry out tasks. This next part will explain what these parts are and how they are used in cleaning your teeth.
Stereognosis is using touch cognition and proprioception to identify objects (Neistadt, 1998). It would be important in that sense of touch is needed to gauge the pressure you are using to squeeze the tube and to know that you have hold of the objects. As well as touching the taps and feeling when you have poured water in your mouth. Kinethesia is identifying joint movement (Neistadt, 1998). There are a number of wrist, shoulder, and hand movements used for squeezing the paste, rotating the toothbrush, and rotating the tap. There is a need for vestibular and trunk control when reaching and spitting. Pain response would be needed if they turned on the hot and didn’t realize. Also making sore you don’t brush too hard over sensitive areas. Body Scheme is having an internal awareness of your body in relation to other body parts (Neistadt, 1998). Knowing where your hands are in relation to each other is important for putting the toothpaste on the brush and knowing when you have your hand to your mouth to brush. Form Constancy is being able to recognize things although, color, size and shape varies (Neistadt, 1998). Used to know what a toothbrush, cup and tap looks like even if they aren’t the specific ones you have. Position in space will help you know how far the basin is away, whether the paste and brush are lined up. Also getting the cup under the stream of water and making sure you spit in the basin. Figure Ground is important so other things that aren't related to the task don't distract you.
If someone trying to perform the task suffers from any impairment then adaptation of the activity may help. Adaptation is to modify an activity (Early, 1993). It is changing what is required componently to complete the task. To make the task of cleaning your teeth easier you can start by limiting the distractions (Ryan, 2001). If there is less distractions you don’t need to be as alert and attention span will be increased as you wont be sidetracked. If distracted may cause confusion interrupting sequencing. Distraction can also affect your ability to problem solve. Second method of adaptation could be using a mirror (Ryan, 2001). This will help with the perceptual processing of depth perception, position in space and body scheme. Verbal cueing could also be used to lessen the need for sequencing, problem solving, and initiation of the activity. Adaptive equipment will not necessarily affect cognitive components but will definitely make the activity physically easier to achieve.
Almost all activities need some level of cognitive ability and perceptual processing to be able to perform efficiently in them. It is important to realize how many aspects of your life can be affected from having an upper motor neuron disorder. The teeth cleaning exercise has demonstrated the cognitive abilities required of a person to complete function activities of daily living.
Genie's opinion
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| feeling down at the start of school is bad |
| 04.18.05 (5:11 am) [edit] |
Ok this will be a bit long and you don’t have to read it all at once but here goes. I have been dreading so much coming back to school. I just feel I don’t wanna be here.. I just know that school is the only thing I'm good at.. but I feel; this year is so big.. such an unsummountable task that I'm not ready for.. I get scared all the time about failing or just not being good enough to do it.. I tried so hard last year but still got low marks and its only gunna get harder.. school is my life and the only place I feel useful or good enough. Yet I hate it so much.. every morning I get up and cry.. I've been getting up and crying in the mornings and again in the afternoon for probably 3 weeks.. and I know lots of it doesn't have anything to do with school but the thought of school has intensely tripled folding all my emotions..
I've spent the last 5 weeks with a guy I really like but he lives in Brisbane.. I like him. But I deliberately picked someone I cant be with.. I always do.. they either live far away or have a girlfriend.. I wanna a boyfriend but I just cant handle the thought of getting hurt.. ever since my dad left when I was 9 and then I had a bad relationship from when I was 13 to when I was 18 with a guy 5 yrs older than me and got crushed at the end of it I have pulled away and not gone near anyone.. I sleep with guys yes.. but I never date them.. its starting to put a strain on all my other relationships too. And I put myself in the position where I miss him when I come home but I bring it on myself..
I've stopped talking to my mum and dad and the only person I hug is my brother.. who I still hold a grudge against for being born I think..
I've been self harming again.. I used to cut myself all the time and stopped for so long.. but I'm coming undone again.. and feel so helpless and alone.. I have two burns marks on my arm from a lighter that I put there last week.. I don’t know why I do it.. I guess its just one in a long line of ways to punish myself for not being good enough at everything.. I guess its also just attention seeking behaviour cause I started to feel like my contribution to the world wasn't enough to get me recognized..
I used to drink heaps of alcohol and went to alateen to stop. Cause alcohol for breakfast before high school was starting to affect my health and marks.. I went to alateen but it did nothing and I rebelled every one of those 12 steps.. I left and then 14 months ago on new years eve I gave up drinking and haven't had any for that whole time.. but its starting to catch up with me .. I most afternoons go to the liquor cabinet and think "ahhh it will so fix all my problems" and then fight soo hard not to start drinking.. I know it wont fix all my probs but it can soo easy take them away for just a little while..
I've developed anorexia and bulimia again.. I know it does no good. But for the split second that I make myself be sick on the very little food I eat each day all commonsense goes out the window.. I have big cramps in my stomach.. but when I get that rubbling pain in my stomach for some unknown reason I feel so rewarded.. my mum knows I'm not eating.. but she says as long as you drink juice I cant fight you your too strong willed for me to put in the effort" . she thinks she helps but she don’t.. she stays outta my way and I'm glad but I don’t know why..
The really strange thing is that through all the councilling I've had I've already been through the process of uncovering what it is that frustrates me and what makes me be like this.. I know I have a fear of rejection of being hurt by males.. I know my alcohol addiction is causing me a struggle and that bulimia is wrong and that I do it.. I realize its unwarranted self punishment that makes my cut myself for attention and stuff.. half my problem is I know too much about me.. I wish I was more niave and clueless sometimes. It would make it so much easier.. being sad and not knowing why would hurt less than knowing all the reasons I do so..
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| burns uni assignment |
| 04.18.05 (5:10 am) [edit] |
Classify Burns
Burns are injuries that have damaged areas of the skin, Burns can be caused by degradation and breakdown of epithelial cells and deeper tissues from heat, radiation, electricity, or chemicals. (Martini, 2004)
Burns come in many different forms and severities. A urn can be classified by thickness of the burn or how many layers of skin the injury occurs in. Reasons that burns may differ in degrees will depend on intensity and length of exposure to the hazard or causative agent. (Holloway, 1993) To classify burns we need to look at the characteristics of a burn.
Partial thickness burns are minor and can heal rather easily. Superficial partial thickness burns are known as 1st degree burns. They involve the epidermis layer of skin and leaves the skin tissue red but still intact. (Hargrove, 2001) Other characteristics of a 1st degree burn are there is erythema, little or no edema and the skin remains dry. (Holloway, 1993) There is no blisters formed and skin usually repairs and regenerates within 5-10 days. (Trofino, 1991)
Deep partial thickness burns are those commonly referred to as 2nd degree burns. Damage in this case is in the epidermis and some dermis. It is characterized by moist blistered skin with a pink and white appearance. It can be extremely painful because the nerve endings have been damaged and exposed. (Hargrove, 2001) In these 2nd degree burns the hair is still present and the area may weep. Also moderate edema may occur. (Holloway, 1993) The skin will normally dehydrate and heal within 2 weeks. (Trofino, 1991, Martini, 2004) Scar tissue may also form.
Full thickness burns are 3rd degree burns. They are as deep as the epidermis, dermis and subcutaneous layers of the tissue (Martini, 2004) and may involve bone and muscle. The appearance of these burns differ and can be tan, red, brown, or yellow through they are always hard, dry, and leathery. (Trofino, 1991) There is no blistering involved in 3rd degree burns. These burns are not painful and blood vessels may be visible. (Holloway, 1993) All full thickness burns require grafting for closure and healing.
Burns can also be categorized by their severity that is minor, moderate or major. A major or high-risk burn according to the American Burns Association is one that is full thickness and covers 10% of the Total Body Surface Area (TBSA), a partial thickness burns that covers 20% of TBSA or any burn found on the face, eyes, ears, hands, feet or genitals.
All these classifications help to determine priority and type of treatment plan for the patient.
Genie's opinion
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| long time no see |
| 04.18.05 (5:08 am) [edit] |
wow. it has been soooooo long since i was last on here . like 4 months. but the summer vacation was just soooooo good i couldnt be stuffed coming online.. and now i've been back at uni for one term noe. its the holidays again and some time cropped up so i thought i'd see whats doing on the blog.. ahh there is so much i think i'm not gunna explain my whole summer in a few small words. i guess that my memories will be for my head only.. :) i'm gunna put a few things that i was researching lately so i have refence of them and you can see what i've been up to..oh i went to poetry at trhe pub tonight.. hence the poem I wrote about 10 minutes ago and put up..
Genie's Opinion
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| institution poem |
| 04.18.05 (4:56 am) [edit] |
institute
White, only white, slipping away
darkness, only darkness, slipping away,
Halls, only halls, leading to nothing
Dreams, only dreams, leading to nothing
Windows, only windows, closed shut,
The mind, only the mind, closed shut.
Red pills, blue pills, no difference
Daytime, nighttime, no difference
Hold the door, their faceless
Hold the mirror, your faceless
Nature versus nurture, neither
Leave here or die, neither
Press on, press on, press on
A touch, a smile, a stare, you wait
Waiting for what, press on for what.
The white, the darkness, the halls, the windows, the mind
Recovery in desolate nonforgiveness
No this place isn’t wrong I am.
Me. Slipping away, leading to nothing, closing shut
Making no difference, walking faceless,
I must press on, press on, press on.
If live was a hospital do you like your chances.
Genie's opinion
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