Yeast Infection Information

What is the yeast infection?

A yeast infection is caused by an overgrowth of naturally occurring yeast organisms in the genital area. Women usually get yeast infections in the vaginal area. Men can get a yeast infection on the penis.

What is of causes of yeast infection?

Yeast infections are not usually sexually transmitted. Although many women get a yeast infection without any noticeable cause, it can be triggered by anything that changes the natural balance of micro-organisms in the vagina, such as taking antibiotic medication.

People with certain diseases, including diabetes and HIV infection, are especially vulnerable to yeast infections.

Symptoms of a yeast infection?

Symptoms may include itching, soreness, or a burning sensation in the vagina, and a thick, cottage-cheese-like discharge. In men, itching and rash at the head of the penis is the most common symptom.

Symptoms of yeast infection in women?

For women, your doctor or other health-care provider will collect a sample of fluid with a small swab from the vagina and have it tested at a laboratory. For men, a yeast infection can usually be diagnosed by a simple visual exam.

Treatment of yeast infection

Medicated creams, vaginal suppositories, or pills taken by mouth can be used to cure a yeast infection. Many of these treatments are available without a prescription at drugstores. You should see a doctor if your yeast infection won’t go away after you’ve taken a full course of medication, or if it keeps returning, as there may be other causes of your symptoms as colloidal silver.

What happens if a yeast infection is left untreated?

Discomfort and inconvenience are the worst problems associated with a yeast infection.

Do sex partners have to be treated?

In general, sex partners do not need to be treated unless they have symptoms.

By the way, women can also get yeast infections from men. So it’s important to treat both partners if a yeast infection is suspected. To minimize the risk of passing the infection to a partner, it is generally recommended that you abstain from sexual activity until all of your symptoms are gone

What if I’m pregnant?

We don’t know of any serious effects – on the mother or the baby – of a yeast infection

During pregnancy, but you should tell your doctor that you’re pregnant when you seek

Treatment for a yeast infection as colloidal silver.

A yeast infection is not usually sexually transmitted. However, all pregnant women should be tested for diseases that ARE sexually transmitted (STDs), including HIV, as early as possible in pregnancy. You should be tested again during your pregnancy if you or your partner engages in activities that increase your risk of getting a sexually transmitted disease (STD). For example, you are at higher risk for STDs if you have a new sex partner during pregnancy, or if you have more than one partner. If left untreated, STDs can be devastating for your baby. To protect yourself and your baby against HIV and other STDs, use a latex condom whenever you have sex.

How can I avoid a yeast infection?

Avoiding unnecessary antibiotic medication may help reduce the risk of a yeast infection.

A yeast infection is generally not sexually transmitted. You can reduce your risk of getting most other infections that ARE sexually transmitted, including HIV, by having sex only in mutually monogamous relationship with a partner you are sure is not infected. If you are having sex outside of such a relationship, you can reduce your risk of STDs by:

1) Always using a latex condom (or other type of latex barrier) whenever you have sex vaginal, anal, or oral. Condoms made of “natural” materials, such as lambskin, protect against pregnancy, but not against STDs. If you are allergic to latex, you can use condoms made of polyurethane or other synthetic materials.

2) Limiting the number of people you have sex with. The more partners you have, the higher your risk.

3) Avoiding alcohol and drugs when you have sex. Drinking or getting high makes it much harder to remember to use condoms to protect yourself and other.

Windscreen Wiper Water May Cause Pneumonia and Here’s How to Prevent It

Legionnaires’ disease, a rare disease, is a severe bacterial infection affecting respiratory tract (pneumonia). The organism involved in this condition is Legionella pneumophila that usually founds in mist from hot tubs, air-conditioning units and showers. Transmission occurs by breathing in mist from water that contains these bacteria. General symptoms include fever, cough, chills, muscle pain and headaches.

Windscreen wiper may cause Legionnaires disease A recent study found that “Windscreen wiper water may be the cause of 20% of cases of Legionnaires’ disease and adding screen-wash to wiper fluids could save lives”. This finding is based on a case-control study which surveyed the driving habits and known risk factors of the Legionnaires’ disease. They study was conducted after an unusual high number of cases were reported in England and Wales and around this time it was well established that professional drivers were five times more likely to get Legionnaires’ than people from other lines of work. The study was aimed to further explore the possible reasons for the difference between the occupations.

The researchers contacted the 75 surviving cases who had acquired Legionnaires’ disease and also included 67 control people without the disease. The participants were provided with a questionnaire asking about their driving habits, other recognized risk factors and possible illness sources in the vehicles. They were asked what kind of vehicle they drove, its age, car service history, content of the wiper fluid tank and whether their driving was for societal or occupation reasons.

The results showed that two factors were associated with a high likelihood of being infected: driving all the way through industrial areas and driving or being a traveler in a motor vehicle that used windscreen wiper fluid with no screen-wash. The researchers calculated that about 22% of infections in people could be due to driving or being a traveler in a car that did not use screen-wash in the windscreen wiper fluid. The detected a firm link between people who do not use screen-wash and the danger of Legionnaires’ disease. Although because of case-control nature of study it cannot confirm causation, the investigators state there is a reasonable biological connection. They believe it is plausible that the bacteria grow in the sluggish water of the wiper’s fluid tank that can become an aerosol when it is sprayed onto the windshield.

Though not proved causal relation, until more conclusive results comes, it is advisable to add screen-wash to your car’s wiper fluid as it can limit the transmission of bacterial causing Legionnaires’ disease.

Novel Ideas – Six Unique Ways to Introduce a New Novel to Your Class

There is nothing more exciting than introducing students to a great piece of literature. Conversely, there is nothing more disappointing than students’ lack of enthusiasm about a book you truly love. Unfortunately, your fervor about a novel does not always translate into cheers and applause on the part of your students. Reading a novel requires a lot of investment. Even novels with high-action plots take a while to build momentum. How can you quickly bolster students’ interest at the start of a new book? Below are six sure-fire ways to get your class excited about a new novel.

PLOT PIECES. Divide students into groups. Assign each group one page from a different part of the novel. After they have read the page, ask students to compose a paragraph that outlines the plot of the novel. To do this, students will have to use context clues gleaned from their excerpt. Ask students to elect a representative from each group to present their plot summaries. Compare plot summaries and revisit these summaries at the end of the novel. Asking students to conjecture the plot of the novel will pique their interest in the book and help them extract information from context clues.

FIRST IMPRESSIONS. Ask students to read the first page of text silently. Next, ask for a volunteer to read the first page aloud. Then, ask students to write down as many things as possible that they have learned from the first page. Next, ask students to write down three questions they have based on their reading of the first page. This activity will help students read context clues and it will teach them to site text evidence when making generalizations about a novel.

COVER UP. Read a summary of the novel from the back cover, from the inside flaps, or from an Internet source. If you prefer to leave the novel a mystery, read an excerpt from a select part of the book. You can also print out this summary or excerpt so that students can refer to it. Next, ask students to design a cover based on information gleaned from the summary or excerpt. Allow students to explain their cover design. If you are reading a novel that is divided into parts, have students design a cover at the end of each part of the novel. Revisit cover designs at the completion of the novel and ask students to write a paragraph discussing their various understandings of the novel. This activity will help students chart the ways their understanding developed throughout the reading.

FRONT MATTER. Though students read novels throughout their schooling, very few are taught the importance of the title, copyright, and acknowledgments. The pages that contain this information are called the “front matter.” In small groups, ask students to explore the front matter of the novel. Instruct students to list 10 things they learned from these pages. In a more open-ended version of this activity, you can ask students to answer the following questions: What does the front matter tell you about what will and what will not be in this novel? What does the front matter tell you about the novel’s plot and themes? A good explanation of front matter can be found at Vox Clarus Press’ website. Just search “Vox Clarus Front Matter.”

LAST LINES. Instruct students to read the last sentence or the last paragraph of the novel silently. Next, ask someone to read these last lines aloud. From these last lines, ask students to draw a comic strip that shows the plot of the novel. Each frame of the comic strip should contain narrative and dialogue. The last frame of the comic strip should be based on information gleaned from the novel’s last lines. Thinking about the ending of the novel will whet students’ appetite for the actual plot.

BEGINNING AND ENDING. Ask students to read both the first sentence and the last sentence of the novel. Next, ask the students to construct a poem, paragraph, or short story using the first and last sentences of the novel as the first and last sentences for their writing. Your students’ writing should summarize what they think will be the plot of the novel. Revisit these summaries at the middle and at the end of the reading. In a reflective paragraph, ask students to compare their initial impressions to the novel’s actual plot and themes.

When beginning a new novel, consider using one of the above activities in your classroom. These activities provide a new lens through which to view your new novel. Starting the study of your novel in a unique and unpredictable way will bolster your students’ interest and engagement.

Hands-Only CPR: When and How to Do It

I’m frequently asked if giving breaths has been eliminated from CPR now that the CPR guidelines have been updated. The simple answer is no, the breaths are still instructed in traditional CPR classes. However, there has been a big push, especially by the American Heart Association, to teach a version of CPR without breaths. This approach is often called “hands-only CPR”.

In short, hands-only CPR is fast, deep compressions on a victim’s chest. If someone doesn’t respond to your efforts to wake them, and their breathing is irregular or they aren’t breathing, you push straight down on an adult’s chest at least 2 inches at a rate of at least 100 compressions a minute. This is a skill you need to practice with an instructor on a manikin, so I’m not going to go into further detail on how to perform this skill.

Hands-only CPR has many advantages over traditional CPR: it’s simple to do, it reduces the risk of disease   transmission  while doing CPR, and research shows it’s as effective or more effective when used appropriately.

Hands-only CPR is an acceptable approach when you witness someone suddenly collapse. If this is an adult, it’s probably because of cardiac arrest (a heart attack). The victim still has several minutes of oxygen in their blood because they were breathing moments before they collapsed. The goal of hands-only CPR is to circulate that oxygenated blood throughout their body. By continually compressing their chest, you are literally squeezing blood through their heart so it reaches the brain and organs. Those compressions will buy the victim valuable minutes until emergency medical personnel arrive.

However, hands-only CPR isn’t always the best approach. If the victim has become unconscious and isn’t breathing normally because of an airway emergency, they need CPR with breaths. Asthma, severe allergies, choking, drowning and suffocation are all examples of airway emergencies that can lead to a victim who is unconscious and not breathing normally. Because these victims are lacking oxygen, they need rescue breaths, along with chest compressions.

Children and infants usually have healthy, strong hearts so if they become unconscious, the cause is usually not cardiac related. Most likely they are suffering from an airway emergency. This is why every parent who takes a CPR class should learn to do CPR with breaths. Unless a CPR class says it’s a hand-only class, all American Red Cross and American Heart Association CPR classes will teach you how to give rescue breaths along with compressions.

Diflucan Yeast Infection

Yeast is a type of fungus that may be present normally over the skin. The specific type of yeast that causes many a diseases in human is Candida albicans. This is a normal flora, mainly showing their presence in the moist areas of human skin like armpits, mouth, groin, sexual organs (both in male and female) and fold of the buttocks. It is seen that 20-50% of any normal healthy female carry yeast in their vaginal area.

Candidiasis, or yeast infection can be localized to the skin or there may be severe systemic infection in patients having reduced immunity. These patients usually suffer from AIDS, cancer or cancer patients receiving chemotherapy drugs.

It is estimated that almost 75% of the female population will suffer from vaginal yeast infection at any point of their lifetime. This is again aggravated by previous or secondary bacterial infection like Gonorrhea and protozoal infection like Trichomonas. Some external irritants like vaginal douches or the internal hormonal disturbances derange the normal vaginal flora and there is excess production of the acid producing bacteria like lactobacilli. Regular intake of oral pills, pregnancy, stress, vaginal sex immediately after anal sex and private part lubricants containing glycerin are some predisposing factors of vaginal yeast infection.

Men can also suffer from genital yeast infection. The causes are unclean prepuce, engaging in excessive anal sex and not cleaning after that.

Oral candidiasis can occur in immunocompromized patients. This may also transmit to any person if engaged in oral sex with the infected partner. Long standing diabetes is one of the most contributory factors of oral yeast infection.

Use of antibiotics and steroids (which lowers the immunity) is the two most common causes of yeast infection of mouth cavity and private parts due to indiscriminate use by the doctors and also by the quacks. To kill this offending fungus we need some medicine called antifungal agents. Diflucan is one of them.

Diflucan, or scientifically known as Fluconazole, is an imidazole related antifungal agent which shows primary a fungistatic (inhibiting the growth of fungus) action. But in higher concentrations, Diflucan can also acts as a fungicidal agent (killing fungus). It helps to destroy the cytoplasmic membrane of the fungus and the fungal growth is retarded.

Bioavailability of Diflucan is not affected by presence of food in stomach. After absorption, it promptly shows its presence in skin, tears and urine. The concentration here are at least 10 times more that in sputum, saliva and vaginal fluid. This delineates the excretory process of Diflucan through urine and sweat. This is the reason Diflucan is preferred by doctors treating the cases of skin and vaginal yeast infection.

Patients having irregular heart rate and liver diseases must not take Diflucan as there may be aggravation of the problem. Although Diflucan is well tolerated generally, people can suffer from nausea, vomiting, abdominal cramps and diarrhea infrequently.

The major complications of Diflucan are reduced urine output, ulcerative condition of the lips and gums (Steven-Johnson’s Syndrome). Presence of Diflucan is noted in the breast milk, so nursing mothers should not take this medicine. Diflucan can lead to fetal malformations, therefore the pregnant mothers and those who are planning to have a baby in near future should avoid using Diflucan.

Diflucan is a good medicine in Yeast infection but the side effects are the restrictive factors for the wide use of this drug.