Factors
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This document summarizes factors that affect human biology and health. It discusses genetic factors and the aging process in human biology. It also outlines the key aspects of health systems including quality, accessibility, financing, and utilization. Finally, it analyzes environmental, lifestyle, and psychosocial factors that can impact health, such as biological agents, physical hazards, unhealthy behaviors, and stress.
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EVENTS IN NATURAL HISTORY OF DISEASE
1.Pre-Pathogenesis phase
•This period is preliminary to the onset of disease.
•Disease agent not entered man but factor which favour its interaction with the human host are always existing in the environment.
2.Pathogenesis phase
•This period begins with the entry of disease agent in the susceptible human host.
FACTORS OF EPIDEMIOLOGICAL TRAID
1.Agent Factor: -
•First link in the chain of disease transmission.
•Agent defined as substances living or non-living or a force the excessive presence or relative lack of which may initiate or perpetuate a disease process.
•A disease may have single agent a number or a complex of two or more agent.
•Disease agents are: -
a)Biological agent:
•These are living agent of disease.
•This agent exhibits certain “host” related biological properties such as,
i.Infectivity –
oability of infectious agent to invade and multiply.
ii.Pathogenicity –
ability to induce clinically aperantt illness.
iii.Virulence –
opreparation of clinical cases resulting in severe clinical manifestation
b)Nutrient agent:
•These are proteins, fat, carbohydrate, vitamins, minerals and water.
•Any excess or deficiency results in nutritional disorder.
c)Physical agent:
•Exposure to excessive heat, cold, humidity, pressure, radiation, electricity, sound may result in illness
d)Chemical agent:
i.Endogenous –
Chemical produced in the body due to derangement of function serum bilirubin.
ii. Exogenous –
arising outside of human host. E.g.- allergen, metals, dust, etc
e)Mechanical agent:
•Exposure to chronic friction and other mechanical forces may result in crushing, tearing, sprains, dislocation or even death.
f)Absence or insufficiency or excess of a factor necessary to health:
•Chemical factor - hormones. E.g. – insulin
•Nutrient factor
•Lack of structure e.g.- thymus
•Lack of parts of structure e.g. – cardiac defect
•Chromosomal factor e.g. – magnolia
•Immunological factor
g)Social agent:
•These are poverty, smoking, abuse of drugs and alcohol
2.Host Factor (Intrinsic): -
•It plays a major role in determining the outcome of an individual’s exposure to infection. e.g. – tuberculosis
•Human host is referred to soil to the disease.
•Host factors are –
i.Demographic characteristics –
age, sex, ethnicity
ii.Biological characteristics –
genetic factors, biochemical levels of blood.
iii.Social and economic characteristics –
socio-economic status, education, occupation, stress, housing, etc
iv.Lifestyle factor –
personality traits, living habits, nutrition, physical exercise
3.Environmental Factor (Extrinsic): -
•Environment is the reservoir for the agents of disease.
•It helps in transmission of agents to host bringing about their contact and interaction.
•The environment of man is of two types: -
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•This period begins with the entry of disease agent in the susceptible human host.
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1.Agent Factor: -
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•Agent defined as substances living or non-living or a force the excessive presence or relative lack of which may initiate or perpetuate a disease process.
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i.Infectivity –
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•It plays a major role in determining the outcome of an individual’s exposure to infection. e.g. – tuberculosis
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i.Demographic characteristics –
age, sex, ethnicity
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•Environment is the reservoir for the agents of disease.
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1. It describes the phases a disease progresses through without treatment, including pre-pathogenesis, pathogenesis, and incubation periods.
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This document contains a worksheet for a 1st year biology class. It includes questions about the basic components of living matter, types of cell reproduction and nutrition in organisms. It also covers levels of cellular organization, characteristics of taxonomic classifications, cell structures and the first person to use the term "cell". The worksheet aims to assess students' foundational knowledge of biology topics including cells, reproduction, nutrition, taxonomy and cellular organization.
Vocabulary ud 7 vertebrates
This document provides a list of specific vocabulary terms related to the biology and anatomy of vertebrates. It includes terms for the digestive, respiratory, circulatory, excretory, nervous, reproductive, and muscular systems, as well as terms describing characteristics of different vertebrate classes like mammals, birds, reptiles, amphibians, and fish. The vocabulary covers anatomical structures, physiological processes, and other key concepts for understanding vertebrates.
Unit 6 vertebrate animals
This document outlines activities for students about vertebrate animals. It instructs students to provide examples of carnivores, herbivores, and omnivores, and to identify whether example animals are vertebrates or invertebrates. Students are asked questions about eukaryotic cells, the differences between endoskeletons and exoskeletons, what vertebrae are and where they are located, and to explain and draw bilateral symmetry.
U nit 6 vertebrates (1)
This document provides an overview of vertebrates, including their key characteristics and how they are classified. It discusses the main groups of vertebrates - fish, amphibians, reptiles, birds and mammals. For each group, it describes physical features, temperature regulation, reproduction methods, and examples of common types. The largest sections are devoted to fish, amphibians, and reptiles, explaining their distinguishing attributes and subgroups in detail.
Unit 6 vertebrates (part 2)
The document summarizes key characteristics of vertebrate groups including birds and mammals. It describes birds as having feathers, wings, beaks and laying eggs. Their bodies are adapted for flight through lightweight skeletons and muscles. Mammals are described as hairy, warm-blooded, having different types of teeth and giving live birth or laying eggs. They are divided into monotremes, marsupials and placentals depending on their reproductive strategies.
Ud 12 recursos biosfera
Este documento describe los diferentes recursos de la biosfera, incluyendo los recursos forestales. Explica que los recursos forestales proporcionan beneficios ecológicos como la regulación del agua y el clima, y también beneficios comerciales como la madera y productos alimenticios. Sin embargo, la deforestación amenaza estos recursos y puede causar erosión del suelo, pérdida de biodiversidad y cambio climático. Para usar los recursos forestales de manera sostenible, se recomienda realizar planes de gestión y cosechas select
Unit 7 motion speed
This document contains a chemistry and physics worksheet for 2nd year secondary students on the topic of motion and speed. It includes 9 multi-part problems involving calculations of speed, acceleration, distance, and time related to scenarios like walking to a sports center, train travel, Olympic sprinting times, and objects in free fall. The problems require converting between units like meters/second and kilometers/hour and drawing velocity-time graphs.
Worksheet 2. nervous system
This document contains questions about the nervous system for a worksheet. It asks students to label a diagram of the nervous system, describe the functions of the spinal cord and synapses, and draw tables comparing the different parts and functions of the autonomic and sensory-somatic nervous systems.
Actividades sistema nervioso
Este documento proporciona 9 preguntas sobre el sistema nervioso central y periférico para que un estudiante conteste en su cuaderno. Las preguntas cubren temas como las partes de una neurona, el líquido cerebroespinal y sus funciones, las áreas del cerebro, las funciones del cerebelo, médula espinal y bulbo raquídeo, ejemplos de arco reflejo, y detalles sobre los sistemas nerviosos somático, autónomo simpático y parasimpático.
Unit 6 vertebrate animals
This document outlines activities for students about vertebrate animals. It instructs students to provide examples of carnivores, herbivores, and omnivores, and to identify whether example animals are vertebrates or invertebrates. Students are asked questions about eukaryotic cells, the differences between endoskeletons and exoskeletons, what vertebrae are and where they are located, and to explain and draw bilateral symmetry.
Actividades compuestosbinarios
Este documento proporciona información sobre compuestos binarios, incluyendo óxidos e hidruros metálicos. Presenta ejercicios para nombrar y formular compuestos binarios, así como esquemas para ayudar a recordar cómo se nombran. También incluye preguntas sobre los símbolos de elementos en diferentes grupos de la tabla periódica y compuestos que contienen esos elementos. Finalmente, pide investigar sobre los gases nobles y su poca reactividad.
Worksheet 3. receptors
The document is a worksheet about receptors on the tongue. It contains instructions to label diagrams of taste receptors and their locations on the tongue. The questions ask students to identify different taste receptors by number on diagrams and explain why a stuffy nose affects the ability to taste food. The goal is to teach students about the different types of taste receptors on the tongue and how they function.
My illness
The student is assigned a project to write a 3 page report describing a body system and associated illness. They must choose a system, like the nervous system, and an illness linked to it, such as the effects of drugs on the mind. For the illness, the report should discuss causes, symptoms, treatment, and prevention. Proper spelling, original writing instead of copying, and thorough vetting of information will be evaluated positively, while mistakes, lack of detail, and plagiarism will count against the grade.
What are cells. who or what am i
Cells are the basic units of life. There are two main types of cells: prokaryotic cells which lack a nucleus, and eukaryotic cells which contain a nucleus surrounded by a nuclear membrane. Key cell structures include the cell membrane, cell wall, cytoplasm, organelles, vacuoles, mitochondria, and chloroplasts. Robert Hooke is credited with first observing cells in 1665 using a microscope to view cork.
Actividad receptores
Este documento presenta preguntas sobre los sentidos humanos de la visión, audición, olfato y gusto. Pregunta sobre cómo se produce la visión de cerca y lejos, los receptores visuales y su ubicación. También pregunta sobre la estructura de la audición, las células responsables y cómo llega la información al cerebro. Finalmente, pide que se complete una tabla con detalles sobre la ubicación y funcionamiento del sentido del olfato y gusto.
Lectura margalef vida y obra
Este documento describe la trayectoria de Ramon Margalef como profesor universitario y teórico de la ecología. Margalef fue el primer catedrático de ecología en España y escribió varios libros y manuales universitarios influyentes sobre ecología y limnología. Enseñó con pasión y entusiasmo, aunque sus clases podían ser desconcertantes para los estudiantes. Promovió la lectura y el acceso a bibliotecas bien surtidas. Formó a varias generaciones de ecólogos, limnólogos y ocean
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Factors
- 1. 1.- Human biology Genetic factors(DNA): sd. de Down, sd. Turner,…
- 2. THE VITAL CYCLE (AGE): AGING
- 3. 2.- The health system: QUALITY ACCESSIBILITY FINANCING UTILIZATION
- 4. THE ENVIRONMENT: 1. Biological factors: bacteria, fungi, viruses, arthropods ...
- 5. 2. Physical factors: noise, radiation, waste
- 6. 3. Chemical factors: hydrocarbons, metals, pesticides ..
- 7. 4. Sociocultural factors: ideologies, relationships, economic factors, social structures ...
- 8. 5. Psychosocial factors: violence, relationships ...
- 9. THE STYLES OF LIFE: 1. Feeding Habits 2. Lack of physical exercise 3. Consumption of drugs 4. Reckless driving 5. Sexual risk behavior 6. Misuse of health services 7. Stress 8. Work accidents
- 11. 2. LACK OF PHYSICAL EXERCISE
- 12. ¿ ? 3. CONSUMPTION OF DRUGS
- 14. 5. SEXUAL RISK BEHAVIOR
- 15. 6. MISUSE OF HEALTH SERVICES
- 16. 7. STRESS