Home Remedies to Shrink Enlarged Adenoids and Tonsils free essay sample

Swollen or infected tonsils or adenoids are a common complaint in children. Toddlers and children who develop swollen adenoids or enlarged tonsils suffer from symptoms such as congestion of the nasal passages, sore throats, difficulty swallowing, breathlessness, headaches, earaches, and swollen lymph nodes in the neck. Natural Treatment: Traditional medical treatments for enlarged adenoids and tonsils may prove too strong for toddlers and children. In such cases, natural remedies to reduce the swelling and alleviate symptoms are preferable. However, before beginning any new treatment or alternative therapy, always consult with your doctor or paediatrician. Certain herbs and home remedies may counteract with medications and cause other side effects and complications. Popular home remedies for enlarged tonsils and adenoids are as follows: * Gargle with warm salt water to reduce the swelling and pain caused by enlarged adenoids and tonsils * Mix honey and lime juice in a glass of warm water and make the child sip on this soothing drink to treat a sore throat and reduce nasal congestion * Blend fresh cucumbers, carrots, and beets into a healthy juice. We will write a custom essay sample on Home Remedies to Shrink Enlarged Adenoids and Tonsils or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To this add some lime juice and give this to your child to drink at least once a day. The antioxidants in the vegetables help boost immunity and prevent infections * Add a pinch of turmeric powder and black pepper powder to a glass of warm milk. Drink this concoction just before bed as it helps relieve congestion and reduces pain and swelling * Honey can be used to shrink adenoids very effectively. Honey has strong antibacterial and anti-inflammatory properties that help reduce enlarged adenoids and treat symptoms such as pain and soreness. Simply add a few drops of lemon juice and a pinch of pepper powder to a teaspoon of honey. Give this mixture to your child at least twice a day in order to experience positive results. * Shrink tonsils with the help of herbs such as sage and Echinacea that help fight off any infection and reduce swelling. You can make your toddler gargle with a mix of sage and warm water to reduce inflammation. Echinacea can be taken as a tea or in a capsule form. Echinacea helps boost immunity and prevents recurring infections. Wrap some ice cubes in a towel and place this cold compress on the throat. The cold helps reduce any swelling and pain * If your child is old enough, let him do steam inhalations to help relieve congestion in the chest and nasal passages. Smaller children can be kept in a hot steamy bathroom for some time until symptoms reduce. * Mix one teaspoon of fresh ginger juice with a teaspoon of honey and two teaspoons of warm water. Make you child gargle with this mixture for instant relief from pain and swelling. Mash fresh figs and mix with honey. Let your child eat this at least once a day to help speed up the healing process. * Some children also react badly to a cold breeze so keep their heads, ears, and throat covered at all times * Stop your child from talking too much to rest the throat and speed up the healing process * Use an air humidifier to moisten the air and soothe your toddler’s sore throat In most cases, adenoids and tonsils will shrink to their normal size after a few days of such natural remedies. Only in cases where the symptoms become more severe or the condition becomes chronic will your doctor recommend more aggressive types of treatments such as antibiotics or surgery. Diet: Changes to your toddler’s diet can also help reduce the inflammation and speed up the recovery process: * Your toddler should drink at least eight glasses of water a day to keep hydrated. Apart from water, he can drink clear soups, warm broths, herbal teas and fresh fruit and vegetable juices. Avoid drinks that are too acidic such as citrus juices and buttermilk as these can aggravate symptoms * Avoid all junk food and foods that are oily, fried and spicy. * Since swallowing may be difficult, have him eat foods that are soft and creamy in consistency. Boiled vegetables, mashed potatoes, cooked oatmeal, scrambled eggs and baked fruits are all excellent options. * Avoid foods and snacks that are hard and crunchy such as chips, hard breads, and nuts as these can increase the inflammation.

IUPAC Atomic Weights of the Elements List

IUPAC Atomic Weights of the Elements List This is the 2013 list of atomic weights of the elements in increasing atomic number, as accepted by the IUPAC. The table is based on the Standard Atomic Weights Revised v2 (Sept 24,2013). The list includes the 2013  changes to the atomic weights of 19 elements: arsenic, beryllium, cadmium, cesium, cobalt, fluorine, gold, holmium, manganese, molybdenum, niobium, phosphorus, praseodymium, scandium,  selenium, thorium, thulium and yttrium. These values remain current until the IUPAC sees the need to revise them. Values given by the [a;b] notation highlights the range of atomic weights for the element. For these elements, the atomic weight is dependent on the physical and chemical history of the element. The interval reflects the minimum (a) and the maximum (b) values for the element.Values given in chevron brackets (e.g., Fm 257) are the mass numbers of the longest-lived isotope of elements that do not have stable nuclides. However, atomic weights are provided for Th, Pa, and U because these elements have a characteristic abundance in the earths crust. For detailed element facts, consult the  Periodic Table  for individual elements. Atomic Number - Symbol - Name - Atomic Weight 1   H   - Hydrogen - [1.007 84; 1.008 11]2   He - Helium - 4.002 602(2)3   Li - Lithium - [6.938; 6.997]4   Be - Beryllium - 9.012 1831(5)5   B   - Boron - [10.806; 10.821]6   C   - Carbon - [12.0096; 12.0116]7   N   - Nitrogen - [14.006 43; 14.007 28]8   O   - Oxygen - [15.999 03; 15.999 77]9   F   - Fluorine - 18.998 403 163(6)10 Ne - Neon - 20.1797(6)11 Na - Sodium - 22.989 769 28(2)12 Mg - Magnesium - [24.304, 24.307]13 Al - Aluminium - 26.981 5385(7)14 Si - Silicon - [28.084; 28.086]15 P   - Phosphorus - 30.973 761 998(5)16 S   - Sulfur - [32.059; 32.076]17 Cl - Chlorine - [35.446; 35.457]18 Ar - Argon - 39.948(1)19 K   - Potassium - 39.0983(1)20 Ca - Calcium - 40.078(4)21 Sc - Scandium - 44.955 908(5)22 Ti - Titanium - 47.867(1)23 V   - Vanadium - 50.9415(1)24 Cr - Chromium - 51.9961(6)25 Mn - Manganese - 54.938 044(3)26 Fe - Iron - 55.845(2)27 Co - Cobalt - 58.933 194(4)28 Ni - Nickel 58.6934(4)29 Cu - Copper - 63.546(3)30 Zn - Zinc - 65.3 8(2)31 Ga - Gallium - 69.723(1)32 Ge - Germanium - 72.630(8)33 As - Arsenic - 74.921 595(6)34 Se - Selenium - 78.971(8)35 Br - Bromine - [79.901, 79.907]36 Kr - Krypton - 83.798(2)37 Rb - Rubidium - 85.4678(3)38 Sr - Strontium - 87.62(1)39 Y   - Yttrium - 88.905 84(2)40 Zr - Zirconium - 91.224(2)41 Nb - Niobium - 92.906 37(2)42 Mo - Molybdenum - 95.95(1)43 Tc - Technetium - 9844 Ru - Ruthenium - 101.07(2)45 Rh - Rhodium - 102.905 50(2)46 Pd - Palladium - 106.42(1)47 Ag - Silver - 107.8682(2)48 Cd - Cadmium - 112.414(4)49 In - Indium - 114.818(1)50 Sn - Tin - 118.710(7)51 Sb - Antimony - 121.760(1)52 Te - Tellurium - 127.60(3)53 I   - Iodine - 126.904 47(3)54 Xe - Xenon - 131.293(6)55 Cs - Cesium - 132.905 451 96(6)56 Ba - Barium - 137.327(7)57 La - Lanthanum - 138.905 47(7)58 Ce - Cerium - 140.116(1)59 Pr - Praseodymium - 140.907 66(2)60 Nd - Neodymium - 144.242(3)61 Pm - Promethium - 14562 Sm - Samarium - 150.36(2)63 Eu - Europium - 151.964(1)64 Gd - Gadolinium - 157.25(3)65 Tb - Terbium - 158.925 35(2)66 Dy - Dysprosium - 162.500(1)67 Ho - Holmium - 164.930 33(2)68 Er - Erbium - 167.259(3)69 Tm - Thulium - 168.934 22(2)70 Yb - Ytterbium - 173.054(5)71 Lu - Lutetium - 174.9668(1)72 Hf - Hafnium - 178.49(2)73 Ta - Tantalum - 180.947 88(2)74 W - Tungsten - 183.84(1)75 Re - Rhenium - 186.207(1)76 Os - Osmium - 190.23(3)77 Ir - Iridium - 192.217(3)78 Pt - Platinum - 195.084(9)79 Au - Gold - 196.966 569(5)80 Hg - Mercury - 200.592(3)81 Tl - Thallium - [204.382; 204.385]82 Pb - Lead - 207.2(1)83 Bi - Bismuth - 208.980 40(1)84 Po - Polonium - 20985 At - Astatine - 21086 Rn - Radon - 22287 Fr - Francium - 22388 Ra - Radium - 22689 Ac - Actinium - 22790 Th - Thorium - 232.037 7(4)91 Pa - Protactinium - 231.035 88(2)92 U   - Uranium - 238.028 91(3)93 Np - Neptunium - 23794 Pu - Plutonium - 24495 Am - Americium - 24396 Cm - Curium - 24797 Bk - Berkelium - 24798 Cf - Californium - 25199 Es - Einsteinium - 252100 Fm - Fermium - 257101 Md - Mendelevium - 258102 No - Nobelium - 259103 Lr - Lawrencium - 262104 Rf - Rutherfordium - 267105 Db - Dubnium - 268106 Sg - Seaborgium - 271107 Bh - Bohrium - 272108 Hs - Hassium - 270109 Mt - Meitnerium - 276110 Ds - Darmstadtium - 281111 Rg - Roentgenium - 280112 Cn - Copernicium - 285113 Uut - Ununtrium - 284114 Fl - Flerovium - 289115 Uup - Ununpentium - 288116 Lv - Livermorium - 293118 Uuo - Ununoctium - 294

Health as an Expanding Consciousness Research Paper

Health as an Expanding Consciousness - Research Paper Example She received a Master’s degree in Medical-Surgical Nursing and Teaching in 1964 at the University of California. In 1971, she was awarded a Doctorate of Nursing Science and Rehabilitation at New York University (Newman, 1994). She completed her graduate studies at New York University from 1971 to 1976. During this time, she worked and taught alongside nursing theorist Martha Rodgers. In 1977, she was the professor in charge of graduate nursing studies at Pennsylvania State. In 1984, she was a nurse theorist at the University of Minnesota and later served as the Director of Nursing at the clinical research center at the University of Tennessee. Newman is one of the successful female nursing scholars and theorists in the 21st century. She has taught and led research activities in several institutions. Her education achievements serve as a challenge to nursing students in the university. The purpose of the theory is to present the relationship between individual consciousness and health conditions. Concepts †¢ Expanding Consciousness †¢ Consciousness †¢ Movement †¢ Time †¢ Space †¢ Pattern †¢ Pattern recognition †¢ Transformation Definition of concepts a. Consciousness is the information capacity of the system and its ability to interact with the environment. Consciousness does not cover only the cognitive and affective awareness but includes the interconnectedness of the living system (Endo, 2004). Expanding consciousness is becoming aware of oneself, finding meaning in life, and reaching new levels of connectedness with other populace and the globe. Pattern is information that presents the whole, creates understanding of the meaning of the whole, and relationships at once. Coming in touch with one’s person helps become aware of the other persons pattern, which is called pattern recognition. Transformation is a change that occurs at once rather than gradually in a linear fashion. Movement is a reflection of consciousness and person conveys self awareness through the movement from posture, language, and body (Newman, 1994). Time is a function of movement and a measurement of consciousness that centers primarily on the percei ved duration. . Space is the three-dimensional expanse where all matter exists. Rationale Statements and Propositions Some individuals suffer from chronic diseases and other disabilities that cannot be separated from their health issues. Nurses view such individuals as those faced with uncertainty, debilitation, loss, and death in the long run (Picard, Jones and Newman, 2005). Structure Newman begins by stating and defining concepts used in the theory. She then states the propositions and assumptions made in the theory. The paradigm shift is them stated by explaining the shift from instrumental view to relational view. The meta-paradigm shows the relationship between the person, environment, health, and nursing. The theory assumes that: Health encompasses conditions that are referred to as illness or pathology. Pathological conditions can act as a manifestation of the total pattern of the person. The pattern that manifests itself as pathology exists prior to structural or functional changes. Removal of the pathology will not change the pattern of the individual. If the pattern of an individual can only be manifested by becoming ill, then that is the health of that particular individual. Health is an expansion of consciousness. Theory critique Origin and Context Newman conceived the idea of health as expanding consciousness when caring for her who has Amyotrophic Lateral Sclerosis (Newman, 1995). Both Newman and her mother experienced alterations in movement, time, space, and consciousness. They also

Linguistic and Academic Needs of Korean ESL Students Essay

Linguistic and Academic Needs of Korean ESL Students - Essay Example Content-based language teaching is expected to produce self-directed/autonomous learners and motivated students capable of critical thinking (Snow, 2001). The contents that are integrated into language study are subject matter and authentic text, and the subject matters may include literature, economics, mathematics, journalism, sociology, political science, art history and filmmaking (Byron, 2006). Content-based ESL instruction is much needed in Korea, where globalization is catching on but where the ESL system is rooted in rote memorization (Cho & Krashen, 2001). The type of topics ideal for the CBI teaching of English depends on the students' needs and interests. In adopting CBI, there is no need to discard the existing ESL syllabus aimed at developing the student's language skills. All the school needs to do is introduce the CBI concept to enrich the method. CBI is noted for its flexibility such that it can be adapted to any ESL settings and curricula. Methodology The study used the qualitative approach to research through the primary data collection tools of questionnaires and semi-structured interviews with Korean teachers and students in ESL classes. Such interviews are semi-structured if the triangulation method is employed, which is done by checking out the consistency of data obtained from the interviews with those found in the available literature. The references used for this purpose are led by Mohan (1986), Kramsch (2002), Mohan (1986) and Brinton, et al. (1989) for those making a case for CBI in general, and Cho & Krashen (2001), Li (1998), Sook (2002) and Lee (2002) for those focusing on the specific need of Korea for content-based language instruction. For... This paper has demonstrated how multi-lingual collaboration in a socio-linguistics course creates an active atmosphere where the discussion and negotiation of content-based meaning or collaborative dialogue in communities of learners have been evaluated as being motivating to the students. It is argued here that such interaction is necessary in the teaching of socio-linguistics, firstly, as the subject-matter in the syllabus is best enhanced by student experiences and perspectives, and secondly, since it raises and sustains the general level of comprehension for potentially challenging themes. The evaluative framework has also contributed to this motivation, since it is based on active participation in this process rather than accuracy alone. This methodologically hybrid approach to teaching and learning is argued, in this case, as being a direct influence from the language-sensitivity and group-work orientation in the EFL training and experiences of the instructor. Future courses mu st, however, take into consideration the academic culture shock of the demands on students of the interactive lecture which requires students to adopt a student-centered, collaborative learning mode.

Using an Experimental Technique Essay Example for Free

Using an Experimental Technique Essay Another chemical commonly used is ethanol in the aseptic technique and this too was varied in the amount of time the seeds were soaked before being placed in varying times and concentrations of the sodium hypochlorite. Ultimately, in order to use the barley seeds we need have a sterilization technique that can eliminate majority of fungal contamination while not harming the germination of the chosen seeds. I propose an experimental idea to eliminate fungal contamination from barley seed germination. Materials and Methods Aseptic Technique The working area was sprayed down completely with 95% Ethanol before the seeds were used. The forceps used to transfer the seeds from liquid to media were sterilized using the ethanol. Seed Sterilization Procedure Using aseptic techniques 20 barley seeds obtained from the paper bag kept in the fridge were transferred into sterile distilled water and let to sit in a drawer for 20 hours overnight before being transferred to 100% bleach with a drop of dish liquid (Inatomi and Slaughter, 1971). The seeds were soaked in the bleach for a total of 2 hours before being dipped in sterile distilled water and placed on Petri dishes with minimal media and placed in a growth chamber. The germination of the seeds was monitored for 7 days for any fungal contamination. Results After 3 days the seeds were germinating (13 out of 20) and there was no visible evidence of fungal growth. 5 Days: there were no contaminants. 7 Days: no contaminants. || 3 Days seed growth. No contaminants. |3 Days seed growth. No contaminants. | || 5 Days seed growth. No contaminants. |5 Days seed growth. No contaminants. | Discussion Fungal contaminations can be a problem when trying to germinate seeds and a successful experiment is needed to sterilize the barley seeds for further experimentation. I proposed a sterilization experiment for barley seeds and had success with 65% germination and 0% fungal growth. This sterilization technique could provide a good beginning point to begin other experimentation on germination success of barley seeds, without the hassle of fungal contamination to destroy possible results. The overnight soak in the water forced the fungal spores to begin germinating and thereby making it possible for the 2 hour bleach soak to become more effective in eliminating the fungus and other contaminants from the seed coat. The few seeds which did not germinate could have had too much bleach penetration and therefore killed these seeds, however the success was more beneficial than the failure, and so this novel sterilization technique was effective in its elimination of fungal contaminations while providing a good germination rate of the barley seeds. Literature Cited K. Inatomi and J. C. Slaughter. 1971. The Role of Glutamate Decarboxylase and Aminobutyric Acid in Germinating Barley. J. Exp. Bot. 22:561-571.

Religion is Unnecessary Essay -- essays research papers

Religion is Unnecessary Overall Introduction: What is Religion? According to Atheism.com Religion is the set of beliefs, feelings, dogmas and practices that define the relations between human being and sacred or divinity. Religion supposedly gives a person an identity and relationship. Religion deals with answers to identity-forming questions such as Selfhood - "Who am I?" "Where did I come from?" Meaning - "Why am I?" "Where will I go when I die?" Purpose - "What do I do?" "What is the purpose of life? No particular religion is ever really ONLY one type of dimension, but is rather a complex whole. The Ritual dimension is what believers DO! Rituals provide believers with a symbolic mode of communication designed to propel them out of ordinary experience and into extraordinary realities; Rituals are often based on the myths contained in a given worldview. Believers feel called upon to do what their great leaders did. Thus, Christians celebrate the ritual of the Last Supper (the Eucharist) just as Jesus did almost 2,000 years ago. And in participating in this unique, myth-based ritual, a full-on Christian is brought back into authentic Christian experience, which will be the basis of our discussion today, if such Dimension and others is necessary. My Introduction: Religion is the biggest killer of all time, with many countries being destroyed. The reason is simple. A religion that allows its faithful to "stray...

Van Hoc Anh

The Nightingale and the Rose | | The Nightingale and the Rose – Oscar Wilde Note: please take time to read the actual story before reading this analysis. There can be multiple interpretations for any one text and everyone's opinions differ. This analysis is meant as a guide only. Links to text: on ZYLite online-literature. com A readable but tragic story at first glance, this particular story has deeper themes which mock people in society for being pretentious. A large part of the story is set in the garden with its animals and plants, and that sets the background for the ending. It is useful to take note of first impressions when reading a text. In this case the notable first impression is the concept of sacrificing a life for love. The nightingale went through suffering and sacrificed her life for the sake of love – the concept of true love. This is an allegory to the biblical concept of sacrificial love. The allegory is the first hint, further reading of the story reveals that the language used, parallels that used in the bible. The language is simple and friendly-reading for children, but yet note the nightingale's description of the lover and love, that she describes his hair and his lips as similar to beautiful plants like roses, and even says â€Å"his lips are sweet as honey†. For those who know, this is familiar language because it is derived from Song of Solomon in the bible. The statement which represents the theme of the story â€Å"†¦ for Love is wiser than Philosophy, though she is wise, and mightier than Power, though he is mighty. This is another statement that alludes to the language of the bible, this time from the book of Proverbs – that philosophy is referred to as â€Å"she†, and power is referred to as â€Å"he† (see below for more detailed references). What does Oscar Wilde want to convey from these hints in form of the story? Take a closer look at the statement – the nightingale claims love to be favoured over philosophy and power, but at the end Wilde uses symbolism to contradict this very statement. The rose represents love, but it was tragically thrown on the road to be rolled over by cart wheels. Sadly it is people in society who value philosophy and power more than they value love. (the student went back to valuing philosophy over love after his attempt failed, and the professor's daughter valued power in the shape of the Chamberlain's nephew) The ending of the story becomes a mockery of how society behaved at that time – that society claims to follow biblical doctrine, but only so on the surface. People in society were hypocritical enough to claim to follow Christian doctrine, but miss the meaning of true love. When practical considerations come in, a lot of people are self-interested and merely use speech to give the appearance that they possess good virtues. One last interesting note.. it is ironic that the student thinks that art has â€Å"no sincerity† and is â€Å"selfish† – but sadly that was how art was perceived in Victorian times. The field of knowledge was seen as a more worthwhile personal pursuit and it was in society's self-interest to study that to gain renown.