Hydrocephalus is a condition in which you retain excessive fluids in the cavities in brain. Generally your skull provides excellent support and protection to your brain, but it can work against you in a hydrocephalus condition. The built-up pressure of the fluid has nowhere to go, starts compressing your brain and interfering with brain function.
And that is what is happening to my father. Several days ago he started snoring abnormally, and his response worsened. He has difficulty breathing. Yesterday they used a brain scanner and figured out what is going on.
Currently we are observing carefully.
Until early 2002, my father was running a small construction company in Japan. After the economic bubble burst and in the following turmoil, it was not an easy task. It was then when he had his first stroke. Someone found him collapsed on the floor of a parking lot, and called 911. The stroke left him half-paralyzed.
My relatives were busy closing down his company. As a small-sized company with about 10 employees, there was no way continuing it without him. I flew back to Japan and did what I could for 3 weeks.
Afterwards, he and my mother started living in a city apartment. The place is barrier free and better equipped with wheelchair-friendly things.Their lives changed quite a bit. He enrolled in a rehabilitation program, and was showing a certain degree of recovery.
On 2006 summer, he had another stroke at night. When my mother woke up in the morning, he was drenched in sweat. It was serious, and most relatives and doctors believed he wouldn't make it. I flew back, thinking that I would have to take care of his funeral as his first born son.
When I got to Narita airport 3 days after the first phone call, I was surprised to know he was still hanging on. I took a bullet train and arrived at hospital.
I went to his bedside in the Intensive Care Unit and met him. Until then, his condition was a mess. The stroke near his brain stem badly affected his ability to automatically regulate basic body functions such as breathing and maintaining body temperature and heart rate. His heart rate was keeping around 180-200/minute, alarmingly tough on the heart.
Then something unforgettable happened. When I called him, he cried. Tears came down from his closed eyes. His rough breathing suddenly turned calmer, and his heart rate decreased to an acceptable rate. And he slipped into a calmer sleep.
Everyone thought he had been waiting for my arrival. It was one of the most emotional moments in my life.
His condition fluctuated wildly during following weeks. It was emotionally tough on my mother, and physically tough on him. After another 3 weeks, I left there to get back to work.
The 2006 stroke took away his ability to move around completely, so we needed to leave him in the hospital. It was far beyond my mother's ability for care. Communication was severely limited. We were uncertain whether he was recognizing us.
Last year, on 2011 autumn, I got married and traveled to Japan . I went to see him once again. When I called him with my new wife, he responded. Much clearer than usual. He shook his right hand as hard as he could. His eyes seemed focused. We were certain that he heard us. I am glad that I could show him my wife.
Now his response is down. To relieve hydrocephalus, usually they surgically insert shunts and drain the fluid. But doctors and my mother are reluctant to perform the operation concerning whether such an invasive operation is beneficial at this stage. We are resorting to the use of internal medicine and observing, leaving it to God business.
His story is not over yet. Like Frodo and Sam said in the Lord of the Rings, his story is a part of bigger story that continues. I don't know how the story goes. Such is life.
March 17, 2012
March 15, 2012
Dance: Difference between a Dancer and a Dance Teacher.
Is it the age? Dancers are younger and dance teachers are older. Right?
Oh, come on.
Some of serious dancers I know have many hats. The hats I see often are; Dancer, Dance Teacher, Judge and Event Organizer.
Certainly, they are different functions. I'll talk about the first two "Dancer "and "Dance Teacher" today.
To have a "Dancer" title on your name card you better be able to dance well enough to entertain and convince others that you are indeed a dancer. There is a difference between "she is a dancer" and "yeah, she dances". To be a dancer, you want to be (or better be) good at the art of dancing.
There are many different dances. Hip hop and slow foxtrot are entirely different dances. Good at one dance doesn't mean you are good at another. To some extent you can transfer the skills to other dance, though. "Good at dancing" is somewhat similar to that elusive notion of being "strong" in martial arts. You are at a certain level and it shows.
To have a "Dance Teacher" title you better be knowledgeable enough about a dance, you usually dance the dance yourself, are able to teach a dance to others, and most importantly, can get others dance well.
Some type of certification helps to standardize teaching, and it may help convincing students. Credentials on paper help in the same way. But think about it. They don't mean much, do they?
The best Dancer and the best Dance Teacher are not one and the same. You can be both, but it's not always the case. The best Dancers move and dance well by themselves. They are entertainers. The best Dance Teachers empower dances of others. The best Dance Teacher title can be claimed only through the dance of his students.
So here is the sticky issue. What if a teacher doesn't meet a good student? What if his students dance, hmm, not so well? It's a tough deal for the teacher, isn't it? I call it CTHD frustration. "CTHD" stands for "Crouching Tiger, Hidden Dragon", that kung fu movie with flying swordsmen. In the movie the sword master guy had his frustrations for having difficulty finding a student to whom he can pass on his superhuman kung fu.
Let's face it. There is a certain degree of athleticism involved in dancing. If you are aiming at high level performance, it will be required. Like not everyone is able or meant to run 100m in less than 10 seconds, not everyone is able to dance like young Baryshnikov. It does take good luck for a teacher to meet a student with both potential and willingness.
However, everyone can strive to achieve the best of what they got. Teachers can help them going for it. It is truly rewarding for a teacher if students achieve their best. And it is where all teachers should aim. In this sense, process is more important than result.
Of course, teachers, if you think this is BS, you are free to come up with some ideas to connect to the best students you can imagine.
Oh, come on.
Some of serious dancers I know have many hats. The hats I see often are; Dancer, Dance Teacher, Judge and Event Organizer.
Certainly, they are different functions. I'll talk about the first two "Dancer "and "Dance Teacher" today.
To have a "Dancer" title on your name card you better be able to dance well enough to entertain and convince others that you are indeed a dancer. There is a difference between "she is a dancer" and "yeah, she dances". To be a dancer, you want to be (or better be) good at the art of dancing.
There are many different dances. Hip hop and slow foxtrot are entirely different dances. Good at one dance doesn't mean you are good at another. To some extent you can transfer the skills to other dance, though. "Good at dancing" is somewhat similar to that elusive notion of being "strong" in martial arts. You are at a certain level and it shows.
To have a "Dance Teacher" title you better be knowledgeable enough about a dance, you usually dance the dance yourself, are able to teach a dance to others, and most importantly, can get others dance well.
Some type of certification helps to standardize teaching, and it may help convincing students. Credentials on paper help in the same way. But think about it. They don't mean much, do they?
The best Dancer and the best Dance Teacher are not one and the same. You can be both, but it's not always the case. The best Dancers move and dance well by themselves. They are entertainers. The best Dance Teachers empower dances of others. The best Dance Teacher title can be claimed only through the dance of his students.
So here is the sticky issue. What if a teacher doesn't meet a good student? What if his students dance, hmm, not so well? It's a tough deal for the teacher, isn't it? I call it CTHD frustration. "CTHD" stands for "Crouching Tiger, Hidden Dragon", that kung fu movie with flying swordsmen. In the movie the sword master guy had his frustrations for having difficulty finding a student to whom he can pass on his superhuman kung fu.
Let's face it. There is a certain degree of athleticism involved in dancing. If you are aiming at high level performance, it will be required. Like not everyone is able or meant to run 100m in less than 10 seconds, not everyone is able to dance like young Baryshnikov. It does take good luck for a teacher to meet a student with both potential and willingness.
However, everyone can strive to achieve the best of what they got. Teachers can help them going for it. It is truly rewarding for a teacher if students achieve their best. And it is where all teachers should aim. In this sense, process is more important than result.
Of course, teachers, if you think this is BS, you are free to come up with some ideas to connect to the best students you can imagine.
March 12, 2012
Science: Grant project preparation, how research funding works in the US
A research grant, total $100K for 2 years starting April 2012, is funded and I am preparing for the project. I was celebrating for a while. Now is the time to get serious and get it started. It is taxpayer's money and I am bound to produce results and fulfill this government contract.
Here is a brief and simplified explanation about how biomedical research funding works in university settings in the US.
Usually a lead researcher (called Principal Investigator PI, usually with Professor/Associate professor/Assistant Professor title) makes plans for a research project. He sets everything up---provides his expertise, hires people if necessary, buys equipments and reagents, and conducts the project. He has some initial assistance to conduct research from his university as a part of start-up fund. But he doesn't want to spend the money quickly or totally. The money is time-stamped and with string, so to speak. He is expected to obtain outside money (i.e. grant) to conduct his research within a certain time after he joins the university. A part (or all) of his own salary is expected to be paid out of the extramural money afterwards.
When he asks grant from outside source, he also asks indirect cost, money that goes to his university. From his standpoint, it is like paying rent to the university. In return the university provides a place to conduct research (lab), associated necessities (heat, electricity, water, common research equipments, and other supports) and administrative support (grant officers). Other researchers in the university are his assets as well. He can set up collaboration with them for example.
From university's standpoint, a researcher who has more grant money is earning more money for them, and he is very welcome. His political power would increase as well.
Not all universities focus on research. Research, teaching and administrative work (for example, serving in a committee) are three major duties for people with Professor/Associate professor/Assistant Professor title, and expected ratio of these duties varies depending on the place. A community collage may be more teaching-oriented than some research-oriented universities.
The bottom line in this system is this: "you make your own money to conduct your research". For scientific research, raising money=getting grant is critical. Otherwise, you'll be out of business, sadly. Nowadays the success rate for the NIH (National Institutes of Health) grant application is about 10% or less. Many researchers are feeling the heat.
As the government is the biggest funding agency, budget tightening has direct impact on the nation's research activity. Changes in the direction of funding can kill entire research field easily.
Nowadays doing science as a PI is running a business. Your operation may be small, may be big. But you all have to think long and hard about survival of your business.
Here is a brief and simplified explanation about how biomedical research funding works in university settings in the US.
Usually a lead researcher (called Principal Investigator PI, usually with Professor/Associate professor/Assistant Professor title) makes plans for a research project. He sets everything up---provides his expertise, hires people if necessary, buys equipments and reagents, and conducts the project. He has some initial assistance to conduct research from his university as a part of start-up fund. But he doesn't want to spend the money quickly or totally. The money is time-stamped and with string, so to speak. He is expected to obtain outside money (i.e. grant) to conduct his research within a certain time after he joins the university. A part (or all) of his own salary is expected to be paid out of the extramural money afterwards.
When he asks grant from outside source, he also asks indirect cost, money that goes to his university. From his standpoint, it is like paying rent to the university. In return the university provides a place to conduct research (lab), associated necessities (heat, electricity, water, common research equipments, and other supports) and administrative support (grant officers). Other researchers in the university are his assets as well. He can set up collaboration with them for example.
From university's standpoint, a researcher who has more grant money is earning more money for them, and he is very welcome. His political power would increase as well.
Not all universities focus on research. Research, teaching and administrative work (for example, serving in a committee) are three major duties for people with Professor/Associate professor/Assistant Professor title, and expected ratio of these duties varies depending on the place. A community collage may be more teaching-oriented than some research-oriented universities.
The bottom line in this system is this: "you make your own money to conduct your research". For scientific research, raising money=getting grant is critical. Otherwise, you'll be out of business, sadly. Nowadays the success rate for the NIH (National Institutes of Health) grant application is about 10% or less. Many researchers are feeling the heat.
As the government is the biggest funding agency, budget tightening has direct impact on the nation's research activity. Changes in the direction of funding can kill entire research field easily.
Nowadays doing science as a PI is running a business. Your operation may be small, may be big. But you all have to think long and hard about survival of your business.
March 7, 2012
Life: Small changes I made after 3/11/2011 (disaster in Japan)
It's almost one year since the disaster in Japan in 3/11/2011(Earthquake, Tsunami and nuclear plant accident). I tried to write something about the disaster, but it turned out to be somewhat difficult emotionally. It feels like too heavy. So today I am going to write something lighter instead.
After the disaster, I made some changes in my life. They are very small changes (not counting my marriage). They are a part of my disaster awareness program.
I read about the disaster. They lost lifelines for 3-14 days, and who had gas in car had some advantage in the situation. So, I've made it a custom to keep an eye on the gas gauge, and keep the gas above 50% full. In addition, I keep some water and food that should last for at least 3 days in house, following American Red Cross' recommendation. Giving it a thought about real basic stuff like food, water, heat source (fire), toilet, shelter, medication, first aid supply, transportation, some money.....How would I handle the situation without these? It was a good exercise.
They say connection to information can be lost and leave you uninformed. Now I carry portable radio/crank flashlight in backpack. According to the people in evacuation camp, it was quite practical.
They say safe place may be difficult to find after their primary residence was destroyed. Now I thought of a few safe places I would go in case of emergency.
They say traffic can be terrible. I check out alternative routes to destination. Assuming internet, GPS and cell phones would be down, I keep a local map in the car, too.
These may sound basics. These may have been common sense. Thanks to the disaster I realized that I had neglected these preparation exercises. I don't expect Tsunami to come to my current place (very inland), but the preparation are applicable to possible regional threats like earthquake, snow storm and nearby tornado.
Maybe I should buy a helmet too, for bicycling and for weathering close-by tornado, hailstorm and fallouts from earthquake.
Obviously I am nowhere near those Doomsday survivalists. But I am glad I am prepared a little better than before.
After the disaster, I made some changes in my life. They are very small changes (not counting my marriage). They are a part of my disaster awareness program.
I read about the disaster. They lost lifelines for 3-14 days, and who had gas in car had some advantage in the situation. So, I've made it a custom to keep an eye on the gas gauge, and keep the gas above 50% full. In addition, I keep some water and food that should last for at least 3 days in house, following American Red Cross' recommendation. Giving it a thought about real basic stuff like food, water, heat source (fire), toilet, shelter, medication, first aid supply, transportation, some money.....How would I handle the situation without these? It was a good exercise.
They say connection to information can be lost and leave you uninformed. Now I carry portable radio/crank flashlight in backpack. According to the people in evacuation camp, it was quite practical.
They say safe place may be difficult to find after their primary residence was destroyed. Now I thought of a few safe places I would go in case of emergency.
They say traffic can be terrible. I check out alternative routes to destination. Assuming internet, GPS and cell phones would be down, I keep a local map in the car, too.
These may sound basics. These may have been common sense. Thanks to the disaster I realized that I had neglected these preparation exercises. I don't expect Tsunami to come to my current place (very inland), but the preparation are applicable to possible regional threats like earthquake, snow storm and nearby tornado.
Maybe I should buy a helmet too, for bicycling and for weathering close-by tornado, hailstorm and fallouts from earthquake.
Obviously I am nowhere near those Doomsday survivalists. But I am glad I am prepared a little better than before.
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