Meningococcal meningitis is caused by the bacteria Neisseria meningitidis. It is spread through respiratory and throat secretions from coughing, kissing, or close contact. Common symptoms include fever, vomiting, lethargy, rashes, and headache. Treatment involves antibiotics such as penicillin. Vaccines can help prevent disease. Leprosy is caused by Mycobacterium leprae and spreads through prolonged skin contact with infected individuals. It can cause skin lesions and nerve damage. Rabies virus infects the central nervous system through animal bites. Symptoms include spasms, hydrophobia, and death. Encephalitis refers to brain inflammation often caused by viral infections spread through insect bites
Malaria is a life- threatening disease. It is typically caused by the 4 species of plasmodium. It has 2 hosts i.e human host and the anopheles mosquito.
Amoebiasis, also known amoebic dysentery, is an infection caused by any of the amobae of the Entamoeba group. Symptoms are most common during infection by Entamoeba histolytica. Amoebiasis can be present with no, mild, or severe symptoms. Symptoms may include abdominal pain, diarrhea, or bloody diarrhea.
Module: Pharmacology and Therapeutics III, (Therapeutics part)
Coordinator: Dr. Arwa M. Amin Mostafa
Academic Level: Undergraduate, B.Pharmacy
School: Dubai Pharmacy College
Year of first presented in Class: 2018
This presentation is for Educational purpose. It has no commercial value associated with it.
Malaria is a life- threatening disease. It is typically caused by the 4 species of plasmodium. It has 2 hosts i.e human host and the anopheles mosquito.
Amoebiasis, also known amoebic dysentery, is an infection caused by any of the amobae of the Entamoeba group. Symptoms are most common during infection by Entamoeba histolytica. Amoebiasis can be present with no, mild, or severe symptoms. Symptoms may include abdominal pain, diarrhea, or bloody diarrhea.
Module: Pharmacology and Therapeutics III, (Therapeutics part)
Coordinator: Dr. Arwa M. Amin Mostafa
Academic Level: Undergraduate, B.Pharmacy
School: Dubai Pharmacy College
Year of first presented in Class: 2018
This presentation is for Educational purpose. It has no commercial value associated with it.
Meningitis is a disease of brain and spinal cord. It starts with a minor infection due to any reason. There are many reasons which can cause but specific ones are via bacteria, virus, excessive use of drugs, cancer, AIDS or injury.
http://www.medicalterminology.co/what-is-meningitis/
The human brain is one of the most complicated objects in the universe. Although it weighs less than 3 pounds, it manages everything from our heart rates to our thoughts and feelings. The functions of the brain are varied, and include: thinking, perception (sensing), emotion, signaling, and many of our physical functions. Our cognition, feelings and behavior are all the result of our brains.
Meningitis is a severe CNS pathology and early and appropriate intervention is needed to prevent adverse outcome including mortality and long term complications. This presentation focuses on the different types of meningitis and the appropriate management options
This presentation on the topic of Mumps. What is the etilogy,how does it spread and what is the classification of mumps. We'll discuss the clinical manifestations along with treatment and prevention of this infectious disease of the children and adults.
Biological screening of herbal drugs: Introduction and Need for
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
5. Neisseria Meningitidis
• N. meningitidis is gram negative, Diplococci, capsulated.
• Aerobic- breaths oxygen
• Lives in mucous membranes in the nose a throat.
• spread through the exchange of respiratory and throat secretions
(i.e., coughing, kissing).
• --not spread by casual contact or by simply breathing the air where
a person with meningitis has been.
6. • Bacteria can grow in the cerebrospinal fluid in
the subarachnoid space of the CNS.
• The blood brain barrier (capillaries) prevents
passage of some materials (such as antimicrobial
drugs) into
the CNS.
• Meningitis: Inflammation of meninges.
7. Common symptoms include :-
Regular fever, vomitting
Lethargy, un-active, Drowsy
Rashes on skin
Irritability, muscle pain
Headache
and a stiff neck is sometimes seen.
8.
9. The bacteria and leukocytes metabolize
the glucose normally found in cerebrospinal
fluid potentially depriving the brain of
nutrients.
In addition, N. meningitis circulates in blood
and produces an endotoxin that causes a
drop in blood pressure leading to shock
10. • Highest incidence in children younger than 5 years and
particularly those younger than 1 year of age as passive
maternal antibody declines and as infants immune
system matures.
• Commonly colonize nasopharynx of healthy individuals;
highest oral and nasopharyngeal carriage rates in
school-age children, young adults and lower socio-
economic groups
Epidemiology of Meningococcal Disease
11. Epidemiology of Meningococcal Disease
• Humans only natural hosts
• Person-to-person transmission by
aerosolization of respiratory tract
secretions in crowded conditions
• Close contact with infectious person
(e.g., family members, day care
centers, military barracks, prisons, and
other institutional settings)
12. Laboratory Characterization of Neisseria
meningitidis
• Large numbers of encapsulated, small, gram-
negative diplococci.
• Transparent, non-pigmented non-hemolytic
colonies on chocolate blood agar with enhanced
growth in moist atmosphere with 5% CO2
• Oxidase-positive
• Acid production from glucose and maltose.
13. Prevention and Treatment of Meningococcal
Disease
• Penicillin is drug of choice for treatment in adjunct with
supportive therapy for meningeal symptoms.
• Chloramphenicol or cephalosporins as alternatives
• Chemoprophylaxis of close contacts with rifampin or
sulfadiazine (if susceptible)
• Polyvalent vaccine is effective in people older than 2 years
of age adjunct to chemoprophylaxis
14.
15. Leprosy
• Mycobacterium leprae
• causes leprosy, or Hansen’s disease.
• Acid-fast rod that grows best at 30°C.
• Grows in peripheral nerves and skin cells.
• Transmission requires prolonged contact with an
infected person.
17. Resistance
• Viable for 9 -16 days, and in
moist soil for 46 days
• Direct sunlight for two hours.
• Ultraviolet light for 30
minutes..
18. Leprosy
• Leprosy is not highly contagious and is spread by
prolonged contact with exudates.
• Untreated individuals often die of secondary
bacterial complications, such as tuberculosis.
• Patients with leprosy are made noncontagious
within 4 to 5 days with sulfone drugs and then
treated as outpatients.
21. Symptoms
nodules on skin
loss of sensation
white patches
Itching,some times scaly skin
At extream:- deformation of body
parts starts:- nose,eyes,hands
fingures,foot ,legs
22.
23. Diagnosis of Leprosy
• Diagnosis must therefore be made by
doing a biopsy, in which a small piece
of skin is taken to analyse for the
leprosy bacterium. Early diagnosis is
very important because it can
prevent permanent deformities and
disability.
30. Rabies Virus (Rhabdovirus)
• Transmitted by animal bite.
• Virus multiplies in skeletal muscles, then brain cells causing encephalitis.
• Initial symptoms may include muscle spasms of the mouth and pharynx and
hydrophobia.
• The virus multiplies in skeletal muscle and connective tissue.
• Encephalitis occurs when the virus moves along peripheral nerves to the CNS.
• Symptoms of rabies include
– spasms of mouth and throat muscles followed by extensive brain and
spinal cord damage.
32. Clinical Findings
• Bizarre behavior.
• Agitation
• Seizures.
• Difficulty in drinking.
• Patients will be able to eat solids
• Afraid of water - Hydrophobia.
• Spasms of Pharynx produces choking.
• Death in 1 -6 days.
• Respiratory arrest / Death / Some may survive.
33. WOUND MANAGEMENT
Cleansing-with soap and water (minimum 10min)
punctured wound irrigated with catheters
Chemical treatment-virucidal agents-
70%alcohol, povidine iodine, tincture iodine, etc
Local adminisration of rabies antiserum
Suturing -done after 24-48hrs with antiserum locally
Antibiotics
Immunization against tetanus
Wound not to be dressed or bandaged
34.
35. IMMUNIZATION OF DOGS
• Most important weapon in rabies control
• 80-90% dog popoulation-accesible for vaccination
• Mass vaccination-effective tool
• Primary immunization-age-3 to 4 months
• Booster dose-regular interval based on type of
vaccine
37. Encephalitis Basics
• Encephalitis is irritation and swelling
(inflammation) of the brain, most often due
to infections.
• Encephalitis is a rare condition. It occurs
more often in the first year of life and
decreases with age. The very young and the
elderly are more likely to have a severe case.
• Parenchymal damage varying from mild to
profound.
38. Causes of Encephalitis
Encephalitis is most often caused by a viral
infection. Many types of viruses may cause it.
Exposure to viruses can occur through:
• Breathing in respiratory droplets from an
infected person
• Contaminated food or drink
• Mosquito, tick, and other insect bites
• Skin contact
39. Symptoms of Encephalitis
• Some patients may have symptoms of a cold or stomach infection before
encephalitis symptoms begin.
• When a case of encephalitis is not very severe, the symptoms may be
similar to those of other illnesses, including:
• Fever that is not very high
• Mild headache
• Low energy and a poor appetite
• Clumsiness, unsteady gait
• Confusion, disorientation
• Drowsiness
• Irritability or poor temper control
• Light sensitivity
• Stiff neck and back (occasionally)
• Vomiting
41. Complications with Encephalitis
• Permanent brain damage may occur in severe
cases of encephalitis. It can affect:
• Hearing
• Memory
• Muscle control
• Sensation
• Speech
• Vision
42. •Antiviral medications, such as acyclovir (Zovirax) and foscarnet (Foscavir) -
- to treat herpes encephalitis or other severe viral infections (however, no
specific antiviral drugs are available to fight encephalitis)
•Antibiotics -- if the infection is caused by certain bacteria
•Anti-seizure medications (such as phenytoin) -- to prevent seizures
•Steroids (such as dexamethasone) -- to reduce brain swelling (in rare
cases)
•Sedatives -- to treat irritability or restlessness
•Acetaminophen -- for fever and headache
If brain function is severely affected, interventions like physical therapy
and speech therapy may be needed after the illness is controlled.
Prophylaxis
43. Prophylaxis
• The goals of treatment are to provide
supportive care (rest, nutrition, fluids) to
help the body fight the infection, and to
relieve symptoms. Reorientation and
emotional support for confused or delirious
people may be helpful.
44. Fundamental Principles of Bacteriology,6TH Edition, bY:- A.J SALLE, TATA McGraw-HILL PUBLISHING
COMPANY LTD.
Prescott,Harley,and Klein’s Microbiology,7TH Edition, by:- Joanne M. Willey, Linda M. Sherwood, Christopher
J. Woolverton , McGraw-HILL INTERNATIONAL EDITION
IMAGES:- Google images
http://wwwnc.cdc.gov/travel/diseases/meningococcal-disease
http://www.who.int/mediacentre/factsheets/fs141/en/
http://www.webmd.com/skin-problems-and-treatments/guide/leprosy-symptoms-treatments-history
http://www.nlm.nih.gov/medlineplus/ency/article/001347.htm
http://www.who.int/mediacentre/factsheets/fs099/en/
http://www.nlm.nih.gov/medlineplus/ency/article/001334.htm
http://kidshealth.org/parent/infections/bacterial_viral/encephalitis.html
http://www.encephalitis.info/
REFERENCE