Colon Cancer vs. Lung Cancer Essay Example for Free

Colon Cancer vs. Lung Cancer Essay I. Introduction Although Colon and Lung Cancer affect different organs of the body and have different symptoms, they are treated similarly using, surgery, radiation, chemo, and targeted therapy . II. The treatment options for colon and lung cancer are similar and are determined by which stage the cancer is in. a. Surgery is often the main treatment for the earlier stages, such as, Stage 1. b. Chemotherapy and Radiation therapy are used for Stages 2, 3 most often with surgery, and sometimes Stage 4 III. There are two different types of surgeries performed for the treatments based on the stages. a. A polypectomy, removal of polyps, or a lobectomy, removal of a lobe of the lung. b. A colectomy, removal of the colon, or a pneumonectomy, removal of the lung. IV. In most cases, these cancers are unlikely to be cured in Stage 4. c. Patients receive chemo and/or targeted therapies to control the cancer. d. Surgery is usually done to prevent or relieve symptoms of the disease. IV. Conclusion THE TREATMENT OPTIONS FOR COLON AND LUNG CANCER The earlier cancer of the lung and colon is caught, and treated, the greater the survival  rate. The five year survival rate with stage 4 lung cancer is less than 10%. Colon  cancer stage 4 patients have a 12% survival rate. Whereas, patients diagnosed and  treated while the disease is in its first stage, the survival rate for lung cancer is 60-80%,  and colon is at 90%. Although colon and lung cancer affect different organs of the body  and have different symptoms, they are treated similarly using, surgery, radiation,  chemo and targeted therapy.  The treatment options for colon and lung cancer are similar, and are determined by  what stage the cancer is in. The disease is assigned a stage from one to four,  depending on severity. In stage one the cancer is confined to the lung. During stages  two, and three, the cancer is confined to the lung, with a possibility of existing in the  lymph nodes. When the cancer has spread outside of the lungs to other parts of the  body, the patient is diagnosed with stage four Lung Cancer. Unlike stage three Lung  Cancer where there is a possibility of the disease spreading to the lymph nodes, when a  patient has stage three colon Cancer, it has definitely spread to the lymph nodes  already. TYPES OF SURGERIES A surgical procedure is typically the main treatment for stage one. Chemotherapy and radiation therapy most often with surgery, are used for stages two, three, and sometimes four. Chemotherapy is a medical process used to help slow or stop the growth of cancer cells growing within the body. The drugs used during chemotherapy cannot differentiate between cells, so it also kills the healthy cells. Radiation therapy uses high-energy particles or waves to destroy or damage cells. It is part of the main treatment for lung cancer. Thousands of people become cancer free after getting radiation treatments. Radiation can be given alone, or with other treatments, such as surgery or chemotherapy. Since the cancer is confined to the lung or colon during stage one, surgery is the treatment given; sometimes chemotherapy is also given. The surgery is done to remove the cancer and a margin of healthy tissue. Surgical procedures to remove lung cancer include, wedge resection, segmental resection, lob ectomy, and pneumonectomy. A wedge resection is the removal of a small section of the lung that contains the tumor. The segmental resection removes a larger part of the lung. A lobectomy and pneumonectomy is the removal of an entire lobe of one lung, and the removal of an entire lung. Unless colon cancer is very advanced, most tumors are removed by an operation known as a colectomy. During a colectomy, the cancerous part of the colon and nearby lymph nodes is removed. If possible, the intestine is then reconnected. If the intestine cannot be reconnected, because of an infection or obstruction, a  colostomy will be performed. A colostomy brings the end of the colon closest to the stomach up through the skin where the stool drains into a sack called an ostomy pouch. The colostomy is usually temporary and can be reversed with a second operation; generally after about three -six months. Chemotherapy and radiation therapy, along with surgery, are the treatments involved with stage three colon and lung cancer. Chemotherapy may slow the progress of the cancer and extend survival time, by killing cancer cells. It may also help lessen the symptoms of the disease. If a person is healthy overall, chemotherapy and radiation can be given as a combination. Combining both treatments allow them to work together to reduce pain and other symptoms while slowing the progression of the disease. THE FINAL STAGES Stage four Cancer is the most advanced cancer stage. A diagnosis of stage four colon  and lung cancer means cancer has spread from the colon and the lungs to other organs and tissues. Many treatments are available that can prevent or reduce symptoms, slow  the progression of the cancer, and lengthen survival. Surgery, such as a surgical  resection may extend the survival time in colon cancer. A surgical resection is the  removal of the section of the colon affected by the tumor. It is then joined together with  the remaining healthy sections to form one long, health piece. Depending on several  factors, chemotherapy and radiation are treatments for patients with Stage Four. Those  facts include, if there is lymph node involvement, where the tumor has spread, and how  it is attached.  Although surgery is not an option for patients with stage four Lung Cancer, treatment  options are available. The treatments can help to prolong life and reduce pain. Some  of those treatments include, radiation therapy, chemotherapy, combination of both,  targeted drugs, clinical trials, and supportive care. Palliative therapy, which can reduce  the pain and provide comfort, is also essential. CONCLUSION Recognizing the risk factors of the cancers, and practicing preventive measures allow us to reduce the risk for development of the disease. However, if diagnosed, the earlier the treatment options are discussed and began, the chances to be cured are higher. REFERENCES WEBLINK: http://stmarysofmichigan.org http://www.cancer.org http://secure.mayoclinic.com http://health.bwmc.umms.org http://www.ehow.com http://www.livestrong.com

Making a Connection in Thos Pynchons The Crying of Lot 49 Essay

Making a Connection in The Crying of Lot 49      Ã‚  Ã‚  Ã‚   For as long as I could read comprehensively, I have always believed that great writing centered around well written stories that would both provide a certain measure of unaffected pleasure, as well as challenge the readers perception of the world at large; both within and outside of the sphere of its prose. Thomas Pynchons' The Crying of Lot 49 encompasses both of those requirements; by enfolding his readers, through a variety of means, within the intricate workings of his narrative. It centers around would be heroine Oedipa Maas, a practical but somewhat restless woman, who's life is turned upside down when she discovers that she has been made executor of the estate of old flame and entrepreneur Pierce Inverarity. When she is imposed upon to travel to the fictional city of San Narcisco, where Inverarity is said to have numerous real estate holdings, in order to carry out her task, Oedipa stumbles upon a muted post horn; the first of many clues leading h er deep into the impenetrable conspiracy surrounding Trystero, an underground postal system shrouded in mystery and intrigue; opening her eyes to an alternative way of life. This post modern work of literature infuses dark humor and irony instigating a metamorphosis of intellectually challenging material; subsequently luring us, his readers who have unknowingly become a part of the conspiracy, into the methodical chaos of The Crying of Lot 49.   Ã‚  Ã‚   Well known for incorporating the basic ideas of philosophy and physics into all of his writings, Pynchon states that the "measure of the world is its entropy" (The Grim Phoenix, pg.2); an assertion that extends into the worlds he has created within th... ...te of the fact that this book accomplished its task, which I am supposing was to challenge my perceptions and reawaken some innate sense of self realization within me; to borrow the words of another, after enduring the torture of Pynchon's text for seven straight days my final assessment leads me to conclude that the covers of this book are too far apart.          Sources Cited: Plater, William M.   The Grim Phoenix:   Reconstructing Thomas Pynchon.   Bloomington:   Indiana UP, 1978 Tanner, Tony.   Thomas Pynchon.   London: Metheun, 1982.    Sources Consulted:    Johnstone, John. "Toward the Schizo-Text: Paranoia as Semiotic Regime in The Crying of Lot 49." New Essays on The Crying of Lot 49. Ed., Patrick O'Donnell. Cambridge UP, 1991. 47-78.    O'Donnell, Patrick.   Ed., New Essays on The Crying of Lot 49.. Cambridge UP, 1991.

Internet Addiction Can Cause Physical Damage to the Brain, Just Like Drugs, Say Researchers

Internet addiction can cause physical damage to the brain, just like drugs, say researchers By  ROB WAUGH UPDATED:  07:42 GMT, 12 January 2012 Internet addiction disrupts nerve wiring in the brains of teenagers, a study has found – causing a level of brain damage normally seen in heavy substance abusers. Similar effects have been seen in the brains of people exposed to alcohol, cocaine and cannabis. The discovery shows that being hooked on a behaviour can be just as physically damaging as addiction to drugs, scientists believe.Brain scans showed significant damage to white matter in the brain, proving, the researchers claim, that ‘behavioural' addictions can cause physical brain damage in the same way as drug addictions. Internet addiction disorder (IAD) is a recently recognised condition characterised by out-of-control internet use. Sufferers spend unhealthy amounts of time â€Å"online† to the extent that it impairs their quality of life. Denied access to th eir computers, they may experience distress and withdrawal symptoms including tremors, obsessive thoughts, and involuntary typing movements of the fingers.Until now research on IAD has focused on psychological assessments. The new study, from China, used a Magnetic Resonance Imaging (MRI) technique to look at its effects on brain structure. Scans were carried out on 17 internet-addicted adolescents and 16 non-addicted individuals, and the results compared. In the IAD-diagnosed teenagers, the scientists found evidence of disruption to ‘white matter' nerve fibres connecting vital parts of the brain involved in emotions, decision making, and self-control.A measurement of water diffusion called ‘fractional anisotropy' (FA) was used which provides a picture of the state of nerve fibres. Low FA was an indicator of poor nerve fibre structure. The researchers, led by Dr Hao Lei from the Chinese Academy of Sciences in Wuhan, wrote in the online journal Public Library of Science O NE: ‘Our findings suggest that IAD demonstrated widespread reductions of FA in major white matter pathways and such abnormal white matter structure may be linked to some behavioural impairments. ‘In addition, white matter integrity may serve as a potential new treatment target.. ‘ Previous studies had shown abnormal white matter structure in the orbito-frontal regions of the brains of people exposed to alcohol, cocaine, cannabis, methamphetamine and ketamine, said the researchers. They added: ‘Our finding that IAD is associated with impaired white matter integrity in the orbito-frontal regions is consistent with these previous results. The scientists suspect the damage is caused by disrupted myelin, the fatty insulating sheath that coats nerve fibres and helps them to function. Commenting on the findings, Dr Henrietta Bowden-Jones, consultant psychiatrist at Imperial College London, said: ‘This type of research exploring the differences between normal b rains and brains of people who suffer from internet addictions is groundbreaking as it makes clear neuroimaging links between internet addiction and other addictions such as alcohol, cocaine and cannabis amongst others. ‘We are finally been told what clinicians suspected for some time now, that white matter abnormalities in the orbito-frontal cortex and other truly significant brain areas are present not only in addictions where substances are involved but also in behavioural ones such as internet addiction. ‘ Currently, internet addiction is officially classified as an ‘mpulse control disorder' rather than a ‘genuine' addiction.Further studies with larger numbers of subjects would be needed before consideration could be given to reclassifying it, said Dr Bowden-Jones. She added: ‘It is.. possible to consider this study as one of the seminal papers in determining how future generations of clinicians will view internet addiction. ‘ Read more:  ht tp://www. dailymail. co. uk/sciencetech/article-2085369/Internet-addiction-cause-physical-damage-brain-just-like-drugs-say-researchers. html#ixzz2QdsZxeo0   Follow us:  @MailOnline on Twitter  |  DailyMail on Facebook

Some or Any for Absolute Beginners to English

The use of some and any is rather challenging for absolute beginner English learners. You will need to be especially careful and model many times when introducing some and any. Repeating students mistakes while accenting the mistaken word is especially helpful as the student will be prompted to change his / her response. Practicing some and any also offers a perfect opportunity to review the use of there is and there are to introduce countable and uncountable nouns. You will need to bring in some illustrations of both countable and uncountable objects. I find a picture of a living room with many objects helpful. Part I: Introducing Some and Any With Countable Objects Prepare the lesson by writing Some and a number such as 4 at the top of the board. Under these headings, add a list of the countable and uncountable objects that you have introduced - or will be introducing - during the lesson. This will help students recognize the concept of countable and uncountable. Teacher: ​(Take an illustration or picture that contains many objects.) Are there any oranges in this picture? Yes, there are some oranges in that picture. (Model any and some by accenting any and some in the question and response. This use of accenting differing words with your intonation helps students learn that any is used in the question form and some in a positive statement.) Teacher: (Repeat with several different countable objects.)  Are there any  glasses in this picture? Yes, there are some  glasses in that picture. Teacher: Are there any  glasses in this picture? No, there arent ​any  glasses in that picture. There are  some apples. (Repeat with several different countable objects.) Teacher: Paolo, are there any books in this picture? Student(s): Yes, there are some books in that picture. Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part II: Introducing Some and Any With Uncountable Objects (At this point you might want to point out the list you have written on the board.) Teacher: (Take an illustration or picture that contains an uncountable object such as water.) Is there any  water in this picture? Yes, there is some  water in that picture. Teacher: (Take an illustration or picture that contains an uncountable object such as water.) Is there  any  cheese in this picture? Yes, there is some  cheese in that picture. Teacher: Paolo, is there any cheese in this picture? Student(s): Yes, there is some cheese in that picture. Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part III: Students ask questions Teacher: (Hand out the various images to the students, you can also make a game out of this by turning over the images and having students choose one from the pile.) Teacher: Paolo, ask Susan a question. Student(s): Is there any water in this picture? Student(s): Yes, there is some water in that picture. OR No, there isnt any water in that picture. Student(s): Are there any oranges in this picture? Student(s): Yes, there are some oranges in that picture. OR No, there arent any oranges in that picture. Teacher: (Continue around the room - make sure to repeat students incorrect sentences accenting the mistake so that they may correct themselves.)