This document discusses parasitology and the diagnosis and treatment of parasitic infections. It defines key terms like parasite, host, vector, and life cycles. It describes the different types of parasites, hosts, transmission modes, laboratory diagnosis techniques, and treatment approaches including chemotherapy and surgery. Parasitology involves the study of protozoa and helminth infections in humans.
coccidian parasite is a very important topic for pg entrance........so every important point about it have been discussed in detail......take a look at it...
coccidian parasite is a very important topic for pg entrance........so every important point about it have been discussed in detail......take a look at it...
Introduction to virology for Medical studentsNCRIMS, Meerut
Introduction to virology for MBBS students
A virus is an obligate intracellular parasite containing genetic material surrounded by protein
Virus particles can only be observed by an electron microscope
Most viruses range in sizes from 20 – 250 nanometers
Viruses are obligate intracellular parasites
Viruses are non-living entities
Viruses cannot make energy or proteins independent of a host cell (Depends on host cell for replication)
Viral genome are either RNA or DNA but not both.
Viruses have a naked capsid or envelope with attached proteins
Do not possess cellular organization
Viruses do not have the genetic capability to multiply by division.
They are NOT cultiviable on ordinary media.
Much smaller than bacteria
“Filterable agents” – can pass through filters that can hold back bacteria
Vary widely in size:
Largest – poxvirus (300nm)
Smallest – parvovirus (20nm)
Introduction to virology for Medical studentsNCRIMS, Meerut
Introduction to virology for MBBS students
A virus is an obligate intracellular parasite containing genetic material surrounded by protein
Virus particles can only be observed by an electron microscope
Most viruses range in sizes from 20 – 250 nanometers
Viruses are obligate intracellular parasites
Viruses are non-living entities
Viruses cannot make energy or proteins independent of a host cell (Depends on host cell for replication)
Viral genome are either RNA or DNA but not both.
Viruses have a naked capsid or envelope with attached proteins
Do not possess cellular organization
Viruses do not have the genetic capability to multiply by division.
They are NOT cultiviable on ordinary media.
Much smaller than bacteria
“Filterable agents” – can pass through filters that can hold back bacteria
Vary widely in size:
Largest – poxvirus (300nm)
Smallest – parvovirus (20nm)
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
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.
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.
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 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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. ◦Medical Parasitology deals with the study of
animal parasites, which infect and produce
diseases in human beings.
◦Protozoa and helminths (animal parasites) are
studied in Medical Parasitology
3. PARASITE
◦ Parasite is a living organism, which lives in or upon another organism (host) and derives
nutrients directly from it, without giving any benefit to the host.
Parasites may be classified as:
◦ ECTOPARASITE: They inhabit the surface of the body of the host without penetrating into
the tissues. They are important vectors transmitting the pathogenic microbes. eg: fleas or ticks
◦ ENDOPARASITE: They live within the body of the host.
4. ◦ The endoparasites are of following types:
◦ Obligate parasite: They cannot exist without a parasitic life in the host (e.g., Plasmodium species)
◦ Facultative parasite: They can live a parasitic life or free-living life, when the opportunity arises
(e.g., Acanthamoeba)
◦ Accidental parasite: They infect an unusual host (e.g., Echinococcus granulosus infect humans
accidentally)
◦ Aberrant parasite or wandering parasite: They infect a host where they cannot live or develop
further (e.g., Toxocara in humans).
5. HOST
Host is defined as an organism, which harbors the parasite and provides nourishment and
shelter.
6. Hosts may be of the following types:
DEFINITIVE HOST:
◦ The host in which the adult parasites replicate sexually
(e.g., anopheles species), is called as definitive host.
◦ The definitive hosts may be human or nonhuman living
things.
INTERMEDIATE HOST:
◦ The host in which the parasite under goes asexual
multiplication is called as intermediate host.
◦ Intermediate hosts are essential for the completion of the
life cycle for some parasites.
◦ Some parasites require two intermediate hosts to
complete their different larval stages. These are known as
the first and second intermediate hosts respectively.
7.
8. Hosts can also be
RESERVOIR HOST:
◦ It is a host, which harbors the parasites and serves as an important source of infection to other susceptible
hosts.
◦ e.g., dog is the reservoir host for cystic echinococcosis.
PARATENIC HOST:
◦ It is the host, in which the parasite lives but it cannot develop further and not essential for its life cycle is known
as paratenic host.
◦ It functions as a transport or carrier host.
◦ e.g., Fresh water prawn for Angiostrongylus cantonensis, Freshwater fishes for Gnathostoma spinigerum,
AMPLIFIER HOST: It is the host, in which the parasite lives and multiplies exponentially.
9. HOST-PARASITE RELATIONSHIP
The relationship between the parasite and the host, may be divided into the following types:
SYMBIOSIS
◦ It is the close association bet ween the host and the parasite.
◦ Both are interdependent upon each other that one cannot live without the help of the other.
◦ None of them suffer any harm from each other.
COMMENSALISM
◦ It is an association in which the parasite only derives the benefit without causing any injury to the host.
◦ A commensal is capable of living an independent life.
PARASITISM
◦ It is an association in which the parasite derives benefit from the host and always causes some injury to the
host.
◦ The host gets no benefit in return.
10. CARRIER
◦ The person who is infected with the parasite without any clinical or sub clinical disease is
referred to as a carrier.
◦ He can transmit the parasites to others.
11. VECTOR
◦ Vector is an arthropod that transmits infection.
◦ Transmission of infection to the host is by biting or by deposition of the infective material near the bite, on
food or other objects.
BIOLOGICAL TRANSMISSION
◦ PROPAGATIVE: Only multiplication of the parasite takes place inside the vector
e.g., Yersinia pestis in rat fleas
◦ CYCLODEVELOPMENTAL: Only development of the parasite takes place inside the vector, e.g., Wuchereria
bancrofti in mosquitoes
◦ CYCLOPROPAGATIVE: Multiplication and development (both) takes place inside the vector, e.g.,
Plasmodium species in mosquitoes.
12. CLASSIFICATION OF ARTHROPODS
PHYLUM CLASS COMMON NAMES
Arthropoda Insecta Mosquitoes, black flies, sand flies, deer flies, house flies, tsetse flies, fleas,
cockroaches, lice, bugs, wasps, etc
Insecta Hard ticks, soft ticks, itch mites, scorpions, chiggers, etc
Myriapoda Centipedes, millipedes, etc
Pentastomida Tongue worms, etc
Crustacea Cyclops, crabs, crayfish, etc
14. SOURCES OF INFECTION
MAN
◦ Man is the source or reservoir for a majority of parasitic infections (e.g., amoebiasis, enterobiasis, etc.)
◦ The infection transmitted from one infected man to another man is called as anthroponoses
ANIMAL
◦ The infection which is transmitted from infected animals to humans is called as zoonoses.
◦ The infection can be transmitted to humans either directly or indirectly via vectors. (e.g., cystic echinococcosis from dogs and
toxoplasmosis from cats)
CONTAMINATED SOIL AND WATER
◦ Soil polluted with human excreta containing eggs of the parasites can act as an important source of infection
RAW OR UNDER COOKED MEAT
◦ Raw beef containing the larvae of Cysticercus bovis and pork containing Cysticercus cellulosae are some of the examples where
undercooked meat acts as source of infection
OTHER SOURCES OF INFECTION: Fish, crab or aquatic plants, etc.
15. MODE OF TRANSMISSION
The infective stages of various parasites may be transmitted from one host to another in the following ways:
ORAL OR FECO-ORAL ROUTE
◦ It is the most common mode of transmission of the parasites.
◦ Infection is transmitted orally by ingestion of food, water or vegetables contaminated with feces containing the infective
stages of the parasite.
◦ e.g., cysts of E. histolytica, and ova of Ascaris lumbricoides
PENETRATION OF THE SKIN AND MUCOUS MEMBRANES
◦ Infection is transmitted by the penetration of the larval forms of the parasite through unbroken skin
◦ e.g., filariform larva of Strongyloides stercoralis and hookworm can penetrate through the skin of an individual walking
barefooted over fecally contaminated soil)
SEXUAL CONTACT
◦ Trichomonas vaginalis is the most frequent parasite to be transmitted by sexual contact.
16. MOT Cont…
BITE OF VECTORS
◦ Many parasitic diseases are transmitted by insect bite such as: malaria (female anopheles mosquito), filariasis (Culex),
leishmaniasis (sandfly)
VERTICAL TRANSMISSION
◦ Mother to fetus transmission is important for few parasitic infections like Toxoplasma gondii, Plasmodium spp. and Trypanosoma
cruzi.
BLOOD TRANSFUSION
◦ Certain parasites like Plasmodium species, Babesia species, Toxoplasma species, Leishmania species and Trypanosoma species
can be transmitted through transfusion of blood or blood products
AUTOINFECTION
◦ Few intestinal parasites may be transmitted to the same person by contaminated hand (external autoinfection) or by reverse
peristalsis (intenal autoinfection).
◦ It is observed in Crypto - sporidium parvum, Taenia solium, Enterobius vermicularis, Strongyloides stercoralis and Hymenolepis nana.
17. LIFE CYCLE OF THE PARASITES
The life cycle of the parasite may be:
◦ Direct (simple) or
◦ Indirect (complex)
DIRECT/SIMPLE LIFE CYCLE
◦ When a parasite requires only one host to complete its development, it is referred as direct/simple life
cycle.
INDIRECT/COMPLEX LIFE CYCLE
◦ When a para site requires two hosts (one definitive host and another intermediate host) to complete its
development, it is referred as indirect/complex life cycle.
◦ Some of the helminths require three hosts (one definitive host and two intermediate hosts
18. LABORATORY DIAGNOSIS
COLLECTION OF SPECIMENS
◦ Collect approximately 100g of faces in a clean, dry container without preservatives.
◦ A screw-top container is most suitable.
◦ Make sure that any adult worms or segments passed are included.
◦ For collection of stool specimens for bacteriological examination (e.g. for culture of cholera and other bacteria
that cause dysentery)
◦ Never leave stool specimens exposed to the air in containers without lids.
◦ Never accept stool specimens mixed with urine (e.g. in a bedpan).
◦ Never examine stool specimens without first putting on gloves.
◦ Always examine stool specimens within 1–4 hours after collection. If several specimens are received at the same
time, examine the liquid stools and those containing mucus or blood first, as they may contain motile amoebae
(which die quickly)
19. TECHNIQUES ARE USED IN DIAGNOSIS OF PARASITIC INFECTIONS
◦ Parasitic diagnosis (either microscopically or macroscopically)
◦ Culture methods
◦ Immunodiagnostic methods (antigen and antibody detection)
◦ Intradermal skin tests
◦ Molecular methods
◦ Xenodiagnostic techniques
◦ Animal inoculation
◦ Imaging techniques
20. TREATMENT
◦ Treatment of parasitic disease is primarily based on chemotherapy and in some cases by
surgery.
◦ Antiparasitic Drugs Various chemotherapeutic agents are used for the treatment and
prophylaxis of parasitic infections
◦ Surgical Management parasitic diseases like cystic echinococcosis and neurocysticercosis
surgery is indicated