Strategies Novartis can use to GROW from a Billion Dollar Company to a Trillion Dollar Company like Alphabet Inc
Novartis is a leading healthcare company which is situated in Switzerland and uses digital technologies and innovative science to come up with transformative ways of treatment in areas of great medicinal needs. This article explains what Novartis strategies and what they should employ so that they can rise from a billion dollar company to a trillion dollar company like the Google Alphabet Inc.
Novartis was formed in March 1996 by the merging of pharmaceutical and agrochemical divisions of Ciba-Geigy and Sandoz companies. Thanks to the merging of the two companies, Novartis is one of the biggest pharmaceutical companies in the world. Novartis is one of the largest companies which achieved a great milestone within a few decades. Novartis as a whole is divided into three major divisions: Sandoz (generics), Innovative Medicines and Alcon (eyecare). Novartis is also involved in collaborative research projects that are publicly funded.
Below are some of Novartis best selling drugs and their revenue
1.Cosenty – This is the top selling drug with a revenue of 4.788 billion dollars
2.Enfresto – This has a revenue of 4.644 billions dollars
3.Promacta – This has a revenue 0f 2.088 billion dollars
Medicine manufactured by Novartis and their uses
Medicine Medicine use
Cosentyx Used to treat psoriatic arthritis
Entresto Used to treat heart failure
Lucentis Used to block abnormal vessel growth in the back of the eye
Tasigna Used to treat chronic myelogenous leukemia which has the Philadelphia chromosome
Jakavi Used to treat myelofibrosis, polycythemia vera and graft-versus-host disease
Promacta Used to treat patients with abnormal low platelet count
Sandostatin Used to treat patients with tumor experiencing symptoms like flushing and diarrhea
Xolair Used to treat moderate and severe asthma
Gilenya Used to treat multiple sclerosis
How Novartis became one of the biggest pharmaceutical companies in the world
1.Market control through partnership
Geigy, Sandoz and Ciba combined their power so that they can compete with strong foreign firms and formed a cartel called the Basal Syndicate or Basal IG. Basal IG secured most of the manufacturing facilities all over the US and across Europe. It later joined with IG Farben and other chemical companies to form a big cartel called the Quadrapartite Cartel which dominated all of the European market and enjoyed the profits made from the joint manufacturing.
2.Growth acceleration through mergers
Since competition was very rampant in the pharmaceutical industry, Ciba and Geigy decided to merge with Sandoz AG to form Novartis. With this merge, Novartis became one of the growing giants in the pharmaceutical industry. This made Novartis gain a lot of fame and build a strong reputation over other companies. Novartis majored on agrochemical and pharmaceutical industries which made it easy to focus on a specific mar
Classification of medical parasitology Lec.2.pptxnedalalazzwy
Parasitology is the scientific discipline concerned with the study of the biology of parasites and parasitic diseases, including the distribution, biochemistry, physiology, molecular biology, ecology, evolution and clinical aspects of parasites, including the host response to these agents.
LUMEN DWELLING FLAGELLATES - GIARDIA
REFS:
INTERNATIONALLY ACCEPTED BOOK OF MEDICAL PARASITOLOGY BY K. D. CHATTERJEE
TEXT BOOK OF MEDICAL PARASITOLOGY BY PANIKER
IMAGE SOURCES : FROM INTERNET
Classification of medical parasitology Lec.2.pptxnedalalazzwy
Parasitology is the scientific discipline concerned with the study of the biology of parasites and parasitic diseases, including the distribution, biochemistry, physiology, molecular biology, ecology, evolution and clinical aspects of parasites, including the host response to these agents.
LUMEN DWELLING FLAGELLATES - GIARDIA
REFS:
INTERNATIONALLY ACCEPTED BOOK OF MEDICAL PARASITOLOGY BY K. D. CHATTERJEE
TEXT BOOK OF MEDICAL PARASITOLOGY BY PANIKER
IMAGE SOURCES : FROM INTERNET
Morphology, Life cycle, Clinical manifestations and laboratory diagnosis of E. histolytica from Clinical and Microbiological point of view for UG and PG Students.
1_Introduction to Biostatistics-2 (2).pdfelphaswalela
Example: For a sample pediatric case, refer to case 7: Toddler with a cough and fever.
Chief concern and history of present illness.
Past history.
Prenatal and birth history.
Developmental history.
Feeding or nutrition history.
Family history.
Social history.
Morphology, Life cycle, Clinical manifestations and laboratory diagnosis of E. histolytica from Clinical and Microbiological point of view for UG and PG Students.
1_Introduction to Biostatistics-2 (2).pdfelphaswalela
Example: For a sample pediatric case, refer to case 7: Toddler with a cough and fever.
Chief concern and history of present illness.
Past history.
Prenatal and birth history.
Developmental history.
Feeding or nutrition history.
Family history.
Social history.
Epidemiology
Table of Contents
UNIT ONE: Introduction to Epidemiology..........
Objectives...................................................
Definition....................................................
v
• Introduction............................................................ Acknowledgement.................................................
• UNIT ONE: Introduction to Epidemiology..........
o Objectives...................................................
Definition....................................................
History of Epidemiology..............................
Purpose/Use of Epidemiology....................
o Exercise......................................................
• UNIT TWO: Disease Causation............................
o Objective....................................................
o Definition....................................................
o Causes of disease......................................
o Exercise....................................................
• UNIT THREE: Levels of prevention...................
o Objectives.................................................
o Natural history of disease.........................
o Measurements of morbidity......................
o Measurements of Mortality.......................
o Exercise:...................................................
o data collection......................................... UNIT SEVEN: Sources of Data and methods of
o Objectives:................................................
o Sources of data........................................
o Exercise:...................................................
Management........................................... UNIT EIGHT: Epidemic Investigation and
Objectives................................................
o Levels of Disease Occurrence..................
o Types of epidemics...................................
o Investigation of an Epidemic.....................
o Exercise....................................................
• UNIT NINE: Epidemiological Surveillance........
o Objectives.................................................
• Definition..................................................
• Purpose of surveillance............................
• Types of surveillance................................
• Activities in Surveillance...........................
• Features of a good surveillance system....
• The integrated disease surveillance system
• Exercise....................................................
• Reference................................................
Introduction to Epidemiology
Learning Objectives:
At the end of this unit the student is expected to:
Define Epidemiology Identify the main issues in the definition Discuss the uses of Epidemiology
1. Definition
Epidemiology is the study of the frequency, distribution and determinants of diseases and other health related conditions in human populations, and the application of this study to the promotion of health, and to the prevention
UROTRANSMITTERS-NEUROMODULATORS
More than 50 chemical substances
1.Small molecules with rapid effects
Stored in axonal vesicules
Effect on postsynaptic membrane approx. 1 ms, -opening of ion channels,
Brief inactivation, recycled, fromed in the body of neurons
Class I. ACH
Class II. Amines : NA, A, Dopamin, serotonin, histamin
Class III. Aminoacids: GABA, Glycin, Glutamate, Aspartate
Class IV. NO
2. NEUROPEPTIDES,prolonged effects, are integral part of protein molecules
In neuronal bodies, are fromed in the bodies and compose the vesicules inside of them,
then they are brought to the axonal terminals with longlasting effect (hours -days)
Modulates the expression of genes
A.Hypothalamic releasing hormones
B.Pituitary peptides: beta-endorfin, MSH, Prolactin, GH, vasopresin, oxytocin,
ACTH, LH, TSH
C. Peptides operating in GIT and brain:Leucin, enkefalin, methionin
substance P, gastrin, cholecystokinin, VIP, neurotensin, insulin, glucagon
D. From other tissues: angiotensin II, Bradykinin, Carnosin, calcitonin, sleep peptides Peptides operating in GIT and brain:Leucin, enkefalin, methionin
substance P, gastrin, cholecystokinin, VIP, neurotensin, insulin, glucagon
D. From other tissues: angiotensin II, Bradykinin, Carnosin, calcitonin, sleep peptides you are operating in GIT and brain:Leucin, enkefalin, methionin
substance P, gastrin, cholecystokinin, VIP, neurotensin, insulin, glucagon
D. From other tissues: angiotensin II, Bradykinin, Carnosin, calcitonin, sleep peptides you
Open sidebar
Reproductive Physiology Overview
User
Reproductive system physiology
ChatGPT
The reproductive system is responsible for the production and development of offspring. It includes various organs and structures that differ between males and females. In this response, I will provide an overview of the reproductive system physiology for both males and females.
Male Reproductive System Physiology:
Testes: The testes are the primary male reproductive organs. They produce sperm cells through a process called spermatogenesis and secrete the hormone testosterone.
Epididymis: The epididymis is a coiled tube located on the surface of each testis. It serves as a site for sperm maturation and storage.
Vas Deferens: The vas deferens is a muscular tube that transports mature sperm from the epididymis to the urethra during ejaculation.
Seminal Vesicles, Prostate Gland, and Bulbourethral Glands: These accessory glands produce seminal fluid, which nourishes and protects the sperm. The seminal fluid is combined with sperm to form semen.
Urethra: The urethra is a tube that carries urine from the bladder and also serves as a passage for semen during ejaculation.
Female Reproductive System Physiology:
Ovaries: The ovaries are the primary female reproductive organs. They produce ova (eggs) through a process called oogenesis and secrete hormones such as estrogen and progesterone.
Fallopian Tubes: The fallopian tubes are ducts that connect the ovaries to the uterus. They serve as the site for fertilization, where the sperm meets and fertilizes the egg.
Uterus: The uterus, also known as the womb, is a hollow, muscular organ where a fertilized egg implants and develops into a fetus. It undergoes cyclic changes during the menstrual cycle in preparation for pregnancy.
Cervix: The cervix is the lower part of the uterus that connects to the vagina. It contains a small opening called the os, which allows the passage of menstrual blood and sperm.
Vagina: The vagina is a muscular canal that connects the cervix to the external genitalia. It serves as the birth canal during childbirth and also receives the penis during sexual intercourse.
Mammary Glands: While not directly part of the reproductive system, the mammary glands in the breasts produce milk for nourishing newborns after childbirth.
Hormonal Regulation:
The reproductive system is regulated by hormones that coordinate and control its functions. In males, the hypothalamus releases gonadotropin-releasing hormone (GnRH), which stimulates the pituitary gland to release luteinizing hormone (LH) and follicle-stimulating hormone (FSH). LH stimulates the production of testosterone in the testes, while FSH promotes sperm production.
In females, the hypothalamus releases GnRH, which triggers the release of LH and FSH from the pituitary gland. FSH stimulates the development of ovarian follicles and the production of estrogen. LH causes ovulation and the formation of the corpus luteum, which produces pro
Open sidebar
Reproductive Physiology Overview
User
Reproductive system physiology
ChatGPT
The reproductive system is responsible for the production and development of offspring. It includes various organs and structures that differ between males and females. In this response, I will provide an overview of the reproductive system physiology for both males and females.
Male Reproductive System Physiology:
Testes: The testes are the primary male reproductive organs. They produce sperm cells through a process called spermatogenesis and secrete the hormone testosterone.
Epididymis: The epididymis is a coiled tube located on the surface of each testis. It serves as a site for sperm maturation and storage.
Vas Deferens: The vas deferens is a muscular tube that transports mature sperm from the epididymis to the urethra during ejaculation.
Seminal Vesicles, Prostate Gland, and Bulbourethral Glands: These accessory glands produce seminal fluid, which nourishes and protects the sperm. The seminal fluid is combined with sperm to form semen.
Urethra: The urethra is a tube that carries urine from the bladder and also serves as a passage for semen during ejaculation.
Female Reproductive System Physiology:
Ovaries: The ovaries are the primary female reproductive organs. They produce ova (eggs) through a process called oogenesis and secrete hormones such as estrogen and progesterone.
Fallopian Tubes: The fallopian tubes are ducts that connect the ovaries to the uterus. They serve as the site for fertilization, where the sperm meets and fertilizes the egg.
Uterus: The uterus, also known as the womb, is a hollow, muscular organ where a fertilized egg implants and develops into a fetus. It undergoes cyclic changes during the menstrual cycle in preparation for pregnancy.
Cervix: The cervix is the lower part of the uterus that connects to the vagina. It contains a small opening called the os, which allows the passage of menstrual blood and sperm.
Vagina: The vagina is a muscular canal that connects the cervix to the external genitalia. It serves as the birth canal during childbirth and also receives the penis during sexual intercourse.
Mammary Glands: While not directly part of the reproductive system, the mammary glands in the breasts produce milk for nourishing newborns after childbirth.
Hormonal Regulation:
The reproductive system is regulated by hormones that coordinate and control its functions. In males, the hypothalamus releases gonadotropin-releasing hormone (GnRH), which stimulates the pituitary gland to release luteinizing hormone (LH) and follicle-stimulating hormone (FSH). LH stimulates the production of testosterone in the testes, while FSH promotes sperm production.
In females, the hypothalamus releases GnRH, which triggers the release of LH and FSH from the pituitary gland. FSH stimulates the development of ovarian follicles and the production of estrogen. LH causes ovulation and the formation of the corpus luteum, which produces pro
TOPIC 2 THE PSYCHOLOGICAL BASIS OF BEHAVIOR.pptxelphaswalela
KHAN UNIVERSITY
DEPARTMENT OF DEVELOPMENT STUDIES
IRD 1O3: DEVELOPMENT CONCEPTS AND ITS APPLICATION
COURSE OUTLINE
1. Conceptualization of Development
Economic, Social, Political and Environmental Conceptions and indicators of Development
2. Theories of Development:
Rostow, Smith, Marx
3. Characteristics of transitional Societies
Low incomes, Dual Economies, Poverty, Population Growth, Scarce Strategic Natural Resources, Demonstration Effects and Unemployment.
4. Africa’s Development Objectives
Alleviation of Mass Poverty, Self-sustaining Growth and Development, Regional Integration and Collective Self-reliance.
5. Sectorial Development
Agricultural and Rural Development, Industry and Informal Sector, Tourism, Infrastructural Development- water, institutions such as schools, colleges e.t.c. for manpower development; roads, airways, telecom, railways, shipment.
6. Organization Strategies for Development
Top down Planning and Bottom up planning
7. Definition of Foreign Aid
· Why countries accept foreign aid
· Why donors give foreign aid
8. Structural Reforms and their impact on Development
The rationale of Structural Reforms, Impact of Structural Adjustment Programmes in specific sectors (e.g. education, Health, Agriculture)
COURSE OBJECTIVES:
By the end of the lesson the student should be able to:
1. Have an understanding of the economic aspects of development process.
2. Appreciate development problems experienced by the Less Industrialized Countries.
3. Suggest solutions to these problems.
DEFINITION OF DEVELOPMENT
Historically the word development in its present context is of a very recent origin. It was used in the covenant of League of Nations and much later by the charter of the United Nations. The concept of development acquired more significance after the Second World War in 1945, partly as a requirement to help reconstruct the countries, which had been ruined by the two world wars, and later extended towards development of countries emerging from colonial rule.
From the general Literature of development and from the descriptions of development projects one may deduce that development represents a process through which relatively simple traditional, agrarian societies become industrialized and therefore modernized. This philosophy, characterized planning and development, was thought in most developing nations in the 1950s and 1960s.
In the 1950s and 1960s development tended to be looked at in strictly economic terms. Economic growth was considered synonymous with economic development, and thus the total development of a society. While economic growth is an essential component of a country’s development process, it is not sufficient. During this period, also referred to as the first development, meant the capacity of a national economy, whose initial economic condition has been more or less static for a long time, to generate and sustain an annual i
KHAN UNIVERSITY
DEPARTMENT OF DEVELOPMENT STUDIES
IRD 1O3: DEVELOPMENT CONCEPTS AND ITS APPLICATION
COURSE OUTLINE
1. Conceptualization of Development
Economic, Social, Political and Environmental Conceptions and indicators of Development
2. Theories of Development:
Rostow, Smith, Marx
3. Characteristics of transitional Societies
Low incomes, Dual Economies, Poverty, Population Growth, Scarce Strategic Natural Resources, Demonstration Effects and Unemployment.
4. Africa’s Development Objectives
Alleviation of Mass Poverty, Self-sustaining Growth and Development, Regional Integration and Collective Self-reliance.
5. Sectorial Development
Agricultural and Rural Development, Industry and Informal Sector, Tourism, Infrastructural Development- water, institutions such as schools, colleges e.t.c. for manpower development; roads, airways, telecom, railways, shipment.
6. Organization Strategies for Development
Top down Planning and Bottom up planning
7. Definition of Foreign Aid
· Why countries accept foreign aid
· Why donors give foreign aid
8. Structural Reforms and their impact on Development
The rationale of Structural Reforms, Impact of Structural Adjustment Programmes in specific sectors (e.g. education, Health, Agriculture)
COURSE OBJECTIVES:
By the end of the lesson the student should be able to:
1. Have an understanding of the economic aspects of development process.
2. Appreciate development problems experienced by the Less Industrialized Countries.
3. Suggest solutions to these problems.
DEFINITION OF DEVELOPMENT
Historically the word development in its present context is of a very recent origin. It was used in the covenant of League of Nations and much later by the charter of the United Nations. The concept of development acquired more significance after the Second World War in 1945, partly as a requirement to help reconstruct the countries, which had been ruined by the two world wars, and later extended towards development of countries emerging from colonial rule.
From the general Literature of development and from the descriptions of development projects one may deduce that development represents a process through which relatively simple traditional, agrarian societies become industrialized and therefore modernized. This philosophy, characterized planning and development, was thought in most developing nations in the 1950s and 1960s.
In the 1950s and 1960s development tended to be looked at in strictly economic terms. Economic growth was considered synonymous with economic development, and thus the total development of a society. While economic growth is an essential component of a country’s development process, it is not sufficient. During this period, also referred to as the first development, meant the capacity of a national economy, whose initial economic condition has been more or less static for a long time, to generate and sustain an annual i
KHAN UNIVERSITY
DEPARTMENT OF DEVELOPMENT STUDIES
IRD 1O3: DEVELOPMENT CONCEPTS AND ITS APPLICATION
COURSE OUTLINE
1. Conceptualization of Development
Economic, Social, Political and Environmental Conceptions and indicators of Development
2. Theories of Development:
Rostow, Smith, Marx
3. Characteristics of transitional Societies
Low incomes, Dual Economies, Poverty, Population Growth, Scarce Strategic Natural Resources, Demonstration Effects and Unemployment.
4. Africa’s Development Objectives
Alleviation of Mass Poverty, Self-sustaining Growth and Development, Regional Integration and Collective Self-reliance.
5. Sectorial Development
Agricultural and Rural Development, Industry and Informal Sector, Tourism, Infrastructural Development- water, institutions such as schools, colleges e.t.c. for manpower development; roads, airways, telecom, railways, shipment.
6. Organization Strategies for Development
Top down Planning and Bottom up planning
7. Definition of Foreign Aid
· Why countries accept foreign aid
· Why donors give foreign aid
8. Structural Reforms and their impact on Development
The rationale of Structural Reforms, Impact of Structural Adjustment Programmes in specific sectors (e.g. education, Health, Agriculture)
COURSE OBJECTIVES:
By the end of the lesson the student should be able to:
1. Have an understanding of the economic aspects of development process.
2. Appreciate development problems experienced by the Less Industrialized Countries.
3. Suggest solutions to these problems.
DEFINITION OF DEVELOPMENT
Historically the word development in its present context is of a very recent origin. It was used in the covenant of League of Nations and much later by the charter of the United Nations. The concept of development acquired more significance after the Second World War in 1945, partly as a requirement to help reconstruct the countries, which had been ruined by the two world wars, and later extended towards development of countries emerging from colonial rule.
From the general Literature of development and from the descriptions of development projects one may deduce that development represents a process through which relatively simple traditional, agrarian societies become industrialized and therefore modernized. This philosophy, characterized planning and development, was thought in most developing nations in the 1950s and 1960s.
In the 1950s and 1960s development tended to be looked at in strictly economic terms. Economic growth was considered synonymous with economic development, and thus the total development of a society. While economic growth is an essential component of a country’s development process, it is not sufficient. During this period, also referred to as the first development, meant the capacity of a national economy, whose initial economic condition has been more or less static for a long time, to generate and sustain an annual i
Thought of The Day
YESTERDAY’S A PAST…
…..TOMORROW IS A FUTURE….
…. BUT….
TODAY IS A GIFT
…… THAT’S WHY IT’S CALLED
PRESENT….!
Content
• Introduction
• Definition of Disaster
• Classification & Types of Disasters
• Disaster Nursing
• Disaster Management
• Disaster management Cycle
• Nodal Ministry of Disaster
Introduction
• Disaster word originated from Greek Word,
DUS= Bad & ASTR= Star….The root of disaster comes
from an Astrological sense of a calamity blamed on the
position of a planet.
• Health Sector Emergency Managers are concerned
with Public safety and public Health. Clients are
threatened/injured and damaged during Disaster. The
Disaster Management Act was established in 2005.
• Disaster is a sudden , calamitous event bringing great
damage, loss, destruction & devastation to life and
property.
Definition of Disaster
• “Any occurrence that causes damage,
ecological disruption, loss of human life ,
deterioration of health and health services ,
sufficient to warrant an extraordinary
response from outside the affected
community/area.” (WHO)
• “A disaster can defined as an occurrence
either Nature or Man made that causes Human
suffering and creates human needs that
victim can not alleviate without assistance.”
(American Red Cross)
Cont.
• “Disaster is an Emergency in which local
authorities cannot cope the goal of
emergency management is to protect public
health.”
ALL DISASTERS ARE EMERGENCIES
BUT
NOT ALL EMERGENCIES ARE DISASTERS
Definition of Hazard
• “Any phenomenon that has the potential to
cause Damage to people and their
Environment.” • There is a 4 classes of hazard
• Natural Hazard
• Technological Hazard
• Biological Hazard
• Societal Hazard
Vulnerability
Capacity to cope
High Low
Low High
Vulnerability
Very low Low
Exposure to
Hazard
High
Low
9
These are the determinants of risk (people).
THE MOST
VULNERABLE
Cont.
• For ex., an Earthquake hazard of the same
magnitude in a sparsely populated village of
Rajasthan and in the densely populated city of
Delhi will cause different levels of damage to
humans lives, property & Economic Activities.
• There is a two type of emergencies
• (i) Non-disaster Emergencies
• (ii) Disaster Emergencies
Classification Of Disasters
• Biological Disaster: Insect Infestation,
Epidemics & Animal Attacks.
• Geographical Disaster: Earth Quake &
Tsunamis, Volcanic Eruptions etc.
• Climatological Disaster: Droughts(Associated
with Food insecurities), Extreme Temperature
& Wild Fires
Cont.
• Hydrological Disaster: Flood including
Waves and Surges.
• Meteorological Disaster: Storms
Meteorological
Disasters
• Floods
• Tsunami
• Cyclone
• Hurricane
• Typhoon
• Snow
storm
• Blizzard
• Hail storm
Topographical
Disasters
• Earthquake
• Volcanic
Eruptions
• Asteroids
Environmental
Disasters
• Global
warming • Ozone
depletion • Solar flare
15
Technlogical
Disasters
• Transport
failure
• Public place
failure
• Fire
Industrial
• Chemical
spills
• Radioactive
spills
Security
relat
LECTURE NOTE
DISASTER MANAGEMENT
INTRODUCTION
Definitions:
Disaster:
The term disaster owes its origin to the French word “Desastre” which is a combination of
two words ‘des’ meaning bad and ‘aster’ meaning star. Thus the term refers to ‘Bad or Evil
star’.
A disaster can be defined as “A serious disruption in the functioning of the community
or a society causing wide spread material, economic, social or environmental losses
which exceed the ability of the affected society to cope using its own resources”.
A disaster is a result from the combination of hazard, vulnerability and insufficient
capacity or measures to reduce the potential chances of risk.
A disaster happens when a hazard impacts on the vulnerable population and causes
damage, casualties and disruption. Any hazard – flood, earthquake or cyclone which
is a triggering event along with greater vulnerability (inadequate access to resources,
sick and old people, lack of awareness etc) would lead to disaster causing greater
loss to life and property.
Hazards:
The word ‘hazard’ owes its origin to the word ‘hasard’ in old French and ‘az-zahr’ in Arabic
meaning ‘chance’ or ‘luck’.
Hazard may be defined as “a dangerous condition or event, that threat or have the
potential for causing injury to life or damage to property or the environment.”
Hazards can be grouped into two broad categories:
1. Natural Hazard
2. Manmade Hazard
Natural hazards are hazards which are caused because of natural phenomena (hazards
with meteorological, geological or even biological origin).
Examples of natural hazards are cyclones, tsunamis, earthquake and volcanic
eruption which are exclusively of natural origin.
Landslides, floods, drought, fires are socio-natural hazards since their causes are
both natural and manmade.
For example flooding may be caused because of heavy rains, landslide or blocking of
drains with human waste.
Manmade hazards are hazards which are due to human negligence.
Manmade hazards are associated with industries or energy generation facilities and
include explosions, leakage of toxic waste, pollution, dam failure, wars or civil strife
etc.
Various Types of Disasters:
Difference between Disaster and Hazard:
Vulnerability:
Vulnerability may be defined as “The extent to which a community, structure, services or
geographic area is likely to be damaged or disrupted by the impact of particular hazard, on
account of their nature, construction and proximity to hazardous terrains or a disaster prone
area.”
Vulnerabilities can be categorized into:
1. Physical vulnerability
2. Socio-economic vulnerability
Physical Vulnerability: It includes notions of who and what may be damaged or destroyed
by natural hazard such as earthquakes or floods. It is based on the physical condition of
people and elements at risk, such as buildings, infrastructure etc; and their proximity,
location and nature of the hazard. It also relates to the technical capability of building and
Strategies Novartis can use to GROW from a Billion Dollar Company to a Trillion Dollar Company like Alphabet Inc
Novartis is a leading healthcare company which is situated in Switzerland and uses digital technologies and innovative science to come up with transformative ways of treatment in areas of great medicinal needs. This article explains what Novartis strategies and what they should employ so that they can rise from a billion dollar company to a trillion dollar company like the Google Alphabet Inc.
Novartis was formed in March 1996 by the merging of pharmaceutical and agrochemical divisions of Ciba-Geigy and Sandoz companies. Thanks to the merging of the two companies, Novartis is one of the biggest pharmaceutical companies in the world. Novartis is one of the largest companies which achieved a great milestone within a few decades. Novartis as a whole is divided into three major divisions: Sandoz (generics), Innovative Medicines and Alcon (eyecare). Novartis is also involved in collaborative research projects that are publicly funded.
Below are some of Novartis best selling drugs and their revenue
1.Cosenty – This is the top selling drug with a revenue of 4.788 billion dollars
2.Enfresto – This has a revenue of 4.644 billions dollars
3.Promacta – This has a revenue 0f 2.088 billion dollars
Medicine manufactured by Novartis and their uses
Medicine Medicine use
Cosentyx Used to treat psoriatic arthritis
Entresto Used to treat heart failure
Lucentis Used to block abnormal vessel growth in the back of the eye
Tasigna Used to treat chronic myelogenous leukemia which has the Philadelphia chromosome
Jakavi Used to treat myelofibrosis, polycythemia vera and graft-versus-host disease
Promacta Used to treat patients with abnormal low platelet count
Sandostatin Used to treat patients with tumor experiencing symptoms like flushing and diarrhea
Xolair Used to treat moderate and severe asthma
Gilenya Used to treat multiple sclerosis
How Novartis became one of the biggest pharmaceutical companies in the world
1.Market control through partnership
Geigy, Sandoz and Ciba combined their power so that they can compete with strong foreign firms and formed a cartel called the Basal Syndicate or Basal IG. Basal IG secured most of the manufacturing facilities all over the US and across Europe. It later joined with IG Farben and other chemical companies to form a big cartel called the Quadrapartite Cartel which dominated all of the European market and enjoyed the profits made from the joint manufacturing.
2.Growth acceleration through mergers
Since competition was very rampant in the pharmaceutical industry, Ciba and Geigy decided to merge with Sandoz AG to form Novartis. With this merge, Novartis became one of the growing giants in the pharmaceutical industry. This made Novartis gain a lot of fame and build a strong reputation over other companies. Novartis majored on agrochemical and pharmaceutical industries which made it easy to focus on a specific mar
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/342360535
DISASTER MANAGEMENT Compiled Notes for Unit Lectures
Method · June 2020
DOI: 10.13140/RG.2.2.13488.99842
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DISASTER MANAGEMENT
BY
DR. BENARD LANGO
Benard.lango@gmail.com
Compiled Notes for Unit Lectures
Disaster Management – Compiled Lecture Notes: Dr. Benard Lango 1
TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION...............................................................................................................4
1. 0 Common Terminologies.....................................................................................................................4
1.2 Characteristics of Disasters.................................................................................................................5
1.3 Types of Disasters...............................................................................................................................6
1.3.1 Natural Disasters..........................................................................................................................6
1.3.2 Human-Made Disasters................................................................................................................6
1.3.3 Incidences of Mass Trauma..........................................................................................................7
1.4 Differences between Emergencies and Disasters...............................................................................7
1.5 Disaster Management Life Cycle.........................................................................................................8
CHAPTER 2:RISKS AND VULNERABILITY ASSESSMENT........................................................................10
2.1 Introduction ......................................................................................................................................10
2.2 Hazards and Hazard Assessment ......................................................................................................11
2.2.1 Common Types of Hazards ........................................................................................................11
2.2.2 Hazard Control ...........................................................................................................................11
2.2.3 Hazard Classification ...............................................................
1).i) Qualities of effective communication.
1 Clarity
If your writing is clear, your reader is much more likely to understand and act on your message. Consider this the ultimate characteristic of effective communication.
2 Conciseness
As George Orwell wrote in his essay “Politics and the English Language,” if it is possible to cut a word out, always cut it out. Your goal is to communicate your message as quickly and directly as possible. By doing this, you’ll save your reader time and trouble.
3 Correctness
Proper grammar and syntax increase the effectiveness and credibility of your message. Mistakes might affect clarity, create ambiguity, and raise doubts. In addition, the message’s information needs to be accurate. Misinformation can derail productivity in the workplace and compound disorganization.
4 Completeness
Effective communication requires the whole picture. Leaving information out can lead to unnecessary guesswork for readers. Comprehensive yet concise messages reduce follow-up questions and prevent delays.
5 Coherence
Coherent communication is logical. Your points should be relevant to your thesis, and the text’s tone and flow should be smooth.
6 Consideration
Empathy is a critical pillar of good workplace communication. Before you speak, consider your words and their potential effects on your listener.
7 Courtesy
Being courteous is as much a necessity in a corporate setting as anywhere. Your team is working together to achieve the same goals of success and growth. Inside jokes, insults, or an aggressive tone work against teamwork.
8 Concreteness
A concrete message is tangible, supported by facts for enhanced credibility, and helps your audience better understand what’s being conveyed. It also mitigates the risk of misunderstanding, a common struggle in the workplace.
9 Consistency
Following the tips above will ensure that your communication is effective. Once you’ve improved, however, don’t let your quality slip. Your teams and operations are valuable and should always be treated as such. Effective communication depends on a steady and efficient workflow from everyone. ii)the process of effective communication.
The Different Elements in The Process of Communication that makes it to be a process are:
i)Sender
The very foundation of communication process is laid by the person who transmits or sends the message. He is the sender of the message which may be a thought, idea, a picture, symbol, report or an order and postures and gestures, even a momentary smile.
ii)Message
Message is referred to as the information conveyed by words as in speech and write-ups, signs, pictures or symbols depending upon the situation and the nature and importance of information desired to be sent.
iii)Encoding
Encoding is putting the targeted message into appropriate medium which may be verbal or non-verbal depending upon the situation, time, space and nature of the message to be sent. T
iv)Channel
Channel(s) refers to the way or mode th
E STUDY 5-1 UNDER THE MICROSCOPE
FOCUSING IN
Members of the clinically significant group of
parasites located in blood and tissue that move
by means of flagella, known as the hemoflagel
lates, belong to the genera Leishmania and Try
panosoma. There are four morphologic forms of
clinical significance associated with these hemo
flagellates: amastigote, promastigote, epimasti
gote, and trypomastigote, all of which are defined
and described in detail in this chapter. Although
the specific life cycle may vary, all the organisms
in these two genera involve some combination of
the four morphologic forms. The transmission of
all hemoflagellates is via the bite of an arthropod
vector. The major difference between the two
genera is the primary diagnostic form found in
each; for Leishmania it is the amastigote and for
Trypanosoma it is the trypomastigote, with the
exception of Trypanosoma cruzi, in which amas
tigotes may also be found. Speciation within the
genera usually depends heavily on the patient
importance of this information, this text pro
vides a discussion of the geographic distribution
and symptomatology of each hemoflagellate.
Suspicions of hemoflagellate disease processes
are typically confirmed by more advanced diag
nostic techniques, such as serologic tests. Because
the initial diagnosis of hemoflagellate infections
relies primarily on the detection of the morpho
logic forms, this text will begin with a detailed
discussion of the morphologic forms.
MORPHOLOGY AND LIFE
CYCLE NOTES
Morphology
Amastigotes. The average roundish to oval
amastigote measures 5 by 3 μm in size (Figs. 51
and 5-2; Table 5-1). The amastigote contains a
nucleus, a basal body structure (called a blepha
roplast), and a small parabasal body. The large
single nucleus is typically located offcenter,
sometimes present more toward the edge of the
Nineyearold Chares, an African boy, recenty emigrated
to the United States from Kenya with his family. He began
complaining of chills and diarrhea 2 weeks prior to the
office vsit. After taking his temperature, whch revealed a
fever, hs mother took him into his pediatrician’s office.
During the examination, the doctor found a skn leson on
hs right arm and marked hepatosplenomegaly. A compete
bood count (CBC) was ordered, which revealed that
Charles was anemic. The doctor, afraid that the chid
was experiencing dum dum fever (kalaazar), ordered
a biopsy of the infected skin lesion and blood for
parasite study.
When the specimens were received in the laboratory,
the laboratory technician on duty made slides of the skn
lesion material and blood, stained them with Giemsa stan,
and carefully examined the slides. No parastes were found
in the bood slide The biopsy slide revealed an oval organ
ism (see diagram); it contained one nuceus, a parabasal
body, and an axonemelike structure.
Questions for Consideration
1. What parasite do you suspect? (Objective 5-10B)
2. Which morphologic form of the parasit
iemsa Stain report; Table of ContentsIntroductionObjectives of Giemsa stainPrincipleReagents UsedProcedureStaining procedure 1: Thin Film stainingStaining Procedure 2: Thick Film StainingResultsInterpretation/ConclusionApplications Giemsa stainAdvantagesLimitationsReferencesFour Charged in Plot to Kidnap an Iranian Journalist in New YorkIntroductionGiemsa stain was a name adopted from a Germany Chemist scientist, for his application of a combination of reagents in demonstrating the presence of parasites in malaria.It belongs to a group of stains known as Romanowsky stains. These are neutral stains made up of a mixture of oxidized methylene blue, azure, and Eosin Y and they performed on an air-dried slide that is post-fixed with methanol. Romanowsky stains are applied in the differentiation of cells, pathological examinations of samples like blood and bone marrow films and demonstration of parasites e.g malaria. There are four types of Romanoswsky stains:Giemsa stainJenner StainWright stainMay-Grunwald StainLeishman stainObjectives of Giemsa stainTo accurately prepare the Giemsa stain stock solutionTo stain and identify blood cellsTo differentiate blood cells nuclei from the cytoplasmPrincipleGiemsa stain is a gold standard staining technique that is used for both thin and thick smears to examine blood for malaria parasites, a routine check-up for other blood parasites and to morphologically differentiate the nuclear and cytoplasm of Erythrocytes, leucocytes and Platelets and parasites.Like any type of Romanowsky stains, it composed of both the Acidic and Basic dyes, in relation to affinities of acidity and basicity for blood cells. Azure and methylene blue, a basic dye binds to the acid nucleus producing blue-purple color. Eosin is an acidic dye that is attracted to the cytoplasm and cytoplasmic granules which are alkaline-producing red coloration. The stain must be buffered with water to pH 6.8 or 7.2, to precipitate the dyes to bind simple materials.Classically, Giemsa stain is a differential stain which is made up of a combination of reagents (Azure, Methylene blue, and Eosin dye) used widely in cytogenetics and histopathology for the diagnosis of:Malaria, spirochetes and other blood parasitesChlamydia trachomatis inclusion bodiesBorrelia sppYersinia pestisHistoplasma sppPneumocystis jiroveci cystsReagents UsedMethanolGiemsa powderGlycerinWater (Buffer)ProcedurePreparation of the Giemsa Stain Stock solution (500ml)Into 250ml of methanol, add 3.8g of Giemsa powder and dissolve.Heat the solution up to ~60oCThen, add 250ml of glycerin to the solution, slowly.Filter the solution and leave it to stand for about 1-2 months before use.Preparation of Working solutionAdd 10ml of stock solution to 80ml of distilled water and 10ml of methanolStaining procedure 1: Thin Film stainingOn a clean dry microscopic glass slide, make a thin film of the specimen (blood) and leave to air dry.dip the smear (2-3 dips) into pure methanol for fixation of the smear, lea
able of ContentsIntroductionObjectives of Giemsa stainPrincipleReagents UsedProcedureStaining procedure 1: Thin Film stainingStaining Procedure 2: Thick Film StainingResultsInterpretation/ConclusionApplications Giemsa stainAdvantagesLimitationsReferencesFour Charged in Plot to Kidnap an Iranian Journalist in New YorkIntroductionGiemsa stain was a name adopted from a Germany Chemist scientist, for his application of a combination of reagents in demonstrating the presence of parasites in malaria.It belongs to a group of stains known as Romanowsky stains. These are neutral stains made up of a mixture of oxidized methylene blue, azure, and Eosin Y and they performed on an air-dried slide that is post-fixed with methanol. Romanowsky stains are applied in the differentiation of cells, pathological examinations of samples like blood and bone marrow films and demonstration of parasites e.g malaria. There are four types of Romanoswsky stains:Giemsa stainJenner StainWright stainMay-Grunwald StainLeishman stainObjectives of Giemsa stainTo accurately prepare the Giemsa stain stock solutionTo stain and identify blood cellsTo differentiate blood cells nuclei from the cytoplasmPrincipleGiemsa stain is a gold standard staining technique that is used for both thin and thick smears to examine blood for malaria parasites, a routine check-up for other blood parasites and to morphologically differentiate the nuclear and cytoplasm of Erythrocytes, leucocytes and Platelets and parasites.Like any type of Romanowsky stains, it composed of both the Acidic and Basic dyes, in relation to affinities of acidity and basicity for blood cells. Azure and methylene blue, a basic dye binds to the acid nucleus producing blue-purple color. Eosin is an acidic dye that is attracted to the cytoplasm and cytoplasmic granules which are alkaline-producing red coloration. The stain must be buffered with water to pH 6.8 or 7.2, to precipitate the dyes to bind simple materials.Classically, Giemsa stain is a differential stain which is made up of a combination of reagents (Azure, Methylene blue, and Eosin dye) used widely in cytogenetics and histopathology for the diagnosis of:Malaria, spirochetes and other blood parasitesChlamydia trachomatis inclusion bodiesBorrelia sppYersinia pestisHistoplasma sppPneumocystis jiroveci cystsReagents UsedMethanolGiemsa powderGlycerinWater (Buffer)ProcedurePreparation of the Giemsa Stain Stock solution (500ml)Into 250ml of methanol, add 3.8g of Giemsa powder and dissolve.Heat the solution up to ~60oCThen, add 250ml of glycerin to the solution, slowly.Filter the solution and leave it to stand for about 1-2 months before use.Preparation of Working solutionAdd 10ml of stock solution to 80ml of distilled water and 10ml of methanolStaining procedure 1: Thin Film stainingOn a clean dry microscopic glass slide, make a thin film of the specimen (blood) and leave to air dry.dip the smear (2-3 dips) into pure methanol for fixation of the
nd invade the genital ridges in the sixth week of
development. here they form primitive sex cords. in
the absence of tdf, medullary cords disappear and
get replaced by a vascular stroma (ovarian medulla).
cortical cords develop and surround one or more
primitive germ cells. the germ cells subsequently
develop into oogonia, while the surrounding epithelial
cells form the follicular cells. this differentiates
undifferentiated gonads into ovaries. stroma of ovary
develops from basal mesenchyme. granulosa and theca
cells develop from celomic epithelium.
development of genital ducts
development of genital duct system and the external
genitalia occurs under the influence of hormones
circulating in the fetus. sertoli cells in the fetal testes
produce a nonsteroidal substance known as müllerian
inhibiting substance (mis) that causes regression of
müllerian ducts. androgen from the fetal testes causes
masculinization of external genitalia. in the absence of
mis, müllerian ducts develop and mesonephric duct
system regresses. in the absence of androgen, external
genitalia differentiate into female phenotype. the
müllerian duct develops between the fifth and sixth
weeks lateral to intermediate cell mass and wolffian
duct. the müllerian duct has the following three parts:
•cranial vertical portion that opens into celomic
cavity. later it differentiates into fallopian tubes.
•horizontal part crosses the mesonephric duct.
•caudal vertical part that fuses with its partner
from opposite side. this fused part later differ
entiates into uterus, cervix, and upper one-third
of the vagina.
the dorsal celomic epithelium (which forms
müllerian duct) remains open at its site of origin and
ultimately forms the fimbriated ends of the fallopian
tubes. at their point of origin, each of the müllerian
ducts forms a solid bud. each bud penetrates the
mesenchyme lateral and parallel to the wolffian duct.
as the solid buds elongate, a lumen appears in the
cranial part, beginning at each celomic opening. the
caudal end of each müllerian duct crosses the way
and invade the genital ridges in the sixth week of
development. here they form primitive sex cords. in
the absence of tdf, medullary cords disappear and
get replaced by a vascular stroma (ovarian medulla).
cortical cords develop and surround one or more
primitive germ cells. the germ cells subsequently
develop into oogonia, while the surrounding epithelial
cells form the follicular cells. this differentiates
undifferentiated gonads into ovaries. stroma of ovary
develops from basal mesenchyme. granulosa and theca
cells develop from celomic epithelium.
development of genital ducts
development of genital duct system and the external
genitalia occurs under the influence of hormones
circulating in the fetus. sertoli cells in the fetal testes
produce a nonsteroidal substance known as müllerian
inhibiting substance (mis) that causes regression of
müllerian ducts. androgen from the fetal testes causes
masculinization of external genitalia. in the absence of
mis, müllerian ducts develop and mesonephric duct
system regresses. in the absence of androgen, external
genitalia differentiate into female phenotype. the
müllerian duct develops between the fifth and sixth
weeks lateral to intermediate cell mass and wolffian
duct. the müllerian duct has the following three parts:
•cranial vertical portion that opens into celomic
cavity. later it differentiates into fallopian tubes.
•horizontal part crosses the mesonephric duct.
•caudal vertical part that fuses with its partner
from opposite side. this fused part later differ
entiates into uterus, cervix, and upper one-third
of the vagina.
the dorsal celomic epithelium (which forms
müllerian duct) remains open at its site of origin and
ultimately forms the fimbriated ends of the fallopian
tubes. at their point of origin, each of the müllerian
ducts forms a solid bud. each bud penetrates the
mesenchyme lateral and parallel to the wolffian duct.
as the solid buds elongate, a lumen appears in the
cranial part, beginning at each celomic opening. the first time
1- Anatomy of Female Reproductive System.pdfelphaswalela
vement along the dorsal mesentery of the hindgut
and invade the genital ridges in the sixth week of
development. here they form primitive sex cords. in
the absence of tdf, medullary cords disappear and
get replaced by a vascular stroma (ovarian medulla).
cortical cords develop and surround one or more
primitive germ cells. the germ cells subsequently
develop into oogonia, while the surrounding epithelial
cells form the follicular cells. this differentiates
undifferentiated gonads into ovaries. stroma of ovary
develops from basal mesenchyme. granulosa and theca
cells develop from celomic epithelium.
development of genital ducts
development of genital duct system and the external
genitalia occurs under the influence of hormones
circulating in the fetus. sertoli cells in the fetal testes
produce a nonsteroidal substance known as müllerian
inhibiting substance (mis) that causes regression of
müllerian ducts. androgen from the fetal testes causes
masculinization of external genitalia. in the absence of
mis, müllerian ducts develop and mesonephric duct
system regresses. in the absence of androgen, external
genitalia differentiate into female phenotype. the
müllerian duct develops between the fifth and sixth
weeks lateral to intermediate cell mass and wolffian
duct. the müllerian duct has the following three parts:
•cranial vertical portion that opens into celomic
cavity. later it differentiates into fallopian tubes.
•horizontal part crosses the mesonephric duct.
•caudal vertical part that fuses with its partner
from opposite side. this fused part later differ
entiates into uterus, cervix, and upper one-third
of the vagina.
the dorsal celomic epithelium (which forms
müllerian duct) remains open at its site of origin and
ultimately forms the fimbriated ends of the fallopian
tubes. at their point of origin, each of the müllerian
ducts forms a solid bud. each bud penetrates the
mesenchyme lateral and parallel to the wolffian duct.
as the solid buds elongate, a lumen appears in the
cranial part, beginning at each celomic opening. the
caudal end of each müllerian duct crosses the ventra
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Thesis Statement for students diagnonsed withADHD.ppt
HCM 124 lecture 5 .ppt
1. HCM 124: MEDICAL PARASITOLOGY
AND ENTOMOLOGY
JACKSON C. KORIR (PhD)
0721- 413 606
jcheruiyot@mmust.ac.ke
Masinde Muliro University
of Science and Technology
(MMUST)
University of Choice
2. The Protozoa
Introduction:
The Phylum Protozoa is classified into four
subdivisions according to the methods of locomotion.
The amoebae (Sarcodina) move by means of
pseudopodia.
The flagellates (Mastigophora) typically move by
long, whiplike flagellae.
The ciliates (Ciliata) are propelled by rows of cilia that
beat with a synchronized wavelike motion.
The sporozoans (Sporozoa) lack specialized
organelles of motility.
4. The Protozoa
General:
There are about 45,000 protozoan species; around 8000
are parasitic, and around 25 species are important to
humans.
Diagnosis - must learn to differentiate between the
harmless and the medically important. This is most often
based upon the morphology of respective organisms.
Transmission - mostly person-to-person, via fecal-oral
route; fecally contaminated food or water; other means
include sexual transmission, insect bites or insect feces.
5. The Protozoa
General:
Exist in 2 forms:
Trophozoite - the motile vegetative stage;
multiplies via binary fission; colonizes host.
Cyst - the inactive, non-motile, infective
stage; survives the environment due to the
presence of a cyst wall. Cysts do not multiply,
however, some organisms divide within the
cyst wall.
6. The Protozoa
Diagnostic Features:
Nuclear structure - important in species differentiation.
Size - helpful in identifying organisms; must have calibrated
objectives on the microscope in order to measure
accurately.
Cytoplasmic inclusions - chromatoid bars (coalesced RNA);
red blood cells; food vacuoles containing bacteria, yeast,
etc.
Appearance of cytoplasm - smooth & clean or vacuolated.
Type of motility - directional or non-directional; sluggish or
fast.
7. The Protozoa
Nuclear Structure:
Chromatin - nuclear DNA. Present as “peripheral”
chromatin and the karyosome.
Karyosome - a small mass of chromatin within the nuclear
space. Also called “endosome” or “centrosome.”
Peripheral Chromatin - chromatin adhering to the nuclear
membrane.
Nuclear membrane - membrane surrounding all nuclear
material.
Chromatoid body or “bar” - coalesced RNA within the
cytoplasm of the cyst stage.
8. Intestinal Protozoa - The
Amoebae
General Life cycle -
The definitive host ingests the infective cyst stage from fecal
contamination in environment.
The cyst passes into the small intestine & excystation occurs
with transformation to the trophozoite stage.
Trophozoites colonize the host, multiplying asexually via
binary fission. They can remain near the lumen (non-
pathogens) or invade the wall of the intestine & multiply
(pathogens).
Cysts and trophozoites are passed in the feces of the
infected host.
10. Intestinal Protozoa - The Amoebae
Entamoeba histolytica
Epidemiology - Occurs worldwide; the highest
incidence and prevalence is in areas with poor
sanitation.
Pathology and Clinical Manifestations - the
most pathogenic of all; causes amoebic
dysentery; can become extra-intestinal; can be
fatal. Hepatic abscess is the most common
and dangerous complication.
Chronic infections may last for years; often
confused with colitis, cancer.
Distribution - worldwide, mostly in tropics and
sub-tropics.
11. Intestinal Protozoa - The Amoebae
Entamoeba histolytica
Morphology & Laboratory Identification
- trophozoites range 12 to 30 microns in diameter;
- nucleus has an even distribution of peripheral
chromatin and a small, compact, centrally located
karyosome;
- cytoplasm is smooth and granular;
- inclusions, if present, are red blood cells;
- Motility is rapid, progressive, and unidirectional,
through pseudopods
- cysts range 10 to 20 microns in diameter and
contains four nuclei when mature.
- immature cyst has inclusions namely; glycogen
mass and chromatoidal bars.
- Cigar-shaped chromatoid bars may be present in
some cysts.
12. Intestinal Protozoa - The Amoebae
Entamoeba hartmanni
Epidemiology - similar to E. histolytica
Formerly called the “small race” of
Entamoeba histolytica.
Technologists must be able to
differentiate this organism from E.
histolytica because E. hartmanni is non-
pathogenic.
13. Intestinal Protozoa - The Amoebae
Entamoeba hartmanni
Morphology & Laboratory Identification -
This organism is morphologically similar to
E. histolytica. The difference lies in the
sizes of the respective organisms.
Trophozoites will measure less than 12
microns, while cysts will measure less than
10 microns.
14. Intestinal Protozoa - The Amoebae
Entamoeba coli
Significance - this is a harmless commensal;
must be differentiated from pathogens.
Morphology –
- trophozoites range from 10 to 35 microns in
diameter;
- cysts range from 10 to 30 microns in diameter and
contain 8 to 16 nuclei when mature; the nucleus
exhibits an eccentric karyosome with irregular,
coarse chromatin. The cytoplasm is heavily
vacuolated, containing yeast, bacteria, and debris.
15. Intestinal Protozoa - The Amoebae
Entamoeba gingivalis
Infective site - the mouth; the organism
thrives in diseased gums, but is not
considered a causal agent. It is destroyed
in stomach if swallowed.
Transmission - contact with fomites
(drinking glasses, eating utensils, etc.);
kissing.
Morphology - resembles E. histolytica, but
has no cyst stage. It is the only species
which ingests leucocytes.
16. Intestinal Protozoa - The Amoebae
Endolimax nana
Occurrence - occurs in about 14% of the
US population; 21% worldwide.
Pathogenicity - none.
Morphology - trophozoites range from 5 to
10 microns in diameter. The nucleus
contains a large, blot-like karyosome; there
is little or no peripheral chromatin. Cysts
are usually sub-oval, measuring 4 to 6 by 6
to 10 microns.
17. Intestinal Protozoa - The Amoebae
Iodamoeba butschlii
Pathogenicity - none.
Morphology - the cyst is often
called the “iodine cyst” due to the
presence of a large glycogen
vacuole which stains dark brown
with iodine.
18. - E. histolytica
E.
hartmanni
E. coli
E.
polecki
E.nana
l.
butsch
lii
Tropho
zoiteM
oveme
nt
Active especially in
acute dysentery
Sluggish Sluggish sluggish Sluggish Active
Inclusi
ons
Red cell in case of
tissue invasion
No red cells
No red
cells
No red
cell
No red
cell
No red
cell
Morphology of Trophozites of
intestinal Amoebae (Live specimens)
19. - E. histolytica E. hartmanni E. coli E. polecki E. nana I.butschlii
Trophozoite
No. of nuclei
1 1 1 1 1 1
Karysome(N
ucleolus)
Usually central
small
Usually central
small
Usually central
small
Usually central
small
Large
Large
generally
irregular
Peripheral
chromatin
Usually
symmetrical
fine
Usually
symmetrical
fine
Usually
symmetrical
fine
Usually
symmetrical
fine
Usually
symmetrical
fine
Incon-
spicuous
Cyst No.
nuclei
4 4 8 1 1 1
Shape Circular Circular Circular Circular Usually oval Irregular
Size(dia.) 12-20 um 2-8 um 15-25 um 11-15 um 8-12 um 10-16 um
Chromatoid
body
Usually large
rounded ends
Usually large
rounded ends
Usually small
splintered ends
Variable shape Absent Absent
Glycogen
vacuole
Diffuse Diffuse Diffuse Diffuse Absent
large and
sharply
demarcated
Other
inclusions
Nil Nil Nil
Usually large
faintly staining
mass
Nil
Sometimes
minute rod
like bodies
Differential characteristics of intestinal
amoebae (stained specimens)
20. Treatment & prevention of
pathogenic amoeba
Treatment- metronidazole marketed
under brand name flagyl followed by
Iodoquinol
Prevention- Introduction of adequate
sanitation measures and education
about the routes of transmission.
- Avoid eating raw vegetables grown by
sewerage irrigation and night soil.
21. Tissue Dwelling Amoebae
Naegleria fowleri
Classification - an ameboflagellate; a free-living
organism alternating between amoeboid and
flagellated forms; only the amoeboid form is found
in tissues.
Life cycle - the amoeba gains entry via the nasal
mucosa, usually during a swimming event; it
moves along the olfactory nerve, gaining access
to the brain via the cribriform plate. Cases are
invariably fatal. Infections do not spread from
person-to-person.
Naegleria fowleri trophozoite in CSF
22. The Protozoa
Tissue Dwelling Amoebae
Naegleria fowleri
Symptoms - Dramatic and rapidly
progressive. Headache, fever, nausea
& vomiting occur within 1 to 2 days.
Meningoencephalitis, irrational
behavior, coma & death usually occur
within 9 days of exposure.
Diagnosis - Usually made at autopsy.
CSF contain motile amoebae. Early
diagnosis is critical. Amoebae in CSF
specimens can be cultured on non-
nutrient agar containing bacteria.
23. Tissue Dwelling Amoebae
Acanthamoeba spp.
Life cycle - also a free-living amoeba. The
amoeba reaches the brain hematogenously after
entering a wound or lesion on the skin. More
commonly, the organism is associated with getting
into eyes via contaminated or homemade cleaning
solutions.
Symptoms - slow onset (10 or more days).
Presents as chronic, granulomatous lesions in
brain. In eye lesions, the infection resembles a
herpes virus infection.
Acanthamoeba keratitis - associated with users of
extended-wear contact lenses.
24. Superclass Mastigophora -
the flagellates.
Inhabit the mouth, bloodstream, gastrointestinal, or urogenital tracts.
Morphological Characteristics
Flagellum(ae) - organelles of locomotion; an extension of ectoplasm;
moves with a whip-like motion.
Axostyle - a supporting mechanism, a rod-shaped structure; not all
flagellates have these.
Undulating membrane - a protoplasmic membrane with a flagellar rim
extending out like a fin along the outer edge of the body of some
flagellates.
Costa - a thin, firm rod-like structure running along the base of the
undulating membrane.
Cytosome - a rudimentary mouth; also referred to as a gullet.
25. Superclass Mastigophora -
the flagellates.
Identification of a flagellate is based upon:
Size.
Shape.
Motility.
Number and morphology of nuclei.
Number and location of flagellae.
Location in the body of the host.
26. Superclass Mastigophora -
the flagellates.
There are three groups of flagellates:
• Luminal flagellates
-Giardia duodenalis
-Dientmoeaba fragilis
• Hemoflagellates
-Trypanosoma species.
-Leishmania species.
• Genital flagellates
-Trichomonas vaginalis
27. Intestinal flagellates
Giardia duodenalis
Most common protozoan parasite
Life cycle - man ingests cysts from fecally
contaminated environment; the organism excysts in
the upper intestine; trophozoites multiply and attach
to the intestinal mucosa; often enter the gall bladder.
Trophozoites and cysts are passed in the feces.
Diagnosis - identification of cysts or trophozoites in
stool specimens or duodenal contents.
28. 1-2. Giardia cysts are the infective stage of G. intestinalis. As
few as 10 cysts can cause infection (1). These cysts are ingested
by consuming contaminated food or water, or fecal-orally. They
can survive outside the body for several months, and are also
relatively resistant to chlorination, UV exposure and freezing.
3. When cysts are ingested, the low pH of the stomach acid
produces excystation, in which the activated flagella breaks
through the cyst wall (1). This occurs in the small intestine,
specifically the duodenum. Excystation releases trophozoites,
with each cyst producing two trophozoites.
4. Within the small intestine, the trophozoites reproduce
asexually (longitudinal binary fission) and either float free or
are attached to the mucosa of the lumen.
5. Some trophozoites then encyst in the small intestine.
Encystation occurs most likely as a result of exposure to bile
salts and fatty acids, and a more alkaline environment. Both
cysts and trophozoites are then passed in the feces, and are
infectious immediately or shortly afterward. Person-to-person
transmission is possible.
Life cycle of Giardia
29. Intestinal flagellates
Giardia duodenalis
Morphology - very distinctive.
Dorsal-ventrally flattened, and Bi-
laterally symmetrical.
Cyst - 9 x 12 micrometers and
contain 2 to 4 nuclei; parabasal
bodies are present.
Trophozoite - Four pairs of
flagella - one pair located anterior,
two pair located ventrally, and one
pair located posteriorly. An
axostyle and parabasal bodies are
present.
Trophozoite Cyst
30. Intestinal flagellates- Giardia
duodenalis
Epidemiology - prevalence 1 to 30%, common in children’s day care
centers; can be transmitted in water. Sexual transmission has been
well documented.
Pathology and Clinical Manifestations - symptoms can be severe;
diarrhea, foul-smelling, greasy, mucus-laden stools, flatulence,
nausea, cramps. Most infections are asymptomatic; chronic cases
experience weight loss, malabsorption of fat, protein, folic acid, and
fat-soluble vitamins.
Laboratory diagnosis- Examination of diarrhoeal stool- trophozoite or
cyst, or both may be recovered in wet preparation.
Treatment- quinacrinehydrochloride or metronidazole.
31. Intestinal flagellates-
Dientamoeba fragilis
General - Formerly classified as an
amoeba; electron microscopy and
immunological studies have suggested a
flagellate nature.
Laboratory diagnosis - detection of bi-
nucleated trophozoites; fragmented
karyosomes consisting of 4 to 8 granules
of chromatin.
32. Intestinal flagellates
Dientamoeba fragilis
Diagnostic stage - the trophozoite in
feces. There is no cyst stage.
Morphology - 1 or 2 nuclei, with little
or no peripheral chromatin;
karyosome is divided into 4 to 8
distinct granules.
May rarely ingest rbc’s.
33. Intestinal flagellates
Dientamoeba fragilis
Pathology - infection is usually asymptomatic; can be
associated with diarrhea, anorexia, abdominal pain.
Association with pinworm - the organism may be
transmitted from host to host within the egg of Enterobius
vermicularis.
Distribution - worldwide, there is a 1% to 20%
prevalence.
35. Intestinal flagellates-
Chilomastix mesnili
Morphology -
Trophozoite - 4 flagella (3
anterior, 1 associated with the
cytostome; one nucleus, always
located anteriorly.
Cyst - lemon shape; 1 nucleus;
cytostome may be seen.
36. The Trichomonads
Characteristics -
Undulating membrane - protoplasmic
membrane with flagellar rim extending out
like a fin along outer edge of body.
Flagella - several in a tuft, provides
locomotion.
Axostyle - functions for support.
Costa - firm rod-like structure running
along base of the undulating membrane.
Cytostome - rudimentary mouth.
37. The Trichomonads-
Trichomonas hominis
Commensal - must differentiate from
pathogens.
Transmission - direct person-to-person
fecal transmission; no cyst stage.
Morphology - “arc-shaped” exhibits a
wobbly, jerky, motility.
Must differentiate from T. vaginalis - in
instances where feces is contaminated with
urine.
38. TheThe Trichomonads-
Trichomonas vaginalis
Life cycle - trophozoite lives in the
vagina, urethra, epididymis, and prostate;
multiplies via longitudinal fission; no cyst
stage.
Mode of infection - sexual intercourse or
fomites.
Diagnosis - identification of trophozoites
in body fluids (wet mounts of discharges)
or on PAP smears.
40. The Trichomonads
Trichomonas vaginalis
Pathology - Females: vaginal discharge; burning, Itching,
or chafing. Frequency of urination or dysuria. Males:
frequently asymptomatic. If the prostate is involved, the
patient may develop discharge, dysuria, and enlargement
of prostate with tenderness.
Morphology - has an axostyle and short undulating
membrane that extends less than half the body length; 4
flagellae.
Treatment- Metronidazole
41. Class Ciliophora - The Ciliates
Balantidium coli
Epidemiology - Rarely found.
This is the only ciliate parasite of humans.
Largest parasitic protozoan - trophozoite
is 30-120 x 25-125 microns; the cyst
averages 50 - 70 microns in diameter.
Life cycle - The cyst is ingested via fecal
contamination in environment; cysts
excyst in the small intestine; trophozoites
migrate to large intestine.
42. Class Ciliophora - The Ciliates
Balantidium coli
Pathology & Symptoms - Many infections
are asymptomatic, organism feeding on
bacteria at surface of mucosa. Severe
infections - with the aid of hyaluronidase,
the organism burrows into submucosa,
producing ulcers. Symptoms - dysentery,
abdominal pain, nausea & vomiting, fever,
headache.
Diagnosis - Diagnosed by observing cysts
& trophozoites in fecal samples.
Treatment-The drug of choice is
tetracycline; iodoquinol and metronidazole
are alternative agents.
43. Class Ciliophora - The Ciliates
Balantidium coli
Morphology - Large, oval shape;
two nuclei, 1 large kidney shaped
(macronucleus) & 1 small
micronucleus (micronucleus not
often seen); body surface covered
by longitudinal rows of cilia;
cytostome present.
Primary animal reservoir - pigs,
monkeys.