Monthly Archives: June 2013

Your Questions About Carnitine

June 25, 2013
By

Lisa asks…

Supplement combination to lose fat while maintaining muscle mass?

Hi, I want to lose fat while maintaining muscle mass. Would 100% Whey Protein (ON) and L-Carnitine be a good and realistic combination to reach this goal? I’m a little short on money so that’s why I can only afford one type of muscle building & maintaining supplement and one type of fat loss supplement. And if that’s not a good combination, what would you say is?

admin answers:

First of all it is great that you are using a protein powder as the weight that you lose will be fat and muscle unless you are careful.

Try the following things to lose fat.

Eat very often, 6 or 7 times a day
Make sure that every meal has protein
Cut the carbs in your diet.
Since you are eating lots of protein make sure you are drinking enough water to metabolize it.

The most important thing to do to lose weight is to restrict calories while you are getting lots of exercise to keep your metabolism up. This is the reason that you need to take in the extra protein.

John asks…

My 6-year old drank a Red Bull and is now scaling the livingroom walls with suction cups?

How can I bring her down off the L-Carnitine and Guarana high?

admin answers:

Dont you have some chicken wire and a treatmill?

I saw that Ceasar Millan did that with overactive dogs, it might work for your darling angel.

Mandy asks…

What effects do the ingredients in energy drinks have on women?

There are some interesting things in there…
L-Carnitine
Inositol
Taurine
Guarana
Ginseng
Caffiene
Yerba Mate
B vitamins
Goji
Acai
And probably a lot more…

admin answers:

I love energy drinks. They really work. None of those ingredients are going to be harmful.

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Your Questions About An Impaired Use Of Language Is Known As

June 24, 2013
By

Mandy asks…

I want to know that after graduation wht r the ways to get ahead,means brief details after college.Plz reply.?

I dont know wht to do.Branch Electronics and telicommunication.I m going to Ist year.

admin answers:

Special Education is for students with DISABILITIES. You have miscatergorized your question. Y!A suggests a category but you need to verify it is the correct category and change it if need be. This will ensure you will get more useful responses.

Http://en.wikipedia.org/wiki/Special_education

The provision of education to people with disabilities or learning differences differs across countries and (in the US, Canada, Germany, and other federally organized countries) across states

http://www.indiaedu.com/education-india/special-education-in-india.html

Special education in India was present since the pre independence time, with very few schools or NGOs helping intellectually impaired children. Today India has come a long way and made a good progress in the field of disability rehabilitation. Presently India has four national institutes for effective implementation of this special education through various government schemes.

Miscatergorizations is a violation of the Y!A Community Guidelines:

http://answers.yahoo.com/info/community_…

Categorize correctly.Categorize your question correctly. Placing your question in the right category ensures that it is seen by people who can give you better information and more accurate answers. Yahoo! Answers is available in many countries and languages, so find the right one for your location or language

try the HIGHER ED category

http://answers.yahoo.com/dir/;_ylt=Ar1NZd981liDmiITV9oOlPW.xQt.;_ylv=3?link=list&sid=396545359

This is a legitimate attempt to answer a question by redirecting the asker on how to get the information needed. It is not a violation of the TOS or community guidelines.

Carol asks…

How can someone graduate from college and not be able to write or spell?

This isn’t rhetorical. I am really trying to understand. I’ve met homeless people who barely finished their associates, or who’ve never even been to college whose grammar and use of language is impeccable, and yet at the same time I’ve run into people who are supposedly “successful,” — and they are — yet often make embarrassing and glaring errors that are not just typos, apparently. How did they graduate? How did they get through college English courses? People like to compare degrees and careers, but this just belies their ability to gauge anything in the way of academic achievement. I’m really not trying to take a shot here. I am curious. College requires a lot of dedication to get through, especially on a graduate level; so how do these people successfully complete it (and some of them with steady As), and still spell and write like they are in elementary school?

Disclaimer: I am not saying they are not capable of writing better; If they’ve managed to complete college they must be, but it is obviously not a priority for them, and they make it a habit of not doing so.

Thoughts?

admin answers:

I don’t really know what you mean. Unless these college graduates /can/ write well, they are just lazy not to do it in their free time. It depends on what course they took part in or what university they went to. I know a dyslexic girl who is studying biomedical sciences, but she gets special consideration. I doubt that a law graduate cannot spell.

Most people that I’ve known who can’t spell are high school or middle school drop outs. Sometimes they are either dyslexic or intellectually impaired.

Betty asks…

Can someone tell me about the process of having a child evaluated for autism?

We need help knowing if we should have our son evaluated for autism. If he does indeed have autism, he is lightly (I don’t know if that’s the proper term) in the spectrum. We want him to receive help – if that’s the right thing to do. Suggestions regarding information and programs would be appreciated too.

admin answers:

Hello:

I have a son on the Autistic Spectrum also. He is 12 now. Here is some information on Autism, it’s symptoms and the testings that are done to determine the correct diagnosis.

If there is anything that I can do, please contact me, my contact info is in my profile. Please feel free to use it at any time. Also, I have a ton of information on Autism and the spectrum and will be bore than happy to share that information with you.

What are the symptoms of autism?

Impairment in social interaction,
communication, and behavior.

First, patients with autism fail to develop normal personal interactions in virtually every setting. This means that affected persons fail to form the normal social contacts that are such an important part of human development. This impairment may be so severe that it even affects the bonding between a mother and an infant. It is important to note that, contrary to popular belief, many, if not most, autistic persons are capable of showing affection and do demonstrate affection and do bond with their mothers or other caregivers. However, the ways in which autistic individuals demonstrate affection and bonding may differ greatly from the ways in which others do so. Their limited socialization may erroneously lead parents and pediatricians away from considering the diagnosis of autism. As the child develops, interaction with others continues to be abnormal. Affected behaviors can include eye contact, facial expressions, and body postures. There is usually an inability to develop normal peer and sibling relationships and the child often seems isolated. There may be little or no joy or interest in normal age–appropriate activities. Affected children or adults do not seek out peers for play or other social interactions. In severe cases, they may not even be aware of the presence of other individuals.

Communication

Communication is usually severely impaired in autistic persons. What the individual understands (receptive language) as well as what is actually spoken by the individual (expressive language) is significantly delayed or nonexistent. Deficits in language comprehension include the inability to understand simple directions, questions, or commands. There may be an absence of dramatic or pretend play and these children may not be able to engage in simple age–appropriate childhood games such as Simon Says or Hide–and–Go–Seek. Adults may continue to engage in playing with games that are for young children.

Autistic individuals who do speak may be unable to initiate or participate in a two–way conversation (reciprocal). Frequently the way in which an autistic person speaks is perceived as unusual. Their speech may seem to lack the normal emotion and sound flat or monotonous. The sentences are often very immature: “want water” instead of “I want some water please.” Those with autism often repeat words or phrases that are spoken to them. For example, you might say “look at the airplane!” and the child or adult may respond “at airplane,” without any knowledge of what was said. This repetition is known as echolalia. Memorization and recitation of songs, stories, commercials, or even entire scripts is not uncommon. While many feel this is a sign of intelligence, the autistic person usually does not appear to understand any of the content in his or her speech. For more, please read the Autism and Communication article.

Autistic persons often exhibit a variety of repetitive, abnormal behaviors. There may also be a hypersensitivity to sensory input through vision, hearing, or touch (tactile). As a result, there may be an extreme intolerance to loud noises or crowds, visual stimulation, or things that are felt. Birthday parties and other celebrations can be disastrous for some of these individuals. Tags on clothing may be perceived as painful. Sticky fingers, playing with modeling clay, eating birthday cake or other foods, or walking barefoot across the grass can be unbearable. On the other hand, there may be an underdeveloped (hyposensitivity) response to the same type of stimulation. This individual may use abnormal means to experience visual, auditory, or tactile (touch) input. This person may head bang, scratch until blood is drawn, scream instead of speaking in a normal tone, or bring everything into close visual range. He or she might also touch an object, image or other people thoroughly just to experience the sensory input.

Autistic children and adults are often tied to routine and many everyday tasks may be ritualistic. Something as simple as a bath may only be accomplished after the precise amount of water is in the tub, the temperature is exact, the same soap is in its assigned spot and even the same towel is in the same place. Any break in the routine can provoke a severe reaction in the individual and place a tremendous strain on the adult trying to work with them.

There may also be non–purposeful repetition of actions or behaviors. Persistent rocking, teeth grinding, hair or finger twirling, hand flapping and walking on tiptoe are not uncommon. Frequently, there is a preoccupation with a very limited interest or a specific plaything. A child or adult may continually play with only one type of toy. The child may line up all the dolls or cars and the adult line up their clothes or toiletries, for example, and repeatedly and systematically perform the same action on each one. Any attempt to disrupt the person may result in extreme reactions on the part of the autistic individual, including tantrums or direct physical attack. Objects that spin, open and close, or perform some other action can hold an extreme fascination. If left alone, an autistic person may sit for hours turning off and on a light switch, twirling a spinning toy, or stacking nesting objects. Some individuals can also have an inappropriate bonding to specific objects and become hysterical without that piece of string, paper clip, or wad of paper.

How is autism diagnosed?

The essential features of autism are the significantly impaired or abnormal development of communication and social interaction and the abnormally restricted repertoire of behaviors, activities, and interests. This disturbance in normal development must manifest itself prior to age three. While many parents report normal development in the first year of the child, there is actually limited opportunity to observe this, as the child is usually not brought to the attention of a practitioner until several years later in many cases. If there is a period of normal development, it cannot extend past age three.

Any person with a delay or regression (loss) of language or an abnormality of social interaction beginning prior to the age of three may be suspected of being autistic. The medical evaluation begins with a thorough medical history and physical examination. This examination should be performed by a practitioner not only familiar with autism, but with other disorders that may appear similar to or mimic the symptoms of autism. The practitioner should have particular expertise in the neurological examination of impaired individuals, as subtle findings may lead the examiner down a particular diagnostic path. For example, the presence of mild weakness or increased reflexes on one side of the body will lead the examiner to conclude that a structural abnormality in the brain is present and that an MRI examination of the brain is appropriate.

The history and physical examination will point the examiner to specific diagnostic testing to evaluate for other conditions associated with autism or developmental delay. Any child who has a language delay should have his or her hearing formally evaluated. It is not sufficient to simply determine whether or not a person being examined is able to hear. In order for normal language development to proceed, the individual must have sufficient hearing capabilities at low volumes in the high frequency range. Therefore, even if the person turns his or her head to a clap or shout, he or she may still have enough of a hearing deficit to inhibit language development.

There are two types of hearing tests; behavioral audiometry and brainstem auditory evoked responses (BAER). Behavioral audiometry is performed by a skilled clinical audiologist. The person being examined is placed in a room and his or her responses to different tones are observed. For the BAER, the individual is sedated and earphones are placed over the ears. Tones of different volumes and frequencies are played and the electrical response of the brain is monitored. If the he or she is capable, behavioral audiometry is the preferred method primarily because sedation is not required. Depending upon specific features of the examination and history, the practitioner may want to obtain blood and urine samples for specialized testing to evaluate for some of the inborn errors of metabolism and to obtain DNA for chromosomal studies and fragile X testing.

If the neurological examination is normal, there is may be no need for a brain CT (“CAT scan”) or MRI scan. However, if the neurological examination is suggestive of a structural brain lesion, then a neuroimaging study, preferably an MRI, should be performed. Newer imaging procedures such as SPECT or PET scans are used primarily as research tools and have no place in the initial evaluation of the autistic individual. In very specialized instances, such as the autistic person with difficult–to–control seizures, such tests may be useful.

The evaluation of autistic persons by speech pathologists will provide not only detailed information as to the nature of the language deficits incurred by the autistic individual, but will also be the first step in formulating a specific treatment plan with respect to language. Occupational assessment may be particularly helpful in determining the day–to–day strengths and vulnerabilities of the individual with autism (for example, sensitivity to clothing and food texture) and assist those who care for the person in promoting his or her strengths and compensating for their challenges.

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Your Questions About An Impaired Use Of Language

June 23, 2013
By

Sharon asks…

If you can’t afford speech language pathologists’ fees, how do you encourage a child with autism to talk?

My niece is nearly two and doesn’t talk or make eye contact. She smiles when music’s played so we don’t think she’s hearing impaired. A child psychologist said she might have autism. What can we do to motivate her to communicate?

admin answers:

If you are in the US contact the school ASAP. Most states do have programs to assist in home until the child is old enough to go to a Specialized preschool. Waiting is not an option. Please also check her hearing – you need to find a developmental pediatrician who has the knowledge to point you in the right direction.

Check out parent information on Autism Speaks.com

Richard asks…

What would you do if you encounter a deaf person or a hearing impaired?

Base for this question is for people who never encounter a deaf or a hearing impaired person.
Would you inorged them or try to get along? This is not base on discrimination. Just coming from your perspective.
You maybe thinking I better avoid them just because I just do not know how to deal with them or would you simply try? I say it would be a challeage and would encourage me to have the opportunity to communicate with people like them who live and work within our country. They need a job too!

admin answers:

This would be a real challenge for me since I’ve never met such a person. I would definitely try to communicate with him/her using body language or signing or maybe writing down what I would like to say.
In general dealling with such a person in my opinion shows us how “disabled” we “normal” people are in dealing with others!
: )

Charles asks…

Any suggestions on teaching babies sign language?

I have a 2 1/2 year old with a speech delay,her therapist wants me to teach her sign language. I also have a 12 month old, and I figure if I’m going to teach one, I should teach both. Any suggestions, books, video’s you could recommend. Thanks!!!
Thanks lucky, I knew sign language years ago, so I am trying to refresh my memory right now.

admin answers:

Baby Signing Time is an awesome set of dvd’s. My 22 mo old started signing at 7 months, and my 10 mo old just did her 3rd sign yesterday. They are for children 3 to 36 months check out the website www.babysigningtime.com I can’t rave enough about this system. It teaches babies ASL simple signs and was created by Rachel who stars in the dvd’s for her daughter Lea who is deaf. None of my children are hearing impaired but I have found this is a great way to communicate with them. Good luck try them out honestly you won’t be disappointed.

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Your Questions About An Impaired Immune System

June 22, 2013
By

Sandy asks…

What is the recent findings about autism and vaccinations?

I am confused at what to do. I hear such mixed evidence out there re: whether or not I should vaccinate my son. He is 11 months old and is due for his MMR next month. I do believe in vaccinations but I also read so much about a possible link between vaccinations and autism. Not to mention my nephew was fine until his one year vaccination and now is autistic. I might choose to wait until his immune system is stronger. Just wondering what I should do….

admin answers:

Http://specialchildren.about.com/od/autismandvaccines/i/vaccines_2.htm
The most recent research is that vaccines do NOT cause autism- but there are still webgroups, others that dispute this.

What do I think? I have a child with autism. I don’t believe it came from vaccines. 1. Because he was showing signs of autism before he received his shots- he was getting what should have been his 8 week shots at 12 months of age. 2. He received all shots late.

I would get the shots. End subject. We have an 18 month old who has gotten all shots on time and we will continue to do so.

Http://news.yahoo.com/s/afp/20080205/hl_afp/healthautismvaccine_080205142111

PARIS (AFP) – A new study published on Tuesday dealt a fresh blow to accusations that a triple vaccine against measles, mumps and rubella (MMR) is linked to autism.

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The investigation by British doctors comes nearly 10 years to the day since a paper, appearing in The Lancet, unleashed a health scare that prompted many parents to refuse the MMR jab for their children.

That paper has since been debunked by several other studies and was finally retracted by 10 of its 13 authors in 2004.

The new study is based on antibody tests on blood samples taken from 240 children aged between 10 and 12 in southern England.

It looked at 98 children with autism, and two comparison groups — 52 children with special educational needs but no autism, and 90 children who were developing normally.

All of the children had been given the MMR vaccination, but not all had been given the two scheduled doses.

The researchers looked at three paths that have been suggested as the various links between MMR vaccine and autism — evidence of persistent measles infection; an abnormal immune response; and an inflammatory bowel disorder called enterocolitis.

They found no association at all.
Other investigations into the MMR scare have similarly found no evidence to support a link.

Two of them have been large-scale population studies — one among 31,000 children in Japan, and 28,000 children in Canada — while one probe was conducted into a mercury-based chemical, thimerosal, used as a preservative in MMR vaccines but dropped in 1999.

Autism is a neuropsychiatric disorder that impairs a child’s ability to communicate and interact with others.

The disorder appears to have been rising massively in developed countries for the past two decades, but experts are divided as to why this should be so.

Some say there may be an environmental cause. Others say that cases of autism are more likely to be detected and reported because the taboo surrounding this condition is receding, and in addition, the term may be used for more minor developmental problems.

The MMR scare was overwhelmingly centered on Britain, but also affected other countries to a lesser degree.

In some parts of Britain, the proportion of children getting the vaccination slumped to 60 percent, triggering outbreaks of measles that placed infants’ lives at risk.

The original study was published in The Lancet on February 28 1998. In 2004, the British health journal distanced itself from the research and issued an apology about the scare.

The new paper appears in Archives of Disease in Childhood, published by the British Medical Association (BMA).

Good luck to you!

Betty asks…

What exactly does weed do to the immune system.?

I have been researching on what weed does to the human body. I have come across that It affects the brain cells and lungs. Is there any other cons of smoking weed?

admin answers:

-Short-term Effects: Distorted perception (sights, sounds, time, touch), problems with memory and learning, lack of proper coordination, trouble with problem-solving, increased heart rate and reduced blood pressure
-Effects on the Heart:The heart beat increases rapidly and the blood pressure drops within minutes of smoking marijuana. A person’s heart beat can increase by 20 to 50 beats per minute. A marijuana smoker is three times more at a risk of heart attack.
-Effects during Pregnancy
Studies have found that mothers who have used marijuana during pregnancy have given birth to children who are likely to exhibit problems with neurological developments. Prenatal marijuana exposure can cause altered responses to visual stimuli, increased tremulousness, problems with sustained attention and memory and poor problem-solving skills.
-Other Health Effects: the THC (tetrahydrocannabinol) found in marijuana impairs the body’s immune system from fighting diseases that result in a wide variety of health problems. It increases the risk of developing bacterial infections and tumors as well.

Lisa asks…

How to get a strong immune system?

Ok my body used to be a fortress I hadn’t had a cold or caught anything for that matter for 5 years. That was back when I was a bodybuilder though. Now i’ve stopped the whole fitness thing and i’ve caught 3 colds this winter! I didn’t know the cold mutated that fast but apparently it does! I need to know food and lifestyle changes that might improve it, I’ve heard about manuka honey but is yakult good for it?

admin answers:

Meditation strengthens the immune system and exercise provides a temporary boosts. If you exercise more and meditate regularly your immune system would be stronger. Stress impairs the immune system so reducing stress will help a lot. Also, make sure you are getting enough sleep.

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Your Questions About An Impaired Use Of Language

June 21, 2013
By

Joseph asks…

What is your sign language or deaf studies experience?

Survey questions for all of you who have received certification or degrees in the deaf studies and/or american sign language field:

-Where did you get your certification/degree?
-What type of job, if any, are you using it for now?
-How many hours do you work each week?
-What is your average rate of pay (hourly or salaried)?

Thanks!

admin answers:

I always wanted to take a course in sign language, but my university does not offer it. You’d think every institution would have at least one course in sign language, especially for a school that has education as its second largest department. I, myself, just graduated with a bachelor’s degree in social work. I think that in any human service field, at least basic sign language is a necessary skill. One of the local community colleges offers two years in sign language. However, the administration at my university would not allow students to transfer the credits to meet our language requirement. Their rationale was that sign language wasn’t a language. Again, this is a universirty that prides itself on its education program in a state where in a couple of years all education majors will be required to meet both education and special education requirements. Yet, they don’t offer sign language or accept it, ironic huh?

One of my best friends at college took two years of sign language in high school. His class even got to go one a field trip to Rochester, NY (about two and a half hours away) , which has the greatest population of hearing impaired people per capita in the country. The class spent the day at Rochester Institute of Technology’s School for The Deaf and Hearing Impaired. He originally planned to go on and become a sign language teacher; he really didn’t have a particular reason other than he enjoyed learning sign language and wants to work in a field that will help people. Unfortunately, the school he wasn’t interested in going to for that got rid of their program for sign language just as he graduated high school. However, I think his skills will serve him well since he is studying Pre-Med and plans to become a pediatrician.

Donna asks…

What is the politically right way to call a deaf person?

Is the phrase hearing-impaired appropriate when sign language interpreting is available in email announcements?

admin answers:

I am an interpreter. Hearing impaired is not appropriate when related to interpreting. Generally, the majority of users of interpretation are culturally Deaf peoplebwho do not lke being called hearing impaired. If the languages are American Sign Language and English, the best phrasing would be “ASL/English interpretation provided”

Steven asks…

Wanted: Tips for the teacher trying to teach English to deaf foreign language students?

The particular students involved are Spanish and are teenagers.

General advice on teaching any foreign language to learners with hearing problems would also be of interest…
They are Spanish teenagers, together in a group, to learn English as a foreign language on a special program for the deaf.

admin answers:

What modality of communication do these students use? If they are oral, then depending on how fluent they are in their own language will depend on what difficulties they might have learning English. These children should have IEPs, with modifications for both their hearing loss and language barriers. While the degree and onset of their hearing loss, and previous educational experience will determine the specific modifications that need to be made, here are some general modifications you can use in the classroom to help them: Try to close doors, turn off computers, and limit the use of the HVAC system if you can while the students are in the room. Seat them in the best position to see your face, as they will probably need to speech read in order to better comprehend the subject. When introducing new vocabulary, write it on the board and check it off or circle it as you get to it, to give them another clue that you are talking about it. Make sure your transitions are very clear i.e. “We are going to talk about such and such now”, or “We are going to change topic”. Allow the students to listen to you rather than take notes, and either provide them a copy of the notes or ask a student to take notes for them. You can copy their notes, or the student can take notes on carbon paper (you can purchase carbon paper notebooks for this purpose), and let the student have a copy. It would be best if the student had a written copy of what was going to be covered in class before the class starts. Any videos you use in class should be captioned. There is a free library loan program that will send you captioned videos. It’s through Spartenburg, SC, and is called the Captioned Media Program. Everything is free. Rephrase and repeat directions and new concepts frequently, and give both oral and written directions. Visuals are important here, give as many visuals as you can for the students, write things down on the board, use posters and pictures, give the students written notes. Things such as a professional notetaker or aid should be put in the IEP. An aid will probably benefit these students greatly, as you have other students to attend to, and do not have the time to go to the student after every lecture or assignment to make sure they understand. Again, depending on how well they are fluent in their first language will determine how well they do in English. Students that have difficulty in their own language will have trouble when learning another one. Some things that are typical for hearing impaired children: improper subject/verb agreement, leaving out articles and prepositions, leaving off tense markers such as -ed, -ing, and plural markers. Good luck!

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