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Traditional healing: modern medicine’s friend or foe?

 

Despite skeptism, WHO has legitimised acupuncture and ayurveda.

Carlin Carr in Mumbai − 17 Sep 2014

 

    Arvind Singh came to Barefoot Acupuncturists in Mumbai’s Vijay Nagar slum to find relief from debilitating low-back pain. His chronic suffering forced him to leave his job as a security guard, eliminating the family’s sole income. “We went for x-rays, CT scans and blood tests, but no one could give us a diagnosis,” says his wife, Anita. Doctors prescribed painkillers and suggested surgery − both costly options. Eventually, the Singhs turned to acupuncture, where, after 15 treatments at 20 rupees a sitting, Singh felt “completely fine”.

   Around the world, traditional medical systems, such as acupuncture and ayurveda are increasingly being recognised as affordable, low-tech interventions for under-served areas. In India, 65% of the rural population uses ayurveda and medicinal plants as a first step for healthcare. In Africa, traditional medicine serves 80% of healthcare needs. In China, the figure is about 40%.

   “For many millions of people, often living in rural areas of developing countries, herbal medicines, traditional treatments and traditional practitioners are the main − sometimes the only − source of healthcare,” the World Health Organisation’s director general, Margaret Chan, said in 2008. “This is care that is close to homes, accessible and affordable.”

   The WHO recently launched the traditional medicine strategy 2014-2023 to mainstream traditional medicine alongside allopathic (modern, western) care, with an emphasis on improving safety and expanding access.

   Traditional medicine in its many forms has proven to be an effective treatment for non-communicable diseases (NCDs) − one of the biggest health burdens for developing countries. NCDs, such as heart disease, stroke, cancer and chronic lung disease, kill more than 36 million people each year and 80% of the deaths occur in low- and middle-income countries.

    Founder of AyurVaid chain of ayurvedic hospitals Rajiv Vasudevan says today’s “quick fix” society turns too quickly to pills and elective surgery but traditional medicine treats the root-cause. He says that allopathic medicine provides symptomatic treatment that, for example, returns blood pressure back to normal, but ignores the underlying conditions − a person’s constitution, the surrounding environment, diet − that cause the illness in the first place.

    “In general, ayurveda can play an effective complementary role to allopathy’s emergency medical care system,” says Vasudevan, who believes the lowest economic strata can benefit the most from these choices in treatment.

    Ayurveda’s focus on long-term wellbeing is particularly important for vulnerable communities who rely on healthy bodies for a steady income.

(Adapted from https://amp.theguardian.com)

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Young people are hungry for good sex education. I found a program in Mexico that gets it right

March 9, 2021
By Shelly Makleff
Research Fellow, Global and Women's Health, Monash University, Australia

 

More than 30,000 people have signed a petition, launched by ex-Sydney school girl Chanel Contos, demanding for consent to be at the forefront of sexual education in schools. The text in the petition states:

 

Those who have signed this petition have done so because they are sad and angry that they did not receive an adequate education regarding what amounts to sexual assault and what to do when it happens.

 

    School principals, particularly in all-boys schools, have responded by acknowledging the need for a cultural shift. Some schools have gathered students for sessions about consent, others addressed the topic in the classroom, some have asked parents to engage their children in discussions about sexual consent and social norms.

    But studies show one-off conversations or education sessions about consent and rape are unlikely to influence long-term change. Interventions need to systematically and gradually address the harmful social norms that underpin a host of interrelated issues including rape culture, intimate partner violence and homophobic bullying.

   Evidence from around the globe suggests that to transform the harmful gender norms that contribute to violence and sexual assault, programs should promote critical reflections about gender, relationships and sexuality. Evidence also shows such reflection takes time.

    A community-based organisation providing sexual and reproductive health services throughout Mexico adapted their sexuality course in 2016. It was a 20-hour course, delivered weekly over one semester to 185 students in one school. Each group of 20 participants aged 14 to 17 had one facilitator. The facilitators in the course were young people (under 30 years of age). They were trained as professional health educators, and to facilitate activities that promote critical reflection among students about entrenched beliefs and social norms. In the program, students engaged in debates about romantic jealousy, and whether it was a sign of love. One student told me: “they told us […] about what is love and what is not love. I told my boyfriend, ‘they told us that jealousy is bad’, and he replied, ‘that’s right, because it means a lack of trust’, and in this way, we sometimes talked about the course.”

    Vignettes that were relevant to the students’ lived experiences stimulated debates about gender roles and social norms. For example, a student said: “One of the things my classmate said stayed with me. He said that the man has to work and the woman should stay in the house. It made me, like, think. I think that a woman doesn’t need to always be at home […] as if it were a prison. I think you need to give freedom to both people in a relationship.”

    These group conversations can be challenging. They may also be upsetting to participants and could even provoke verbal harassment or violence. One facilitator described bullying and violence during some sessions of the course. The group started to verbally attack each other, and it was one corner of the room against the other.

    This means facilitators need training not only on the concepts of gender, sexuality and relationships, but also on how best to directly address comments that may reinforce harmful gender norms or other types of violence in the classroom and use those as teaching moments to highlight the consequences of harmful social norms.

    I saw the students become more comfortable talking about relationships and sexuality as the course progressed. One young man said:

 

“before the course, it made us a bit embarrassed to talk about sexual and reproductive health. But afterwards we understood, with the course, that it was, like, very natural to talk about it. It’s like any other thing, and so I now feel fine talking about it.”

 

    As a result of the program, some students said they directly addressed negative behaviours in their own relationships. And some even left controlling relationships.

(Adapted from https://theconversation.com)

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Young people are hungry for good sex education. I found a program in Mexico that gets it right

March 9, 2021
By Shelly Makleff
Research Fellow, Global and Women's Health, Monash University, Australia

 

More than 30,000 people have signed a petition, launched by ex-Sydney school girl Chanel Contos, demanding for consent to be at the forefront of sexual education in schools. The text in the petition states:

 

Those who have signed this petition have done so because they are sad and angry that they did not receive an adequate education regarding what amounts to sexual assault and what to do when it happens.

 

    School principals, particularly in all-boys schools, have responded by acknowledging the need for a cultural shift. Some schools have gathered students for sessions about consent, others addressed the topic in the classroom, some have asked parents to engage their children in discussions about sexual consent and social norms.

    But studies show one-off conversations or education sessions about consent and rape are unlikely to influence long-term change. Interventions need to systematically and gradually address the harmful social norms that underpin a host of interrelated issues including rape culture, intimate partner violence and homophobic bullying.

   Evidence from around the globe suggests that to transform the harmful gender norms that contribute to violence and sexual assault, programs should promote critical reflections about gender, relationships and sexuality. Evidence also shows such reflection takes time.

    A community-based organisation providing sexual and reproductive health services throughout Mexico adapted their sexuality course in 2016. It was a 20-hour course, delivered weekly over one semester to 185 students in one school. Each group of 20 participants aged 14 to 17 had one facilitator. The facilitators in the course were young people (under 30 years of age). They were trained as professional health educators, and to facilitate activities that promote critical reflection among students about entrenched beliefs and social norms. In the program, students engaged in debates about romantic jealousy, and whether it was a sign of love. One student told me: “they told us […] about what is love and what is not love. I told my boyfriend, ‘they told us that jealousy is bad’, and he replied, ‘that’s right, because it means a lack of trust’, and in this way, we sometimes talked about the course.”

    Vignettes that were relevant to the students’ lived experiences stimulated debates about gender roles and social norms. For example, a student said: “One of the things my classmate said stayed with me. He said that the man has to work and the woman should stay in the house. It made me, like, think. I think that a woman doesn’t need to always be at home […] as if it were a prison. I think you need to give freedom to both people in a relationship.”

    These group conversations can be challenging. They may also be upsetting to participants and could even provoke verbal harassment or violence. One facilitator described bullying and violence during some sessions of the course. The group started to verbally attack each other, and it was one corner of the room against the other.

    This means facilitators need training not only on the concepts of gender, sexuality and relationships, but also on how best to directly address comments that may reinforce harmful gender norms or other types of violence in the classroom and use those as teaching moments to highlight the consequences of harmful social norms.

    I saw the students become more comfortable talking about relationships and sexuality as the course progressed. One young man said:

 

“before the course, it made us a bit embarrassed to talk about sexual and reproductive health. But afterwards we understood, with the course, that it was, like, very natural to talk about it. It’s like any other thing, and so I now feel fine talking about it.”

 

    As a result of the program, some students said they directly addressed negative behaviours in their own relationships. And some even left controlling relationships.

(Adapted from https://theconversation.com)

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The Milky Way’s Black Hole Comes to Light

 

The Event Horizon Telescope has once again caught sight of the “unseeable.”

The first direct image of Sagittarius A*, the black hole at the center of the Milky Way.Credit...Event Horizon Telescope Collaboration/National Science Foundation

Published May 12, 2022 Updated May 13, 2022

 

Astronomers announced on Thursday that they had pierced the veil of darkness and dust at the center of our Milky Way galaxy to capture the first picture of “the gentle giant” dwelling there: a supermassive black hole, a trapdoor in space-time through which the equivalent of four million suns have been dispatched to eternity, leaving behind only their gravity and1 violently bent space-time.

The image, released in six simultaneous news conferences in Washington and around the globe, showed a lumpy doughnut of radio emission framing empty space. Oohs and aahs broke out at the National Press Club in Washington when2 Feryal Özel of the University of Arizona displayed what she called “the first direct image of the gentle giant in the center of our galaxy.” She added: “It seems that black holes like doughnuts.” Dr. Özel is part of the Event Horizon Telescope project, a collaboration of more than 300 scientists from 13 institutions that operates an ever-growing global network of telescopes that compose one large telescope as big as3 Earth. The team’s results were published Thursday in The Astrophysical Journal Letters.

 

“I met this black hole 20 years ago and have loved it and tried to understand it since,” Dr. Özel said. “But4 until now, we didn’t have the direct picture.”

In 2019, the same team captured an image of the black hole in the galaxy Messier 87, or5 M87. That image, the first ever taken of a black hole, is now enshrined in the Museum of Modern Art in New York. “We have seen what we thought was ‘unseeable,’” Sheperd Doeleman, an astronomer at the Harvard-Smithsonian Center for Astrophysics, said at the time.

Astronomers said the new result would lead to a better understanding of gravity, galaxy evolution and how even placid-seeming clouds of stars like our own majestic pinwheel of stars, the Milky Way, can generate quasars, enormous geysers of energy that can be seen across the universe.

Disponível em: https://www.nytimes.com/2022/05/12/science/black-hole-photo.html#:~:text=Astronomers%20 announced%20on%20Thursday%20that,suns%20have%20been%20dispatched%20to. Acesso em: 25 maio 2022.

Com base na leitura do texto, analise as afirmativas.

 

I.      Sagitarius A* é o nosso buraco negro supermassivo, com uma massa de quatro milhões de sóis, localizado no centro da Via Láctea.
II.      O projeto envolve 300 cientistas de 13 instituições que operam uma rede de telescópios.
III.      A primeira foto do buraco negro da nossa galáxia foi obtida em 2019 e está no Museu de Arte em Nova York.
IV.      A primeira imagem foi transmitida simultaneamente para seis conferências de notícias em Washington e no mundo.
V.      Quasars são enormes gêiseres de energia que podem ser vistos através do universo.

 

É correto apenas o que se afirma em

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The Milky Way’s Black Hole Comes to Light

The Event Horizon Telescope has once again caught sight of the “unseeable.”

By Dennis Overbye

 

The first direct image of Sagittarius A*, the black hole at the center of the Milky Way.Credit...Event Horizon Telescope Collaboration/National Science Foundation

Published May 12, 2022 Updated May 13, 2022

 

Astronomers announced on Thursday that they had pierced the veil of darkness and dust at the center of our Milky Way galaxy to capture the first picture of “the gentle giant” dwelling there: a supermassive black hole, a trapdoor in space-time through which the equivalent of four million suns have been dispatched to eternity, leaving behind only their gravity and¹ violently bent space-time.

The image, released in six simultaneous news conferences in Washington and around the globe, showed a lumpy doughnut of radio emission framing empty space. Oohs and aahs broke out at the National Press Club in Washington when² Feryal Özel of the University of Arizona displayed what she called “the first direct image of the gentle giant in the center of our galaxy.” She added: “It seems that black holes like doughnuts.” Dr. Özel is part of the Event Horizon Telescope project, a collaboration of more than 300 scientists from 13 institutions that operates an ever-growing global network of telescopes that compose one large telescope as big as³ Earth. The team’s results were published Thursday in The Astrophysical Journal Letters.

 

“I met this black hole 20 years ago and have loved it and tried to understand it since,” Dr. Özel said. “But⁴ until now, we didn’t have the direct picture.”

 

In 2019, the same team captured an image of the black hole in the galaxy Messier 87, or5 M87. That image, the first ever taken of a black hole, is now enshrined in the Museum of Modern Art in New York. “We have seen what we thought was ‘unseeable,’” Sheperd Doeleman, an astronomer at the Harvard-Smithsonian Center for Astrophysics, said at the time.

 

Astronomers said the new result would lead to a better understanding of gravity, galaxy evolution and how even placid-seeming clouds of stars like our own majestic pinwheel of stars, the Milky Way, can generate quasars, enormous geysers of energy that can be seen across the universe.

Disponível em: https://www.nytimes.com/2022/05/12/science/black-hole-photo.html#:~:text=Astronomers%20 announced%20on%20Thursday%20that,suns%20have%20been%20dispatched%20to. Acesso em: 25 maio 2022.

Com base na leitura do texto, analise as afirmativas.

 

I.      Sagitarius A* é o nosso buraco negro supermassivo, com uma massa de quatro milhões de sóis, localizado no centro da Via Láctea.
II.      O projeto envolve 300 cientistas de 13 instituições que operam uma rede de telescópios.
III.      A primeira foto do buraco negro da nossa galáxia foi obtida em 2019 e está no Museu de Arte em Nova York.
IV.      A primeira imagem foi transmitida simultaneamente para seis conferências de notícias em Washington e no mundo.
V.      Quasars são enormes gêiseres de energia que podem ser vistos através do universo.

 

É correto apenas o que se afirma em

The Nobel Prize in Chemistry 2021 Goes to Benjamin List and David W. C. MacMillan

 

Jesse Stanchak(2 weeks ago)

 

The Nobel Prize in Chemistry 2021 is awarded jointly to Benjamin List and David W. C. MacMillan for their work in “the development of asymmetric organocatalysis,” a method that uses small organic molecules as catalysts instead of enzymes or metals. This innovation in molecular construction has led to catalysts that are less expensive and more environmentally friendly, while also opening up new pathways in pharmaceutical research.

“Asymmetric organocatalysis offers a new way of thinking and a more sustainable way of carrying out crucial chemical reactions,” said ACS President H. N. Cheng. “In the big picture, the ability to create new compounds to address human problems is the strength of chemistry. Chemists are like magicians, and with asymmetric organocatalysis, we have a new magic wand for making important drugs.”

Both winners have long histories with the ACS. List has been a member of ACS for 21 years; MacMillan for 26. List has been honored by the ACS with both the 2022 Herbert C. Brown Award for Creative Research in Synthetic Methods and the Arthur C. Cope Scholar Award in 2014. MacMillan won the Gabor A. Somorjai Award for Creative Research in Catalysis in 2018, the ACS Award for Creative Work in Synthetic Organic Chemistry in 2011, the Arthur C. Cope Scholar Award in 2007, and the Elias J. Corey Award for Outstanding Original Contribution in Organic Synthesis by a Young Investigator in 2005.

Benjamin List and David W. C. MacMillan have each published many articles in ACS Publications journal over the years. The following articles from each of the laureates will be made free-to-read for 30 days, starting October 6, 2021, in honor of their win....

https://axial.acs.org/2021/10/06/the-nobel-prize-in-chemistry-2021-goes-to-benjamin-list-and-david-w-c-macmillan/?gclid=CjwKCAjw2bmLBhBREiwAZ6ugo2x7mgD7

 

De acordo com o texto, analise as afirmativas a seguir:

 

I. O grande feito da pesquisa é a substituição dos catalizadores (enzimas ou metais) por pequenas moléculas orgânicas para desempenhar a mesma função.

II. List e MacMillian foram membros da ACS por 21 anos e 26 anos, respectivamente.

III. Os dois laureados já conquistaram o mesmo número de prêmios.

IV. Os laureados publicaram muitos artigos para a ACS há um longo tempo atrás.

V. O período de disponibilidade dos artigos dos dois autores para leitura sem pagamento: 06 de outubro à 06 de novembro.

 

É correto apenas o que se afirma em: