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WHAT CAUSES TUBERCULOSIS PDF
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Tuberculosis (TB) Causes Symptoms and Treatment. PDF Tuberculosis (TB) is one of the 10 leading cause of deaths in developing countries. Understand- ing the cause and risk factors of TB death and lowering them can reduce its mortality rate. The aim of this study was to assess the cause and risk factors for death of..., 13-12-2018 · What Causes TB. Tuberculosis is an infection caused by bacteria. It's spread through the air—when an infected person coughs, sneezes, laughs, etc. However, it is not easy to become infected with tuberculosis. Usually, a person has to be close to someone with TB disease for a long period of time..
CAUSES OF TUBERCULOSIS POWERPOINT SlideShare
Tuberculosis healthline.com. The symptoms of tuberculosis (TB) vary depending on which part of the body is affected. TB disease usually develops slowly, and it may take several weeks for you to become aware that you're unwell., Overview of Tuberculosis Epidemiology, Transmission, Clinical Presentation, and Treatment . Tuberculosis • Airborne disease caused by the bacterium Mycobacterium tuberculosis (M. tb).
Overview of Tuberculosis Epidemiology, Transmission, Clinical Presentation, and Treatment . Tuberculosis • Airborne disease caused by the bacterium Mycobacterium tuberculosis (M. tb) The tuberculosis skin test is a test used to determine if someone has developed an immune response to the bacterium that causes tuberculosis (TB). This response can occur if someone currently has TB, if they were exposed to it in the past, or if they received the BCG …
Tuberculosis is caused by a bacterium known as Mycobacterium tuberculosis. (The related bacteria Mycobacterium bovis and Mycobacterium africanum can also cause tuberculosis.) The body's response to active TB infection produces inflammation that can damage the lungs. Areas affected by active TB gradually fill with scar tissue. Tuberculosis (TB) is caused by a type of bacterium called Mycobacterium tuberculosis. It's spread when a person with active TB disease in their lungs coughs or sneezes and someone else inhales the expelled droplets, which contain TB bacteria. Although TB is spread in a …
7-7-2011В В· Tuberculosis (TB) is an infectious disease that's transmitted when someone inhales infected sputum from the air. People who have a higher risk of contracting TB include health-care workers, alcoholics, nursing-home residents, and people with compromised immune systems. the causes of tuberculosis Download the causes of tuberculosis or read online books in PDF, EPUB, Tuebl, and Mobi Format. Click Download or Read Online button to get the causes of tuberculosis book now. This site is like a library, Use search box in the widget to get ebook that you want.
the causes of tuberculosis Download the causes of tuberculosis or read online books in PDF, EPUB, Tuebl, and Mobi Format. Click Download or Read Online button to get the causes of tuberculosis book now. This site is like a library, Use search box in the widget to get ebook that you want. 1-9-2015В В· Introduction: Tuberculosis is one of the main causes of morbidity and mortality in different countries. Identifying and prevention of the causes for death is important to control of the tuberculosis The aim of this study was to determinate main causes of death in tuberculosis patients in our Institute. Materials and methods: Retrospective study
8-10-2019 · Tuberculosis -- or TB, as it's commonly called -- is a contagious infection that usually attacks your lungs. It can spread to other parts of your body, like your brain and spine. A type of bacteria called Mycobacterium tuberculosis causes it. In the early 20th century, TB was a leading Tuberculosis is a potentially dangerous bacterial disease, affecting the lungs and is caused by an organism called Mycobacterium tuberculosis. Know more about Tuberculosis, its causes, symptoms, treatment and other useful facts, on Health-Wiki Practo
Tuberculosis (TB) is a disease caused by germs that are spread from person to person through the air. TB usually affects the lungs, but it can also affect other … TOMAN'S TUBERCULOSIS CASE DETECTION, TREATMENT, AND MONITORING WORLD HEALTH ORGANIZATION GENEVA SECOND EDITION QUESTIONS AND ANSWERS ISBN 92 4 154603 4 WHO What are the main causes of false-positive and false-negative sputum smears?K. Toman 23 7. What are the main consequences of false-positive and false-negative sputum smears?T.
11-12-2009 · Tuberculosis is an infectious disease and is caused by a type of bacterium called Mycobacterium tuberculosis. One-third of the world's population is infected with the bacterium that causes tuberculosis. Each year about nine million people develop the disease and up to nearly two million people worldwide are killed by it. CAUSES OF TUBERCULOSIS POWERPOINT 1. Causes OfTuberculosis By Nathan Larch (Just Click for next slide) 2. Don't click screen until the slide is done, otherwise it will skip ahead. Click these to replay narration Introduction• Tuberculosis is caused by the Mycobacterium Tuberculosis.
(PDF) BMC Public Health Causes of stigma and
Tuberculosis PPD Test Causes Symptoms Treatment. • Tuberculosis (TB) is contagious and airborne. • TB was one of the top 10 causes of death worldwide in 2018. It is also the leading killer of people with HIV and a major cause of deaths related to antimicrobial resistance. THE BURDEN • In 2018, there were an estimated 10 (9.0—11.1) million new, Tuberculosis is a speciality journal focusing on basic experimental research on tuberculosis, notably on bacteriological, immunological and pathogenesis aspects of the disease. The journal publishes....
What is Tuberculosis (TB)?. CAUSES OF TUBERCULOSIS POWERPOINT 1. Causes OfTuberculosis By Nathan Larch (Just Click for next slide) 2. Don't click screen until the slide is done, otherwise it will skip ahead. Click these to replay narration Introduction• Tuberculosis is caused by the Mycobacterium Tuberculosis., M. tuberculosis. is transmitted through the air, not. by surface contact. Transmission occurs when a person inhales droplet nuclei containing . M. tuberculosis, and the droplet nuclei traverse the mouth or nasal passages, upper respiratory tract, and bronchi to reach the ….
TOMAN'S TUBERCULOSIS
Tuberculosis (TB) Causes - NHS. Tuberculosis is caused by a bacterium known as Mycobacterium tuberculosis. (The related bacteria Mycobacterium bovis and Mycobacterium africanum can also cause tuberculosis.) The body's response to active TB infection produces inflammation that can damage the lungs. Areas affected by active TB gradually fill with scar tissue. https://sco.wikipedia.org/wiki/Category:Infectious_causes_o_cancer Tuberculosis: General Information. What is TB? Tuberculosis (TB) is a disease caused by germs that are spread from person to person through . the air. TB usually affects the lungs, but it can also affect other parts of the body, such as the brain, the kidneys, or the spine..
PDF Tuberculosis (TB) is one of the 10 leading cause of deaths in developing countries. Understand- ing the cause and risk factors of TB death and lowering them can reduce its mortality rate. The aim of this study was to assess the cause and risk factors for death of... • Tuberculosis (TB) is contagious and airborne. • TB was one of the top 10 causes of death worldwide in 2018. It is also the leading killer of people with HIV and a major cause of deaths related to antimicrobial resistance. THE BURDEN • In 2018, there were an estimated 10 (9.0—11.1) million new
CAUSES OF TUBERCULOSIS POWERPOINT 1. Causes OfTuberculosis By Nathan Larch (Just Click for next slide) 2. Don't click screen until the slide is done, otherwise it will skip ahead. Click these to replay narration Introduction• Tuberculosis is caused by the Mycobacterium Tuberculosis. Causes of Tuberculosis. Cases of tuberculosis are caused by a bacterium called Mycobacterium tuberculosis. This bacterium typically attacks the lungs but may also attack other parts of the body such as the kidney, spine, and brain. Tuberculosis may also be linked to certain risk factors,
7-7-2011 · Tuberculosis (TB) is an infectious disease that's transmitted when someone inhales infected sputum from the air. People who have a higher risk of contracting TB include health-care workers, alcoholics, nursing-home residents, and people with compromised immune systems. TOMAN'S TUBERCULOSIS CASE DETECTION, TREATMENT, AND MONITORING WORLD HEALTH ORGANIZATION GENEVA SECOND EDITION QUESTIONS AND ANSWERS ISBN 92 4 154603 4 WHO What are the main causes of false-positive and false-negative sputum smears?K. Toman 23 7. What are the main consequences of false-positive and false-negative sputum smears?T.
Tuberculosis (TB), once called consumption, is a highly infectious disease that primarily affects the lungs. According to the World Health Organization (WHO), it's one of the top 10 causes of death worldwide, killing 1.7 million people in 2016. 1-4-2009 · Understanding the pathophysiology will help critical care nurses be aware of the causes of the classic signs and symptoms for tuberculosis. Many different diagnostic tests can be used to evaluate a patient with suspected tuberculosis, and the stage or progression of …
Tuberculosis 1. Dr. Nikhil Oza Intern BVDUMC A presentation on- 2. Definition Tuberculosis (TB) is a potentially fatal contagious disease that can affect almost … Tuberculosis is caused by a bacterium known as Mycobacterium tuberculosis. (The related bacteria Mycobacterium bovis and Mycobacterium africanum can also cause tuberculosis.) The body's response to active TB infection produces inflammation that can damage the lungs. Areas affected by active TB gradually fill with scar tissue.
M. tuberculosis infects one third world's population Causes 8 million new cases active disease annually 2. Causes 2 million deaths= 2nd only to HIV as cause of death from infectious agent world wide among adults 3. HIV/TB relationship has exacerbated problem with TB increasing in areas with high AIDS incidence- Especially sub-Saharan Africa CAUSES OF TUBERCULOSIS POWERPOINT 1. Causes OfTuberculosis By Nathan Larch (Just Click for next slide) 2. Don't click screen until the slide is done, otherwise it will skip ahead. Click these to replay narration Introduction• Tuberculosis is caused by the Mycobacterium Tuberculosis.
7-7-2011В В· Tuberculosis (TB) is an infectious disease that's transmitted when someone inhales infected sputum from the air. People who have a higher risk of contracting TB include health-care workers, alcoholics, nursing-home residents, and people with compromised immune systems. The symptoms of tuberculosis (TB) vary depending on which part of the body is affected. TB disease usually develops slowly, and it may take several weeks for you to become aware that you're unwell.
What causes TB? TB is caused by slow-growing bacteria called Mycobacterium tuberculosis. When these bacteria enter the lungs, they are usually walled off into harmless capsules (granulomas) in the lung, causing infection but not disease. These capsules may later wake up weeks, months or decades later causing active TB disease. Tuberculosis (TB) is caused by a type of bacterium called Mycobacterium tuberculosis. It's spread when a person with active TB disease in their lungs coughs or sneezes and someone else inhales the expelled droplets, which contain TB bacteria. Although TB is spread in a …
13-12-2018 · What Causes TB. Tuberculosis is an infection caused by bacteria. It's spread through the air—when an infected person coughs, sneezes, laughs, etc. However, it is not easy to become infected with tuberculosis. Usually, a person has to be close to someone with TB disease for a long period of time. M. tuberculosis. is transmitted through the air, not. by surface contact. Transmission occurs when a person inhales droplet nuclei containing . M. tuberculosis, and the droplet nuclei traverse the mouth or nasal passages, upper respiratory tract, and bronchi to reach the …
Tuberculosis Causes And Effects - 748 Words Cram
Tuberculosis PPD Test Causes Symptoms Treatment. 13-12-2018 · What Causes TB. Tuberculosis is an infection caused by bacteria. It's spread through the air—when an infected person coughs, sneezes, laughs, etc. However, it is not easy to become infected with tuberculosis. Usually, a person has to be close to someone with TB disease for a long period of time., Tuberculosis : Causes And Effects Essay. 748 Words Oct 19th, 2016 3 Pages. Show More. How ironic do you think it would be to simply be out and about with your friends and/or family and very casually walk past someone as they coughed or sneezed?.
(PDF) Tuberculosis—an overview ResearchGate. progressing from lat ent to active tuberculosis. . About 15% of TB cases globally may be linked to diabetes TB can temporarily cause impaired glucose tolerance which is a risk factor for developing diabetes The likelihood that a person with TB will die or relapse is significantly higher if …, progressing from lat ent to active tuberculosis. . About 15% of TB cases globally may be linked to diabetes TB can temporarily cause impaired glucose tolerance which is a risk factor for developing diabetes The likelihood that a person with TB will die or relapse is significantly higher if ….
The tuberculosis skin test is a test used to determine if someone has developed an immune response to the bacterium that causes tuberculosis (TB). This response can occur if someone currently has TB, if they were exposed to it in the past, or if they received the BCG … 28-3-2018 · Pulmonary tuberculosis (TB) is a contagious, infectious disease that attacks your lungs. People with the germ have a 10 percent lifetime risk of getting sick with TB. When you start showing symptoms, you may become contagious and have pulmonary TB. Learn what causes this potentially deadly disease and how to avoid it.
Download What Causes Night Sweats in Tuberculosis. Categories View All Login Register. Upload. Search Home; What Causes Night Sweats in DOWNLOAD PDF . Share. Embed. Description Download What Causes Night Sweats in Tuberculosis Comments. Report "What Causes Night Sweats in Tuberculosis" Please fill this form, we will try to respond as soon Tuberculosis (TB), once called consumption, is a highly infectious disease that primarily affects the lungs. According to the World Health Organization (WHO), it's one of the top 10 causes of death worldwide, killing 1.7 million people in 2016.
Tuberculosis is caused by a bacterium known as Mycobacterium tuberculosis. (The related bacteria Mycobacterium bovis and Mycobacterium africanum can also cause tuberculosis.) The body's response to active TB infection produces inflammation that can damage the lungs. Areas affected by active TB gradually fill with scar tissue. Causes of stigma and discrimination associated with tuberculosis in Nepal: a qualitative study BMC Public Health , Aug 2007 Sushil C Baral , Deepak K Karki , James N Newell
Tuberculosis (TB), once called consumption, is a highly infectious disease that primarily affects the lungs. According to the World Health Organization (WHO), it's one of the top 10 causes of death worldwide, killing 1.7 million people in 2016. M. tuberculosis. is transmitted through the air, not. by surface contact. Transmission occurs when a person inhales droplet nuclei containing . M. tuberculosis, and the droplet nuclei traverse the mouth or nasal passages, upper respiratory tract, and bronchi to reach the …
pdf. Tuberculosis mortality: patient characteristics and causes. BMC Infectious Diseases, 2014. Lina Lee. Chia-Lin Hsu. Lina Lee. Chia-Lin Hsu. Download with Google Download with Facebook or download with email. Tuberculosis mortality: patient characteristics and causes. Download. Tuberculosis mortality: Causes of stigma and discrimination associated with tuberculosis in Nepal: a qualitative study BMC Public Health , Aug 2007 Sushil C Baral , Deepak K Karki , James N Newell
28-3-2018 · Pulmonary tuberculosis (TB) is a contagious, infectious disease that attacks your lungs. People with the germ have a 10 percent lifetime risk of getting sick with TB. When you start showing symptoms, you may become contagious and have pulmonary TB. Learn what causes this potentially deadly disease and how to avoid it. Tuberculosis 1. Dr. Nikhil Oza Intern BVDUMC A presentation on- 2. Definition Tuberculosis (TB) is a potentially fatal contagious disease that can affect almost …
Tuberculosis : Causes And Effects Essay. 748 Words Oct 19th, 2016 3 Pages. Show More. How ironic do you think it would be to simply be out and about with your friends and/or family and very casually walk past someone as they coughed or sneezed? Tuberculosis is a speciality journal focusing on basic experimental research on tuberculosis, notably on bacteriological, immunological and pathogenesis aspects of the disease. The journal publishes...
Tuberculosis: General Information. What is TB? Tuberculosis (TB) is a disease caused by germs that are spread from person to person through . the air. TB usually affects the lungs, but it can also affect other parts of the body, such as the brain, the kidneys, or the spine. 18-6-2019В В· TB is an airborne disease caused by the bacteria Mycobacterium tuberculosis and Mycobacterium bovis. Read about the history of tuberculosis (TB), its symptoms, causes, diagnosis, treatment, testing, and prevention information.
Tuberculosis (TB), once called consumption, is a highly infectious disease that primarily affects the lungs. According to the World Health Organization (WHO), it's one of the top 10 causes of death worldwide, killing 1.7 million people in 2016. PDF Tuberculosis (TB) is one of the 10 leading cause of deaths in developing countries. Understand- ing the cause and risk factors of TB death and lowering them can reduce its mortality rate. The aim of this study was to assess the cause and risk factors for death of...
Tuberculosis (TB) is a disease caused by germs that are spread from person to person through the air. TB usually affects the lungs, but it can also affect other … Tuberculosis (TB) is an infectious disease usually caused by Mycobacterium tuberculosis (MTB) bacteria. Tuberculosis generally affects the lungs, but can also affect other parts of the body. Most infections do not have symptoms, in which case it is known as latent tuberculosis. About 10% of latent infections progress to active disease which, if
Tuberculosis is highly contagious and spreads through the air from coughing. If not treated, a person with TB infects an average of 10 to 15 new people each year. Once thought to be under control, tuberculosis still kills well over 1.5 million people each year, a figure that is … 8-8-2015 · Tuberculosis is often a difficult infection to treat. This review article summarizes the many manifestations of the disease and the major treatment options in the various contexts in which the disease occurs. Disclosure forms provided by the authors are available with the full text of this article
Tuberculosis (TB) is a disease caused by germs that are spread from person to person through the air. TB usually affects the lungs, but it can also affect other … The tuberculosis skin test is a test used to determine if someone has developed an immune response to the bacterium that causes tuberculosis (TB). This response can occur if someone currently has TB, if they were exposed to it in the past, or if they received the BCG …
Tuberculosis is caused by a bacterium known as Mycobacterium tuberculosis. (The related bacteria Mycobacterium bovis and Mycobacterium africanum can also cause tuberculosis.) The body's response to active TB infection produces inflammation that can damage the lungs. Areas affected by active TB gradually fill with scar tissue. 11-12-2009 · Tuberculosis (TB) is a dreaded bacterial infection. It has been known to mankind since ancient ages. It was commonly called "consumption" at the turn of the last century because of the way the disease seemed to "consume" the individual it affected.
estimates_of_tuberculosis_incidence_by_ country__2015.pdf For more information on protecting yourself, your family and friends against TB, you can contact: The free NHS helpline 111 or talk to your doctor or TB Alert TB Alert is a charity dedicated to raising awareness about TB and fighting TB worldwide. TB Alert FREEPOST LON12815 London NW10 1YS M. tuberculosis infects one third world's population Causes 8 million new cases active disease annually 2. Causes 2 million deaths= 2nd only to HIV as cause of death from infectious agent world wide among adults 3. HIV/TB relationship has exacerbated problem with TB increasing in areas with high AIDS incidence- Especially sub-Saharan Africa
Mycobacterium Tuberculosis Definition AIDSinfo
The causes of death among patients with tuberculosis. 13-12-2018 · What Causes TB. Tuberculosis is an infection caused by bacteria. It's spread through the air—when an infected person coughs, sneezes, laughs, etc. However, it is not easy to become infected with tuberculosis. Usually, a person has to be close to someone with TB disease for a long period of time., 28-3-2018 · Pulmonary tuberculosis (TB) is a contagious, infectious disease that attacks your lungs. People with the germ have a 10 percent lifetime risk of getting sick with TB. When you start showing symptoms, you may become contagious and have pulmonary TB. Learn what causes this potentially deadly disease and how to avoid it..
The Causes Of Tuberculosis Download eBook pdf epub. M. tuberculosis. is transmitted through the air, not. by surface contact. Transmission occurs when a person inhales droplet nuclei containing . M. tuberculosis, and the droplet nuclei traverse the mouth or nasal passages, upper respiratory tract, and bronchi to reach the …, 11-12-2009 · Tuberculosis (TB) is a dreaded bacterial infection. It has been known to mankind since ancient ages. It was commonly called "consumption" at the turn of the last century because of the way the disease seemed to "consume" the individual it affected..
Tuberculosis (TB) Causes Symptoms and Treatment
Tuberculosis Causes news-medical.net. M. tuberculosis infects one third world's population Causes 8 million new cases active disease annually 2. Causes 2 million deaths= 2nd only to HIV as cause of death from infectious agent world wide among adults 3. HIV/TB relationship has exacerbated problem with TB increasing in areas with high AIDS incidence- Especially sub-Saharan Africa https://en.m.wikipedia.org/wiki/Glockner_Tuberculosis_Sanatorium 13-12-2018 · What Causes TB. Tuberculosis is an infection caused by bacteria. It's spread through the air—when an infected person coughs, sneezes, laughs, etc. However, it is not easy to become infected with tuberculosis. Usually, a person has to be close to someone with TB disease for a long period of time..
Tuberculosis and liver are related in many ways. Liver disease can occur due to hepatic tuberculosis or the treatment with various anti-tubercular drugs may precipitate hepatic injury or patients with chronic liver disease may develop tuberculosis and pose special management problems. Tuberculosis per se can affect liver in three forms. Tuberculosis (TB) is a disease caused by germs that are spread from person to person through the air. TB usually affects the lungs, but it can also affect other …
• Tuberculosis (TB) is contagious and airborne. • TB was one of the top 10 causes of death worldwide in 2018. It is also the leading killer of people with HIV and a major cause of deaths related to antimicrobial resistance. THE BURDEN • In 2018, there were an estimated 10 (9.0—11.1) million new 28-3-2018 · Pulmonary tuberculosis (TB) is a contagious, infectious disease that attacks your lungs. People with the germ have a 10 percent lifetime risk of getting sick with TB. When you start showing symptoms, you may become contagious and have pulmonary TB. Learn what causes this potentially deadly disease and how to avoid it.
Tuberculosis (TB), once called consumption, is a highly infectious disease that primarily affects the lungs. According to the World Health Organization (WHO), it's one of the top 10 causes of death worldwide, killing 1.7 million people in 2016. Tuberculosis is highly contagious and spreads through the air from coughing. If not treated, a person with TB infects an average of 10 to 15 new people each year. Once thought to be under control, tuberculosis still kills well over 1.5 million people each year, a figure that is …
7-7-2011 · Tuberculosis (TB) is an infectious disease that's transmitted when someone inhales infected sputum from the air. People who have a higher risk of contracting TB include health-care workers, alcoholics, nursing-home residents, and people with compromised immune systems. 11-12-2009 · Tuberculosis (TB) is a dreaded bacterial infection. It has been known to mankind since ancient ages. It was commonly called "consumption" at the turn of the last century because of the way the disease seemed to "consume" the individual it affected.
Causes of Tuberculosis. Cases of tuberculosis are caused by a bacterium called Mycobacterium tuberculosis. This bacterium typically attacks the lungs but may also attack other parts of the body such as the kidney, spine, and brain. Tuberculosis may also be linked to certain risk factors, 18-6-2019В В· TB is an airborne disease caused by the bacteria Mycobacterium tuberculosis and Mycobacterium bovis. Read about the history of tuberculosis (TB), its symptoms, causes, diagnosis, treatment, testing, and prevention information.
Tuberculosis is a speciality journal focusing on basic experimental research on tuberculosis, notably on bacteriological, immunological and pathogenesis aspects of the disease. The journal publishes... Overview of Tuberculosis Epidemiology, Transmission, Clinical Presentation, and Treatment . Tuberculosis • Airborne disease caused by the bacterium Mycobacterium tuberculosis (M. tb)
TOMAN'S TUBERCULOSIS CASE DETECTION, TREATMENT, AND MONITORING WORLD HEALTH ORGANIZATION GENEVA SECOND EDITION QUESTIONS AND ANSWERS ISBN 92 4 154603 4 WHO What are the main causes of false-positive and false-negative sputum smears?K. Toman 23 7. What are the main consequences of false-positive and false-negative sputum smears?T. What causes TB? TB is caused by slow-growing bacteria called Mycobacterium tuberculosis. When these bacteria enter the lungs, they are usually walled off into harmless capsules (granulomas) in the lung, causing infection but not disease. These capsules may later wake up weeks, months or decades later causing active TB disease.
13-12-2018 · What Causes TB. Tuberculosis is an infection caused by bacteria. It's spread through the air—when an infected person coughs, sneezes, laughs, etc. However, it is not easy to become infected with tuberculosis. Usually, a person has to be close to someone with TB disease for a long period of time. TOMAN'S TUBERCULOSIS CASE DETECTION, TREATMENT, AND MONITORING WORLD HEALTH ORGANIZATION GENEVA SECOND EDITION QUESTIONS AND ANSWERS ISBN 92 4 154603 4 WHO What are the main causes of false-positive and false-negative sputum smears?K. Toman 23 7. What are the main consequences of false-positive and false-negative sputum smears?T.
Tuberculosis (TB) is caused by a type of bacterium called Mycobacterium tuberculosis. It's spread when a person with active TB disease in their lungs coughs or sneezes and someone else inhales the expelled droplets, which contain TB bacteria. Although TB is spread in a … Existence and causes of stigma and discrimination in the community Existence and causes of institutional stigma and Most community members interviewed commented that discrimination people with TB are easily identifiable because of physical Some patients felt they were discriminated against by weakness, thinness and cough: one gave a list of
Tuberculosis (TB) is an infectious disease usually caused by Mycobacterium tuberculosis (MTB) bacteria. Tuberculosis generally affects the lungs, but can also affect other parts of the body. Most infections do not have symptoms, in which case it is known as latent tuberculosis. About 10% of latent infections progress to active disease which, if Tuberculosis 1. Dr. Nikhil Oza Intern BVDUMC A presentation on- 2. Definition Tuberculosis (TB) is a potentially fatal contagious disease that can affect almost …
11-12-2009В В· Tuberculosis is an infectious disease and is caused by a type of bacterium called Mycobacterium tuberculosis. One-third of the world's population is infected with the bacterium that causes tuberculosis. Each year about nine million people develop the disease and up to nearly two million people worldwide are killed by it. Tuberculosis (TB) is a disease caused by bacteria that attacks the lungs. Skin tests, blood tests, and x-rays can tell if you have TB. Learn more.
Tuberculosis is caused by a bacterium known as Mycobacterium tuberculosis. (The related bacteria Mycobacterium bovis and Mycobacterium africanum can also cause tuberculosis.) The body's response to active TB infection produces inflammation that can damage the lungs. Areas affected by active TB gradually fill with scar tissue. 1-9-2015В В· Introduction: Tuberculosis is one of the main causes of morbidity and mortality in different countries. Identifying and prevention of the causes for death is important to control of the tuberculosis The aim of this study was to determinate main causes of death in tuberculosis patients in our Institute. Materials and methods: Retrospective study
1-4-2009 · Understanding the pathophysiology will help critical care nurses be aware of the causes of the classic signs and symptoms for tuberculosis. Many different diagnostic tests can be used to evaluate a patient with suspected tuberculosis, and the stage or progression of … 1-4-2009 · Understanding the pathophysiology will help critical care nurses be aware of the causes of the classic signs and symptoms for tuberculosis. Many different diagnostic tests can be used to evaluate a patient with suspected tuberculosis, and the stage or progression of …
Tuberculosis 1. Dr. Nikhil Oza Intern BVDUMC A presentation on- 2. Definition Tuberculosis (TB) is a potentially fatal contagious disease that can affect almost … Tuberculosis (TB) is a disease caused by bacteria that attacks the lungs. Skin tests, blood tests, and x-rays can tell if you have TB. Learn more.
estimates_of_tuberculosis_incidence_by_ country__2015.pdf For more information on protecting yourself, your family and friends against TB, you can contact: The free NHS helpline 111 or talk to your doctor or TB Alert TB Alert is a charity dedicated to raising awareness about TB and fighting TB worldwide. TB Alert FREEPOST LON12815 London NW10 1YS Tuberculosis is a potentially dangerous bacterial disease, affecting the lungs and is caused by an organism called Mycobacterium tuberculosis. Know more about Tuberculosis, its causes, symptoms, treatment and other useful facts, on Health-Wiki Practo
Tuberculosis (TB) is an infectious disease usually caused by Mycobacterium tuberculosis (MTB) bacteria. Tuberculosis generally affects the lungs, but can also affect other parts of the body. Most infections do not have symptoms, in which case it is known as latent tuberculosis. About 10% of latent infections progress to active disease which, if 28-3-2018В В· Pulmonary tuberculosis (TB) is a contagious, infectious disease that attacks your lungs. People with the germ have a 10 percent lifetime risk of getting sick with TB. When you start showing symptoms, you may become contagious and have pulmonary TB. Learn what causes this potentially deadly disease and how to avoid it.
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Keywords: Learning objects; learning object repositories; e-learning; open and distance learning; development in education, higher education.
Many initiatives have promoted content in the public commons. The past decade has seen tremendous global interest in the concept of reusable digital learning resources, usually referred to as 'learning objects' (LOs) and a branch of e-learning 2.0 (Wiley, 2001). This new approach to producing educational materials focuses on the construction of LOs that are stored in digital repositories, or 'learning object repositories' (LORs), and available for reuse in a variety of contexts. Ochoa (2005) noted that breaking the entrance barrier to these repositories would spread the sharing and reuse of LOs and introduce the benefits of economies of scale to the educational context. However, he also pointed out that even though LORs seem to be the solution to facilitating such sharing and reuse, they are not in widespread use worldwide.
to establish an integrated system for the application of communication technology in education.
and the Saudi Arabian Communications and Information Technology Commission's (CITC's) Internet Development Strategy.
These high-level governmental inputs support the country's ICT, Internet and e-learning initiatives and its use of such revolutionary resources as LORs, which emerged during the Web 2.0 era.
Although numerous experimental and quasi-experimental research papers on e-learning have been published worldwide, there is a critical need for qualitative evidence on a specific element of e-learning, i.e. LORs, and their effect on learners in the Arab world. With the aim of providing that evidence, this study investigates the challenges of using LORs amongst learners in Saudi Arabia.
The study adopts a qualitative methodological approach to subjectively examine and reflect upon perceptions of LORs to gain an understanding of their use in social activities. The investigation centres primarily on published and unpublished materials, both online and off, on LORs and e-learning in Saudi Arabia and other countries. First-hand information on the e-learning status, infrastructure and by-laws of Saudi Arabia was obtained from reports and documents issued by the MOHE and NCeL. Time was a constraint in this study, and the findings – and their interpretation – may have differed had it been conducted over a longer period. A quite different perspective is also likely to have emerged had the study's approach been predominantly quantitative in nature.
The findings of this study are significant because they provide insights that will complement the organisational vision and strategic planning of e-learning development in Saudi Arabia. It is hoped that they will help Saudi's major decision-makers to produce resolutions as they construct strategic e-learning plans for the country's future development. This paper reports the key research findings, and thoroughly explores LORs and the challenges of their implementation in this context.
According to a report entitled "Current State Assessment on Network Infrastructure and Internet Development in the Kingdom of Saudi Arabia" (NCeL, 2009a), the country has 28.69 million people and an annual population growth rate of 1.95 %. The population is relatively young, with those aged 20 or below accounting for 50 %. Researchers predict this young population will grow by a third every eight years (Quraishi, 2012). Saudi Arabia has a buoyant economy, and its government is strongly committed to heavy investments in technology, education and health. It achieved GDP of more than US$348 billion in 2009, with GDP per capita estimated at US$14,500.
The NICTP issued in 2003 calls for the implementation of e-learning and distance learning, along with all of its prospective applications in education, predominantly in higher learning institutions (NCeL, 2009b,c). Al-Shehri (2010) described the government as instrumental in unifying a national e-learning strategy to bridge the gap between the NICTP and unilateral developments and encourage e-learning at all educational levels. He further stated that the move towards e-learning has been fast-paced and robust and that Saudi Arabia has introduced a number of initiatives to boost it.
The MOHE has also recognised the importance of taking advantage of e-learning and distance learning developments, and recently established a full e-learning-based instructional system in the form of the aforementioned NCeL, which supports the e-education process in tertiary institutions at all levels, free from the restrictions of time and place (NCeL, 2009c). The NCeL, the establishment of which was provided for in the NICTP and which operates under the auspices of the MOHE, began operations in 2006 in Riyadh to provide technical support for and the tools and means necessary to develop e-learning content. The centre is responsible for incorporating the collective efforts and experiences of all the country's universities into establishing e-learning and distance-learning concepts that benefit different members of society regardless of their socioeconomic or academic background (NCeL, 2009c).
The government's annual investment in the development of the country and its people has resulted in an ideal combination of education and ICT into e-learning. The metamorphosis of Saudi Arabia's ICT market between 2000 and 2012 far surpassed expectations. According to InternetWorldStats (2010), the country, which was one of the last in the Middle East to allow its nationals Internet access, has the third highest Internet penetration growth rate (3.750 %), behind only Syria (11.800 %) and Iran (12.780 %). The number of Saudi Internet users grew from 200,000 in 2000 to a remarkable 7.7 million just eight years later. Further, 30 % of the Middle East's ICT and Internet spending comes from Saudi Arabia, proof that the government is committed to using a large proportion of the budget to integrate education into the country's ICT economy.
Mirza and Al-Abdulkareem (2011) noted that Saudi Arabia's budget appropriation for education and human resource development was equivalent to US$25.8 billion in 2007, rising to US$28 billion the following year. MENAFN Press (2008) reported that the country's e-learning expenditure was predicted to top US$125 million in 2008. Saudi's ICT indicator illustrated that the Internet penetration rate had escalated to 31 % in 2009, was forecast to pass the 55 % mark within three years and to reach at least 60 % by the end of 2016 (NCeL, 2009a). A recent RNCOS research report entitled "Saudi Arabia Education Forecast to 2013" predicted that demand for e-learning modules will be driven by such factors as rising investments and e-learning potential (SBWire, 2011). The government raised its funding allocation for education and training to US$40 billion in the 2011 budget. The size of the country's e-learning market alone is forecast to peak at US$670 million by 2014, growing at an impressive compound annual growth rate of approximately 33 % in the 2010-2014 periods. All of these statistics indicate that as the years pass, increasing numbers of Saudi citizens will go online, and with this increase comes the prospect of a concomitant rise in e-learning.
The transition from a classroom-based, chalk-and-blackboard learning environment to a more efficient technology-integrated education system may not be easy for the country's administrators, educators and learners. Nonetheless, the details of e-learning development outlined in this section suggest that the time is ripe for the full-fledged implementation of such online programmes as LORs into Saudi's mainstream learning environment to meet the needs of the country's learners.
LOs go by many names, including content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components and units of learning (Wikipedia, 2012).
Ten LO tools actively used on the Internet include video sharing (e.g. YouTube), podcasting (e.g. iTunes and Audacity), presentation sharing (e.g. SlideShare), blogging (e.g. WordPress), bookmark sharing (e.g. Delicious), online office suites (e.g. Google Docs), Wikis (e.g. PBworks), real-time communication (e.g. Twitter and Skype), social networking (e.g. Ning and Facebook), and social media platforms that provide a cohesive approach to formal and informal learning and collaboration (e.g. Elgg).
A university-based institutional repository is a set of services that a university offers to members of its community for the management and dissemination of digital materials created by institutions and its community members. It is most essentially an organizational commitment to the stewardship of these digital materials including long-term preservation where appropriate as well as organization and access or distribution.
a media-focused repository, which has an abundance of audio-visual items that are useful for study purposes and simulations that allow a glimpse of real-life training (e.g. iTunes by Apple and Intelecom Online).
Lynch (2003) argued that an LOR as an institutional repository is not simply a fixed set of software and hardware, but rather a network that must consider six views prior to its introduction, including policy/political, organisational, cultural, material, technical and infrastructural views. An example can be taken from the deliberation of material views, whereby academic papers, geospatial data, learning materials and research data are some of the vital components implemented in the system.
cost-effective. Furthermore, LORs contain small chunks of learning materials that can be easily updated.
The foregoing discussion of LOR-based learning outlines the strengths of e-learning and LORs for a broad spectrum of learners. However, microscopic observation of the LOR scenario in Saudi Arabia as a country case study highlights a number of real issues. This section describes the challenges of implementing an LOR for Saudi learners. Policymakers, providers, educators and learners themselves play important roles in determining whether an LOR can enriches the learning experience of this group of learners.
In the early stages of Internet adoption, going back as far as 1997 (NCeL, 2009a), potential users in the Middle East, including Saudi Arabia, had to confront the obstacles of censorship and government hesitation to allow Internet access (Mirza & Al-Abdulkareem, 2011). Furthermore, religion is considered a strong pillar of society in the region, and that also had a bearing on Internet adoption. Governments were concerned that external manipulative political influences, immoral materials, unsuitable learning resources and other controversial digital content available online would have a negative effect on Internet users. When there is resistance to the adoption of a technology, particularly one that offers an opportunity for educational development, the danger is that the country in question will unavoidably be left behind in all areas of progress. Hence, the region's governments were quick to realise that isolating their countries from such a major worldwide technological development was not the answer.
More than a decade ago, Shata (2001) outlined the obstacles that the Middle East, including Saudi Arabia, would have to overcome to produce proper LOR platforms for learners in rural and urban areas. The basic infrastructure required for e-learning was computers connected to the Internet and Intranet, email, websites and LORs. Access to computers, Internet and Intranet connections, and email was already available in Saudi Arabia, particularly in research and scientific institutions, thus enabling the sharing of information and collaboration within the country and across borders. However, a major access-related issue was the rural-urban divide in ICT infrastructure. Questions arose about whether all learners in Saudi Arabia, including those living and being educated in rural areas, had equal easily available connectivity and Internet access. Nonetheless, websites began to proliferate in the country, which was vital to the development and use of LOs and LORs. In 2001, Saudi learners had access to database products from other parts of the world, but local LOR platforms remained unknown.
The determining factor in the successful execution of e-learning and an LOR in Saudi Arabia is the commitment and support of decision-makers at the highest level. Complications from both the government and non-governmental organisations (NGOs) involved in e-learning policymaking also dictate the future development of the country's learners. Al-Draiby et al. (2010) argued that at the administrative level, bureaucracy and complex rules represent a major challenge for e-learning in Saudi Arabia. As e-learning evolves, the government, NGOs and think tanks will occasionally need to formulate, revise and strengthen existing or proposed national e-learning strategies. In addition, Saudi's executive, legislative and judicial support systems are obliged to continually address serious e-learning and LOR issues in need of improvement, such as policies, by-laws, quality standards, accreditation, certification, copyright and censorship. These obligations can be fulfilled only by further research and development at the local and national levels.
The problems surrounding the implementation of an LOR platform in Saudi Arabia raise a number of questions. For instance, is there a policy for the application of a local/national LOR-based platform to ensure that it meets e-learning quality standards and is suitable for all learners in the country? Should LOR platforms be accredited by a government body before they are made available online? For the enrichment of all learners in Saudi Arabia, would applying a unified, truly 'open-door' system for all local/national and international LOR platforms be better than charging membership fees or restricting membership to individuals or groups from a registered institution? Can degrees offered using LOR platforms through distance learning, open-learning, e-learning or other online learning channels gain both proper certification and recognition?
A qualitative study by Al-Shehri (2010) found no clear organisational links ensuring coordination and collaboration amongst the different bodies involved in e-learning in Saudi Arabia. It is important that the private and public organisations and institutions involved in this field, such as the MOHE and NCeL, are made aware of the need for official oversight in the development of e-learning to create a strong e-learning and LOR network that is able to share both information and innovation within the country. Better organisation and management can turn the current inequities and variation in administration into strengths rather than weaknesses (Al-Shehri, 2010).
The technological challenges facing e-learning and LORs have a direct effect on policymakers (governmental and non-governmental organisations/institutions), providers and educators, and thus have an indirect effect on Saudi learners. Issues such as budgetary support for and the accessibility, reliability, security, sustainability and mastery of e-learning technology are regularly raised. First and foremost, there is no doubt that the financial demands of implementing e-learning and related technology are enormous, particularly in Saudi Arabia, where the adoption of technology in the education system is still in its infancy compared with more developed countries such as the United Kingdom, Canada, the United States and Australia. Many local and international professionals believe that e-learning reached a primary level only in 2012. The government must fund e-learning technology and provide budgetary support for the planning, implementation and maintenance of Internet technology for educational purposes.
Al-Shehri (2010) stated that e-learning technology and infrastructure require the existence of sufficient telecommunications capacity, coverage and technical support. The general public in Saudi Arabia often complains about the poor performance and reliability of the Internet. In an assessment of network infrastructure and Internet development in the country, the NCeL (2009a) reported that network service quality, filtering and pricing were the three areas in greatest need of improvement. Consumers in both the public and private sectors are greatly distressed by Internet connection issues. Expressing his personal view, Bates (2009) wrote that although the 'backbone infrastructure for Internet access across Saudi Arabia and in the universities is quite good', some universities still lack wireless access. The result, he noted, is that Saudi university students continue to face obstacles in accessing the Internet off campus 'partly because many students do not have reliable and cheap Internet access from home, and because campus IT security makes it difficult for students off campus to access the servers on campus'. There are also examples of connections failing during lectures and while browsing and sending and receiving materials, which represent serious problems for both e-learning institutions and learners. The issues of filtering and censorship also came up for debate when several popular websites were banned by mistake, which also led to quality control questions (NCeL, 2009a). A further problem is that Internet services, particularly broadband services, are not affordable for the general public, meaning that e-learning poses a financial challenge for many of the country's learners.
'the majority of teachers lack … basic knowledge of e-Communication.... They are reluctant to change and accept a new method of teaching dependent on the computer[, which] could be a result of the closed society they grew [up] in, their fear of failure, and their unawareness of the importance of the new system' (Al-Draiby et al., 2010).
Furthermore, usability problems also demand extra time and work from the teacher. Ochoa (2005) noted that it is very difficult to convince the majority of faculty members, who are normally reluctant to adopt new technologies, of the advantages of using LORs.
a lack of support and advertising.
One reason for the low level of public awareness is the government's initially passive attitude towards e-learning (Mirza & Al-Abdulkareem, 2011), as reflected in the country's low Internet penetration rate (Al-Kahtani et al., 2005). Also responsible are the high initial costs of Internet access and the low speed and poor quality of Internet connections. The society's low self-esteem with regard to technology is also related to the low degree of public awareness of e-learning (Mirza & Al-Abdulkareem, 2011). The lack of a desire to know about, learn and use new technologies can be attributed to technology phobia, which is relatively more common amongst the older generation. Quraishi (2012) highlighted the generation gap in the use of e-learning amongst Saudi citizens as an issue of great concern. Quoting Dr Des V. Rice, Dean of Preparatory Programmes and Director of Professional Development for the Academic Affairs Department of Prince Mohammed Bin Fahd University, he wrote that 'on the one hand we have a generation of young adults who are technologically savvy, while on the other we have generally older instructors who are either not interested, or cannot keep up with the rapid changes' (Quraishi, 2012). A fairly unfavourable perception of online degrees also prevails in Saud Arabia. Al-Kahtani et al. (2005) reported that holders of e-learning university certificates have fewer job opportunities, noting that these certificates are not comparable to traditional degrees. Negative attitudes and a lack of prior knowledge of IT use amongst learners are also contributing factors to the lack of public awareness of e-learning. However, it must be emphasised that in 2005, when Al-Kahtani et al. gave their negative assessment, there was no strong e-learning presence in higher education in Saudi Arabia. E-learning was generally associated with distance learning, a form of off-campus study also known as intsab.
Finally, the low degree of public awareness has also been attributed to the digital divide created by Saudi Arabia's adverse geography. Citizens living in urban areas (e.g. Jeddah and Riyadh) have better Internet access. E-service-expert.com (2009) recommended a more community-based approach, including 'stop gap measures' to provide the broadest high-speed broadband access possible, and hence e-learning opportunities, to all Saudi citizens to avoid losing 'a generation of potential learners' and the creation 'of a two tier system where those living in new smart cities or major e-enabled conurbations have unfair advantage and opportunities compared with those in less technically advanced locations'. The Saudi government and relevant organisations have taken steps to improve public awareness of ICT, e-learning and LORs, such as promotion, education and infrastructure upgrades.
A society's culture can be defined in terms of its language, traditions and religion, all of which are related to the many e-learning and LOR dilemmas that Saudi learners confront when seeking knowledge in the digital world. The fundamental issue of language when communicating on the Internet, in LOs and on LOR platforms constitutes a major challenge for Saudi learners (Shata, 2001; Al-Khalifa, 2008, 2010; Bates, 2009). Arabic, which predates Islam, is both the national language and the mother tongue of the majority of the population. No occupying power in the country's history has been able to diminish the language's importance to the Saudi people. Contrary to other countries, whose original languages have become less significant than, or equally significant to, the languages of foreign powers, Arabic is still very much intact. Today, it is spoken by 300 million people in 22 countries, and is used in both formal (e.g. commerce, administration and education) and informal situations (e.g. when relaxing with families, friends and relatives). However, the language's popularity has not coincided with the development of Arabic e-learning or LOR content. Arab learners and the Arab world at large have experienced difficulties with digital content, most of which is available only in English. The refusal to learn and use the English language presents a direct cultural challenge to e-learning and LORs. Such refusal may be the result of low self-esteem with regard to learning and using another language or of a simple 'don't care' attitude rooted in the opinion that because Arabic is the learner's mother tongue and the national language, there is no need to learn another language.
Saudi learners who are not proficient in English suffer limitations in using the digital learning content that is currently available online, as most of it has not been translated into Arabic. Al-Khalifa et al. (2008) stressed that the lack of online repositories containing educational materials in Arabic is the result of few university faculty members being capable of creating such materials. Hence, their courses do not generally lend themselves to e-learning. Although some international LOR platforms do translate their LOs into several languages, little content to date has been translated into Arabic. Under the leadership and watchful eye of King Abdullah, the government and Ministry of Education have raised the country's English language standards by ensuring that students learn English from primary school to the tertiary level. In addition, institutions in Saudi Arabia and elsewhere in the Middle East have solved the language problem by planning and building their own LOR platforms in Arabic. Although much work remains to be done (e.g. increasing the quantity and quality of LOs and resolving the issues of LOR standards, accreditation, policy, copyrights and network collaboration), at least the problem has been recognised and steps have been taken to create LOR platforms that are suitable for learners in Saudi Arabia.
Religious and traditional norms many also be hindering Saudi learners' full exposure to e-learning and LORs. Islamic teachings promote high morals, religious values, peace and harmony, and a person's actions involving sight (e.g. reading and watching), speech (e.g. communicating), sound (e.g. listening) and touch (e.g. doing) must be in line with Islam. Thus, in Saudi Arabia, where Islam is the sole official religion and the religion of the majority of the population, filtering or censorship of online content that is considered controversial or that could negatively influence learners is commonplace. Materials that promote immoral values and that could trigger societal and political unrest are particularly under serious scrutiny.
Religious and traditional practices may also contribute to the gender gap in educational attainment. Traditionally, Saudi women were barred from formal education and unable to have careers. Although this is no longer the case, they still suffer inequality with regard to e-learning opportunities, and the majority of students at Saudi universities are still male. Tubaishat (2008) pointed out that the social values concerning and expectations of men and women differ in Arab countries. Hence, even at co-educational universities, female students experience a number of issues pertaining to communication and learning. For example, they have limited opportunities to make optimal use of the e-learning offered through efficient on-campus wireless connections, as they are not allowed on the campus grounds after lecture hours and are prohibited from being in a lecture hall/room where they could come into direct contact with male students or faculty members. Bates (2009) observed that during his course on enhancing e-learning knowledge and skills in Saudi learners, this gender divide created unequal and less effective training for female students.
However, solutions to the gender gap are gradually transforming the e-learning situation in Saudi Arabia. For example, women-only universities have appeared, and the e-learning principle is being optimised in distance learning to accommodate female learners. Quraishi (2012) considered the e-learning prospects for women to be quite good. He noted that, in the context of Saudi Arabia, where religious and cultural norms restrict educational opportunities for women, 'the concept of e-learning is bound to play a larger role' and that in situations in which courses can be taught by either male or female instructors, special modifications can be applied 'in [the] utilization of technology for male instructors, so that it does not violate cultural biases while still ensuring that there is a free flow of information between student and instructor'.
Another traditional norm in many collectivist societies, such as Saudi Arabia, is a preference for oral over written communication, another factor that thwarts the enhancement of e-learning. Quraishi (2012) reported that many decision-makers feel that, owing to Saudis' heritage of oral rather than written communication, they 'will not accept instructions that place the responsibility on themselves rather than being able to sit in a classroom and have the instructor teach and answer their questions'. E-service-expert.com (2009) summed up the cultural challenges facing Saudi learners by emphasising 'the need to overcome the cultural reluctance by many to the Internet, particularly prevalent in more conservative and often needy areas of the information society and the commensurate development of new and more "user friendly" ways of censorship and parental protection'.
the 'agents' used in LORs are far from human in appearance and behaviour. Indeed, the absence of actual human factors in LORs constitutes a challenge for learners, a challenge that e-learning experts suggest be overcome by combining these repositories with blended or similar learning.
The debates outlined in this section reveal the many challenges involved in LOR implementation in Saudi Arabia. Despite the challenges that policymakers, providers, educators and, most importantly, learners face in terms of e-learning and Internet technologies, the continuing commitment and financial support of the Saudi government, along with an enthusiastic generation of young learners, are proving priceless in shaping a more prosperous e-learning society.
Both governmental and non-governmental organisations in Saudi Arabia have made positive moves towards initiating an up-to-date e-learning experience for learners through a variety of educational developments, including the construction of LOR platforms. However, the country's engagement in generating LOR portals is relatively new compared with developed countries in Europe, North America and elsewhere. Thus, room remains for Saudi Arabia to improve, and eventually master, the digitalisation of learning content in repositories. Integrating the merits of existing high-calibre LOR platforms worldwide can help the country to keep up with the rapid e-learning transformation occurring globally. Prior to its production, execution, administration and maintenance, a comprehensive LOR framework – encompassing everything from content/subject, target, syllabus and evaluation activities to an online learning approach – must be formulated. The required LOR educational transformation will involve a partnership balanced by a central administration that connects educational reforms with a wide spectrum of network resources and a user network. Education reforms involve government and administration, policy and strategic planning, research and development, ICT, professional development, and curriculum innovation and assessment (see Figure 1).
It is apparent that if the Arab world is to become fully involved with learning technologies, then a tailored LOR that meets the functional and language needs of the Arabic-speaking community is needed. Such a development would, in turn, bridge the learning-technology gap between Arab countries and the rest of the world. Moreover, Saudi Arabia is in need of a national LOR portal that is tailored to the country's education system, structure, culture and curricular requirements, and is able to relate to its learning community. The NCeL has already engineered a national LOR portal. Dubbed Maknaz, this platform is undergoing continual refinement and development, and is expected to provide the necessary learning and teaching resources and research owing to its local pool of expert networks, individual members and organisations within the country (MOHE, 2011; Zaidlearn.blogspot.com, 2011).
Establishing an e-university in Saudi Arabia will require answers to two significant questions. First, how can the NCeL as the main provider fully optimise its own national LOR platform and connect the country's higher education institutions (both public and private) under one roof? Second, how can the NCeL ensure the maximum use of its own LOR platform, which follows e-learning principles? The Malaysia-based Asia e University (AeU) may provide a suitable template. AeU is run by Asians and operates under the Asia Cooperation Dialogue (ACD). It offers a flexible delivery mode, and students from 30 countries are enrolled in its postgraduate, undergraduate and executive programmes. AeU serves as an instrument for human capacity-building, closing the digital divide, improving higher education accessibility and promoting e-education for the benefit of all ACD member countries (AeU website, 2012). Under the NCeL's supervision, a similar e-university could be a one-stop university for all public and private universities and other higher education institutions in the country. Students, academicians and researchers could make full use of its national LOR platform to enrich e-learning in Saudi Arabia. Today, the e-university concept is being realised through Saudi Electronic University (SEU). To date, SEU has accepted more than 7,000 students into its three units: the Faculty of Administrative and Financial Sciences, College of Computing and Informatics, and College of Health Sciences.
A working model of the three recommendations outlined in this paper, i.e. a central key administrator for LOR platforms in Saudi Arabia (NCeL), an improved national LOR platform (Maknaz) and an e-university model, is represented by the Maknaz mandala depicted in Figure 2. This mandala illustrates the relationship between a centralised national LOR platform (for all local LOR platforms) and its administration and academia, and shows the significance of that relationship for the enrichment of learners and the country as a whole.
In today's borderless global society, it is important that Saudi Arabia become more accepting and open-minded, and open its door to knowledge and resources at the international level. Widening the sphere of collaborative networks can help the country to create high-quality LOR platforms. At the same time, it is also crucial that instructional materials such as LORs that are readily available online be customised or localised to facilitate the enrichment of e-learning and minimise the challenges that learners face in a learning environment such as that of Saudi Arabia.
Although the LOR platforms currently available in Saudi Arabia and internationally can be optimised to enrich the e-learning experience of Saudi learners, a gateway should be established to improve innovation and develop more localised LORs. A strategic plan for doing so needs to identify, deliberate upon and acknowledge the challenges facing LORs and e-learning for Saudi learners, which this paper discusses in detail. Such a plan will ensure the active participation of the public, learners in particular, in knowledge building, information sharing and lifelong learning.
Learning and education belong to no one nation or culture. Up-to-date global learning networks offer culturally rich and highly diversified learning environments that facilitate better learning, resulting in the growth of information and knowledge at both the local and international levels. LORs are currently an integral part of that growth, and are paving the way towards more advanced learning community networks.
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Wiley, D. (2002). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. Wiley (Ed.), The instructional use of learning objects. (pp. 3–24). Bloomington, IN: Agency for Instructional Technology.
Zaidlearn.blogspot.com (2011). MAKNAZ – The Saudi repository for learning objects. [Online article]. Available at: http://zaidlearn.blogspot.com/2011/01/maknaz-saudi-repository-for-learning.html. [Date accessed: 02/05/2012].


Some of our newly confirmed leaders are unfamiliar with IDEA, the key federal law involving students with disabilities IDEA. Given the current political reality, if you are the parent or grandparent of a special education student, it is critical that you learn how best to advocate for your child.
What is IDEA and how does it affect special education students?
IDEA (individuals with Disabilities Education Act) was passed as a follow up to earlier legislation mandating education of handicapped students. There are several important aspects to this law that spells out guidelines for delivering and protecting "Free Appropriate Pubic Education for all children." The public school develops a plan for this education through an IEP (Individualized Education Program).
It is best when the family and teachers work together to develop a child's IEP, including his or her goals for progress, the educational setting, and follow up communication.
In my second year as a Resource Teacher at a local high school, I had a student with learning disabilities in my classroom. He was well liked, quiet but disorganized. For this young sophomore, his biggest challenge was attendance. He liked to go to the "path" and s moke cigarettes during recess. This often meant that he skipped class after recess. I knew very little about his home life. I came to find out that he was being raised by his grandmother, who had full custody while his mother was addressing her own substance abuse problems. His grandmother was readily available and interested in his needs. Together we developed a reenforcement system to address his attendance goal that he not be late to class after recess. This was a joint effort. I would go to the path to look for him at recess and report back to his grandmother daily. A report of good attendance meant that his grandmother gave him more freedom on the weekends. Over time, working together with daily communication, his attendance improved.
Prior to the holiday break, I spontaneously decided to visit my grandchildren's preschool and share about our family's holiday tradition. It meant dropping everything I was doing, jumping in the car, fighting traffic and arriving a little late. Despite this stressful entrance, my grandchildren were both surprised and very pleased to share their school experience with me. My four year old granddaughter exuberantly introduced me to her teachers, her classmates, and gave me a tour of her school. I sat with both grandchildren during circle time and was able to observe what a great fit this setting has been for them. Without this visit, I would not have known this part of their world. She was happy I was there, and I was happy to learn about her world. It was a win-win situation.


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SPEED MERCHANT: Alex Gilliead gets the better of Fleetwood defender Amari'i Bell. Pic: Paul Thompson.
STUART McCall believes Alex Gilliead can become an even bigger influence for City after securing him for the full term.
The Newcastle winger put pen to paper on a loan extension this afternoon and the news he is staying at Valley Parade for the rest of the season is another boost in the week that saw Tyrell Robinson sign a long-term contract.
Gilliead heads for the FA Cup clash with Yeovil on the back of opening his league account with the equaliser in the comeback win at Fleetwood on New Year's Day.
It capped an impressive display which drew praise from home boss Uwe Rosler over the way he won the personal duel with highly-rated full back Amari'i Bell.
McCall said: "I was speaking to Uwe afterwards and he was saying there are not many people who take on Amari'i Bell on the outside and beat him for pace and strength. He did that three or four times.
"There are apparently quite a few Championship clubs watching Bell and I think they would have gone away more impressed with Gilly.
"We were pleased to get him back in the summer. We said the ball was in his court then as the only out-and-out wide man at the club.
"Last year he was in and out with (Mark) Marshall's good form, but he knew that if he played at a certain level he would stay in the side.
"He's done that and got better and better. He's stronger, knows the position more and improved his game.
"Obviously we would like him to chip in with a few more goals but he got an important one for us the other day.
City had been trying to tie up the deal for a couple of months since Newcastle allowed him to play in the FA Cup opener against Chesterfield – when Gilliead scored his other goal of the campaign.
There were suggestions that Sunderland and Millwall were watching him as the wait went on for his Premier League parent club to sanction the loan extension.
And there was a rumour of a late bid from within League One to hijack the deal with the 21-year-old.
McCall added: "I know there was a little bit of interest from Championship clubs. But is he going to go there and play regularly like he is here? Probably not.
"Gilly has just got to maintain what he's doing. I'm sure he will do that because he's a level-headed lad.
City are also looking to sort out Luke Hendrie's future with the Burnley defender's loan also up after the weekend game.
Tyrell Robinson is over his illness and is set to return at left back. But Hendrie could be involved on the right side if Tony McMahon fails to recover from a thigh problem.
McCall said: "I'd rate Tony as 50-50. He felt his thigh early on in Monday's game but he had a dead leg a while ago and we think the blood has coagulated in there.
"On the plus side, Tyrell has recovered and Matt Kilgallon is back fresh from being rested. Dom Poleon has also trained well and will travel in the squad.


The types of probationary supervision for juveniles target only juveniles, and juveniles who have received criminal dispositions in the same manner as adults. Probationary supervisions that only targets juveniles is for:those who are put on probation, which is one of the protective measures arising from the decision of the family courts (juveniles probationers), andthose who were allowed to be provisional discharged due to the Regional Parole Boards after they were committed to juvenile training schools, which is one of the protective measures arising from the decision of the family courts (parolees from juvenile training schools).
Of these, release on parole from a juvenile training school is permitted by the Regional Parole Boards when trainees have reached the highest grade in treatment and it is deemed appropriate to place them under probationary supervision in society for their improvement and rehabilitation. It may also be permitted when their performance has improved such that it is deemed particularly necessary to place them under probationary supervision, even if they have not reached the highest grade in treatment. The requests for release on parole from juvenile training schools were hardly rejected by the Regional Parole Boards, the number of requests accepted was 5,415 (3.6% up from the previous year), and the number of requests rejected was 4 (0 in the previous year)in 2000 (see Appendix II-11 ).
Probationary supervision, which is enforced in the same manner as that for adults, is for:those for whom parole was allowed (juvenile parolees from prisons)as a result of the decision of the Regional Parole Boards after they have served a prison sentence (as for the type of prison sentences, there exists an a indeterminate sentence as an institution particular to juveniles), andfor those who are put on probationary supervision by being given a suspended sentence (juveniles granted suspension of execution of sentence with probationary supervision).
The number of juvenile parolees under 20 newly accepted from prisons in 2000 was 2 (1 in the previous year). The number of juvenile convicts admitted for parole from prisons who were sentenced to an indeterminate sentence (including those who reached 20 years of age after sentencing)was 21, and the number rejected was 2. Also, the number of juveniles under 20 newly accepted for suspension of execution of sentence with probationary supervision was 21 (28 in the previous year).
Regarding probationary supervision for the juveniles, the number of cases for  and  has been small for a long period of time. Therefore, this section covers probationary supervision of juvenile probationers and parolees from juvenile training schools.


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Tooth Grinding, Poor Memory, and More: 5 Surprising Facts About ADHD
Although ADHD is a common childhood disorder that can persist into adulthood, there are many unknown facts about the condition. Find out what too much sugar, tooth grinding, and poor memory have to do with ADHD.
Mary Elizabeth Dallas
Medically Reviewed by Pat F. Bass III, MD, MPH
Attention deficit hyperactivity disorder (ADHD) affects 3 to 7 percent of school-aged children. And while the number of children who receive an ADHD diagnosis increases every day, there are still many little-known facts out there that most parents don't know. Understanding all aspects of ADHD is important, because research shows that the childhood disorder can persist into adulthood, and adults with untreated ADHD have higher than average rates of divorce, unemployment, substance abuse, and disability. Check out these five surprising facts about ADHD that can help you better understand your child's condition:
1. Tooth Grinding Is Linked to ADHD
Turns out your child's ADHD anxiety doesn't sleep when your kid does. Research suggests that children with the habit of involuntarily grinding their teeth, known as bruxism, are more likely to develop anxiety, stress and hyperactivity, and bruxism has also been linked to ADHD.
A 2009 study published in Sleep found that teens diagnosed with ADHD earlier in life were more likely to have sleep problems and disorders, such as such as insomnia, sleep terrors, snoring, and bruxism. The study, which involved 281 children between 10 and 17 years old with ADHD and 185 similar children who did not have the condition, revealed these sleep problems occurred regardless of the severity of the teens' ADHD symptoms.
Want to boost your brain capacities?
Take Total Brain's Mental Health and Fitness Assessment!
2. ADHD Is Not a One-Size-Fits-All Diagnosis
What Is ADHD? Everything You Need to Know About Attention Deficit Hyperactivity Disorder
Dyslexia Causes: Myths, Questions, and Answers
There is more than one type of ADHD. In fact, there are three types, and diagnosis depends on the visible ADHD symptoms:
Inattentiveness: Includes not listening when spoken to, being easily distracted, having trouble paying attention and organizing activities, and avoiding activities that require focus and concentration.
Hyperactivity: Includes fidgeting, excessive and inappropriate running or climbing when it's not appropriate, trouble with quiet play or activities.
Impulsivity: Includes having trouble waiting, saying inappropriate things without thinking, or interrupting.
Only some kids with ADHD are hyperactive. Others, particularly girls, may be calm, but have a form of ADHD that makes it harder for them to focus or pay attention. The American Psychiatric Association established guidelines based on these three types to help doctors more accurately diagnose and treat ADHD.
3. ADHD Is Often Mistaken for Other Conditions
A number of other health problems, such as anxiety, depression, and certain types of learning disabilities, have symptoms that are similar to those of ADHD. Other mental disorders, such as mood disorder, personality disorder, or OCD, may also be misdiagnosed as ADHD.
In some cases, children's circumstances may cause them to behave in ways that can be misinterpreted as ADHD. As a result, doctors must determine whether or not a sudden change or stressor in children's lives — such as the death of a family member or divorce — is affecting their behavior.
4. ADHD Is Associated With Short-Term Memory Problems
Although they do not have problems with long-term memories, people with ADHD may have impaired short-term — or working — memory, research shows. As a result, they may have difficulty remembering assignments or completing tasks that require focus or concentration.
Valerian: Uses, Treatments, Side Effects, and Risks
Valerian root is an herbal remedy sold as a dietary supplement in the United States. It's available in a variety of formulations and doses, including as a powder inside capsules, as a tea (often as part of an herbal blend), and as a liquid extract.Learn More
A 2012 review published in Clinical Psychology Review found that children with ADHD have statistically significant, large magnitude working memory problems compared to similar children who did not have ADHD.
5. Sugar and TV Do Not Cause ADHD
Although sugar intake, watching too much TV, and a chaotic family life can worsen symptoms of ADHD, research does not show they actually cause the condition. ADHD does, however, appear to run in families. Research involving families, twins, and children who were adopted suggest there is a strong genetic influence in ADHD risk.
There is no quick fix for ADHD. Although medication can help treat people's symptoms, it's only part of an overall ADHD treatment strategy. Behavior therapy, including help staying organized and making positive choices, also plays a role in managing the condition. Treatment strategies for ADHD must be monitored and adjusted over time, just like medications.
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ADHD Resources and Glossary of Terms
Research Suggests That Kids With Brain Injuries Have a Higher Risk of ADHD
The Latest in ADHD
Mental Health News Roundup: Teen Girls Who Toy With Laxatives Are at Risk for Eating Disorders, and More News of the Week
This roundup of recent mental health news from top sources covers studies on ketamine for depression, the relationship between laxatives and eating disorders...
By Nuna Alberts, LCSW January 21, 2020
Bruce McEwen, Pioneer Researcher on Stress, Dies at 81
The esteemed neuroscientist was a founding member of Everyday Health's Wellness Advisory Board.
By Margot Slade January 15, 2020
Does Yoga Belong in a Schizophrenia Treatment Plan?
Yoga may be a helpful addition to a schizophrenia treatment plan, small studies suggest. Learn more about the poses that could have mental health benefits...
By Meryl Davids Landau November 04, 2019
Can Turmeric Help People Living With Schizophrenia?
Turmeric and its main ingredient, curcumin, are starting to be investigated as possible adjunctive treatments for schizophrenia, among other mental health...
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By Katie Hurley, LCSW October 11, 2019

redpajama_set_name: RedPajamaCommonCrawl


Will you be racing in the Elite division? OLYMPIC distance ONLY.
You MUST be an ELITE card holder. Your ELITE card will be checked at registration / packet pickup. If you do not provide it to show, you will not be eligible to participate in the ELITE division.


In all the the mentioned errors the path in the configure menu is the same.
Except the streaming mode I don't have problems with the PS4000 library. I'm using LabView 2014 32Bit, so I have copied the ps4000.dll and the 32Bit version of the ps4000Wrap.dll into the LabView resource folder. But the difference here is that the path in the configure menu is just PS4000.dll (I have also copied the dll files to the project folder). But if I try PS4000Wrap.dll in the path it doesn't find it.
The directory to the dll in the 'Call library function' window, this shouldn't need to be specified, as the windows 'SDK installer' inserts there location into the windows PATH variable.
The issue you are having with PS4000Wrap.dll could be because you do not the - Microsoft Visual C++ 2010 Redistributable installed.
This should be installed automatically with the current SDK installer. But try installing it manually yourself. There could be an installation issue with the package.
thank you for your quick response! With your suggestion I found out that I mistakenly installed the 64Bit SDK and used therefore the 64Bit Library with the Microsoft Visual C++ 2010 Redistributable 64Bit version. Now it is working fine.


text:
Communities and Social Networks in Spain
What to see in Spain
Spain Parties
Spanish Culture
Spanish Gastronomy
Sport and nature
Natural Parks of Spain
Golf Courses in Spain
San Clemente de Tahull Church, paintings that come to life
The church of San Clemente de Tahull is a Romanesque temple located in the valley of Bohí, in the province of Lleida, Catalonia. It has been declared a Historical-Artistic Monument since 1931 and, in 2000, a World Heritage Site by UNESCO. It is one of the most fascinating temples of the several Catalan Romanesque churches in the Bohí valley, in the Pyrenees of Catalonia. The Pantocrator found in the church of Sant Climent in Taüll is the iconic image of Catalan Romanesque.
A story that goes back to the 12th century
The church of San Clemente de Tahull was consecrated in December 1123. This dating has been achieved thanks to the inscription found on one of its columns. The inscription is now in the Museu Nacional d'Art de Catalunya (MNAC).
Inscription found on a column of the church showing the date of consecration. Photo: Kippelboy
The temple is located at the entrance of the town. It has a perfect basilica floor plan to which we must add three naves. On the outside, the Lombard ornaments stands out, which places the church in a stage of modernity already extended in the Italian regions of Verona and Mantua.
As proof of the magnificence of the Romanesque complex in the Bohí Valley, which includes more than nine churches, Unesco declared it a World Heritage Site.
Simplicity on the outside
The exterior of the church of San Clemente de Tahull is charming because of its simplicity. It is a construction with a basilical plan and three naves. The walls have the only ornamentation of the openings of the doors arranged here. Lombard decoration of the apses is harmonious. The central apse is decorated with arches arranged in groups of four. The windows complement the austere exterior ensemble. Next to the church there is an old cemetery.
Wonderfull paintings inside
Photo: centreromanic.com
Although the exterior decoration is sparse in detail, the paintings inside the church are spectacular. To ensure their preservation, some of them were moved to the MNAC.
Video mapping. Photo: vallboi.cat
Of the group of paintings there is one that stands out from the rest: the Pantocrator. Originally it was found in the central apse, combining all the characteristics that symbolize the representations of Christ: the oval circle around his figure, the lack of expressiveness, the evangelists represented with the shape of an animal and the chrismon used to symbolize the figure of Christ being the beginning and end of all things.
Photo: catalunya.com
In this way, the Pantocrator of Sant Climent has been the image par excellence with which to represent Catalan Romanesque. Although the original is in the MNAC, an exact copy was reproduced in the same place as the original. In addition, an original musealization project has been developed here with the projection of a video mapping that recreates the paintings of the main apse. This is an innovative method in terms of pictorial restitution, using the opportunities for virtual reproduction of the video mapping, managing to show the interior of the church of San Clemente de Tahull in the middle of the 12th century.
As far as the rest of the paintings are concerned, the frescoes resulting from the restoration are also important. They can be found in the north apse, where the image of Sant Climent can be seen. Equally striking are the murals revealed during restoration work carried out in 2001. These murals represent Abel's death at the hands of his brother Cain. Finally, three Romanesque carvings consume all the movable goods that are conserved inside the temple.
The Bell Tower
The bell tower of the church of San Clemente de Tahull is exempt and has a square floor plan. However, it is built very close to the church building, next to the chancel. Like the other Lombard towers in the Bohí valley, it is a high tower. Built in the 12th century, it stands out for its elegant style.
It has five floors, with a different number of windows on the four sides of each floor. On the top floor there are ceramic inlays and colours different from those of the stone. The measurements of the tower follow the canon of the minarets, that is, the height is equivalent to the perimeter. Creating a remarkable ensemble, a small bell is placed on the fourth floor of the tower.
The Church of Santa María de Tahull
Santa María de Tahull Church. Photo: Shutterstock
In Tahull you can also find the church of Santa María. It also belongs to the Catalan Romanesque churches group of the Bohí Valley, declared a World Heritage Site. The church of Santa María is located in the very centre of the old town of Tahull. It was built at the same time as the church of Sant Climent and was also consecrated in 1123. However, during the 18th century this temple served as the only parish in Taüll, as the parish of San Clemente acted as the cemetery chapel.
*Main picture: centreromanic.com
Catalonia, churches, Lleida, Romanesque, World Heritage Site
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