Bowie State University. H. Bram, MD: "Buy cheap Escitalopram - Effective Escitalopram".
Two recommended sites are those of the University of British Columbia1 and the Centre for Evidence-Based Medicine at Oxford University cheap 20 mg escitalopram free shipping anxiety symptoms 8 dpo. Other sources of Type I error There are three other common sources of Type I error that are seen in research studies and may be difﬁcult to spot purchase escitalopram 5mg with amex anxiety symptoms chest pain. Authors with a particular bias will do many things to make their preferred treatment seem better than the comparison 1 www purchase discount escitalopram anxiety drugs. Authors may do this because of a conﬂict of interest buy escitalopram 20 mg low cost anxiety symptoms knot in stomach, or simply because they are zealous in defense of their original hypothesis. A composite endpoint is the combination of two or more endpoints or outcome events into one combined event. These are most commonly seen when a single important endpoint such as a difference in death rates shows results that are small and not statistically signiﬁcant. The researcher then looks at other end- points such as reduction in recurrence of adverse clinical events. The combina- tion of both decreased death rates and reduced adverse events may be decreased enough to make the study results statistically signiﬁcant. It was only when all the outcomes were put together that the difference achieved statistical signiﬁcance. Sometimes a study will show a non-signiﬁcant difference between the inter- vention and comparison treatment for the overall sample group being studied. In some cases, the authors will then look at subgroups of the study population to ﬁnd one that demonstrates a statistically signiﬁcant association. This post-hoc subgroupanalysis is not an appropriate way to look for signiﬁcance and is a form of data dredging. The more subgroups that are examined, the more likely it is that a statistically signiﬁcant outcome will be found – and that it will have occurred by chance. In that subsequent study, only that subgroup will be the selected study population and improvement looked for in that group only. A recent study of stroke found that patients treated with thrombolytic therapy within 3 hours did better than those treated later than 3 hours. The authors con- cluded that this was the optimal time to begin treatment and the manufacturer began heavily marketing these very expensive and possibly dangerous drugs. Subsequent studies of patients within this time frame have not found the same degree of reduction in neurological deﬁcit found in the original study. It turns out that the determination of the 3-hour mark was a post-hoc subgroup analysis performed after the data were obtained. The authors looked for some statisti- cally signiﬁcant time period in which the drug was effective, and came to rest on 3 hours. To obtain the true answer to this 3-hour mark question, a randomized controlled clinical trial explicitly looking at this time window should be done to determine if the results are reproducible. The researchers may feel that it is unethical to continue the trial when the results are so dramatic that they have achieved statistical signiﬁcance even before the required number of patients have been enrolled. One problem is that there may be an apparently large treatment effect size initially, when in reality only a few outcome events have occurred in a small study population. The reader can tell if this is likely to have happened by looking at the 95% conﬁdence intervals and seeing that they are very wide, and often barely statistically signiﬁcant. When a trial is stopped early, there is also a danger that the trial won’t discover adverse effects of ther- apy and the trial will not determine if the side effects are more or less likely to occur than the beneﬁcial events. One proposed solution to this problem is that there be prespeciﬁed stopping rules. These might include a minimum number of patients to be enrolled and also a more stringent statistical threshold for stopping the study. Even this may not prevent overly optimistic results from being published, and all research must be reviewed in the context of other studies of the same problem. If these other stud- ies are congruent with the results of the study stopped early, it is very likely that the results are valid. Intelligent readers of the medical literature must be able to interpret these results and determine for themselves if they are important enough to ignore in clinical practice. The problem with evaluating negative studies Negative studies are those that conclude that there is no statistically signiﬁcant association between the cause and effect variables or no difference between the two groups being compared. This may occur because there really is no asso- ciation or difference between groups, a true negative result, or it can occur because the study was unable to determine that the association or difference was statistically signiﬁcant. If there really is a difference or association, the latter ﬁnding would be a false negative result and this is a critical problem in medical research. On separate days, each student was given a cup of coffee, one day they got real Java and the next day decaf. After drinking the coffee, they were given a simple test of math problems that had to be completed in a speciﬁed time and each of the students’ scores was then calculated. However, when a statistical test was applied to the results, they were not statistically signiﬁcant, meaning that the results could have occurred by chance greater than 5% of the time. In other words, the researcher concludes that there isn’t a difference, when in fact there is a difference. An example would be concluding there is no relationship between familial hyperlipidemia and the occurrence of coronary artery disease when there truly is a relationship. Another would be concluding that caffeine intake does not increase the math scores of college psychology students when in fact it does. This is a convoluted way of saying that it ﬁnds the alternative hypothesis to be false, when it ain’t! Beta is the probability of the occurrence of this wrong conclusion that an investigator must be willing to accept. Power is the ability to detect a statistically signiﬁcant difference when it actu- ally exists. The researcher can reduce β, and thereby increase the power, by selecting a sufﬁciently large sample size (n). Determining power In statistical terminology, power means that the study will reject the null hypoth- esis when it really is false. By convention one sets up the experiment so that β 132 Essential Evidence-Based Medicine is no greater than 0. Remember, that a microscope with greater power will be able to detect smaller differences between cells. These include the type of variable, statisti- cal test, degree of variability, effect size, and the sample size. The type of variable can be dichotomous, ordinal, or continuous, and for a high power, continuous variables are best. For the statistical test, a one-tailed test has more power than a two-tailed test.
He has authored over 150 papers with a main research focus on the associations between diet and other lifestyle characteristics and the risk of obesity buy escitalopram 5 mg cheap anxiety 7 year old daughter, diabetes buy generic escitalopram 5 mg line anxiety upper back pain, and cardiovascular disease generic 20mg escitalopram free shipping anxiety symptoms 7 year old. Department of Agriculture Human Nutrition Research Center on Aging at Tufts University buy escitalopram with a mastercard 0503 anxiety and mood disorders quiz. She is also a professor of nutrition in the School of Nutrition Science and Policy at Tufts and a professor of psychiatry and a scientific staff member in the Department of Pediatrics at Tufts University Medical School. Her research focus is infant and adult obesity, infant nutrient requirements, breastfeeding, and nutri- tion and aging. She chairs national meetings on dietary prevention of obesity and sits on international committees for evaluation of nutritional requirements. He has more than 100 scientific publications on food safety and risk assessment and has lectured nationally and internationally on these subjects. Rodricks is the author of Calculated Risks, a nontechnical introduction to toxicology and risk assessment. Her laboratory is actively involved in research on dietary fiber, phytoestrogens from flax and soy, and whole grains. Slavin has published more than 100 reviewed research articles and has given hundreds of nutrition semi- nars for professional and lay audiences. She is a science communicator for the Institute of Food Technologists and a member of numerous scientific societies, including the America Dietetic Association, the American Soci- ety for Nutritional Sciences, and the American Association for Cancer Research. She is a frequent source for the media on topics ranging from functional foods to sports nutrition. Her research interests are human nutrition, dietary fiber, nutrient bioavailability, sports nutrition, carbo- hydrate metabolism, and the role of diet in cancer prevention. He has served on the editorial board of the Journal of Nutrition, as program manager of the U. His research interests are dietary fiber and cholesterol and bile acid metabolism. Her special- ties within these areas are in social and economic determinates of health and nutrition, population-level indicators of risk, evaluation of public poli- cies in response to food insecurity, and the statistical analysis of dietary intake data at the individual and population levels. Tarasuk has served on several committees and advisory groups including the Nutrition Expert Advisory Group of the Canadian Community Health Survey, the External Advisory Panel for Food Directorate Review of Policies on the Addition of Vitamins and Minerals to Foods, the Expert Scientific Workshop to Evalu- ate the Integrated National Food and Nutrition Survey, the Advisory Baseline Study Group for the Canada Prenatal Nutrition Program, and the Nutrition Expert Group for the National Population Health Survey. Previously, he was Vice President for Corporate Research at Baxter-International and associate dean of the School of Medicine at West Virginia University. He has held professorships in the departments of pharmacology and toxicology in sev- eral medical schools including Iowa, Virginia, and West Virginia. He has authored over 12 textbooks and research monographs and has published over 350 scientific articles in the areas of endocrine pharmacology and reproductive toxicology. He is the recipient of several national awards including the Merit Award from the Society of Toxicology, Certificate of Scientific Services from the U. Environmental Protection Agency, and Distinguished Lecturer in Medical Sciences from the American Medical Association. Thomas serves as a specialty editor for Toxicology and Applied Pharmacology and is on the editorial board of Food and Chemical Toxicology. She is the current chair of the American Heart Association’s Committee on Atherosclerosis, Hypertension and Obesity in Youth. Lehman Award from the Society of Toxicology in 1982, the Ambassador in Toxicology Award from the Mid-Atlantic Chapter of the Society of Toxicology in 2001, and the Enhancement of Animal Welfare Award from the Society of Toxicology in 2002. Williams has served on numerous editorial boards and currently is a member of the boards of Archives of Toxicology, European Journal of Cancer Prevention, and Drug and Chemical Toxicology. He has also served on numerous working groups and committees of the National Research Council, U. Environmental Protection Agency, International Agency for Research on Cancer, and World Health Organization. His research focuses in mecha- nisms of chemical genotoxicity and carcinogenicity. See also individual nutrients 1240-1243 defined, 84, 973 energy metabolism, 33, 54, 108, 116, 289 insufficient evidence of, 102-103, 970- extrapolation of data to infants and 971 children, 25, 26-27, 34, 46, 47, 284 nutrient–nutrient interactions, 85, 95 fat (dietary), 459-460, 769, 809, 1234- Aerobics Center Longitudinal Study, 912 1237, 1240-1243 African Americans fiber, 354, 358, 366, 387-389, 396, 398, breast cancer, 379 788, 809, 1234-1237, 1240-1243 energy expenditure, 145-146, 179 glucose metabolism, 285-289, 388, 784- fiber, 379 785 pubertal development, 33 high fat, low carbohydrate diets, 792-810 Age/aging. See also Physical activity 732, 795 amino acid supplements, 702, 706 Arabinose, 345 endurance training, 660 Arachidonic acid, 425, 426, 433-434, 435, energy balance, 221-223, 452 438, 439, 440, 442, 443, 444, 446-447, high-carbohydrate diet, 452 453-454, 455-456, 465, 469, 472, 476, high-fat diet, 452 478, 824, 838 lipoprotein profile, 61 Arginase, 605 low fat, high carbohydrate diet, 773 Arginine (dispensable), 591, 593, 594, 597, protein, 660-661 605, 608, 697-700, 709, 712, 717, 724, resistance training, 660 736, 994-995 runners, 61, 773 Arginine glutamate, 714 skeletal health, 66 Arginionsuccinic acid synthetase, 697, 700 Autoimmune diseases, 487 Arizona Wheat-bran Fiber Trial, 374 Arteriosclerosis, 130, 842 Asians, obese, 352 B Asparagine (dispensable), 591, 593, 594, 700 Balance studies. See also Thermic effect of food Gastric emptying additives, 90, 350, 366, 391 amino acids, 615 energy density of food and, 795 allergies, 692 amino acid composition, 683-686, 689- fat, 438 690 fiber and, 4, 63, 65, 339, 348, 360, 370, 379, 382, 383 energy-dense, nutrient-poor, 302, 312, 794-796 Gastrointestinal distress, fiber intake and, palatability, 425, 795, 808, 809 394-395, 396-397, 398 Gastrointestinal health plant- vs. See monounsaturated fatty acid intake and, also Guar gum 817-818 physical exercise and, 60, 61 polyunsaturated fatty acids and, 820, H 821, 822-823, 826, 828, 830-831 protective effect, 560 Hawaiian natives, 798 saturated fatty acids and, 483 Hazard identification. See also individual sugar intake and, 298-301, 302 nutrients trans fatty acids and, 495-503 animal data, 94-95, 96, 696, 697-698, transport, 543, 544 701-702, 707-708, 711-712, 713-714, Health Canada, 349, 481, 883, 979 721-722, 724, 725-726, 727, 729, 730- Health Professionals Follow-Up Study, 321, 732, 734-735 363, 364, 368, 371-372, 375-376, 377, asthma, 716-717 387, 562, 563, 827 behavior, 295-296 Healthy People 2000, 882 cancer, 319-321 Heart disease. See also Cardiovascular causality, 94, 96, 102 disease; Coronary heart disease Chinese restaurant syndrome, 715-716 carbohydrate intake and, 59 components of, 87, 94-98 fiber intake and, 59-60 data sources, 96-97 physical activity and, 60-61 defined, 87, 975 protein intake and, 60 dental caries, 296-297 Heat of combustion, 108, 109 developmental studies, 708-710 Height. See also Balance studies intervention studies, 794-796, 798-799, advantages, 91, 98 803-807 amino acids, 608-699, 702-703, 705-706, metabolic syndrome, 802-808 712, 714-715, 720, 722-723, 724-725, and micronutrient inadequacy or excess, 726, 727, 729, 730, 731-733, 735 808-809, 816 controlled, 40 obesity risk, 792-797, 814 dose–response assessment, 98 saturated fatty acid intakes, 799-802 feeding trials, 40-41 sugar inadequacy, 809 limitations of, 40-41, 94 High-fiber diets, 297, 374, 378-379, 383, Hunger, 117, 313, 732, 795, 796 788, 839 Hydrogenated fat, 427-428, 436, 455, 456, High fructose corn syrup, 294, 295 479, 495, 498-504, 836 High glycemic index diets, 302 5-Hydroxyindoleacetic acid, 732 Hippuric acid, 604 Hydroxylysine, 593 Histidine (indispensable), 589, 591, 592, 3-Hydroxy-3-methylglutaryl coenzyme A, 545 593, 597, 604, 662, 663-665, 666, 668, Hydroxyproline, 592-593, 728-729 672-675, 678-682, 686, 687, 689, 709, Hyperactivity, 295 712, 720-723, 736, 1004-1005 Hyperammonemia, 699, 714, 718 Homocysteine, 302, 726 Hypercalciuria, 694, 841 Homovanillic acid, 735 Hyperchloremic acidosis, 698 Honolulu Heart Program, 562 Hypercholesteremia, 276, 352, 355, 356, Human chorionic somatomammotropin, 189 358, 359, 366, 367, 494, 495, 721, Human milk. See also 611, 630, 669, 982 specific indicators, nutrients, and life hyperammonemic, 699 stages language development, 447 methodological considerations, 43 malnutrition, 165, 167, 608-609 risk reduction-based methodological considerations, 44-46 Infants, 0-12 months. See also Diabetes design features, 43 mellitus diabetes mellitus (type 2), 381-382, 785, Insulin Resistance Atherosclerosis Study, 786-787, 806-807, 832-833 803 of dietary patterns, 43 Insulin response. See also Hyperinsulinemia fiber and disease prevention, 344, 351, age/aging and, 62 365-368, 374-377, 378-379, 381-382, amino acids, 696, 701, 705, 710 383-384 and cancer, 320 glucose response, 381-382, 803-807 to carbohydrate intake, 268, 269, 273, high fat, low carbohydrate diets, 794- 274, 275, 277, 303, 320, 437 796, 798-799, 803-807 and diabetes, type 2, 63, 275, 303, 306- hyperlipidemia prevention, 365-368 307, 308-312, 784-785 hypertension prevention, 365-368 epidemiological studies, 380-381 insulin response to fat intake, 803-807 to fat, 62, 303, 430, 437, 438, 484-485, low n-9 monounsaturated fatty acid 802-808 diets, 817-818 fiber intake and, 60, 63, 297, 306-307, meta-analyses, 58, 777, 798 339, 351, 353, 355-356, 360, 380-382, methodological issues, 43, 376-377 388 obesity, 311, 773-776, 794-796, 797 to glucose metabolism, 268, 273, 274 polyunsaturated fatty acids, 821, 828, glycemic index of foods and, 63, 269, 830-831, 832-833 306-307, 308-312, 322 satiety and weight maintenance, 383-384 hazard identification, 303, 306-307 timing of, 376 intervention studies, 381-382 Intestinal absorption. See also Basal metabolic rate; 661, 663-665, 666, 668, 669-670, 671- Glucose metabolism; Lipids and lipid 682, 685, 686, 687, 689, 692, 723-725, metabolism; individual nutrients 736, 1010-1011 cellular uptake of nutrients, 273 eiconasanoid, 55 glycogen synthesis and utilization, 274 M insulin, 275 intracellular utilization of sugars, 273- Macronutrients. See also Carbohydrate; Fat; 274 Protein physical activity and, 138 brain requirements, 771 splanchnic, 600, 717 defined, 108 Methionine (indispensable), 589, 591, 593, imbalances and chronic diseases, 771 594, 597, 608, 614, 663-665, 666, 668, integrated planning of intakes, 936-966 672-675, 677, 678, 679-682, 685, 686, Magnesium, 394, 789, 790-791, 813, 838, 687, 689, 711, 723, 725-726, 736, 1204-1211, 1214-1221, 1224-1225 1012-1013 Malabsorption syndrome, 30 Methodological issues. See also Data and Malnutrition, 167, 437, 595, 608-610, 704, database issues; Indicators of 839. See also Protein Nuclear peroxisome proliferator activating amino acid utilization through receptors, 425 nonprotein pathways, 607-608, 684 Nurses’ Health Study, 306-307, 363, 368, balance, 275, 279, 287, 594, 611, 694, 376, 377, 387, 563, 827-828, 842 718 Nutrient intakes. See also 357-360, 365, 366, 371, 374-375, 388, individual nutrients 398-399, 693-694 adverse effects, 970-971 Puberty/pubertal development amino acids, 737-738 age at onset, 33, 983 approach to setting, 968 developmental changes, 177 body composition and size, 225, 240 growth spurt, 142 carbohydrates, 323-324 racial/ethnic differences, 33 cholesterol, 574-575, 578 Purine nucleotide cycle, 604, 605 chronic disease relationships to intakes, Pyrimidine nucleotides, 620 970 Pyruvate, 604, 605 data and database issues, 969-971 energy, 225, 240, 323-324 fat (total), 324, 505, 514 R fiber, 399-400 major information gaps and, 18, 44, 969- Race/ethnicity. See also Special Risk characterization, 86, 89, 90, 976 considerations Risk management, 87, 89, 104, 976 identification of, 97-98 Septicemia, 609, 705 Serine (dispensable), 591, 593, 594, 597, S 604, 608, 711, 719, 729-730, 736, 1018-1019 Satiety, 65, 313, 348, 382-384, 388, 794, 795, Serotonin, 608, 706, 731, 732, 916 796, 843 Seven Countries Study, 562, 817, 826, 827 Saturated fatty acids. See Thermic effect intestinal absorption, 273 of food intrinsic, 265 Stachyose, 265, 342 lipogenicity, 59, 297-302, 323 Starch. See also Resistant starch in low fat, high carbohydrate diets, 788- and cancer risk, 321 789, 790-793 definition, 267-268 maximal intake levels, 16, 810, 816 and dental caries, 296 and micronutrient intake levels, 788-789, digestion and digestibility, 269, 272 790-793, 809, 812, 1203-1225 energy yields, 109 and obesity, 307, 310-313, 314-319, 323 food sources, 265-266, 294 substitutes, 346, 695, 702-703, 727 glycemic index, 323 total, 313, 314-315, 316-317, 789, 792, insulin sensitivity, 303 809, 813-814 lipogenesis, 59, 298-301, 302 uses, 266 slow release vs. See also Obesity and overweight; 266, 294, 344, 346, 391, 479, 771, 882 Reference weights and heights; U. Department of Health, Education, and age/aging and, 143, 167 Welfare, 882 amino acids and, 697, 698, 700, 707, U. The plus (+) symbol indicates a change from the prepublication copy due to a calculation error.
The following gives approximate times for how long it takes the body to clear the drug after which urine analysis will be negative purchase 5 mg escitalopram otc anxiety scale 0-10. Cocaine 2 to 4 days Amphetamine 3 days Ecstasy 3 to 4 days Cannabis 3 to 8 days purchase 20mg escitalopram with visa anxiety symptoms 4-6, potentially up to a month with heavy users Opiates such as heroin 3 to 8 days Benzodiazepines 2 to 28 days 5 The test says nothing about the amount of the drug used 20 mg escitalopram fast delivery anxiety symptoms worse in morning, the type of use (experimental escitalopram 20mg online anxiety symptoms 3 days, recreational, habitual) or the circumstances of use. Given the factors detailed above and the nature of drug use in adolescence, the use of drug testing in the context of the home and school has the potential to achieve very little and may possibly cause problems to escalate, perversely increasing the level of risk to the child if trust between him/her and their parents and teachers is broken down. In terms of observed signs and symptoms (outside of either habitual or dependent use where an individual is pre-occupied with drugs to the exclusion of other activities over a significant period of time; or observing acute intoxication as a result of bingeing – which is more likely with adolescents) it is very difficult to identify consistently present and observable signs which would indicate that a young person is involved in irregular experimentation. In fact, it is often only when drug use becomes problematic that these signs may be manifest. The other caveat with the following list157 of signs and symptoms is that most are not exclusively linked to drug use and are normative aspects of the experience of adolescence. They should in no way be seen as an alternative to maintaining a positive, active relationship with a young person whether as a teacher or parent, based on mutual dialogue and respect for each other’s needs and responsibilities. In serious cases, the person may begin to look unwell, alternated with periods of more energetic behaviour. If a young child is misusing drugs, s/he will tend to mix with older children and drop former friends. Specific to schools, it states the need to “… maximise the effectiveness of school-based programmes through efforts to keep young people engaged in school and the identification and provision of supports for at-risk children, management of drug-related incidents and a broad-based curriculum which supports all aspects of the child’s development”. However, “effective teaching about drugs has the same characteristics as good teaching in 76 The National Drug Strategy and School Policy on Substance Use any subject”. Extract from ‘Guidelines for developing a School Substance use Policy – Department of Education and Science, Health Promotion Unit and the Regional Health Boards 2002’: Introduction The National Drugs Strategy 2001-2008 sets out a detailed programme of action to be implemented by Government Departments and Agencies to combat the very serious problem of drug misuse in our society. The strategy highlights the important contribution that schools can make in the area of education and prevention and requires them to have substance use policies in place. The central objective of a school’s substance use policy is the welfare, care and protection of every young person in line with the Education Act, 1998 and the Education (Welfare) Act, 2000. The policy should address both education concerning alcohol, tobacco and drugs and the procedures for managing incidents relating to these substances. It should be developed through existing consultative structures within the school and should build on existing school policy, e. While the school substance use policy should cover alcohol, tobacco and drugs, different issues may need to be addressed under each of these three headings. Schools need to reflect upon how they might provide for the needs of their student cohort and respond appropriately to what are sometimes sensitive and emotive issues. A substance use policy sets out, in writing, the framework within which the whole school community manages issues relating to substance use. It should reflect the unique ethos of the school and should aim to develop a shared understanding of the term ‘drugs’. A partnership approach based on the ‘whole school’ model is recommended for the development of the policy. The policy applies to the entire school community, including teachers, students, parents/guardians and users of the school building. It is strongly recommended that schools within the same community should collaborate on policy development. Within Local Drug Task Force Areas primary schools can contact the Walk Tall Support Officers (see contacts sections) or the Task Force Office. Research has demonstrated that this approach to social, personal and health education is at best ineffective and in some instances detrimental. Should both teacher and visitor be involved in either writing to or briefing, parents beforehand how you will evaluate the input Although some visitors may prefer that the teacher is not present, it is recommended that the class teacher stay with the class for the duration of the input. This safeguards the students, the teacher and the visitor in both child protection and insurance matters. It ensures that the teacher is aware of exactly what was covered should any issue arise at a later stage and that the visitor has understood the school ethos. All of these feelings are valid because most adults find it difficult to understand the arena of youth culture and this coupled with a low level of factual information on substances and substance use often increases the sense of apprehension. It must be remembered that within the school setting it is not just students who may be involved in substance use but also any individual who is part of the school community whether principal, teacher, support staff or parent. These may include finding a substance, seeing something suspicious being passed from one person to another, observing a ‘stoned’ parent arriving to collect a young child from school, noticing a teacher who comes to school smelling strongly of alcohol or finding a child inhaling solvents. How a school responds to these incidents may be crucial not only to the individuals directly involved but also to the whole school community. Rather than putting forward a list of scenarios and possible responses each school needs, within the context of its ethos, to decide on its own course of action, guided in the first instance by the Children First National Guidelines for the Protection and Welfare of Children along with school policy on substance use. In attempting to deal effectively with such instances, the following questions may be of use and should at least stimulate discussion on the issue. Will the school’s response be identical in every case or will there be flexibility depending on the specific circumstances? Within the Eastern Region these services can all be contacted at one of the ten Community Services offices or your local health center East Coast Area Health Board y Community Services Area 1. Tel: 0404 68400 South Western Area Health Board y Dublin South City Carnegie Building, 1-25 Lord Edward St, Dublin 2. Tel: 01 626 8101, 01 626 7914 y Dublin South West Health Centre, Old County Road, Dublin 12. Tel: 01 454 2511 83 Contacts, Further Reading and Websites y Kildare /West Wicklow Poplar House, Poplar Square, Naas, Co. Tel: 045 876 001 Northern Area Health Board y Community Services Area 6, Rathdown Road, Dublin 7. Tel: 01 857 5400 y Community Services Area 8, Coolock Health Centre, Cromcastle Road, Coolock, Dublin 5. Tel: 01 847 6122, 01 847 6033 Drug Treatment Services A number of treatment options are available for both adults and young people who may be experiencing problems related to alcohol or drug use. For further information about these services contact: Drug Advisory and Treatment Centre Trinity Court, 30/31 Pearse Street, Dublin 2. Tel: 01 882 0300 Alcohol Services y East Coast Area Health Board: Baggot Street Community Alcohol Treatment Unit. Tel: 01 660 7838 y South Western Area Health Board: Community Alcohol Services Tel: 01 451 6589/754 y Northern Area Health Board: Stanhope Treatment Centre. Tel: 01 677 9447 Medical Support and Information In the event of a suspected drug overdose/poisoning by alcohol or drugs, early medical intervention saves lives. Vincent’s Hospital Tel: 01 209 4358 y Poisons Information Services Beaumont Hospital, Dublin 9. Tel: 01 837 996601, 01 837 9964 Garda Síochána Garda Juvenile Diversion Programme: Contact your local Garda Station to get the name of the local Juvenile Liaison Officer and/or Community Garda who are available for advice and educational support. Local Drug Task Forces The local Drug Task Forces were set up in 1997 to implement local action plans and implement community based initiatives, which were designed to compliment and add value to the drug programmes and services already being provided or planned by the State Agencies. Some of the types of measures funded include: y “Stay at School” projects and after-school activities, aimed at children involved or at risk of becoming involved in drugs y The development of activities aimed at “at risk” children and young people outside the school setting (in youth clubs, etc.
Santali Lignum Albi (White Sandalwood). Escitalopram.
- Dosing considerations for White Sandalwood.
- Are there safety concerns?
- How does White Sandalwood work?
- Urinary tract infections (UTIs), common cold, cough, bronchitis, fevers, swelling in the mouth, stomachache, vomiting, pain, heatstroke, liver and gallbladder problems, and other conditions.
- Are there any interactions with medications?
- What is White Sandalwood?