“Trimethylaminuria is a rare disorder in which the body’s metabolic processes fail to alter the chemical trimethylamine. Trimethylamine is notable for its unpleasant smell. It is the chemical that gives rotten fish a bad smell. When the normal metabolic process fails, trimethylamine accumulates in the body, and its odor is detected in the person’s sweat, urine and breath. The consequences of emitting a foul odor can be socially and psychologically damaging among adolescents and adults.”.

National Organization for Rare Disorders  NORD

What is this disease actually?

Trimethylaminuria causes the body to produce a fishy odor that is released in the sweat, urine, breath, and reproductive fluids. People with trimethylaminuria are unable to break down trimethylamine. Trimethylamine comes from specific chemicals (choline, carnitine, TMAO) found in certain foods. The excess trimethylamine builds up and is the source of the odor. There are no other physical symptoms from trimethylaminuria, but people with this condition may experience serious psychological and social distress. Trimethylaminuria is due to a FMO3 gene that is not working correctly. It is inherited in an autosomal recessive pattern. It is diagnosed based on the symptoms, clinical exam, urine analysis, and can be confirmed by genetic testing. Treatment for trimethylaminuria mainly includes diet modification, acidic soaps and lotions, and vitamin B12 supplements. Other treatment options include antibiotics, activated charcoal, and probiotics.

Trimethylaminuria does not cause any other physical symptoms. However, the odor can interfere with many aspects of daily life, leading to social and psychological problems.

Trimethylaminuria is caused by the FMO3 gene not working correctly. DNA changes known as pathogenic variants are responsible for making genes work incorrectly or sometimes, not at all.

What is the cause of  this disease?

Trimethylaminuria is inherited in an autosomal recessive pattern. Some conditions are inherited in an autosomal recessive pattern. All individuals inherit two copies of each gene. Autosomal means the gene is found on one of the numbered chromosomes found in both sexes. Recessive means that both copies of the responsible gene must be altered to have the condition.

People with autosomal recessive conditions inherit one alteration from each of their parents. The parents, who each have one gene alteration, are known as carriers.  Carriers of an autosomal recessive condition typically do not have any signs or symptoms (they are unaffected). In some cases, carriers of trimethylaminuria may have mild or occasional symptoms. When two carriers of an autosomal recessive condition have children, there is a 25% (1 in 4) chance to have a child with the condition.

How is this even diagnosed?

Trimethylaminuria is diagnosed based on the symptoms, a clinical exam, and a test to measure the level of trimethylamine in the urine. Genetic testing can also help confirm the diagnosis.

How is it treated?

Treatment for trimethylaminuria is focused on removing and preventing the bad odor. Options for treatment include diet modification, vitamin B12 (riboflavin) supplements, antibiotic treatment, and probiotics. Other supplements such as activated charcoal can help remove extra trimethylamine from the body. In addition, some people with trimethylaminuria may benefit from behavioral counseling.

Keep in mind the consultants that get involved in the treatment are: Nutritionalist, Medical Geneticist,  Pharmacist, and Psychologist and or Psychiatrist.

The exact number of people with trimethylaminuria is unknown. It has been estimated that about 0.5 -1% of people in the British population are carriers for trimethylaminuria. A carrier has one copy of a gene variant for trimethylaminuria.

Helen’s ideals found their purest, most lasting expression in her work for the American Foundation for the Blind (AFB). Helen joined AFB in 1924 and worked for the organization for over 40 years.

The foundation provided her with a global platform to advocate for the needs of people with vision loss and she wasted no opportunity. As a result of her travels across the United States, state commissions for the blind were created, rehabilitation centers were built, and education was made accessible to those with vision loss.

Helen Keller was as interested in the welfare of blind persons in other countries as she was for those in her own country; conditions in poor and war-ravaged nations were of particular concern.

Helen’s ability to empathize with the individual citizen in need as well as her ability to work with world leaders to shape global policy on vision loss made her a supremely effective ambassador for disabled persons worldwide. Her active participation in this area began as early as 1915, when the Permanent Blind War Relief Fund, later called the American Braille Press, was founded. She was a member of its first board of directors.

In 1946, when the American Braille Press became the American Foundation for Overseas Blind (now Helen Keller International), Helen was appointed counselor on international relations. It was then that she began her globe-circling tours on behalf of those with vision loss.

American Foundation for the Blind-AFB

Orientation and Mobility

In addition, the child who is deaf-blind will need help learning to move about in the world. Without vision, or with reduced vision, he or she will not only have difficulty navigating, but may also lack the motivation to move outward in the first place. Helping a young child who is deaf-blind learn to move may begin with thoughtful attention to the physical space around him or her (crib or other space) so that whatever movements the child instinctively makes are rewarded with interesting stimulation that motivates further movement. Orientation and mobility specialists can help parents and teachers to construct safe and motivating spaces for the young child who is deaf-blind. In many instances children who are deaf-blind may also have additional physical and health problems that limit their ability to move about. Parents and teachers may need to include physical and occupational therapists, vision teachers, health professionals, and orientation and mobility specialists on the team to plan accessible and motivating spaces for these children. Older children or adults who have lost vision can also use help from trained specialists in order to achieve as much confidence and independence as possible in moving about in their world.

Individualized Education

Education for a child or youth with deaf-blindness needs to be highly individualized; the limited channels available for learning necessitate organizing a program for each child that will address the child’s unique ways of learning and his or her own interests. Assessment is crucial at every step of the way. Sensory deficits can easily mislead even experienced educators into underestimating (or occasionally overestimating) intelligence and constructing inappropriate programs.

Helen Keller said, “Blindness separates a person from things, but deafness separates him from people.” This potential isolation is one important reason why it is necessary to engage the services of persons familiar with the combination of both blindness and deafness when planning an educational program for a child who is deaf-blind. Doing so will help a child or youth with these disabilities receive an education which maximizes her or his potential for learning and for meaningful contact with her or his environment. The earlier these services can be obtained, the better for the child.

Transition

When a person who is deaf-blind nears the end of his or her school-based education, transition and rehabilitation help will be required to assist in planning so that as an adult the individual can find suitable work and living situations. Because of the diversity of needs, such services for a person who is deaf-blind can rarely be provided by a single person or agency; careful and respectful teamwork is required among specialists and agencies concerned with such things as housing, vocational and rehabilitation needs, deafness, blindness, orientation and mobility, medical needs, and mental health.

The adult who is deaf-blind must be central to the transition planning. The individual’s own goals, directions, interests, and abilities must guide the planning at every step of the way. Skilled interpreters, family members and friends who know the person well can help the adult who is deaf-blind have the most important voice in planning his or her own future.

Inclusion in Family

Clearly, the challenges for parents, teachers and caregivers of children who are deaf-blind are many. Not least among them is the challenge of including the child in the flow of family and community life. Since such a child does not necessarily respond to care in the ways we might expect, parents will be particularly challenged in their efforts to include her or him. The mother or father of an infant who can see is usually rewarded with smiles and lively eye contact from the child. The parent of a child who is deaf-blind must look for more subtle rewards: small hand or body movements, for instance, may be the child’s way of expressing pleasure or connection. Parents may also need to change their perceptions regarding typical developmental milestones. They can learn, as many have, to rejoice as fully in the ability of their child who is deaf-blind to sign a new word, or to feed herself, or to return a greeting as they do over another child’s college scholarship or success in basketball or election to class office.

Parents, then, may need to shift expectations and perceptions in significant ways. They also need to do the natural grieving that accompanies the birth of a child who is disabled. Teachers and caregivers must also make these perceptual shifts. Parents’ groups and resources for teachers can provide much-needed support for those who live and work with children and adults who are deaf-blind. Such supports will help foster the mutually rewarding inclusion of children who are deaf-blind into their families and communities. (See section below for resources.)

Summary

Though deaf-blindness presents many unique challenges to both those who have visual and hearing impairments and to their caregivers and friends, these challenges are by no means insurmountable. Many persons who are deaf-blind have achieved a quality of life that is excellent. The persons who are deaf-blind who have high quality lives have several things in common.

First, they have each, in their own way, come to accept themselves as individuals who have unique experiences of the world, and valuable gifts to share. This fundamental acceptance of self can occur regardless of the severity of the particular sensory losses or other challenges that a person has. Second, they have had educational experiences which have helped them maximize their abilities to communicate and to function productively. Finally, these happy, involved persons who are deaf-blind live in families, communities, or social groups that have an attitude of welcoming acceptance. They have friends, relatives, and co-workers who value their presence as individuals with significant contributions to make to the world around them. For these persons with limited sight and hearing, and for those near them, deaf-blindness fosters opportunities for learning and mutual enrichment.

“Helen Keller taught us that “impossible is nothing.” She taught us new ways of seeing ourselves, and each other. She did this not only by overcoming extraordinary obstacles in her own life, but also by founding organizations and leading movements that, to this day, fight for the powerless by changing laws, improving lives, and defending human rights. She not only unlocked doors to improve the lives of underrepresented people, she removed the doors from their hinges.”

Helen Keller Intl  (https://www.hki.org)

Today, many children who are born deaf or blind have access to amazing support to help them navigate the world. Similarly, those who suffer loss of hearing or sight later in life have numerous resources to help them overcome communication barriers introduced by their new reality. It’s unlikely that those in this situation would be cut off completely from communicating with others. In the 1880s, Helen Keller wasn’t so fortunate. Despite all of the barriers that she faced because of her deafness, her blindness and her gender, she was able to do impressive work with Anne Sullivan to move care of the deaf-blind population forward

Those unfortunately born with no sight and hearing face many challenges.

It may seem that deaf-blindness refers to a total inability to see or hear. However, in reality deaf-blindness is a condition in which the combination of hearing and visual losses in children cause “such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness” ( 34 CFR 300.8 ( c ) ( 2 ), 2006) or multiple disabilities. Children who are called deaf-blind are singled out educationally because impairments of sight and hearing require thoughtful and unique educational approaches in order to ensure that children with this disability have the opportunity to reach their full potential.

A person who is deaf-blind has a unique experience of the world. For people who can see and hear, the world extends outward as far as his or her eyes and ears can reach. For the young child who is deaf-blind, the world is initially much narrower. If the child is profoundly deaf and totally blind, his or her experience of the world extends only as far as the fingertips can reach. Such children are effectively alone if no one is touching them. Their concepts of the world depend upon what or whom they have had the opportunity to physically contact.

If a child who is deaf-blind has some usable vision and/or hearing, as many do, her or his world will be enlarged. Many children called deaf-blind have enough vision to be able to move about in their environments, recognize familiar people, see sign language at close distances, and perhaps read large print. Others have sufficient hearing to recognize familiar sounds, understand some speech, or develop speech themselves. The range of sensory impairments included in the term “deaf-blindness” is great.

As far as it has been possible to count them, there are over 10,000 children (ages birth to 22 years) in the United States who have been classified as deaf-blind (NCDB, 2008). It has been estimated that the adult deaf-blind population numbers 35-40,000 (Watson, 1993). The causes of deaf-blindness are many. Below is a list of many of the possible etiologies of deaf-blindness.

Major Causes of Deaf-Blindness
Syndromes-Like Down Syndrome, Trisomy13 Syndrome & Usher

Multiple Congenital Anomalies- Like CHARGE Association, Fetal alcohol syndrome, Hydrocephaly, Maternal drug abuse and Microcephaly.

Prematurity=Congenital Prenatal Dysfunction.  Like AIDS, Herpes, Rubella, Syphilis and Toxoplasmosis.

Post-natal Causes- Like Asphyxia, Encephalitis, Head injury/trauma, Meningitis and Stroke.

The one major CHALLENGE these patients face:

Communication

The disability of deaf-blindness presents unique challenges to families, teachers, and caregivers, who must make sure that the person who is deaf-blind has access to the world beyond the limited reach of his or her eyes, ears, and fingertips. The people in the environment of children or adults who are deaf-blind must seek to include them—moment-by-moment—in the flow of life and in the physical environments that surround them. If they do not, the child will be isolated and will not have the opportunity to grow and to learn. If they do, the child will be afforded the opportunity to develop to his or her fullest potential.

The most important challenge for parents, caregivers, and teachers is to communicate meaningfully with the child who is deaf-blind. Continual good communication will help foster his or her healthy development. Communication involves much more than mere language. Good communication can best be thought of as conversation. Conversations employ body language and gestures, as well as both signed and spoken words. A conversation with a child who is deaf-blind can begin with a partner who simply notices what the child is paying attention to at the moment and finds a way to let the child know that his or her interest is shared.

This shared interest, once established, can become a topic around which a conversation can be built. Mutual conversational topics are typically established between a parent and a sighted or hearing child by making eye contact and by gestures such as pointing or nodding, or by exchanges of sounds and facial expressions. Lacking significant amounts of sight and hearing, children who are deaf-blind will often need touch in order for them to be sure that their partner shares their focus of attention. The parent or teacher may, for example, touch an interesting object along with the child in a nondirective way. Or, the mother may imitate a child’s movements, allowing the child tactual access to that imitation, if necessary. (This is the tactual equivalent of the actions of a mother who instinctively imitates her child’s babbling sounds.) Establishing a mutual interest like this will open up the possibility for conversational interaction.

Teachers, parents, siblings, and peers can continue conversations with children who are deaf-blind by learning to pause after each turn in the interaction to allow time for response. These children frequently have very slow response times. Respecting the child’s own timing is crucial to establishing successful interactions. Pausing long enough to allow the child to take another turn in the interaction, then responding to that turn, pausing again, and so on—this back-and-forth exchange becomes a conversation. Such conversations, repeated consistently, build relationships and become the eventual basis for language learning.

As the child who is deaf-blind becomes comfortable interacting nonverbally with others, she or he becomes ready to receive some form of symbolic communication as part of those interactions. Often it is helpful to accompany the introduction of words (spoken or signed) with the use of simple gestures and/or objects which serve as symbols or representations for activities. Doing so may help a child develop the understanding that one thing can stand for another, and will also enable him or her to anticipate events.

Think of the many thousands of words and sentences that most children hear before they speak their own first words. A child who is deaf-blind needs comparable language stimulation, adjusted to his or her ability to receive and make sense of it. Parents, caregivers, and teachers face the challenge of providing an environment rich in language that is meaningful and accessible to the child who is deaf-blind. Only with such a rich language environment will the child have the opportunity to acquire language herself or himself. Those around the child can create a rich language environment by continually commenting on the child’s own experience using sign language, speech, or whatever symbol system is accessible to the child. These comments are best made during conversational interactions. A teacher or a parent may, for example, use gesture or sign language to name the object that he or she and the child are both touching, or name the movement that they share. This naming of objects and actions, done many, many times, may begin to give the child who is deaf-blind a similar opportunity afforded to the hearing child—that of making meaningful connections between words and the things for which they stand.

Principal communication systems for persons who are deaf-blind are these:

• touch cues
• gestures
• object symbols
• picture symbols
• sign language
• fingerspelling
• Signed English
• Pidgin Signed English
• braille writing and reading
• Tadoma method of speech reading
• American Sign Language
• large print writing and reading
• lip-reading speech

Along with nonverbal and verbal conversations, a child who is deaf-blind needs a reliable routine of meaningful activities, and some way or ways that this routine can be communicated to her or him. Touch cues, gestures, and use of object symbols are some typical ways in which to let a child who is deaf-blind know what is about to happen to her or him. Each time before the child is picked up, for example, the caregiver may gently lift his or her arms a bit, and then pause, giving the child time to ready herself or himself for being handled. Such consistency will help the child to feel secure and to begin to make the world predictable, thus allowing the child to develop expectations. Children and adults who are deaf-blind and are able to use symbolic communication may also be more reliant on predictable routine than people who are sighted and hearing. Predictable routine may help to ease the anxiety which is often caused by the lack of sensory information.

Stay tune for Part II tomorrow on other challenges.

 ^“Myelodysplastic syndrome (MDS) is a type of cancer that hides from the immune system to progress unchecked^1-3   MDS, a heterogeneous group of blood malignancies, occurs when the blood-forming hematopoietic stem cells in bone marrow become abnormal^4-6″

GILEAD https://www.mdsinfocus.com/

Myelodysplastic syndromes (MDS) represent a group of disorders that gradually affect the ability of a person’s bone marrow to produce normal blood cells.

Bone marrow is a semi-liquid tissue located inside many bones such as the backbones, shoulder blades, ribs, pelvis, and stomach. The blood-forming cells within the bone marrow are responsible for producing and forming new red blood cells that transport oxygen throughout the body, white blood cells to help fight against infections, and specialized clotting cells that help control bleeding and bruising.

Myelodysplastic syndromes are a group of disorders caused by blood cells that are poorly formed or don’t work properly. Myelodysplastic syndromes result from something amiss in the spongy material inside your bones where blood cells are made (bone marrow).

People with myelodysplastic syndromes have a risk of the disease progressing to acute myeloid leukemia (AML), which is a bone marrow malignancy. Some studies suggest that AML is a natural progression of MDS and not a separate disease. In some people, MDS may gradually progress over a period of many years while in others it progresses rapidly to AML.

The risk of myelodysplastic syndromes increases with age as the disease commonly affects older people between the ages of 58 and 75. It is estimated that MDS affects 15 to 50 people per 100,000 Americans who are over the age of 70. Up to 20,000 new cases of myelodysplastic syndromes are diagnosed each year. However, since there are no actual registries listing the incidence of myelodysplastic syndromes, some researchers estimate that the numbers may actually be much higher. For example, anemia in older individuals may be ascribed to “old age” without consideration of the possibility of myelodysplastic syndromes.

The incidence of myelodysplastic syndromes in children is only 5% to 7% of all pediatric hematologic malignancies. It has been reported that up to 17% of childhood AML may result from a prior myelodysplastic phase. About 2% to 3% of all cases of juvenile leukemia are associated with juvenile myelomonocytic leukemia.

Knowledge is Critical when Dealing with a Life-Altering Condition such as Myelodysplastic Syndromes

Overtime, myelodysplastic syndromes might cause:

• Fatigue

• Shortness of breath

• Unusual paleness (pallor), which occurs due to a low red blood cell count (anemia)

• Easy or unusual bruising or bleeding, which occurs due to a low blood platelet count (thrombocytopenia)

• Pinpoint-sized red spots just beneath the skin that are caused by bleeding (petechiae)

• Frequent infections, which occur due to a low white blood cell count (leukopenia)

Management of myelodysplastic syndromes is most often intended to slow the disease, ease symptoms and prevent complications. Common measures include blood transfusions and medications to boost blood cell production. In certain situations, a bone marrow transplant, also known as a stem cell transplant, may be recommended to replace your bone marrow with healthy bone marrow from a donor.

Risk Factors:

Factors that can increase your risk of myelodysplastic syndromes include:

• Older age. Most people with myelodysplastic syndromes are older than 60.

• Previous treatment with chemotherapy or radiation. Chemotherapy or radiation therapy, both of which are commonly used to treat cancer, can increase your risk of myelodysplastic syndromes.

• Exposure to certain chemicals. Chemicals, including benzene, have been linked to myelodysplastic syndromes.

“Summer ailments are quite common during the hot summer months. From heat rashes and sunburns to jaundice and food poisoning summer causes a host of health problems.  In India, usually May and June are considered the hottest months of the year with temperatures rising above 40 degree Celsius. Keep yourself cool and hydrated this summer with these refreshing, healthy and hydrating fruits. ”

Boldsky and MAYO CLINIC

https://www.boldsky.com/health/wellness/common-summer-ailments-and-ways-to-prevent-them-133086.html

Launch Your Vacation With a #SummerHealth Twitter Chat – Mayo Clinic News Network

We normally associate illness with winter, mainly because it’s the time of year we tend to get colds and flu.

However, there is no shortage of ailments and conditions that make life unpleasant and spoil our fun during the summer months.

The following are examples of health issues associated with summer:

1. Food poisoning

According to the CDC (Center for Disease Prevention and Control), every year around 3,000 Americans die from foodborne diseases.

Warm weather encourages bacteria to multiply, and who doesn’t enjoy barbeques and picnics during summer? Food that is prepared in advance and allowed to stand in the heat creates the perfect conditions for contamination and food poisoning.

Pre-prepared food should be handled hygienically, stored safely and kept cool if possible. It’s also better to choose foods that don’t spoil as easily or can be freshly prepared at your destination.

NHS Choices explains that most cases of food poisoning can be treated at home and do not require medical advice, and that most people will feel better in a matter of days. It is however important to replace fluids lost through vomiting and diarrhea.

If symptoms are severe, you may need to be admitted to hospital for a few days and given intravenous hydration.

2. Heat rash

Heat rash is a red or pink rash usually found on areas of the body that are covered with clothing. It happens during hot humid conditions and is most common in children. Heat rash develops when sweat ducts become blocked and swell up, looking like dots or tiny pimples on the skin. It often causes discomfort and itching.

Heat rash usually heals on its own in a matter of days and doesn’t require medical attention. In some cases the rash gets infected with symptoms like pain, swelling and pus. If this happens, be sure to see your doctor.

3. Water-borne conditions

We all like to spend time in the water during summer, and Dennis Maki, a professor of infectious diseases at the University of Wisconsin School of Medicine and Public Health, warns of the risk of bacterial infections and other water-borne illnesses as a result of taking part in recreational water activities.

Germs that turn up in swimming pool water include bacteria like E. coli, Salmonella, Camplobacter, noroviruses, and parasites. While treatment with chlorine can kill germs in swimming pools, it takes time for the chlorine to do its job.

Crypto is the most common cause of diarrhea outbreaks linked with swimming pools or water parks because it can survive up to 10 days in chlorinated water. … Infections can cause watery diarrhea, stomach cramps, nausea or vomiting, and can lead to dehydration.  CDC states “Crypto is highly resistant to chlorine, which makes it hard to kill once it’s in the water.  Swallowing just a mouthful of water with crypto in it can make otherwise healthy kids and adults sick for weeks with watery diarrhea, stomach cramps , nausea, and vomiting,” says Michele Hlavsa, chief of the CDC’s Healthy Swimming Program.  Every year, at least 15 to 20 outbreaks of diseases, like stomach bugs and diarrhea, are linked to swimming in public pools, according to the CDC.”

“Here are some tips from CDC in helping to protect you and your kids when the temperatures rise and the public pool is the only thing that will cool the heatwave:

• Don’t swim or let your kids swim if sick with diarrhea.
• Check the pool, hot tub, and water playground inspection scores.
• Use test strips to check the water’s pH and chlorine levels. You can get free test kits from the website of the Water Quality & Health Council.
• Try not to swallow the water.
• Take small children on frequent bathroom breaks.
• Shower before getting into a pool.
• Listen for the sound of a working pool pump.
• Change diapers in a diaper-changing area and away from the water.”

Apart from natural bodies of water like rivers and lakes, pools and hot tubs can also be sources of gastrointestinal problems; skin, ear and eye infections; and respiratory, neurological and viral problems. The safest places to swim are pools that are regularly checked for their chlorine levels.

4. Summer colds (summer or winter cold the symptoms are the same).

There is a kind of virus that produces cold-like symptoms, which tends to rear its ugly head during the summer months. It is called enterovirus and can cause more complicated symptoms than the typical winter cold.

Something summery may be lingering even as the season fades—the summer cold.

Colds in summertime can last for weeks, at times seemingly going away and then suddenly storming back with a vengeance, infectious-disease experts say. A winter cold, by contrast, is typically gone in a few days.

The reason for the difference: Summer colds are caused by different viruses from the ones that bring on sniffling and sneezing in the colder months. And some of the things people commonly do in the summer can prolong the illness, like being physically active and going in and out of air-conditioned buildings.

“A winter cold is nasty, brutish and short,” says Bruce Hirsch, infectious-disease specialist at North Shore University Hospital in Manhasset, N.Y. “But summer colds tend to linger. They can go on for weeks and reoccur.”

Summer colds, which can hit between June and October, occur only about 25% as often as the winter variety. But summer colds can have more severe, flu-like symptoms, in addition to sneezing and coughing. Many people also mistake a summer cold for allergies, because it just doesn’t seem to leave.

According to Merck Manual, symptoms of a summer cold caused by enterovirus include fever, headache, and sore throat, and sometimes mouth sores or a rash. Treatment is basically aimed at relieving symptoms.

5. Headache

An unfortunate result of summer activities that involve spending a lot of time in the hot sun can be a spitting headache. A survey by the National Headache Foundation indicates that headache sufferers consider summer to be the worst time of year for headaches.

As the temperature goes up, so does your risk for getting a headache. One theory is that the heat makes blood vessels in your head expand, causing them to press against nerve endings. Dehydration and strenuous exercise in hot weather can also lead to headaches.

An over-the-counter painkiller will usually alleviate headaches caused by heat exposure and exercise, and drinking enough water should take care of a dehydration headache.

6. Heat stroke

Heat stroke or hyperthermia results from prolonged exposure to high temperatures. It can happen for example when children are left in hot cars during summer.

Emedicinehealth defines heat stroke as a condition where the body’s cooling mechanisms are overcome by heat, resulting in a core heat of over 40°C. Heat stroke is preceded by signs of heat exhaustion like headaches, dizziness and weakness, and results in unconsciousness, organ failure and eventually death.

Hyperthermia is primarily treated by outside cooling of the body with the help of water, cold air or ice packs. Internal cooling by flushing the stomach or rectum with cold may also be used. Persons with hyperthermia need to be hospitalised in order to be tested for complications like muscle breakdown, which can damage the kidneys.

7. Sunburn

With summer comes the danger of sunburn, which can be extremely serious. Sunburn is caused by ultraviolet (UV) rays from the sun that damage your skin cells. The risk of damage depends on things like the time of day, the amount of time spent in the sun and if you use sun protection or not.

Sunburn can lead to long-term skin damage and even skin cancer. MedicineNet.com explains that there are three major kinds of skin cancer:

• Basal cell carcinoma (most common type)
• Squamous cell carcinoma (second most common)
• Melanoma (less common but considerably more dangerous)

The best and simplest way to avoid sunburn is to stay out of the sun. Other ways to be sun-safe is to stay out of the midday sun, stay in the shade, use a good sunscreen and wear a hat and protective clothing.