Vital Organs / Unconscious State
Name some very important organs that are not vital organs.
List the functional description of all the normal vital organs, including today’s exceptions.
Is it possible to live without a vital organ? Why? Example?
The distinction between assisting or substituting vital organs. Bioethical analysis.
Do the following practices assist or substitute the vital organ? Why?
Dialysis
Respirator
Ventilator
Tracheotomy
CPR
Read and summarize ERD PART FIVE Introduction.
Unconscious state: Definition.
Clinical definitions of different states of unconsciousness: Compare and contrast
Benefit vs Burden: bioethical analysis.
Sample Solution
Vital Organs/Unconscious State The human body is incredibly resilient. You can even lose large chunks of vital organs and live. For example, people can live relatively normal lives with just half a brain. Other organs can be removed in their entirety without having too much impact on your life. Some of the non-vital organs include: spleen, stomach, reproductive organs, colon, gallbladder, appendix, and kidneys. You can still have a fairly normal life without a vital organ. For example, you can live without one of your lungs, a kidney, or your gall bladder. The human body contains five organs that are considered vital for survival: the heart, brain, kidneys, liver, and lungs. If any of the five vital organs stops functioning and medical intervention is not readily available, the organism`s death will be imminent.
Immediately, after passing of the Universal Declaration of Human Rights in 1948 by the General Assembly, the educational privileges of those with mental or physical disability have been receiving ever increasing attention around the globe. As per Alexander & Salmon (1995), to make sure that special education is children’s privilege to receive an education which needs allocating them with separate class and provision of other learning material supports. As per Nathanson (1998) since the children are unequal, they need unequal treatment and hence, additional resources should be offered for helping children with learning difficulties.
According to World Health Organisation (2010) ‘Disability is an umbrella term covering impairments, activity limitations and participation restrictions. Impairment is a problem in body function or structure: an activity limitation is a difficulty in executing a task or action: while a participation restriction is a problem experienced by an individual in involvement in life situations’
Ofsted (2010) produced figures that suggested that about 1 in 5 or 1.7 million students were classified as having Special Educational Needs. This figure encompasses those students who are also defined as disabled under the Equality Act of 2010. Estimates of the proportion of children with a disability vary but recent analysis indicates that 7 per cent of children in England are disabled. There is a significant overlap between disabled children and those with SEN. Research suggests that around three-quarters of disabled children also have SEN and will currently be receiving support through the SEN system. Plus, SEN labelling can create low self-esteem and can deteriorate succeeding results, labelling students of ‘special needs’ frequently persuades school management to treat them differently and separately instead of perusing them in regular class. To treat them differently and separately are considered to be the handicap present in the existing SEN system. The introduction of The Equality Act 2010 sought to eliminate those elements