Intake of Anti-Epileptic Drugs and their Influences on Sexual Dysfunctions

Epilepsy which is also called seizures disorder is an uncontrolled action of the central nervous system. It is not a single disease but a set of neurological disorders. Actually in this situation, the brain does not receive a precise signal and as a result an abnormal condition is produced that is usually involuntary in action. In this review, we aimed to focus on the relationship of anti-epileptic drugs with sexual dysfunction and adaptation of better remedies that improve a patient’s family life. Sexual dysfunction is a common comorbidity in people with epilepsy which badly affects their quality of life. Sexual dysfunction is caused by different factors like psychiatric problems, anti-epileptic drugs (AEDs) and social factors etc. Sexual dysfunctions include ejaculatory failure, lessen libido, penile erection in men and irregular menstrual cycle in women. Common drugs such as Topiramate, Gabapentin (GBP), Valproate (VA), Carbamazepine (CBZ), Olanzapine (OL) and Risperidone (RTG) that are in practice to treat epilepsy usually produced adverse effect on sexual dysfunction. Even though a lot of studies have been carried out to control sexual dysfunction in epilepsy’s patient, but still research is going on. Medicine such as Cyproheptadine, Mianserin, Buspirone, Yohimbine were found better to treat epilepsy with minimum side effects of sexual dysfunction. Moreover, it is also seen that certain vasodilators,  folate , and vitamin supplements are effective in improving the quality of life.

Enabling Teachers to Teach the Concept of Rights and Responsibilities More Effectively, Through Making and Using Teaching Material

The purpose of this project was to enable teachers to make and use teaching materials, in order to teach the concept of rights and responsibilities more effectively. Therefore, the whole project was developed to enhance the conceptual understanding of teachers regarding citizenship education, and rights and responsibilities and to develop their skills for resource development. In addition, I sought to raise their awareness regarding rights and responsibilities that affect the school's culture and the teaching and learning situation within the school. For this purpose, several activities were conducted during the implementation period, such as, workshops with the teachers, resource display activity, resource development sessions and demonstration lessons for the teachers to effectively teach the concept of rights and responsibilities. The whole project was monitored using qualitative information, and for this purpose different tools were used such as; questionnaire, observation, interviews. These tools were used at all stages for different purposes, i.e. in the pre-implementation period for needs assessment, during intervention for ongoing assessment, and post-intervention, for the overall evaluation of the project.