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inflammation leads to scarring and scarring leads to narrowing of the intestines, which becomes a surgical problem," says Prabhakar Swaroop, MD, assistant professor and director of the Inflammatory Bowel Disease Program at the University of Texas Southwestern Medical Center in Dallas. "You want to treat the person aggr... |
healing," says Bloomfeld. "We hope that in healing the mucosa we can stop the progression of the disease and prevent complications of Crohn's that result in hospitalization and surgery." While there are other treatments that suppress the immune system to treat Crohn's, they too have side effects, says Bloomfeld. Like t... |
infections, which can be severe. Cortiosteroids like prednisone, for example, can cause a wide range of adverse effects including weight gain, mood swings, bone loss, skin bruising, high blood pressure, and high blood sugar. Those side effects are why corticosteroids may be used to control a flare, but aren't the choic... |
is steroids, is something we cannot use long term," says Swaroop. When prescribing any drug, doctors look at the potential risks against the benefits they hope or expect to achieve. Although doctors don't all share the same philosophy on when to start biologics for Crohn's disease, they do agree that biologics should b... |
damage and make surgery unavoidable. Swaroop says he looks for signs that the disease is progressing, such as how long between a person's diagnosis of Crohn's and when they have fistulas. "These are the patients who generally do better on biologics, who have the quality of life improvement, who are able to avoid surger... |
biologics, doctors check for potential problems. "In the beginning, of course, we go ahead and make sure the person does not have an active liver infection or TB," says Marie Borum, MD, professor of medicine and director of the Division of Gastroenterology and Liver Diseases at George Washington University in Washingto... |
order to find them before they become serious. Monitoring includes include lab tests and possibly regular skin checks for signs of skin cancer. All effective therapies for Crohn's disease come with some risk, says Bloomfeld. "It is not an option not to treat Crohn's, so we certainly need to weigh these risks against th... |
challenging for the individual to consider all of these risk and benefits. They need to work with their gastroenterologist to decide what might be most beneficial for them and what risk they are willing to accept to effectively treat Crohn's disease," Bloomfeld says. "You have to be willing to accept some risk to adequ... |
Borum, MD, professor of medicine; director, Division of Gastroenterology and Liver Diseases, George Washington University, Washington, D.C.Richard Bloomfeld, MD, associate professor of medicine; director, Inflammatory Bowel Disease Program, Wake Forest University School of Medicine, Winston Salem, N.C.Prabhakar Swaroop... |
Posted: Oct 9, 2012 3:00 PM by Robert Preidt TUESDAY, Oct. 9 (HealthDay News) -- A gene test that can identify people at risk for mouth cancer has been developed by British researchers. The test detects precancerous cells in patients with benign-looking mouth lesions and could lead to earlier treatment for at-risk pati... |
to the team at Queen Mary, University of London. They used the quantitative Malignancy Index Diagnostic System test -- which measures the level of 16 genes -- on more than 350 head and neck tissue specimens from nearly 300 patients and found that it had a cancer detection rate between 91 percent and 94 percent. The stu... |
4 in the International Journal of Cancer. Mouth cancer affects more than half a million people worldwide each year, and that number is expected to rise above 1 million by 2030, according to World Health Organization figures. Most cases of mouth cancer are caused by either smoking or chewing tobacco, or drinking alcohol... |
percent to 30 percent may turn into cancers. Until now, no test has been able to accurately detect which lesions will become cancerous. Many mouth cancers are diagnosed at later stages, when the chances of survival are greatly reduced. "A sensitive test capable of quantifying a patient's cancer risk is needed to avoid ... |
lead investigator and test inventor Dr. Muy-Teck Teh said in a university news release. "Detecting cancer early, coupled with appropriate treatment, can significantly improve patient outcomes, reduce mortality and alleviate long-term public health care costs." Although this study shows that the test is effective for ea... |
U.S. National Cancer Institute has more about mouth and other types of oral cancer. SOURCE: Queen Mary, University of London, news release, Oct. 4, 2012 Copyright (c) 2012 HealthDay. All rights reserved. |
Blood sugar is your body's primary source of fuel and plays a vital role in physical and mental well-being. But when it rises above normal, your health, your energy levels, |
and your weight-loss efforts are jeopardized. Even before blood sugar levels reach the point of a type 2 diabetes diagnosis, the health problems can be serious. More and more research |
links even slightly high blood sugar to food cravings, mood swings, and excess weight, as well as pregnancy and fertility problems, heart attacks, stroke, and even some forms of cancer, |
early evidence suggests. Good nutrition in general can help keep type 2 diabetes and high blood sugar at bay. But some specific foods and spices have been found to lower |
or help control blood sugar. Give these a taste. Avocado. This fruit is rich in a particular kind of monounsaturated fat called oleic acid, which has been found to improve |
fat levels in the body and help control diabetes. Help yourself to another serving of avocado! Beans. Many studies have shown that eating foods high in soluble fiber, particularly beans, |
reduces the rise in blood sugar after meals and delays the drop in blood sugar later on. Cinnamon. Some alternative practitioners think that cinnamon may be helpful in making insulin |
receptors work better. Stir 1 teaspoon daily into a food or beverage. Other spices found to help the body use insulin more efficiently include bay leaf, clove, and turmeric. Coffee. |
Regular drinkers may be less likely to develop diabetes, reveals a study from the University of Minnesota. Diabetes experts suspect that compounds and minerals in coffee beans may improve the |
sensitivity of insulin receptors and help the body process blood sugar more efficiently. Orange. Studies indicate the soluble fiber and pectin in oranges can help control changes in blood sugar |
as well as help lower cholesterol. Sweet potato. Despite its name -- and a flavor so luscious it makes a good dessert -- the sweet potato doesn't raise your blood |
sugar as high, or as fast, as a white potato. Tea. Studies have shown that extracts of black tea may significantly reduce blood sugar levels. And enjoying a cup of |
chamomile tea may be more than a restful nighttime ritual -- the herb may help reduce blood sugar fluctuations. For more healthy living news and features, visit PureMatters.com -- and |
Affton, Mo (KSDK) -- School leaders are teaching character education to prevent bullying. Teachers and counselors at Mesnier Primary School in Affton are getting the message across early that words |
hurt and the kids are paying attention. Counselors are also teaching kids anger management, using puppets. "It's a turtle trick. When someone's bullying you, you go over to the peace |
path and there's this little turtle and he bends in his shell like this, and then you do it, and you count to 10, and most of the time, it |
gets your anger from being bullied," sauid Camden Schlueter, a student. In Ladue, administrators have given teachers and students a took to report bullyig. "Students and staff can use forms |
to fill out to go directly to counselors and administrators," said Maggie Travers, a Ladue School District psychologist. "We have some policies in places that address these issues when they |
come up." In South Roxana, Illinios, the approach is pro-active. "The thing we try to do most is to promote positive behavior," said Principal Nate Porter. Even with these tools, |
there are conflicts, something Mesnier school teaches young kids to resolve. "We bring them itno the office where we have a peace place to talk to the kids," explained Guidance |
Counselor Janet Winchester. "If they're comfortable with it, then we have the kids work it out and we have a littel conflict mediation." "It's called rock, paper, scissors," said Abbey |
Dallman, a student. "And like if you're fighting over a swing, you can do rock, paper, scissors, to see who gets the swing. What teachers and administrators have learned is |
that early intervention tools work. They said teaching good behaviour in class was constructive than reactionary discipline. They believe the number one way to identify conflicts is by students speaking |
Professors: Batsell, Boatwright, Érdi, Gregg (Chair), Hostetter, Tan Psychology, broadly defined, is the study of animal and human behavior as well as human experience. The discipline involves the use of scientific methods in the discovery of facts and confirmation of |
theory as well as applications to problems. The major, therefore, includes a focus on the understanding and use of research skills and techniques. Psychology is a diverse field with important connections to biology, education, philosophy, and sociology. Increasingly, psychologists may |
be found in business, industry, education, government, and medicine, as well as in the more traditional areas of research and mental health. Given its diversity and connections to other disciplines, psychology is a reasonable choice of major for students who |
seek a broad liberal arts undergraduate education. Psychology is also a practical major for those who seek careers immediately after graduation in fields where interacting with other people is primary—management, criminal justice, or human services, for example. Students interested in |
careers in such applied fields, however, may find the human development and social relations (HDSR) major a better choice. Psychology majors may choose to pursue advanced degrees in three general directions: one, as scientists, leading to careers in higher education |
or research settings; two, as practitioners, leading to roles as clinicians, school psychologists, industrial psychologists, and health psychologists; and three, as professionals in other fields such as law, medicine, and business administration. |
History professor examines state and territorial policies that affected early American Indian citizenship Deborah Rosen, professor and head of history, has taken an in-depth look at early American Indian policy-making in her most recent book, American Indians and State Law: Sovereignty, Race and Citizenship, 1790 – 188... |
December 2007). The publication examines the role that state and territorial governments played in extending jurisdiction over Indians as well as defining borders and the meaning of citizenship. “Belying the common assumption that Indian policy and regulation in the United States were exclusively within the federal gov... |
reveals how states and territories extended their legislative and judicial authority over American Indians between the early national period and the Reconstruction era,” explains Rosen. “In this book, I detail how state and territorial governments regulated American Indians and brought them into local criminal courts, ... |
research, including judicial opinions, trial records, statutes, legislative hearings, constitutional convention debates, newspapers, speeches, letters, and official reports. The finished book is a “discussion of nationwide patterns complemented by case studies focusing on New York, Georgia, New Mexico, Michigan, Minnes... |
of early American Indian policy,” according to Rosen. In addition to its cornerstone use of primary sources and divergent conclusion, Rosen’s book is the first to present a broad study of state and territorial Indian policies, laws, and judicial decisions in early United States history. - Exceptional Faculty - EXCEL/Un... |
The Movimento dos Trabalhadores Rurais Sem Terra, or Movement of the Landless Rural Workers (the MST), was formally created at the Primeiro Encontro de Trabalhadores Sem Terra [First Meeting of |
Landless Workers], which took place from January 21-24, 1984, in Cascavel, in the State of Paraná, in the south of Brazil. Today, the MST is organized in 22 states and |
pursues the same objectives defined at this 1984 Meeting and ratified at the First National Conference at Curitiba, Paraná, in 1985: to fight for land, for agrarian reform, and for |
the building of a just society, without exploiters and exploited. Since its creation, the MST has included in its political agenda the fight for schools and the discussion on what |
kind of school should be a part of the life of the Sem Terra family. This article discusses the pedagogical lessons that we can learn from the historical experience of |
the MST. Before introducing some of these, however, it is important to situate the context that allows us to think of a social movement of farm workers as a place |
that may have lessons to offer on the processes of human The MST came into its seventeenth year of existence reflecting deeply on two of the great tasks that were |
defined throughout its history: first, to help put an end to the "mortal sin" of the latifundium, decentralizing the lands of this immense country, Brazil, and making them socially productive; |
and second, to help humanize people, to develop human beings with dignity, identity, and a project for the future. This second task, perhaps the one that the MST has accomplished |
best since its undertaking, is what causes us to think more directly of the educational dimension of the Movement. The educational work of the MST has three main dimensions: first, |
the recovery of the dignity of thousands of families who once again have roots and purpose. The poor in everything have become citizens: people with rights, people who work, study, |
produce, are a part of their communities, and who, in their daily challenges, set a new agenda of discussion for this country. The second dimension is the building of a |
collective identity, one which goes beyond each person, family, and settlement. The identity of the Sem Terra [Landless], and the capital letters without a hyphen, like a proper name that |
identifies those who are no longer individuals who lack something have no land (land-less) but are individuals with a choice that of fighting for more social justice and dignity for |
all. This places each member of Sem Terra, through his/her participation in the MST, in a movement that is related to the re-encounter of humanity with itself. The third dimension |
is building the educational project of different generations of the Sem Terra family, one that combines schooling with broader concerns of human development and the training of militants. Viewing the |
history of the MST in this perspective, we encounter some pedagogical lessons, or how the proponents of a social struggle and a collectivity in movement deal with, and are concerned |
with, education. These lessons can help us reflect on each of our own educational practices, including those that we undertake in the schools. Reflecting on these lessons, we may begin |
to understand something even more profound: the MST has a pedagogy, that is, it has a praxis (combined theory and practice) of how people are educated, of how human beings |
develop. The Pedagogy of the Sem Terra Movement is the way through which the Movement has historically developed the social individual of the name Sem Terra, and has daily educated |
the people who are part of it. And the main educational principle of this pedagogy is the movement itself, a movement that unites diverse pedagogies, and in a special way |
unites the pedagogy of social struggle with the pedagogy of the land and the pedagogy of history, each one helping to make an imprint on our identity, mística, project. Sem |
Terra is the name of one who fights for the people who have roots in the land the land that is won, tilled, cared for and in the movement This |
is the main discussion we have today in the MST with our educators: how to make of the Pedagogy of the Movement a reference for our practice and our thought. |
To be an educator in the MST is to succeed in understanding the educational dimension of the Movementís actions, making them a mirror for its educational practices. It is a |
reference viewpoint to aid in discerning the limits and challenges of these practices. A mirror also educates our viewpoint to see beyond the MST, beyond the Sem Terra. The Pedagogy |
of the Movement takes shape in a dialogue with other educators, other students, and other pedagogical movements. It was precisely in the interaction with people and works concerned with human |
development that we managed to think about the MST as a pedagogical subject. From this new synthesis, we continue our dialogue with theories and practices of human development, along with |
specific thinking on the educational environment of our schools. From this dialogue with the Movementís practices and the thinking on human development throughout the history of humanity, an initial result |
regards the very concept of education. When we discuss practices of humanizing the field-workers as a product of education, we are in fact recovering an essential link to the work |
in education: to educate is to humanize, to cultivate learning to be a The MST works all the time at the limit between humanization and dehumanization; its struggle is that |
of life or death for thousands of people, who make their participation in the Movement a tool for re-learning to be human. This is the day-to-day task of the education |
of the Sem Terra in each march, each camp, each settlement And it is this same day-to-day practice that shows that the task is necessary and possible; that the adultsí |
and the agedís nearly lost humanity can be recovered through learning, and that it is even more necessary and possible to help in this learning from childhood. From this conception |
of education, there are pedagogical lessons we have managed to derive in this reflective counterpoint among the daily life of the MST, the diverse theories and practices on human development, |
and the concerns with how to educate the Sem Terra. These are lessons that also help us think and rethink the curriculum and the educational environment of our schools. 1. |
People are the greatest value produced and cultivated by the MST The Movement is the way that people collectively produce the Sem Terra identity and carry out the struggle for |
agrarian reform that is the root and strength of this identity. At times of the most acute social conflict, such as those we live through today, this is even more |
visible: it is on the people, on each one of them, that resistance depends, as well as the determination of the proposals, the conduct that persists as an image for |
society, the continuity in the face of the fiercest conflicts, the identity. The MST has succeeded in arriving at its seventeenth year because it has learned to value every person |
who is a part of its organization, and because it has defined human development as one of its main priorities. As educators, we need to be clear about what is |
in question every time we meet with those we are educating: we are facing human beings, who deserve our respect and dedication as human beings, and as members of an |
organization that fights for dignity. Our work in a school where the Sem Terra study, for example, needs to be thought of in the perspective of a great educational effort, |
which makes us responsible, interested, and committed. We need to reflect always on some basic questions: what human being are we helping to develop through our practice? Is there coherence |
with the humanity that the MST struggle has been producing and planning for throughout its history? And those we educate: what human being do they see when they look at |
themselves and their settlement companions? Have our educational practices helped them to value themselves as persons and take on the collective identity they help 2. People are educated by learning |
to be One of the things that often calls attention to the MSTís actions is the self-respect of the people who take part in it. This self-respect, or feeling of |
dignity, is produced to the extent that these people learn to be Sem Terra and to be proud of that name. And on taking on this social, collective identity we |
are Sem Terra, we are of the MST these people gradually discover dimensions of their personal and collective identity, as well: Iím a woman, Iím black, Iím a rural worker, |
Iím young, Iím an educator They are new individuals who are formed and begin to demand their place in the world, in history; they know they can and ought to |
fight for the right to be human wherever they are, with or against whomever they are. This returns us to the notion that this is an essential human task of |
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