Nothing without Allah's will .....

Sometimes Allah breaks your spirit to save your souls.
Sometimes, HE breaks our heart to make us whole.
Sometimes, Allah allows pain so we can be stronger.
Sometimes, Allah sends us failure so we can be humble.
Sometimes, Allah allows illness so we can take better care of ourselves.
Sometimes, Allah takes everything away from us so we can learn the value of everything
 HE gave us..
Make plans but understand that we live by Allah's grace

Inspirational :)

One day, a rich dad took his son on a trip. Wanted to show him how poor someone can be. They spent time on the farm of a poor family. On the way home, dad asked, "Did you see how poor they are? What did you learn?".
Son said, "We have one dog, they have four, we have pool, they have rivers, we have lanterns at night, they have stars, we buy foods, they grow theirs, we have walls to protect us, they have friends, we have encyclopedias, they have Bible." Then they headed, "Thanks dad for showing me how poor we are."

MORAL LESSON: It's not about money that make us rich, it's about simplicity of having God in our lives.

Nation on the verge of a Nervous Break Down - by - Fatima Bhutto

http://blip.tv/slowtv/pakistan-nation-on-the-verge-of-a-nervous-breakdown-fatima-bhutto-5236151

Bipolar disorder - PubMed Health

Bipolar disorder - PubMed Health

Major depression - PubMed Health

Major depression - PubMed Health

Autism

Pervasive developmental disorder - autism; Autistic spectrum disorder.

 

Autism is a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social and communication skills.

Causes, incidence, and risk factors

Autism is a physical condition linked to abnormal biology and chemistry in the brain. The exact causes of these abnormalities remain unknown, but this is a very active area of research. There are probably a combination of factors that lead to autism.
Genetic factors seem to be important. For example, identical twins are much more likely than fraternal twins or siblings to both have autism. Similarly, language abnormalities are more common in relatives of autistic children. Chromosomal abnormalities and other nervous system (neurological) problems are also more common in families with autism.
A number of other possible causes have been suspected, but not proven. They involve:

• Diet
• Digestive tract changes
• Mercury poisoning
• The body's inability to properly use vitamins and minerals
• Vaccine sensitivity

AUTISM AND VACCINES
Many parents are worried that some vaccines are not safe and may harm their baby or young child. They may ask their doctor or nurse to wait, or even refuse to have the vaccine. However, it is important to also think about the risks of not having the vaccination.
Some people believe that the small amount of mercury (called thimerosal) that is a common preservative in multidose vaccines causes autism or ADHD. However, studies have NOT shown this risk to be true.
The American Academy of Pediatrics, and The Institute of Medicine (IOM) agree that no vaccine or component of any vaccine is responsible for the number of children who are currently being diagnosed with autism. They conclude that the benefits of vaccines outweigh the risks.
All of the routine childhood vaccines are available in single-dose forms that do not contain added mercury.

HOW MANY CHILDREN HAVE AUTISM?
The exact number of children with autism is not known. A report released by the U.S. Centers for Disease Control and Prevention (CDC) suggests that autism and related disorders are more common than previously thought. It is unclear whether this is due to an increasing rate of the illness or an increased ability to diagnose the illness.
Autism affects boys more often than girls. Family income, education, and lifestyle do not seem to affect the risk of autism.
Some doctors believe the increased incidence in autism is due to newer definitions of autism. The term "autism" now includes a wider spectrum of children. For example, a child who is diagnosed with high-functioning autism today may have been thought to simply be odd or strange 30 years ago.

Other pervasive developmental disorders include:

• Asperger syndrome (like autism, but with normal language development)
• Rett syndrome (very different from autism, and almost always occurs in females)
• Childhood disintegrative disorder (rare condition where a child learns skills, then loses them by age 10)
• Pervasive developmental disorder - not otherwise specified (PDD-NOS), also called atypical autism

Symptoms

Most parents of autistic children suspect that something is wrong by the time the child is 18 months old and seek help by the time the child is age 2. Children with autism typically have difficulties in:

• Pretend play
• Social interactions
• Verbal and nonverbal communication

Some children with autism appear normal before age 1 or 2 and then suddenly "regress" and lose language or social skills they had previously gained. This is called the regressive type of autism.
People with autism may:

• Be overly sensitive in sight, hearing, touch, smell, or taste (for example, they may refuse to wear "itchy" clothes and become distressed if they are forced to wear the clothes)
• Have unusual distress when routines are changed
• Perform repeated body movements
• Show unusual attachments to objects

The symptoms may vary from moderate to severe.
Communication problems may include:

• Cannot start or maintain a social conversation
• Communicates with gestures instead of words
• Develops language slowly or not at all
• Does not adjust gaze to look at objects that others are looking at
• Does not refer to self correctly (for example, says "you want water" when the child means "I want water")
• Does not point to direct others' attention to objects (occurs in the first 14 months of life)
• Repeats words or memorized passages, such as commercials

Social interaction:

• Does not make friends
• Does not play interactive games
• Is withdrawn
• May not respond to eye contact or smiles, or may avoid eye contact
• May treat others as if they are objects
• Prefers to spend time alone, rather than with others
• Shows a lack of empathy

Response to sensory information:

• Does not startle at loud noises
• Has heightened or low senses of sight, hearing, touch, smell, or taste
• May find normal noises painful and hold hands over ears
• May withdraw from physical contact because it is overstimulating or overwhelming
• Rubs surfaces, mouths or licks objects
• Seems to have a heightened or low response to pain

Play:

• Doesn't imitate the actions of others
• Prefers solitary or ritualistic play
• Shows little pretend or imaginative play

Behaviors:

• "Acts up" with intense tantrums
• Gets stuck on a single topic or task (perseveration)
• Has a short attention span
• Has very narrow interests
• Is overactive or very passive
• Shows aggression to others or self
• Shows a strong need for sameness
• Uses repetitive body movements

Signs and tests

All children should have routine developmental exams done by their pediatrician. Further testing may be needed if the doctor or parents are concerned. This is particularly true if a child fails to meet any of the following language milestones:

• Babbling by 12 months
• Gesturing (pointing, waving bye-bye) by 12 months
• Saying single words by 16 months
• Saying two-word spontaneous phrases by 24 months (not just echoing)
• Losing any language or social skills at any age

These children might receive a hearing evaluation, blood lead test, and screening test for autism (such as the Checklist for Autism in Toddlers [CHAT] or the Autism Screening Questionnaire).
A health care provider experienced in diagnosing and treating autism is usually needed to make the actual diagnosis. Because there is no biological test for autism, the diagnosis will often be based on very specific criteria from a book called the Diagnostic and Statistical Manual IV.
An evaluation of autism will often include a complete physical and nervous system (neurologic) examination. It may also include a specific screening tool, such as:

• Autism Diagnostic Interview - Revised (ADI-R)
• Autism Diagnostic Observation Schedule (ADOS)
• Childhood Autism rating Scale (CARS)
• Gilliam Autism Rating Scale
• Pervasive Developmental Disorders Screening Test - Stage 3

Children with known or suspected autism will often have genetic testing (looking for chromosome abnormalities) and may have metabolic testing.
Autism includes a broad spectrum of symptoms. Therefore, a single, brief evaluation cannot predict a child's true abilities. Ideally, a team of different specialists will evaluate the child. They might evaluate:

• Communication
• Language
• Motor skills
• Speech
• Success at school
• Thinking abilities

Sometimes people are reluctant to have a child diagnosed because of concerns about labeling the child. However, without a diagnosis the child may not get the necessary treatment and services.

Treatment

An early, intensive, appropriate treatment program will greatly improve the outlook for most young children with autism. Most programs will build on the interests of the child in a highly structured schedule of constructive activities. Visual aids are often helpful.
Treatment is most successful when it is geared toward the child's particular needs. An experienced specialist or team should design the program for the individual child. A variety of therapies are available, including:

• Applied behavior analysis (ABA)
• Medications
• Occupational therapy
• Physical therapy
• Speech-language therapy

Sensory integration and vision therapy are also common, but there is little research supporting their effectiveness. The best treatment plan may use a combination of techniques.
APPLIED BEHAVIORAL ANALYSIS (ABA)
This program is for younger children with an autism spectrum disorder. It can be effective in some cases. ABA uses a one-on-one teaching approach that reinforces the practice of various skills. The goal is to get the child close to normal developmental functioning.
ABA programs are usually done in a child's home under the supervision of a behavioral psychologist. These programs can be very expensive and have not been widely adopted by school systems. Parents often must seek funding and staffing from other sources, which can be hard to find in many communities.
TEACCH
Another program is called the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). TEACCH was developed as a statewide program in North Carolina. It uses picture schedules and other visual cues that help the child work independently and organize and structure their environments.
Though TEACCH tries to improve a child's adaptation and skills, it also accepts the problems associated with autism spectrum disorders. Unlike ABA programs, TEACCH programs do not expect children to achieve typical development with treatment.
MEDICINE
Medicines are often used to treat behavior or emotional problems that people with autism may have, including:

• Aggression
• Anxiety
• Attention problems
• Extreme compulsions that the child cannot stop
• Hyperactivity
• Impulsiveness
• Irritability
• Mood swings
• Outbursts
• Sleep difficulty
• Tantrums

DIET
Some children with autism appear to respond to a gluten-free or casein-free diet. Gluten is found in foods containing wheat, rye, and barley. Casein is found in milk, cheese, and other dairy products. Not all experts agree that dietary changes will make a difference, and not all studies of this method have shown positive results.
If you are considering these or other dietary changes, talk to both a doctor who specializes in the digestive system (gastroenterologist) and a registered dietitian. You want to be sure that the child is still receiving enough calories, nutrients, and a balanced diet.
OTHER APPROACHES
Beware that there are widely publicized treatments for autism that do not have scientific support, and reports of "miracle cures" that do not live up to expectations. If your child has autism, it may be helpful to talk with other parents of children with autism and autism specialists. Follow the progress of research in this area, which is rapidly developing.
At one time, there was enormous excitement about using secretin infusions. Now, after many studies have been conducted in many laboratories, it's possible that secretin is not effective after all. However, research continues.

Expectations (prognosis)

Autism remains a challenging condition for children and their families, but the outlook today is much better than it was a generation ago. At that time, most people with autism were placed in institutions.
Today, with the right therapy, many of the symptoms of autism can be improved, though most people will have some symptoms throughout their lives. Most people with autism are able to live with their families or in the community.
The outlook depends on the severity of the autism and the level of therapy the person receives.

Complications

Autism can be associated with other disorders that affect the brain, such as:

• Fragile X syndrome
• Mental retardation
• Tuberous sclerosis

Some people with autism will develop seizures.
The stresses of dealing with autism can lead to social and emotional complications for family and caregivers, as well as the person with autism.

Calling your health care provider

Parents usually suspect that there is a developmental problem long before a diagnosis is made. Call your health care provider with any concerns about autism or if you think that your child is not developing normally.

info compiled from:- http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002494/

 

Depression

Depression

 

The feeling of anxiety,

The feeling of restlessness ,

The feeling of hopelessness ,

Of getting irritated ;

The disinterest in our daily work,

As each little work is a major task, 

May God save us from this miserable feeling, 

And make us all happy, gay , active and healthy.

Quotes - The Human Mind

A man's mind may be likened to a garden, which may be intelligently cultivated or allowed to run wild; but whether cultivated or neglected, it must, and will, bring forth. If no useful seeds are put into it, then an abundance of useless weed seeds will fall therein, and will continue to produce their kind.
JAMES ALLEN, As a Man Thinketh

Attention deficit hyperactivity disorder (ADHD)

 

ADHD is a problem with inattentiveness, over-activity, impulsivity, or a combination. For these problems to be diagnosed as ADHD, they must be out of the normal range for a child's age and development.

Causes, incidence, and risk factors

ADHD is the most commonly diagnosed behavioral disorder of childhood. It affects about 3 - 5% of school aged children. ADHD is diagnosed much more often in boys than in girls.
ADHD may run in families, but it is not clear exactly what causes it. Whatever the cause may be, it seems to be set in motion early in life as the brain is developing. Imaging studies suggest that the brains of children with ADHD are different from those of other children.
Depression, lack of sleep, learning disabilities, tic disorders, and behavior problems may be confused with, or appear with, ADHD. Every child suspected of having ADHD should be carefully examined by a doctor to rule out possible other conditions or reasons for the behavior.
Most children with ADHD also have at least one other developmental or behavioral problem. They may also have a psychiatric problem, such as depression or bipolar disorder.

Symptoms

The symptoms of ADHD fall into three groups:

• Lack of attention (inattentiveness)
• Hyperactivity
• Impulsive behavior (impulsivity)

Some children with ADHD primarily have the inattentive type. Others may have a combination of types. Those with the inattentive type are less disruptive and are more likely to not be diagnosed with ADHD.
Inattentive symptoms

1. Fails to give close attention to details or makes careless mistakes in schoolwork
2. Has difficulty keeping attention during tasks or play
3. Does not seem to listen when spoken to directly
4. Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace
5. Has difficulty organizing tasks and activities
6. Avoids or dislikes tasks that require sustained mental effort (such as schoolwork)
7. Often loses toys, assignments, pencils, books, or tools needed for tasks or activities
8. Is easily distracted
9. Is often forgetful in daily activities

Hyperactivity symptoms:

1. Fidgets with hands or feet or squirms in seat
2. Leaves seat when remaining seated is expected
3. Runs about or climbs in inappropriate situations
4. Has difficulty playing quietly
5. Is often "on the go," acts as if "driven by a motor," talks excessively

Impulsivity symptoms:

1. Blurts out answers before questions have been completed
2. Has difficulty awaiting turn
3. Interrupts or intrudes on others (butts into conversations or games)

Signs and tests

Too often, difficult children are incorrectly labeled with ADHD. On the other hand, many children who do have ADHD remain undiagnosed. In either case, related learning disabilities or mood problems are often missed. The American Academy of Pediatrics (AAP) has issued guidelines to bring more clarity to this issue.
The diagnosis is based on very specific symptoms, which must be present in more than one setting.


• Children should have at least 6 attention symptoms or 6 hyperactivity/impulsivity symptoms, with some symptoms present before age 7.
• The symptoms must be present for at least 6 months, seen in two or more settings, and not caused by another problem.
• The symptoms must be severe enough to cause significant difficulties in many settings, including home, school, and in relationships with peers.

In older children, ADHD is in partial remission when they still have symptoms but no longer meet the full definition of the disorder.
The child should have an evaluation by a doctor if ADHD is suspected. Evaluation may include:


• Parent and teacher questionnaires (for example, Connors, Burks)
• Psychological evaluation of the child AND family, including IQ testing and psychological testing
• Complete developmental, mental, nutritional, physical, and psychosocial examination

Treatment

Treating ADHD is a partnership between the health care provider, parents or caregivers, and the child. For therapy to succeed, it is important to:

• Set specific, appropriate target goals to guide therapy.
• Start medication and behavior therapy.
• Follow-up regularly with the doctor to check on goals, results, and any side effects of medications. During these check-ups, information should be gathered from parents, teachers, and the child.
If treatment does not appear to work, the health care provider should:

• Make sure the child indeed has ADHD
• Check for other, possible medical conditions that can cause similar symptoms
• Make sure the treatment plan is being followed .

MEDICATIONS
A combination of medication and behavioral treatment works best. There are several different types of ADHD medications that may be used alone or in combination.
Psychostimulants (also known as stimulants) are the most commonly used ADHD drugs. Although these drugs are called stimulants, they actually have a calming effect on people with ADHD.

BEHAVIOR THERAPY
Talk therapy for both the child and family can help everyone understand and gain control of the stressful feelings related to ADHD.
Parents should use a system of rewards and consequences to help guide their child's behavior. It is important to learn to handle disruptive behaviors. Support groups can help you connect with others who have similar problems.
Other tips to help your child with ADHD include:

• Communicate regularly with the child's teacher.
• Keep a consistent daily schedule, including regular times for homework, meals, and outdoor activities. Make changes to the schedule in advance and not at the last moment.
• Limit distractions in the child's environment.
• Make sure the child gets a healthy, varied diet, with plenty of fiber and basic nutrients.
• Make sure the child gets enough sleep.
• Praise and reward good behavior.
• Provide clear and consistent rules for the child.
Alternative treatments for ADHD have become popular, including herbs, supplements, and chiropractic treatments. However, there is little or no solid evidence that these work.


Expectations (prognosis)

ADHD is a long-term, chronic condition. If it is not treated appropriately, ADHD may lead to:


• Drug and alcohol abuse
• Failure in school
• Problems keeping a job
• Trouble with the law

About half of children with ADHD will continue to have troublesome symptoms of inattention or impulsivity as adults. However, adults are often more capable of controlling behavior and masking difficulties.

Calling your health care provider

Call your doctor if you or your child's school personnel suspect ADHD. You should also tell your doctor about any:


• Difficulties at home, school, and in relationships with peers
• Medication side effects
• Signs of depression

Prevention

Although there is no proven way to prevent ADHD, early identification and treatment can prevent many of the problems associated with ADHD.


(info taken from :http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002518/

 

Thoughts.

The best feeling in the world is to know that you mean something to your loved ones.

Save The Tiger

Unicef - Jordan

 

 

Please share! We're urgently appealing for support to meet the emergency needs of the growing number of Syrian refugee children in Jordan.

Children like 12-year-old Reem, who fled her village in Southern Syria with her parents and seven siblings after their neighbour's house was hit by shelling.

Life is difficult for refugees like Reem and her family at Za'atari camp, which is in the middle of the desert. It gets incredibly hot and dust storms are frequent. And the number of refugees there is increasing all the time.
...

"We must act now because it is children who continue to suffer most," said UNICEF Jordan's Dominique Hyde.

Find out more about our work in Za'atari camp: http://uni.cf/PjI7Jz
© UNICEF Jordan/2012/Sharpe

 

 

 

 

 

 

 

 

 

 

 

 

 

Bangalore - Garden City or Garbage City ?

Thought of the day :)

Show kindness whenever possible. Show it to the people in front of you, the people coming up behind you, and the people with whom you are running neck and neck. It will vastly improve the quality of your own life, the lives of others, and the state of the world.—Ann Patchett

Somewhere over the rainbow

Somewhere over the rainbow
Way up high,
There's a land that I heard of
Once in a lullaby.

Somewhere over the rainbow
Skies are blue,
And the dreams that you dare to dream
Really do come true.

Someday I'll wish upon a star
And wake up where the clouds are far
Behind me.
Where troubles melt like lemon drops
Away above the chimney tops
That's where you'll find me.

Somewhere over the rainbow
Bluebirds fly.
Birds fly over the rainbow.
Why then, oh why can't I?

If happy little bluebirds fly
Beyond the rainbow
Why, oh why can't I?

Life ........

They are not long, the weeping and the laughter,
Love and desire and hate:
I think they have no portion in us after We pass the gate.
They are not long, the days of wine and roses;
Out of a misty dream
Our path emerges for a while, then closes
Within a dream.
(Earnest Dawson)

Wishing A Very Happy Mothers' Day :)

Heres wishing a Very Happy Mothers' Day to all the MOMs around the world.
Love U MOM - U r the best :)
Hundreds of dewdrops to meet the dawn,
Hundreds of Bees in the purple clover,
Hundreds of Butterflies on the lawn,
But only ONE Mother the World Wide Over ;(George Cooper)

WWF - Earth Day - For A Living Planet.

The history of the Earth Day goes back to September 1969 when at a conference in Seattle, Washington, U.S. Senator Gaylord Nelson announced that in the spring of 1970 there would be a nationwide grassroots demonstration on the environment.There has been no looking back since then and each year, April 22 - marks the anniversary of the birth of modern Environmental Movement.
Green Living Tips
Save Wood and Paper
Return unwanted mail and ask for your name to be removed from the mailing list.
Always use both sides of a sheet of paper.
Use e-mail to stay in touch, including cards, rather than faxing or writing.
Re-use envelopes.
Always recycle paper after use.
Share magazines with friends and pass them on to the doctor, dentist or local hospital for their waiting rooms.
Use recyclable paper to make invitation cards, envelops, letter pads etc.
In your Home
Turn off equipment like televisions and stereos when you're not using them. Choose energy-efficient appliances and light bulbs.
Save water: some simple steps can go a long way in saving water like for e.g: you should always turn off the tap when you are brushing your teeth. And try to collect the water used to wash vegetables and salad to water your houseplants.
Let clothes dry naturally.
Keep lids on pans when cooking to prevent your cooker having to work extra hard. Prefer to use gas ovens, Geysers etc in place of the electric ones.
Recycle your paper, glass, plastics and other waste.
Use rechargeable batteries.
Send e-greetings instead of paper cards. In your Garden
Water the garden early in the morning or late in the evening. This reduces water loss due to evaporation. Don’t overwater the garden. Water only till the soil becomes moist, not soggy.
Explore water efficient irrigation systems. Sprinkler irrigation and drip irrigation can be adapted to garden situations .
Make your garden lively - plant trees and shrubs which will attract birds. You can also put p nest boxes and put food.
Try growing sturdy grass in bare patches of land , and convince people in your neighbourhood to do so too.
Put waste to work in your garden- sweep the fallen leaves and flowers into flower beds or under shrubs . This will increase soil fertility and also reduce the need for frequent watering.
If you have little space in your garden , you could make a compost pit to turn organic waste from the kitchen and garden to soil enriching manure .
Don't use chemicals in the garden - as they will eventually end up in the sea and can upset the delicate balance of lifecycles.
Organic and environmentally friendly fertilisers and pesticides are available - organic gardening reduces pollution and is better for wildlife. Reuse and Recycle
Use washable nappies instead of disposables if you can.
Recycle as much as you can.
Give unwanted clothes, toys and books to charity shops or jumble sales.
Use mains electricity rather than batteries if possible. If not, use rechargeable batteries.
Use a solar-powered calculator instead of one with a battery.
Instead of a plastic ballpoint, use a fountain pen with bottled ink, not plastic cartridges.
Store food and other products in ceramic containers rather than foil and plastic wrap While Shopping
Buy fruit and vegetables that are in season to help reduce enormous transport costs resulting from importing produce and, where possible, choose locally produced food.
When buying fish look out for a variety of non-endangered species and buy local fish if possible.
Prefer vegetarian options for your meals. On-line Shopping
Purchase solar powered products.
Send e-cards, if you can, rather than buy paper cards.
Shop online, not only will this reduce fuel consumption and emissions by not driving to the shops, but each time you buy something on-line WWF receive a donation. You may even buy products from the nature shop.At your workplace
Use printers that can print on both sides of the paper ; try to look into this option when replacing old printers.
Use the back of a draft or unwanted printout instead of notebooks. Even with a double-sided printer there is likely to be plenty of spare paper to use!
Always buy recycled paper - for your business stationery and to use in your printers.
Switch off computer monitors, printers and other equipment at the end of each day. Though in standby mode they're still using power - and that adds to global warming.
Always turn off your office light and computer monitor when you go out for lunch or to a meeting.
During Holidays
Go on holiday during the off-peak period to prevent over straining resources - you'll also avoid the crowds.
Find out about your destination before you go on holiday - it may be an environmentally sensitive area. Doing this will also ensure you are informed of what to see and any local customs.
Find out about places before you visit. You may be visiting a environmentally sensitive area, in which case you must take extra care to stay on footpaths and follow signs.
Don't travel by air if you can avoid it because air travel uses up large amounts of fossil fuels and creates greenhouse gases.
Avoid taking things on holiday that you will throw away.
Dispose of any rubbish responsibly - it can be hazardous to wildlife.
Ask your travel agent or tour operator what they are doing to be environmentally responsible.
Use public transport, cycle or walk instead of using a car.
Use facilities and trips run by local people whenever possible.
Don't be tempted to touch wildlife and disturb habitats whether on land, at the coast or under water.
Be careful what you choose to bring home as a holiday souvenir. Many species from coral and conch shells to elephants and alligators are endangered because they are killed for curios or souvenirs.
Don’t leave any rubbish at the beach - turtles are often killed by plastic bags they've mistaken for jellyfish and many items take years to degrade as well as being dangerous.
Boats and jet-skis create noise and chemical pollution which is disturbing to wildlife - don't keep the engine running unnecessarily.
(for more info chkout: www.wwfindia.org)

So Funny :)