This eBook “ Medical Lives of History`s Famous People” highlights the consequences of numerous medical concerns of historical individuals. It also discusses in depth how the public lives of famous people were strongly affected due to their medical conditions. The contents of this book include chapters on the historical facts concerning Babe Ruth`s heroic battle with Nasopharyngeal Carcinoma, the Oral Cancer of Sigmund Freud, Celiac disease: The Cause of President John F. Kennedy`s life long medical travails, Porphyria: The cause of the madness of King George; Hemophilia: The Royal disease and much more. This book is a valuable resource for MSc and PhD students, academic personnel and researchers seeking updated and critically important information on medical and mental ailments. The book gives a detailed exposure of the medical issues of the famous people which will give benefit to the readers in their daily life.

What's Doing? A Tribute to Professor Murray Goodman gives homage to the life and work of Professor Murray Goodman, a leading chemist, educator and humanitarian. This book contains personal and professional remembrances from Dr. Goodman's family, colleagues, and former students as well as the first paper ever published by Dr. Goodman followed by 10 of his most cited works. What's Doing? A Tribute to Professor Murray Goodman was published to coincide with the Murray Goodman Memorial Symposium at the 230th National Meeting of the American Chemical Society in Washington D.C., August 31, 2005.

The art of architecture is an important aesthetic element that can leave a lasting impression in one's mind about the values of a society. Today's architectural art, education, and culture have gradually turned into engineering practices and more technical pursuits. Architecture in Fictional Literature is a book written with the aim of understanding the concept of living spaces as portrayed in works of fiction and to open the doors to a new perspective for readers on the art of architecture. It is a collection of essays written by educators and literary critics about how architecture is presented in 28 selected literary works of fiction. These selected works, which include well-known works such as Hugo’s Hunchback of Notre Dame, Kafka’s The Castle, Swift’s Gulliver’s Travels, Tolkien’s The Lord of the Rings, Carroll’s Alice in Wonderland, Fitzgerald’s The Great Gatsby, among many others, collectively attempt to illustrate facets of human life in a lucidly expressive way while also having an architectural background added in the narrative. Each essay is unique and brings a diverse range of perspectives on the main theme, while also touching on some niche topics in this area, (such as spatial analysis, urban transformation and time-period settings), all of which have exploratory potential. With this collection, the contributors aspire to initiate the transformation of architectural education by including a blend of literary criticism. By building a foundation of architectural aesthetics, they hope to bridge the gap between the artist and the architect, while also inspiring a new generation of urban planners, landscape artists, and interior designers to consider past works when designing living spaces. Architecture in Fictional Literature is also essential to any enthusiast of fictional works who wants to understand the fictional portrayal of living spaces and architecture in literature.

Universities are viewed by many as institutions that should impart quality education to enrolled students and foster a learning environment, which, in turn, would benefit the accumulation of knowledge worldwide. Enhancing university education is at the top of most governmental agendas. In this knowledge-driven economy, every nation wants to have the world's top-ranked universities. Every parent wants to send their child to a top university. And most people want to have a good university degree that gives them good prospects for landing a respectable job. But universities are currently in turmoil: mass redundancies and department closures have become routine. Once revered as ivory towers of learning, today’s universities are forced to regard their students as consumers and customers. Many universities are now torn between labor market forces and increasing public expectations and accountability. University administration departments struggle with declining funding and increased cost scrutiny. Challenged on multiple fronts, universities are faced with conflicting agendas. They are expected to develop world-class reputations in research (an academic agenda) while teaching increasing numbers of students (a commercial agenda). They are required to be engines of economic development while maintaining comprehensive scholarly profiles. Numerous reports and headlines predict the demise of universities, emphasizing that the current educational and business model is not viable. Reshaping Universities for Survival in the 21st Century: New Opportunities and Paradigms suggests possible paths which universities might take to survive in the future by providing a compelling account of the landscape of today’s universities and the challenges they face. Readers will learn about the current crises which universities face followed by an explanation of the ideologies and paradigms that have shaped the current academic landscape. New trends and concepts in university education are also explained, such as academic capitalism and MOOCs. Written in clear, easy-to-understand language, it is a must-read for anyone who studies, works or is interested in the higher education sector, including university and government leaders and educational policy makers.

Humanitarian Crises and International Relations (1959-2013) presents a brief study of the relations between sovereign nations from 1959 to the current Afghanistan crisis (post NATO intervention). Each chapter is going to analyze a specific crisis in a chronological order. The chapters demonstrate how humanitarian crises linked to civil and military conflicts have reshaped international relations in our world today. This book is a key tool for students undertaking courses related to the history of international relations as well as human rights and on international migrations. The topics in this book are connected to different disciplines (Anthropology, History and Political Science) and attempt to trace the most important change in the history of international relations related to the world crisis viz civil or external conflicts.

Older Women: Current and Future Challenges of Professionals With An Aging Population is about older women and the unique challenges they face now and in coming decades. Elderly women face problems that require response from multiple service providers in the social welfare, health care and legal sectors. Due to the complexity of the various issues and the multi-systemic responses required to address these problems among diverse groups, an interdisciplinary perspective in a multicultural context needs to be examined. This book is an attempt to explain the multidisciplinary facets of social work with elderly women. Readers are also introduced to the ethical issues and challenges caused by economic disparities and are also provided with guidelines on potential responses and intervention strategies to such difficulties. Readers are also introduced to the concept of cultural competence in terms of working with aged women. The integration of theory, research and practice in this book makes it a valuable resource for academicians and working professionals who are or will be in frequent contact with older adults.

"Suicide and Predicament: the medical model of suicide is incomplete" takes a broad view of suicide. It argues that a large proportion of people who suicide do not have a mental disorder, and therefore it is essential to know about the predicaments of people. The book draws on sociology and takes issue with the medicalization of distress and suicide. It discusses genetics and draws attention to the importance of alcohol in suicide. It takes as examples, 127 suicide cases found in public record. Unique features include 1) predicament model, 2) pathways model, 3) typology of suicide, and 4) prevention initiatives.

In the year 2000, approximately one million people died from suicide: a "global" mortality rate of 16 per 100,000, or one death every 40 seconds. In the last 45 years suicide rates have increased by 60% worldwide. Suicide is now among the three leading causes of death among those aged 15-44 years (both sexes); these figures do not include suicide attempts up to 20 times more frequent than completed suicide. Suicide worldwide is estimated to represent 1.8% of the total global burden of disease in1998, and 2.4% in countries with market and former socialist economies in 2020. Although traditionally suicide rates have been highest among the male elderly, rates among young people have been increasing to such an extent that they are now the group at highest risk in a third of countries, in both developed and developing countries. Mental disorders (particularly depression and substance abuse) are associated with more than 90% of all cases of suicide; however, suicide results from many complex sociocultural factors and is more likely to occur particularly during periods of socioeconomic, family and individual crisis situations (e.g., loss of a loved one, employment, honour). The economic costs associated with completed and attempted suicide are estimated to be in the billions of dollars. One million lives lost each year are more than those lost from wars and murder annually in the world. It is three times the catastrophic loss of life in the tsunami disaster in Asia in 2005. Every day of the year, the number of suicides is equivalent to the number of lives lost in the attack on the World Trade Center Twin Towers on 9/11 in 2001. Everyone should be aware of the warning signs for suicide: Someone threatening to hurt or kill him/herself, or taking of wanting to hurt or kill him/herself; someone looking for ways to kill him/herself by seeking access to firearms, available pills, or other means; someone talking or writing about death, dying or suicide, when these actions are out of the ordinary for the person. Also, high risk of suicide is generally associated with hopelessness; rage, uncontrolled anger, seeking revenge; acting reckless or engaging in risky activities, seemingly without thinking; feeling trapped – like there’s no way out; increased alcohol or drug use; withdrawing from friends, family and society, anxiety, agitation, unable to sleep or sleeping all the time; dramatic mood changes; no reason for living; no sense of purpose in life. Table 1: Understanding and helping the suicidal individual should be a task for all. Suicide Myths How to Help the Suicidal Person Warning Sights of Suicide Myth: Suicidal people just want to die. Fact: Most of the time, suicidal people are torn between wanting to die and wanting to live. Most suicidal individuals don’t want death; they just want to stoop the great psychological or emotional pain they are experiencing -Listen; -Accept the person’s feelings as they are; -Do not be afraid to talk about suicide directly -Ask them if they developed a plan of suicide; -Expressing suicidal feelings or bringing up the topic of suicide; -Giving away prized possessions settling affairs, making out a will; -Signs of depression: loss of pleasure, sad mood, alterations in sleeping/eating patterns, feelings of hopelessness; Myth: People who commit suicide do not warn others. Fact: Eight out of every 10 people who kill themselves give definite clues to their intentions. They leave numerous clues and warnings to others, although clues may be non-verbal of difficult to detect. -Remove lethal means for suicide from person’s home -Remind the person that depressed feelings do change with time; -Point out when death is chosen, it is irreversible; -Change of behavior (poor work or school performance) -Risk-taking behaviors -Increased use of alcohol or drugs -Social isolation -Developing a specific plan for suicide Myth: People who talk about suicide are only trying to get attention. They won’t really do it. Fact: Few commit suicide without first letting someone know how they feel. Those who are considering suicide give clues and warnings as a cry for help. Over 70% who do threaten to commit suicide either make an attempt or complete the act. -Express your concern for the person; -Develop a plan for help with the person; -Seek outside emergency intervention at a hospital, mental health clinic or call a suicide prevention center Myth: Don’t mention suicide to someone who’s showing signs of depression. It will plant the idea in their minds and they will act on it. Fact: Many depressed people have already considered suicide as an option. Discussing it openly helps the suicidal person sort through the problems and generally provides a sense of relief and understanding. Suicide is preventable. Most suicidal individuals desperately want to live; they are just unable to see alternatives to their problems. Most suicidal individuals give definite warnings of their suicidal intentions, but others are either unaware of the significance of these warnings or do not know how to respond to them. Talking about suicide does not cause someone to be suicidal; on the contrary the individual feel relief and has the opportunity to experience an empathic contact. Suicide profoundly affects individuals, families, workplaces, neighbourhoods and societies. The economic costs associated with suicide and self-inflicted injuries are estimated to be in the billions of dollars. Surviving family members not only suffer the trauma of losing a loved one to suicide, and may themselves be at higher risk for suicide and emotional problems. Mental pain is the basic ingredient of suicide. Edwin Shneidman calls such pain “psychache” [1], meaning an ache in the psyche. Shneidman suggested that the key questions to ask a suicidal person are ‘Where do you hurt?’ and ‘How may I help you?’. If the function of suicide is to put a stop to an unbearable flow of painful consciousness, then it follows that the clinician’s main task is to mollify that pain. Shneidman (1) also pointed out that the main sources of psychological pain, such as shame, guilt, rage, loneliness, hopelessness and so forth, stem from frustrated or thwarted psychological needs. These psychological needs include the need for achievement, for affiliation, for autonomy, for counteraction, for exhibition, for nurturance, for order and for understanding. Shneidman [2], who is considered the father of suicidology, has proposed the following definition of suicide: ‘Currently in the Western world, suicide is a conscious act of self-induced annihilation, best understood as a multidimensional malaise in a needful individual who defines an issue for which the suicide is perceived as the best solution’. Shneidman has also suggested that ‘that suicide is best understood not so much as a movement toward death as it is a movement away from something and that something is always the same: intolerable emotion, unendurable pain, or unacceptable anguish. Strategies involving restriction of access to common methods of suicide have proved to be effective in reducing suicide rates; however, there is a need to adopt multi-sectoral approaches involving other levels of intervention and activities, such as crisis centers. There is compelling evidence indicating that adequate prevention and treatment of depression, alcohol and substance abuse can reduce suicide rates. School-based interventions involving crisis management, self-esteem enhancement and the development of coping skills and healthy decision making have been demonstrated to reduce the risk of suicide among the youth. Worldwide, the prevention of suicide has not been adequately addressed due to basically a lack of awareness of suicide as a major problem and the taboo in many societies to discuss openly about it. In fact, only a few countries have included prevention of suicide among their priorities. Reliability of suicide certification and reporting is an issue in great need of improvement. It is clear that suicide prevention requires intervention also from outside the health sector and calls for an innovative, comprehensive multi-sectoral approach, including both health and non-health sectors, e.g., education, labour, police, justice, religion, law, politics, the media.

This book is in the field of cultural anthropology and transcultural psychology, and is intended for college courses in anthropology and psychology, and general readership. The book focuses on intriguing facts about primitive cultures around the world, and provides insights into living traditions and different world views. A principal theme of the book is that we can gain a better understanding of ourselves by a "detour" to other cultures. The book shows how modern ways of thinking are parallel to those of primitive cultures, and engages readers to become more aware of who they are. As shown throughout the book, there is not, after all, a very wide gulf between primitive and modern cultures. The book covers many topics including animism, shamanism, totemism, hunting and cultivation rituals, altered states of consciousness, envy and the evil eye, how people deal with conflicts, potlatches, cargo cults, how people satisfy the need for social approval, culture-bound syndromes, folk medicine, treatment of women, raising of children, nomadic peoples, treatment of the dead, and other topics.

The Rehabilitation Engineering Research Center on Universal Design and the Built Environment (RERC-UD), a federally funded research center located in The University at Buffalo, hosted a series of State of the Science (SOS) Activities in 2008. The SOS activities generated a large number of papers on both research and the practice of universal design in community infrastructures, public buildings, and housing. This Ebook contains a selected group of these papers that provide a survey of notable developments in the field, reflections on how research and practice can be advanced further, and propose an agenda for the near future. It is hoped that the book will be found useful for researchers, students and practitioners in this field.