Anticonvulsants for Mania in Bipolar Disorder

Anticonvulsants for Mania in Bipolar Disorder Convulsions are not part of bipolar disorderâ€"so why would anticonvulsants be prescribed to manage mood? Anticonvulsants in the treatment of mania were introduced when their therapeutic value was noted through improved mood stability of those with epilepsy. Initially, they were used for those who were resistant to Lithium treatment. They are now an important alternative both on their own and with other medications. Pros and Cons of Anticonvulsants Different anticonvulsants seem to treat different aspects of bipolar disorder; some, like Depakote and Tegretol, are particularly effective at treating mania. Others, like Lamictal, are more effective at treating depression. Still, others may be less effective at treating immediate symptoms, but do a good job of helping to stabilize mood and thus help to avoid manic or depressive episodes. As with most drugs used to treat bipolar disorder, anticonvulsants do have significant side effects which vary from person to person. For example, most can cause dizziness and drowsiness, headaches, dry mouth, etc. In many cases, though, side effects can lessen over time as your body becomes more accustomed to the medication. There are also more serious side effects that can occur with long-term use of anticonvulsants. For example, pregnant women should avoid anticonvulsants, as they can cause birth defects. Some can cause kidney or liver damage if not carefully monitored. Its also important to know that anticonvulsants can interfere with other medications, so you should let your doctor know about any new medications youve been prescribed or are taking over-the-counter. Despite all the problems associated with anticonvulsants, in some cases, they are more effectiveâ€"and less problematicâ€"than classic treatments. Both anticonvulsants and lithium, for example, take several weeks to reach peak effectivenessâ€"but anticonvulsants usually act more rapidly than lithium. For some people, for whom lithium is less effective or less well tolerated, anticonvulsants can be a good option. Because there are so many different anticonvulsants, each of which works a little differently, it is possible to try more than one to find the best choice for your particular needs. Some Commonly Prescribed Anticonvulsants The following is a list of some of the anticonvulsants most commonly prescribed for bipolar disorder: Valproate (Depakote) In 1995, this drug became the first anticonvulsant approved by the FDA for the treatment of mania. It is often used as a first-line treatment for those who rapid cycle. Carbamazepine (Tegretol) While this medication has not yet received FDA approval as a treatment for mania, its use is quite common. Often individuals find the side effects of this drug too difficult to tolerate. Lamotrigine (Lamictal) Lamotrigine is a second-generation anticonvulsant. Its use is still experimental, but it is a fairly well-tolerated alternative.   Gabapentin (Neurontin) This drug, also a second-generation anticonvulsant, is primarily used in conjunction with other medications to improve their efficacy. Topiramate (Topamax) ?Topiramate in the newest anticonvulsant on the scene. It is also an  adjunctive therapy. It seems to create some difficulties with cognitive functioning but has the benefit of often encouraging weight loss.

Pronouncing the Spanish C and Z

The letter c in Spanish has three sounds that are very different from each other—and one of those sounds, which is also the z sound, varies by region. Fortunately, the distinction as to which sound is used follows a rule similar to the one for determining the pronunciation of c in English. The Three Pronunciations of C The sound of the c depends on the letter that follows, according to these guidelines. When the c is followed by h, the two letters together form the ch sound, which is similar to the ch sound in English in words such as church and cheap. It is never pronounced like the ch in architecture (the Spanish equivalent is arquitectura). When the c is followed by any other consonant or by the vowel  o, or u, it has sound of the English k but is slightly less explosive. Note that the English c has approximately the same sound when followed by the same letters. Thus the Spanish word casa (house) is pronounced as CAH-sah, and clase (class) is pronounced as CLAH-seh. The third sound is the one that varies by region. For most Spanish speakers, including nearly all in Latin America, the c is pronounced as the English s when it comes before an e or i. The same is true in English. So cielo (sky) is pronounced as SYEH-loh for most Spanish speakers, and cena (dinner) is pronounced as SEH-nah. However, in most of Spain, especially outside the areas where Catalan is also spoken, the c before e or i is pronounced as the th in thin—but not the th in that. In most of Spain, then, cielo is pronounced as THYEH-low and cena as THEH-nah. To avoid confusion between the two th sounds, linguists sometimes represent the unvoiced th with ÃŽ ¸, the Greek letter theta. So the pronunciations of the two words might be represented as ÃŽ ¸YEH-loh and ÃŽ ¸EH-nah. Contrary to common belief, the third sound of c in Spain is not a lisp. It is simply the way the letter is pronounced. Pronouncing Z The third c sound represents the z sound as well. The z sound doesnt vary with the letters that follow. Note that the z sound doesnt have the buzz that it does in English. So while you may be tempted to prononce zumbar (to hum) as zoom-BAHR, its correct pronunciation is either soom-BAHR or thoom-BAHR, depending on whether youre in Spain or Latin America. In the Spanish word pizza (which also means pizza as it does in English), the double z is generally pronounced in imitation of Italian, giving the word a pronunciation similar to what it has in English. Spelling With C and Z With few exceptions, the z isnt followed by an e or i in Spanish. Instead, the letter c is used before those letters instead. Thus the Spanish equivalent of zero is cero, for zinc its cinc, and for zebra its cebra. Among the few exceptions are words of foreign origin such as zigzaguear (to zigzag) and zepelà ­n (zeppelin). When a noun or adjective ends in z and is made plural, the z changes to c. Thus the plural of the Spanish word faz (face) is faces, and the plural of pez (fish) is peces. More examples include: Una actriz feliz, dos actrices felices one happy actress, two happy actressesUna nariz, tres narices one nose, three nosesLa luz, las luces the light, the lightsEl juez voraz, los juezes voraces the greedy judge, the greedy judges The c and z can also change in conjugated verb forms. The z changes to c if it is followed by an e, so one of the forms of empezar (to begin) is empecà ©. Also, the c changes to qu when followed by an e or i, so the forms of tocar (to touch or play) include toquà © and toquemos. Some other examples of verb  conjugations affected by these spelling rules include: Comenzar, comencà ©, que comiences, que comiencen to begin, I began, that you begin, that they beginTrozar, trocà ©, que troces, que troccen to break, I break, that you break, that they breakCocer, que yo cueza. que cozamos to cook, that I cook, that we cook

The Study of Ethics Essay - 2006 Words

Examine and comment on the view that the religious and/or moral principles provide essential guidelines for medical ethics, with reference to the topic you have investigated. The principle of sanctity of life should always be considered as first priority in medical ethics, especially in abortion – the topic which I have chosen to investigate – which deals with the life and death of the unborn child that, arguably God only has the right to end. The principle of sanctity of life is the idea that all human life is of equal intrinsic value, except in cases of legitimate defence of others’ lives is it always intrinsically wrong to take human life. This principle therefore defines abortion as an immoral act, because it is an act of destroying†¦show more content†¦It usually takes 10-20 minutes to perform. If the woman is healthy and there are no complications that follow there may be discharged the same day. None of the aforementioned methods appeal to me in general, being bought up a Catholic I generally believe that life starts at the moment of conception and therefore I believe abortion is wrong as it is a destruction of a human life. Abortion is a very sensitive issue and remains one of the most disputed controversial topics which have had many diverse responses. The TV show 23 week Babies: The Price for Life presented statistics of an alarming nature, according to the show, 9 in 100 babies survive after being aborted, and only 1 in 9 of them grow and develop without any disability, the show raises the difficult question ‘it is always right to keep them alive?’ The principle of sanctity of life is that life is sacred from conception. Within medical ethics, this principle would have to be considered when making morally right judgments. 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Descriptive Essay About the 2009 Movie Up Free Essays

I am writing my five paragraph essay on what I like to call, the â€Å"World’s Greatest Move†, the 2009 Pixar animated story called Up. If you look deeper into this crowd proclaimed â€Å"Kid’s Movie† you will find hidden meanings to the movie. You will find sadnesses that you may not have noticed before, happiness in the characters, and deeper meanings to the locations. We will write a custom essay sample on Descriptive Essay About the 2009 Movie Up or any similar topic only for you Order Now In the film Up, although it is a kid’s movie, it is filled with many sad events such as Carl Fredricksen being forced into retiring, Ellie Fredricksen dying, and Russell being fatherless. The first sadness we encounter in the movie is Ellie Fredricksen, Carl Fredricksen’s lifelong love, dying. In this part of the film you see the lovers going on a picnic just like they used to do when they were young which is all happy and you feel really happy inside. Then she falls, and cannot get to the top of the hill where they are having the picnic. It then skips to a scene of Ellie dying in the hospital, then it skips again to the funeral which makes you feel really sad. This all happens in a time span of about 10 mins. When I watch this section of the film, it makes me sad because it is like showing you a cute puppy that you’re excited to care about, watch it grow up and be happy, then all of a sudden taking it away from you and all of that short happiness and excitement you had built up towards that thing. The second sad part that comes into the film is when you witness Mr. Fredricksen being forced into retirement after becoming too old to work at selling balloons at the local zoo, and then evicted from his home. In this part of the film you see Mr. Fredricksen working, then a manager silently walking up to him and giving him the news that he should retire because he is getting really sad and old, and when he gets home he sees an urban development being built around him yet he refuses to sell his home. Then, when a worker named Steve accidentally damages his mailbox he injures Steve, where he then gets a visit from the local retirement home and evicted from his home for being a â€Å"public menace†. When I watch this section, I see how Mr. Fredricksen is just getting overwhelmed by one thing after another because that’s exactly how I feel at times. The third sadness we come across in this film is when we start to put the pieces together about how Russell, the earnest young Wilderness Explorer, does not have a father anymore, and how he lives with his mother and her boyfriend in an apartment. In this scene little Russell explains that he doesn’t have a dad to do activities with, how he is not allowed to have dogs in his apartment, and that he doesn’t call his mom’s boyfriend dad. When I see this part, I get really sad and think that little innocent deserves so much better than the life he has. You learn to love that fat little kid. All in all, the movie has many sad moments that are overlooked by the fact that it’s a kid’s movie. In this film you can also easily see the happiness in this movie such as Russell, Mr. and Mrs. Fredricksen falling in love, and Doug The Dog. First, just when you think that the movie couldn’t get any more bizarre, a chubby 8-year-old wilderness explorer named Russell hitches a ride on Carl’s house, and the two unlikely heroes go on an exotic adventure to the wild jungles of South America. Russell the wilderness explorer is endearingly innocent. Russell makes me feel really happy inside because they made him cute and fat. He also talks really innocently so that just adds to the fun. Secondly, Ellie first met Carl as a child when he wandered into her clubhouse. The two became close friends after realizing they shared a similar admiration for explorer Charles Muntz. Ellie made promises with Carl by saying â€Å"Cross your heart? â€Å". Eventually, Carl and Ellie were married, but were unable to have children. They constantly tried to arrange a trip to Paradise Falls, but every time something always happened to prevent it. After Carl finally managed to acquire a ticket, Ellie died of old age. This part in the movie makes me feel really happy, and a little sad because of the way they fell in love was really cute and funny. The third happiness we come across is Dug the dog. Along their trek toward the falls, Carl and Russell find a strange and very large bird, whom Russell dubs â€Å"Kevin,† and a talking dog named Dug who is hunting the bird. Russell wants to keep them, but Carl does not want any extra tag-a-longs. When a pack of mean dogs sent by Dug’s master show up to get the bird, Carl’s trip takes a whole new turn. As it turns out, the dogs belong to Charles Muntz, the adventurous explorer who inspired Carl and Ellie’s dreams of Paradise Falls. Dug is very funny and adds comic relief. Dug makes me laugh and feel happy about the movie, he does his job as a comic well. All in all, the movie Up How to cite Descriptive Essay About the 2009 Movie Up, Essays

Patient Education Plan for Uterine Fibroids free essay sample

Plan for Uterine Fibroids Uterine fibroids are muscular tumors that grow in the wall of the uterus (womb). Another medical term for uterine fibroids is leiomyoma (leye-oh-meye-OH-muh) or just myoma. Fibroids are almost always benign or non cancerous. Fibroids can grow as a single tumor, or there can be many of them in the uterus. They can be as small as an apple seed or as big as a grapefruit. In unusual cases they can become very large. The factors that increase a woman’s chances of developing fibroids are: age, fibroids are most common in women in their 40s and 50s, family history, women with a family history of fibroids are more likely to have them, ethnic background, African American women are more likely to develop fibroids than other ethnic groups, obesity plays a role in the development of fibroids, for heavy women the risk of having fibroids is two to three time great than average and eating habits also affect the development of uterine fibroids, eating red meat and ham is linked to fibroids (U. We will write a custom essay sample on Patient Education Plan for Uterine Fibroids or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page S. Department of Health and Human Services,  2008). Three out of four women will have uterine fibroids. Most women with uterine fibroids are unaware of having them, because they have no symptoms. Women who do have symptoms are bothered by, pain, frequent urination, heavy menstrual bleeding, constipation, prolonged menstrual periods, trouble emptying the bladder, backache and pain in the legs and pain during sex (MayoClinic. com, 2009). The treatment for uterine fibroids depends on the size of the tumors, the number of tumors, and whether or not there are complications associated with the tumors. Ethel C, 47 y/o African American female presented to her gynecologist with complaints of severe abdominal pain several days prior to and during menstrual period, heavy menstrual periods, break through bleeding between her menstrual cycle, nausea and occasional vomiting, the patient complained of backaches, and pain in her hips. The patient is overweight and has a large abdomen, she complains of having a full feeling sometimes. Ethel C. has a family history of uterine fibroids that includes her mother, sister and aunts. The patient has one teenage child. She has had five abortions for various reasons, none related to the uterine fibroids. She is a non-smoker and drinks socially once in a while. Her medical history also includes three surgeries, tonsillectomy, ligament repair to the left ankle and surgery to the left shoulder to remove adhesions, shoulder injury is related to a fall. The patient has a history of chronic bronchitis. The patient complains of fatigue and being cold all the time. When questioned regarding her diet Ethel C. evealed a diet high in carbohydrates and fats. Black women who eat foods high in carbohydrates are more likely to have higher blood sugar and may have a greater risk for uterine fibroids (The U. S. National Library of Medicine and the National Institute of Health,  2010). Ethel C. , states that she has had these symptoms off and on for many years and that over the last two to three years they have become more and more severe. Several diagnostics tests are ordered for the patient. Blood work reveals Ethel C. s anemic which accounts for the fatigue and feelings of coldness and is due to the heavy blood loss. The patient has a pelvic examination and an ultrasound to confirm the presence of fibroids. The result of the patient’s pregnancy test is negative. While assessing Ethel C. for her learning needs there are, some general screening questions should be asked as a part of the general assessment; for example, what does the patient know, how does she perceive her present problems, what skills does she possess and does she have the confidence to use them (Redman, 2007)? When asked these questions, Ethel C. shows competence in her answers. She is knowledgeable about her condition. She has been given her treatment options, which include drug treatment and several surgical treatments. She has a list of questions for her doctor, which includes questions the number, size and location of the fibroids, what treatments does the doctor recommend, are there alternative treatment she could try and are alterations to be with her lifestyle. Ethel C. elongs in the Health Belief Model. Redman (2007) states, â€Å"The health belief model affirms that individuals are not likely to take a health action unless (1) they believe that they are susceptible to the ill health condition in question, (2) they believe that the condition would seriously affect their lives if they should contract it, (3) they believe that the benefits of action outweigh the barriers to action, and (4) they are confident that they can perform the action (self-efficacy). Cues such as an interpersonal crisis or the nature and severity of symptoms trigger action. † From interviewing Ethel and her questions for the gynecologist, she believes she is susceptible to the illness. She knows that the condition is affecting the quality of her life, because of her condition she is very tried and irritable, and this is having a negative affect on her relationship with her family. She has had to take time off from work, usually three to four days due to the pain and heavy bleeding during her menstrual period each month. She has expressed the desire to decide on a course of action to take to treat her condition. Ethel C. does not exhibit any age or developmental issues. She is a visual learner. As an adult the current theory of how she learns is bases on the cognitive practice; the kind of learning most characteristic of the adult phase is transformative learning. With transformative learning the adult goes through a number of changes that transform the individual (Redman, 2007). Redman (2007) stated, â€Å"In cognitive theory, learning is the development of insights or understandings that provide a potential guide for behavior. New insights lead to a reorganization of the individual’s cognitive structure, which is stored internally in visual images and in propositional networks and schemata to organize information. Within this framework, learning makes change in behavior possible, although not necessary. Motivation to take action results from a need to make sense of the world and solve problems. In contrast to behavioral theories that focus on the new behavior to be learned, the cognitive view emphasizes understanding of concepts and theories in the subject matter and general skills and abilities such as reasoning and problem solving. † Teaching is accomplished using tools, both written and audiovisual. Well designed tools have been shown to be effective in creating learning. Written materials are tools used most often. They should be presented in the following manner. †¢ Key messages are easy to find †¢ Stories about people faced with the same issues and their outcomes Step-by-step actions to take †¢ Present information is such a way to that presents information personally relevant to the reader †¢ Provide material sensitive to the culture of those for which it is written, addressing their lifestyle and culture ( Redman,2007) Ethel’s education plan will include both written material and audiovisual aids that explains the different treatment options available to her. It will include diagrams of what her condition may look like. She will be given materials that explain alternative treatments. The material created for the patient will include lifestyle changes that may be beneficial to her treatment, such as changes to her diet. Decision aids will be developed to help her make a decision between the medical options that are available to her. With the educational material designed for Ethel C. and other aids, Ethel C. will be able to make a decision regarding her treatment and lifestyle changes that will be of the most benefit to her regarding her condition and have a positive outcome, improve her relationship with her family and improve her quality of life.

The Right to Life essays

The Right to Life essays Abortion, the termination of pregnancy before the fetus has attained the ability to live independently, is morally wrong. The decision of pro-life or pro-choice has been society's most controversial topic for years. Those who support pro-life believe that life itself begins at conception, and that abortion is the actual killing of a human life. Those who support pro-choice, on the other hand, believe that the child's mother has every right to carry out or end a pregnancy, and that the child in the womb is not a person until it is born. This has been proven wrong. The child is a person as soon as it is conceived, it is distinct and different and has its own heartbeat. The moment the sperm unites with the egg, the cells begin to divide into genes that will make the child unique and this can never be duplicated again. Abortion ends the lives of living, breathing, and moving children, and therefore I think it is murder. In 1973, the U.S. Supreme Court decided that as long as the baby lived in the womb, it was the property of the mother. Because of this, one out of every three babies in America is killed by abortion, which is 1.5 million per year. In 1969, the abortion laws were changed in Canada, so that it became legal for a doctor to perform an abortion if a committee of three other doctors deemed that continuation of the pregnancy would cause a threat to the health of the mother. Imagine how many potential scientists, teachers, or just unique individuals have been killed by this There are several different forms of abortion, all of which are disgustingly violent and indecent: 1) Vacuum curettage is a powerful suction tube inserted through the cervix and into the womb. The fetus is torn apart by the force of the suction, and the body parts and placenta are then sucked into a jar. 2) Mifepristone is a chem ...

Battle of the Coral Sea in World War II

Battle of the Coral Sea in World War II The Battle of the Coral Sea was fought May 4-8, 1942, during World War II (1939-1945) as the Allies sought to halt the Japanese capture of New Guinea. During the opening months of World War in the Pacific, the Japanese won a string of stunning victories which saw them capture Singapore, defeat an Allied fleet in the Java Sea, and force American and Filipino troops on the Bataan Peninsula to surrender. Pushing south through the Dutch East Indies, the Imperial Japanese Naval General Staff had initially desired to mount an invasion of northern Australia to prevent that country from being used as base. This plan was vetoed by the Imperial Japanese Army which lacked the manpower and shipping capability to sustain such an operation. To secure the Japanese southern flank, Vice Admiral Shigeyoshi Inoue, commander of the Fourth Fleet, advocated for taking all of New Guinea and occupying the Solomon Islands. This would eliminate the last Allied base between Japan and Australia as well as would provide a security perimeter around Japans recent conquests in the Dutch East Indies. This plan was approved as it would also bring northern Australia within range of Japanese bombers and would offer jumping off points for operations against Fiji, Samoa, and New Caledonia. The fall of these islands would effectively sever Australias lines of communication with the United States. Japanese Plans Dubbed Operation Mo, the Japanese plan called for three Japanese fleets sortie from Rabaul in April 1942. The first, led by Rear Admiral Kiyohide Shima, was tasked with taking Tulagi in the Solomons and establishing a seaplane base on the island. The next, commanded by Rear Admiral Koso Abe, consisted of the invasion force that would strike the main Allied base on New Guinea, Port Moresby. These invasion forces were screened by Vice Admiral Takeo Takagis covering force centered around the carriers Shokaku and Zuikaku and the light carrier Shoho. Arriving at Tulagi on May 3, Japanese forces quickly occupied the island and set up a seaplane base. Allied Response Throughout the spring of 1942, the Allies remained informed about Operation Mo and Japanese intentions through radio intercepts. This largely occurred as a result of American cryptographers breaking the Japanese JN-25B code. Analysis of the Japanese messages led the Allied leadership to conclude that a major Japanese offensive would occur in the Southwest Pacific during the early weeks of May and that Port Moresby was the likely target. Responding to this threat, Admiral Chester Nimitz, Commander-in-Chief of the US Pacific Fleet, ordered all four of his carrier groups to the area. These included Task Forces 17 and 11, centered on the carriers USS Yorktown  (CV-5)  and USS Lexington  (CV-2) respectively, which were already in the South Pacific. Vice Admiral William F. Halseys Task Force 16, with the carriers USS Enterprise (CV-6) and USS Hornet (CV-8), which had just returned to Pearl Harbor from the Doolittle Raid, was also ordered south but would not arrive in time for the battle. Fleets Commanders Allies Rear Admiral Frank J. Fletcher2 carriers, 9 cruisers, 13 destroyers Japanese Vice Admiral Takeo TakagiVice Admiral Shigeyoshi Inoue2 carriers, 1 light carrier, 9 cruisers, 15 destroyers Fighting Begins Led by Rear Admiral Frank J. Fletcher, Yorktown and TF17 raced to the area and launched three strikes against Tulagi on May 4, 1942. Hitting the island hard, they badly damaged the seaplane base and eliminated its reconnaissance capabilities for the coming battle. In addition, Yorktowns aircraft sank a destroyer and five merchant ships. Steaming south, Yorktown joined Lexington later that day. Two days later, land-based B-17s from Australia spotted and attacked the Port Moresby invasion fleet. Bombing from high-altitude, they failed to score any hits. Throughout the day both carrier groups searched for each other with no luck as cloudy skies limited visibility. With night setting in, Fletcher made the difficult decision to detach his main surface force of three cruisers and their escorts. Designated Task Force 44, under the command of Rear Admiral John Crace, Fletcher ordered them to block the probable course of the Port Moresby invasion fleet. Sailing without air cover, Craces ships would be vulnerable to Japanese air strikes. The next day, both carrier groups resumed their searches. Scratch One Flattop While neither found the others main body, they did locate secondary units. This saw Japanese aircraft attack  and sink the destroyer USS Sims as well as cripple the oiler USS Neosho. American aircraft were luckier as they located Shoho.   Caught with most of its aircraft group below decks, the carrier was lightly defended against the combined air groups of the two American carriers. Led by Commander William B. Ault,  Lexingtons aircraft opened the attack shortly after 11:00 AM and scored hits with two bombs and five torpedoes. Burning and nearly stationary,  Shoho  was finished off by  Yorktowns aircraft. The sinking of Shoho led Lieutenant Commander Robert E. Dixon of Lexington  to radio the famous phrase  scratch one flattop.   On May 8, scout planes from each fleet found the enemy around 8:20 AM. As a result, strikes were launched by both sides between 9:15 AM and 9:25 AM. Arriving over Takagis force,  Yorktowns aircraft, led by Lieutenant Commander William O. Burch,  began attacking Shokaku  at 10:57 AM. Hidden in a nearby squall,  Zuikaku  escaped their attention. Hitting Shokaku  with two 1,000 lb. bombs, Burchs men caused severe damage before departing. Reaching the area at 11:30 AM,  Lexingtons planes landed another bomb hit on the crippled carrier. Unable to conduct combat operations, Captain  Takatsugu Jojima  received permission to withdraw his ship from the area.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Japanese Strike Back While the US pilots were having success, Japanese aircraft were approaching the American carriers.   These were detected by  Lexingtons CXAM-1 radar and F4F Wildcat fighters were directed to intercept.   While some of the enemy aircraft were downed, several commenced runs  on  Yorktown  and  Lexington shortly after 11:00 AM.   Japanese torpedo attacks on the former failed, while the latter sustained two hits by Type 91 torpedoes.   These assaults were followed by dive bombing attacks which scored a hit on  Yorktown  and two on  Lexington.  Damage crews raced to save Lexington and succeeded in restoring the the carrier to operational condition.    As these efforts were concluding, sparks from an electric motor ignited a fire which led to a series of fuel-related explosions. In a short time, the resulting fires became uncontrollable. With the crew unable to extinguish the flames, Captain Frederick C. Sherman ordered Lexington  abandoned. After the crew was evacuated, the destroyer USS  Phelps  fired five torpedoes into the burning carrier to prevent its capture. Blocked in their advance and with Craces force in place, the overall Japanese commander, Vice Admiral Shigeyoshi Inoue, ordered the invasion force to return to port. Aftermath A strategic victory, the Battle of the Coral Sea cost Fletcher the carrier Lexington, as well as the destroyer Sims and the oiler Neosho. Total killed for the Allied forces was 543. For the Japanese, the battle losses included Shoho, one destroyer, and 1,074 killed. In addition, Shokaku was badly damaged and Zuikakus air group greatly reduced. As a result, both would miss the Battle of Midway in early June. While Yorktown was damaged, it was quickly repaired at Pearl Harbor and raced back to sea to aid defeating the Japanese.