The Healthy Carrier
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Mind the Gaps: Investigating Collective Health Aggression
ACTA SCIENTIFIC MICROBIOLOGY (ISSN: 2581-3226) Volume 3 Issue 3 March 2020 Case Review Mind the Gaps: Investigating Collective Health Aggression Victor Lage de Araujo* Received: January 27, 2020 Laboratory Medicine, International Fellow, College of American Pathologist, MSC, Evidence-Based Healthcare (UCL), Brazil Published: February 05, 2020 © All rights are reserved by Victor Lage de *Corresponding Author: Victor Lage de Araújo, Laboratory Medicine, International Fellow, College of American Pathologist, MSC, Evidence-Based Healthcare (UCL), Araujo. Brazil. DOI: 10.31080/ASMI.2020.03.0505 Abstract localise its source – especially if it is an event hitting big numbers of patients, with high severity and quick development of symptoms Whenever one suspects some intoxication, infective epidemics or other collective health harm, it is paramount first to define and [23,24]. An outbreak investigation routine must be early established, with a comprising strategy and pragmatical objectives oriented towards precise diagnosis. Those will grant a realistic assessing of risks for the community, curative measures needed towards the ill and prevention directed to future cases. Healthcare professionals must have great attention towards novel aggressions to men's health and their clinical manifestations; a careful analysis of the available data is needed, in order to avoid being misled by some false assumption that may impair the accuracy of the diagnoses and might delay the needful curative and preventive courses directed towards the population [25]. The determinants of emerging diseases and unusual behaviour of the known microorganisms, health-aggressive mediums and artefacts are multiple; therefore, epidemiologists must consider every item of evidence for each upsurge, including the ecology and environmental issues [1,2]. -
Issue Hero Villain Place Result Avengers Spotlight #26 Iron Man
Issue Hero Villain Place Result Avengers Spotlight #26 Iron Man, Hawkeye Wizard, other villains Vault Breakout stopped, but some escape New Mutants #86 Rusty, Skids Vulture, Tinkerer, Nitro Albany Everyone Arrested Damage Control #1 John, Gene, Bart, (Cap) Wrecking Crew Vault Thunderball and Wrecker escape Avengers #311 Quasar, Peggy Carter, other Avengers employees Doombots Avengers Hydrobase Hydrobase destroyed Captain America #365 Captain America Namor (controlled by Controller) Statue of Liberty Namor defeated Fantastic Four #334 Fantastic Four Constrictor, Beetle, Shocker Baxter Building FF victorious Amazing Spider-Man #326 Spiderman Graviton Daily Bugle Graviton wins Spectacular Spiderman #159 Spiderman Trapster New York Trapster defeated, Spidey gets cosmic powers Wolverine #19 & 20 Wolverine, La Bandera Tiger Shark Tierra Verde Tiger Shark eaten by sharks Cloak & Dagger #9 Cloak, Dagger, Avengers Jester, Fenris, Rock, Hydro-man New York Villains defeated Web of Spiderman #59 Spiderman, Puma Titania Daily Bugle Titania defeated Power Pack #53 Power Pack Typhoid Mary NY apartment Typhoid kills PP's dad, but they save him. Incredible Hulk #363 Hulk Grey Gargoyle Las Vegas Grey Gargoyle defeated, but escapes Moon Knight #8-9 Moon Knight, Midnight, Punisher Flag Smasher, Ultimatum Brooklyn Ultimatum defeated, Flag Smasher killed Doctor Strange #11 Doctor Strange Hobgoblin, NY TV studio Hobgoblin defeated Doctor Strange #12 Doctor Strange, Clea Enchantress, Skurge Empire State Building Enchantress defeated Fantastic Four #335-336 Fantastic -
Terrible Typhoid Mary.” Much of What We Know About the Deadly Cook (CCSS ELA-LITERACY.RI 6-10.1-3; CCSS ELA-L.6-10.4-6; Comes from Other People
educator’s guide Terribleby Susan Typhoid Campbell Bartoletti Mary About the Author Susan Campbell Bartoletti is the award winning author of several books for young readers, includ- ing Black Potatoes: The Story of the Great Irish Famine, 1845–1850, winner of the Robert F. Sibert Medal. She lives in Moscow, Pennsylvania. Pre-Reading Activities Ask students to work in small groups and use print and online resources to define the following nine- teenth-century American terms: Industrial Revolution, Urbanization, First Wave of Immigration, Second Wave of Immigration, Tenement Housing, Infectious Disease, Sewage Systems, Germ Theory of Disease, and Personal Hygiene. (CCSS ELA-LITERACY.L.6-10.4-5) The Common Core State Standards (CCSS) are included with the discussions and activities. You can locate the standards at: www.corestandards.org/the- About the Book standards H “Energetic, even charming prose will easily engage Discussion Questions readers.” —School Library Journal, starred review CCSS.ELA-LITERACY.SL.6-10.1 applies to each discussion question. H “Completely captivating.”—Booklist, starred review • Discuss the meaning of the similes, metaphors, H “Excellent nonfiction.” —Horn Book, starred review and allusions that comprise the book’s old-fash- With clarity, verve, and intelligence, Bartoletti presents ioned chapter titles both separately and in rela- the tale of “Typhoid Mary” Mallon, the Irish immigrant tionship to the body of the text. (CCSS ELA-LITERA- cook identified in the early 1900s as the first symptom- CY.L.6-10.5,6; CCSS ELA-LITERACY.RI.6-10.2,4) free carrier of an infectious disease. The author kicks off Mallon’s story with an outbreak of typhoid fever • Based on the information in the book’s early chap- in the Long Island home where she worked as a cook. -
Mary Mallon (1869-1938) and the History of Typhoid Fever
HISTORY IN GASTROENTEROLOGY Annals of Gastroenterology (2013) 26, 1-3 Mary Mallon (1869-1938) and the history of typhoid fever Filio Marineli, Gregory Tsoucalas, Marianna Karamanou, George Androutsos Medical School, University of Athens, Athens, Greece Abstract Mary Mallon was born in 1869 in Ireland and emigrated to the US in 1884. She had worked in a variety of domestic positions for wealthy families prior to settling into her career as a cook. As a healthy carrier of Salmonella typhi her nickname of “Typhoid Mary” had become synonymous with the spread of disease, as many were infected due to her denial of being ill. She was forced into quarantine on two separate occasions on North Brother Island for a total of 26 years and died alone without friends, having evidently found consolation in her religion to which she gave her faith and loyalty. Keywords Typhoid fever, salmonella, Mary Mallon, carrier, New York Ann Gastroenterol 2013; 26 (2): 1-3 Isolating Salmonella Salmonella thus became new scientific knowledge and therefore the contagion mechanisms, as well as the existence Long before the bacillus responsible for the disease was of healthy carriers were relatively in status nascendi [4]. discovered in 1880, Karl Liebermeister had already assumed that the condition was due to a microorganism. He also tried, with his colleagues, to demonstrate that the spread of epidemic was related The contagion to drinking water contaminated by the excrement of patients with typhoid fever [1]. William Budd, a doctor in Bristol who was interested in cholera and in intestinal fevers, demonstrated in Mary Mallon was born in Ireland in 1869 and emigrated 1873, that typhoid fever could be transmitted by a specific toxin to the United States in 1883 or 1884. -
(“Spider-Man”) Cr
PRIVILEGED ATTORNEY-CLIENT COMMUNICATION EXECUTIVE SUMMARY SECOND AMENDED AND RESTATED LICENSE AGREEMENT (“SPIDER-MAN”) CREATIVE ISSUES This memo summarizes certain terms of the Second Amended and Restated License Agreement (“Spider-Man”) between SPE and Marvel, effective September 15, 2011 (the “Agreement”). 1. CHARACTERS AND OTHER CREATIVE ELEMENTS: a. Exclusive to SPE: . The “Spider-Man” character, “Peter Parker” and essentially all existing and future alternate versions, iterations, and alter egos of the “Spider- Man” character. All fictional characters, places structures, businesses, groups, or other entities or elements (collectively, “Creative Elements”) that are listed on the attached Schedule 6. All existing (as of 9/15/11) characters and other Creative Elements that are “Primarily Associated With” Spider-Man but were “Inadvertently Omitted” from Schedule 6. The Agreement contains detailed definitions of these terms, but they basically conform to common-sense meanings. If SPE and Marvel cannot agree as to whether a character or other creative element is Primarily Associated With Spider-Man and/or were Inadvertently Omitted, the matter will be determined by expedited arbitration. All newly created (after 9/15/11) characters and other Creative Elements that first appear in a work that is titled or branded with “Spider-Man” or in which “Spider-Man” is the main protagonist (but not including any team- up work featuring both Spider-Man and another major Marvel character that isn’t part of the Spider-Man Property). The origin story, secret identities, alter egos, powers, costumes, equipment, and other elements of, or associated with, Spider-Man and the other Creative Elements covered above. The story lines of individual Marvel comic books and other works in which Spider-Man or other characters granted to SPE appear, subject to Marvel confirming ownership. -
1A Health & Hygiene (H&H) Disease and Prevention
1a Health & Hygiene (H&H) Disease and Prevention 1a Health & Hygiene (H&H)! Disease and Prevention 5 minutes Attendance, Breath of Arrival, and Reminders 50 minutes Lecture 5 minutes Flex time 60 minutes total class time 1a Health & Hygiene (H&H)! Disease and Prevention! Class Reminders Assignments: ! 3a Student Handbook Review Questions (A: 115-118) ! 4a Autobiography and Photo (B-4) ! 7a Written Exam Review Questions (A: 119-130) Quizzes: ! 1b H&H Disease and Prevention Quiz TODAY! ! 5b Kinesiology Quiz (A-73, and A: 75-80) – 25 multiple-choice questions in 20 minutes – Study terms on page A-51 and – AOIs for deltoid, traps, lats, teres major, rhomboids, triceps, and erectors Preparation for upcoming classes: ! 2a Kinesiology: Names and Locations of Bones and Posterior Muscles – Trail Guide: Trapezius – Salvo: Pages 374-375 – Packet E: 17 – RQ Packet A: 120 ! 2b H&H: Tools of the Trade – Salvo: Chapter 3 – Packet F: 1-16 – RQ Packet A: 121-122 Classroom Rules Punctuality - everybody’s time is precious ! Be ready to learn at the start of class; we’ll have you out of here on time ! Tardiness: arriving late, returning late after breaks, leaving during class, leaving early The following are not allowed: ! Bare feet ! Side talking ! Lying down ! Inappropriate clothing ! Food or drink except water ! Phones that are visible in the classroom, bathrooms, or internship You will receive one verbal warning, then you’ll have to leave the room. 1a Health & Hygiene (H&H) Disease and Prevention H-37 Definitions " Miriam-Webster calls Disease-! " a condition -
From “Destroying Angel” to “The Most Dangerous Woman in America”: A
University of Washington Tacoma UW Tacoma Digital Commons History Undergraduate Theses History Spring 6-2016 From “Destroying Angel” to “The oM st Dangerous Woman in America”: A Study of Mary Mallon’s Depiction in Popular Culture Claire Sandoval-Peck [email protected] Follow this and additional works at: https://digitalcommons.tacoma.uw.edu/history_theses Part of the American Popular Culture Commons, Diseases Commons, Public Health Commons, Social History Commons, and the Women's History Commons Recommended Citation Sandoval-Peck, Claire, "From “Destroying Angel” to “The osM t Dangerous Woman in America”: A Study of Mary Mallon’s Depiction in Popular Culture" (2016). History Undergraduate Theses. 25. https://digitalcommons.tacoma.uw.edu/history_theses/25 This Undergraduate Thesis is brought to you for free and open access by the History at UW Tacoma Digital Commons. It has been accepted for inclusion in History Undergraduate Theses by an authorized administrator of UW Tacoma Digital Commons. From “Destroying Angel” to “The Most Dangerous Woman in America”: A Study of Mary Mallon’s Depiction in Popular Culture A Senior Paper Presented in Partial Fulfillment of the Requirements for Graduation Undergraduate History Program of the University of Washington Tacoma by Claire Sandoval-Peck University of Washington Tacoma June 2016 Advisor: Dr. Libi Sundermann 2 Acknowledgments This paper would not have been possible without the support of Diane, my parents and siblings, James in the TLC, Ari, and last but not least, Dr. Libi Sundermann. Thank you for all the encouragement, advice, proofreading, and tea. 1 “Typhoid” Mary Mallon: “A special guest of the City of New York”1 Introduction: If you say the name Mary Mallon to someone today, there is a good chance they will not know who you are talking about. -
PDF Download Civil War: Wolverine (New Printing)
CIVIL WAR: WOLVERINE (NEW PRINTING) PDF, EPUB, EBOOK Marc Guggenheim | 168 pages | 31 Mar 2016 | Marvel Comics | 9780785195702 | English | New York, United States Civil War: Wolverine (new Printing) PDF Book Customer Reviews. Theme: What the Duck?! Sell one like this. However, Dr. Theme : Decomixado Number of Covers : Date :. The Fantastic Four return from a jaunt across time and space in a futile bid to save their homeworld! The cult of Carnage comes to New York City! Theme: Deadpool Number of Covers: Date:. Its people, never happier. Theme: Remastered Number of Covers: Date:. This amount is subject to change until you make payment. Typhoid Mary! In order to promote the release of the new Champions comic series, these variants paired members of the new team with those of the original Champions of Los Angeles. In anticipation of the movie X-Men: First Class , these wraparound covers showcase the evolution of the design of some of the most popular X-Men characters. Tags: Hulk , Punisher , Wolverine. This listing has ended. Despite this symbolic claim to Confederate space, the First Minnesota page quickly found itself surrounded by three pages of Confederate news as the Union printers in their haste also printed the already-set third page of the Conservato r next to their own Union sheet. Tiger Shark! New: A brand-new, unused, unopened and undamaged item. Uncovering it will involve new friends Doctor Strange and the Wasp, and lethal new enemies like the Taskmaster! The most popular of these mash-ups occurred in the variant for Deadpool's Secret Secret Wars 2 , merging Gwen with Deadpool into Gwenpool. -
Quality Performance Assessment: a Guide for Schools and Districts |
Q Quality P Performance A Assessment Center for Quality Performance Assessment: Collaborative Education A Guide for Schools and Districts By Center for Collaborative Education Foreword by Jay McTighe www.qualityperformanceassessment.org This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 United States License. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 United States License. Q Quality P Performance A Assessment Center for Quality Performance Assessment: Collaborative Education A Guide for Schools and Districts By Center for Collaborative Education Foreword by Jay McTighe www.qualityperformanceassessment.org This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 United States License. Lead Authors: Christina Brown and Amy Mednick Foreword: Jay McTighe Contributors* • Laurie Gagnon • Olivia Biagetti • Dan French • Pascale Mevs • Maggie Ward • Amy Woods • Austin Mueller • Liza Duddy • Julia Moskowitz *In order of contribution. Permissions • Some of the tools and strategies used or adapted for this guide are drawn from the work of Karin Hess (as cited in context). Permission is given to QPA and schools using this guide to reproduce and use these materials as long as authorship is fully cited. All rights for the original materials remain the intellectual property of Karin Hess and cannot be copyrighted by others. This work includes: o Local Assessment Toolkit: Hess Cognitive Rigor Matrix; Great American Chocolate Chip Cookie Taste Test; Student Work Analysis Protocol; Assessment Development & Validation Protocols o Tools for Examining Text Complexity (with S. Hervey, 2011) • eSchool News for A Window into Performance Assessment at Frances W. Parker Charter Essential School: Copyright © February 2012, eSchool News (www.eschoolnews.com); reprinted with permission. -
Asymptomatic Carriers and Uncertainty the Debate About Asymptomatic Carriers of COVID-19 Began at the Very Beginning of the Pandemic
ARTICLES Hidden Perils Diagnosing asymptomatic disease carriers Ilana Löwy Received: 9 July 2020; Accepted: 19 February 2021; Published: 16 July 2021 Abstract COVID-19, a disease induced by SARS-CoV-2, became a worldwide pandemic while SARS, a disease induced by a closely related virus, SARS-CoV, was successfully contained. This is because COVID-19, unlike SARS, can be spread by people who do not display any symptoms of disease, either because they are in the early stages of the infection or because their infection remains clinically silent. This research article traces the complex history of the diagnosis of symptom-free (or asymptomatic) carriers of pathogens, a term inseparably linked to the rise of the laboratory diagnosis of pathogens. Only such a diagnosis can reveal that an apparently healthy individual harbours dangerous bacteria, parasites, or viruses. The article begins with the iconic story of ‘Typhoid Mary’, a New York cook found to be an asymptomatic carrier of typhoid fever microbes. It then discusses divergent approaches to the treatment of symptom-free carriers of hookworm and controversies around the screening of HIV carriers, especially before the development of anti-retroviral treatments. It concludes with a presentation of the debates on the role of asymptomatic carriers in the spread of COVID-19 and of the differences between the approaches of countries seeking to eliminate this disease, a goal that itself entails tracing and isolation of all asymptomatic carriers of coronavirus, and those trying to contain it, an approach that tolerates the presence of a limited number of ‘invisible’ virus carriers. Keywords Asymptomatic carrier, Typhoid fever, Typhoid Mary, Hookworm, AIDS, COVID-19. -
CST 2008 Released Test Questions, Grade 11 English-Language Arts
CALIFORNIA STANDARDS TEST GRADE Released Test Questions English–Language Arts 11 Introduction - Grade 11 English–Language Arts The following released test questions are taken from the Grade 11 English–Language Arts Standards Test. This test is one of the California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Program under policies set by the State Board of Education. All questions on the California Standards Tests are evaluated by committees of content experts, including teachers and administrators, to ensure their appropriateness for measuring the California academic content standards in Grade 11 English–Language Arts. In addition to content, all items are reviewed and approved to ensure their adherence to the principles of fairness and to ensure no bias exists with respect to characteristics such as gender, ethnicity, and language. This document contains released test questions from the California Standards Test forms in 2003, 2004, 2005, 2006, 2007, and 2008. First on the pages that follow are lists of the standards assessed on the Grade 11 English–Language Arts Test. Next are released passages and test questions. Following the questions is a table that gives the correct answer for each question, the content standard that each question is measuring, and the year each question last appeared on the test. The following table lists each strand/reporting cluster, the number of items that appear on the exam, and the number of released test questions that appear in this document. NUMBER OF NUMBER -
CPQ Women and Child Health (2019) 1:5 Review Article
CPQ Women and Child Health (2019) 1:5 Review Article CIENT PERIODIQUE School Health Programme: An Indispensable Programme in Child Health Obeagu Getrude Uzoma1 & Obeagu Emmanuel Ifeanyi2,3* 1Department of Nursing Science, Ebonyi State University, Abakaliki, Nigeria 2Medical Laboratory Science, University Health Services, Michael Okpara University of Agriculture, Umudike, Nigeria 3Department of Medical Laboratory Science, Imo State University, Owerri, Nigeria *Correspondence to: Dr. Obeagu Emmanuel Ifeanyi, Department of Medical Laboratory Science, Imo State University, Owerri and University Health Services, Michael Okpara University of Agriculture, Umudike, Nigeria. Copyright © 2019 Dr. Obeagu Emmanuel Ifeanyi, et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Received: 12 April 2019 Published: 30 April 2019 Keywords: Indispensable Programme; School Health Programme; Child Health Abstract This study deals with school health programme: an indispensable programme in child health. School health programme could be defined as initiation, maintenance and improvement of the health of school children and school personnel. The objectives of the study were discussed which include components of school health programme like health education, assessment of handicapped children and treatment of minor ailments. Common diseases that may occur among school children were discussed among which were dental disease, Gastroenteritis, scabies and worm infestation. The roles of health workers in school health programme were also analyzed. The relevance of school health programme in child health was highlighted in details. Therefore it is paramount that a healthy environment is required to provide children with the best opportunity to make appropriate adjustment during critical periods because the rapid physical and mental development that children undergo occurs during school age.