Lost your password? Please enter your email address. You will receive a link and will create a new password via email.
Please briefly explain why you feel this question should be reported.
Please briefly explain why you feel this answer should be reported.
Please briefly explain why you feel this user should be reported.
What is disease?
An abnormal condition of an organism which interrupts the normal bodily functions that often leads to feeling of pain and weakness, and usually associated with symptoms and signs. A pathologic condition in which the normal functioning of an organism or body is impaired or disrupted resulting in extrRead more
An abnormal condition of an organism which interrupts the normal bodily functions that often leads to feeling of pain and weakness, and usually associated with symptoms and signs.
See lessA pathologic condition in which the normal functioning of an organism or body is impaired or disrupted resulting in extreme pain, dysfunction, distress, or death.
What is epidemiological triangle of diseases?
The Epidemiologic Triangle The Centers for Disease Control and Prevention (CDC) defines an outbreak or epidemic as “the occurrence of more cases of disease, injury, or other health condition than expected in a given area or among a specific group of persons during a specific period.” When investigatRead more
The Epidemiologic Triangle
The Centers for Disease Control and Prevention (CDC) defines an outbreak or epidemic as “the occurrence of more cases of disease, injury, or other health condition than expected in a given area or among a specific group of persons during a specific period.” When investigating how a disease spreads and how to combat it, the epidemiologic triangle can be an invaluable tool. The epidemiologic triangle is made up of three parts: agent, host and environment.
Agent:
The agent is the microorganism that actually causes the disease in question. An agent could be some form of bacteria, virus, fungus, or parasite.
Host:
The agent infects the host, which is the organism that carries the disease. A host doesn’t necessarily get sick; hosts can act as carriers for an agent without displaying any outward symptoms of the disease. Hosts get sick or carry an agent because some part of their physiology is hospitable or attractive to the agent.
Environment:
See lessOutside factors can affect an epidemiologic outbreak as well; collectively these are referred to as the environment. The environment includes any factors that affect the spread of the disease but are not directly a part of the agent or the host. For example, the temperature in a given location might affect an agent’s ability to thrive, as might the quality of drinking water or the accessibility of adequate medical facilities.
What are the uses of Epidemiology?
Epidemiology is the only way of asking some questions in medicine, one way of asking others (and no way at all to ask many). Seven ‘uses' of epidemiology have been described: 1. In historical study of the health of the community and of the rise and fall of diseases in the population; useful ‘projectRead more
Epidemiology is the only way of asking some questions in medicine, one way of asking others (and no way at all to ask many). Seven ‘uses’ of epidemiology have been described:
1. In historical study of the health of the community and of the rise and fall of diseases in the population; useful ‘projections’ into the future may also be possible.
2. For community diagnosis of the presence, nature and distribution of health and disease among the population, and the dimensions of these in incidence, prevalence, and mortality; taking into account that society is changing and health problems are changing.
3. To study the workings of health services. This begins with the determination of needs and resources, proceeds to analysis of services in action and, finally, attempts to appraise. Such studies can be comparative between various populations.
4. To estimate, from the common experience, the individual’s chances and risks of disease.
5. To help complete the clinical picture by including all types of cases in proportion; by relating clinical disease to the subclinical; by observing secular changes in the character of disease, and its picture in other countries.
6. In identifying syndromes from the distribution of clinical phenomena among sections of the population.
7. In the search for causes of health and disease, starting with the discovery of groups with high and low rates, studying these differences in relation to differences in ways of living; and, where possible, testing these notions in the actual practice among populations.
See lessWhat are the difference between endemic and pandemic?
ENDEMIC: A disease outbreak is endemic when it is consistently present but limited to a particular region. This makes the disease spread and rates predictable. Malaria, for example, is considered endemic in certain countries and regions. PANDEMIC: The World Health Organization (WHO) declares a pandeRead more
ENDEMIC: A disease outbreak is endemic when it is consistently present but limited to a particular region. This makes the disease spread and rates predictable. Malaria, for example, is considered endemic in certain countries and regions.
PANDEMIC: The World Health Organization (WHO) declares a pandemic when a disease’s growth is exponential. This means the growth rate skyrockets, and each day cases grow more than the day prior. In being declared a pandemic, the virus has nothing to do with virology, population immunity, or disease severity. It means a virus covers a wide area, affecting several countries and populations.
See lessWhat is cohort study?
Cohort studies are a type of longitudinal study—an approach that follows research participants over a period of time (often many years). Specifically, cohort studies recruit and follow participants who share a common characteristic, such as a particular occupation or demographic similarity. During tRead more
Cohort studies are a type of longitudinal study—an approach that follows research participants over a period of time (often many years). Specifically, cohort studies recruit and follow participants who share a common characteristic, such as a particular occupation or demographic similarity. During the period of follow-up, some of the cohort will be exposed to a specific risk factor or characteristic; by measuring outcomes over a period of time, it is then possible to explore the impact of this variable (eg, identifying the link between smoking and lung cancer in the British Doctors Study.) Cohort studies are, therefore, of particular value in epidemiology, helping to build an understanding of what factors increase or decrease the likelihood of developing disease.
See lessWhat are the physical and mental characteristics of tubercular Miasmatic child?
Mental characteristics of a tubercular miasmatic child: 1. Child of the union of the syphilitic and psoric dyscrasias presents a picture of a “problem child” slow in comprehension, dull, and unable to keep a line of thought. 2. Unsocial- keep to himself and becomes sullen and morose. 3. Lack of patiRead more
Mental characteristics of a tubercular miasmatic child:
See less1. Child of the union of the syphilitic and psoric dyscrasias presents a picture of a “problem child” slow in comprehension, dull, and unable to keep a line of thought.
2. Unsocial- keep to himself and becomes sullen and morose.
3. Lack of patience and tolerance. And inability or slowness to comprehend. They find it difficult to try again and there is continuous dissatisfaction.
4. On the other hand tubercular children can also be very bright and show great keenness of intellect.
5. Memory problems, especially in children, result from a lack of tolerance and manifest as a difficulty in comprehension and retaining facts.
6. Tubercular children manifest their traits in the extreme. They may be either slow or dull and experience difficulties in comprehension or they may be very bright intelligent and alert.
7. Children desire this or that especially toys but when offered they outrightly reject them and demand something new. Student frequently changes their perhaps study.
8. Tubercular miasm is generally fearless although there is an innate fear of dogs.
9. Tubercular children may exhibit some features of cruelty through the physical and mental torture of their friends and or siblings.
Physical characteristics of a tubercular miasmatic child:
1. Body growth is disproportionate to height.
2. Emaciated.
3. Stooped shoulder with a narrow chest and depressed sternum.
4. Winged scapula, curved spine with drawn clavicles.
5. A drum belly.
6. Attractive with blond or red hair.
7. Long decline fingers and fine silky hair with white spots on nails.
8. Posterior cervical glands are enlarged.
9. Causation-
a) Suppressed foot or axillary sweat.
b) Suppressed eruptions especially ringworms.
c) Dentition.
d) Anticipation.
e) Loss of vital fluid and.
f) Exposure to damp weather.
10. Headaches- in headaches they strike knock or pound their heads with their hand or against some objects. Worse in heat and better by resting quietly, sleeping, eating, and nose bleeding.
11. Moist eczematous eruption on the scalp. With copious thick, yellow, bland pus formations.
12. Destruction of the ossicles of the ears.
13. Round, skin fair, smooth, and clear waxy smoothness of complexion.
14. Soft, glossy, long and sicken eyebrows.
15. Excessive bleeding of gums.
16. Gums recede from teeth or they are soft and spongy.
17. Club-shaped irregular teeth order decaying before they are entirely through the gums.
18. Deep prolonged cough, worse in the morning.
19. Patient easily chilled about the abdomen and had many severe bowel troubles to follow.
20. Ulceration of the umbilicus with a yellowish discharge, which smells carrion-like offensive.
21. Hernia due to the lack of tone in the muscular system.
22. Saucer-shaped abdomen.
23. Intolerance to cow’s milk.
24. Least exposure to cold brings on diarrhea.
25. Stools are Ashy or grey in color showing a lack of bile matter.
26. Musty- moldy smell children.
27. Aggravation-
a) Exposure to cold.
b) Sitting in a draft.
c) Becoming fatigued.
d) Mental excitement or exertion.
e) Overeating & overwork.
f) Early morning.
g) From a warm room.
h) Evening till midnight.
i) Rest & standing.
j) Before and during a thunderstorm.
k) Weather changes.
l) Warm damp weather.
m) Rainy weather.
n) After sleep.
o) Before breakfast.
p) Uncovering.
q) Scratching.
r) Studding.
s) Bathing.
t) During menses.
u) Cow’s milk, potatoes and
v) Sunset.
28. Amelioration-
a) Open air.
b) Fresh air.
c) Motion.
d) Walking.
e) Heat.
f) Heat of fire.
g) Eating.
h) Nose bleed.
i) Rest.
j) Quiet place.
k) Sleep.
l) Natural discharges.
What are the advantage to use of kent Repertory?
Scope or advantages of Kent’s Repertory: 1. This is the only Repertory that covers rubrics pertaining to mental generals, physical generals, and particulars that constitute the totality of symptoms. No others Repertory has emphasized all these sections equally. 2. The philosophy behind this RepertorRead more
Scope or advantages of Kent’s Repertory:
See less1. This is the only Repertory that covers rubrics pertaining to mental generals, physical generals, and particulars that constitute the totality of symptoms. No others Repertory has emphasized all these sections equally.
2. The philosophy behind this Repertory synchronizes with that of Dr. Hahnemann which is from generals to particulars. The general rubrics are not given first which are further modified under sub-rubrics as:
a) Location.
b) Sensation.
c) Modalities.
d) Concomitants.
e) Extension or radiation.
f) Adaptability.
g) Unexpected deviation feature.
h) Cause.
i) Alternating with.
j) Various types.
k) Onset.
l) Sensation as if. and
m) Side.
3. The mind which plays a vital role in Homoeopathic prescription has been high lightened only in this Repertory. The role of the mind in the evolution of the symptomatology of a patient has been equivocally accepted in Homoeopathic pedagogy.
4. A rich source of mental symptoms.
5. Large section on generalities.
6. More medicine than Boenninghausen’s and Boger’s Repertory.
7. Practical gradation of the medicine.
8. Rich in the cross-reference.
9. Each particular rubric is being delineated in regard to the above-mentioned characteristics as far as practicable so it is helpful for cases where there is an absence of general symptoms.
10. The arrangement of rubrics in each section is mostly anatomical and alphabetical.
11. The language is comprehensible except in the mental chapter where there are some rubrics that are not easily fathomable.
12. This Repertory is complementary to BTPB. Kent’s work is only a desirable extension of Boenninghausen.
13. Kent has evolved his own method of analysis and evolution of symptoms based upon them and some thought he has formulated for his Repertory. So one who analyses and evaluates the case as per Kent’s method, finds Kent’s Repertory easier to handle and to work out.
14. As it has encompassed all the anatomical parts, organs, and systems of the body it is very useful for prescribing for acute diseases.
15. It is useful for repertorisation on the basis of eliminating rubrics.
16. Kent’s final arrangement of the Repertory is novel in the respect that he has collected all the particulars with their modalities separately.
17. Dr. A. H. Grimmer says Kent’s Repertory is best adapted to meet the requirement of the Homoeopathic prescriber for the following reasons:
a) Kent is the only unbridged Repertory.
b) By reason of a later edition it is the most recent and therefore contains remedies in relation to symptoms not found elsewhere.
c) Its construction confirms to the Hahnemannian concept of the totality of the patient in that the arrangement of rubrics is from general to particular.
18. A long index helps for the neophytes to find the rubrics.
19. It brings a lot of poly-crest remedies.
20. It brings new drugs.
21. This Repertory is handy to use.
22. This Repertory contains perhaps a large number of rubrics.
23. This Repertory is expansible.
24. Pierre Schmidt says “this is a golden book.”
25. This book has fingerprints.
26. Each rubric contains a maximum number of characters so there is a large number of rubrics.
27. Concomitants have been delineated in individual chapters.
28. All rubrics have been discussed from generals to particulars. Hence it justifies the theory of “Individualization”.
What are the disadvantage of kent repertory?
Disadvantages or Limitations of kent’s repertory: 1. Dr. kent in his attempt to complete each symptom under location, sensation, modalities, and concomitant has utterly failed. 2. Most of the rubrics are not complete under those headings hence the physician fails to get the desired result. 3. The nuRead more
Disadvantages or Limitations of kent’s repertory:
See less1. Dr. kent in his attempt to complete each symptom under location, sensation, modalities, and concomitant has utterly failed.
2. Most of the rubrics are not complete under those headings hence the physician fails to get the desired result.
3. The number of medicines mentioned against a particular rubric/ sub rubrics at many places is scanty and thereby misleads the practitioner.
4. In some parts the rubrics are overgeneralized (mind) or overparticularised (extremities).
5. There is a dearth of concomitant symptoms.
6. Extremities though unimportant from the philosophical point of view occupy the largest section.
7. Mental symptoms are overgeneralized, though very important for the prescription.
8. Underneath the general rubrics, especially in the section particulars, kent has not given sufficient modifications as regards time/ circumstance/ extension, etc. while these criteria are fulfilled under the sub-rubrics.
9. Medicine mentioned under a sub-rubric is often found missing under the main rubrics.
10. Kent though gives importance to pathological changes in his evaluation of symptoms and has mentioned them in his repertory. E.g. mouth, stomatitis, ulcerative/ extremities, arthritic, nodosities.
11. Confusing rubrics:
a) Exertion of vision- whether it relates to the variation of vision or of other symptoms by an exertion of vision.
b) Sighing-mind/ Sighing- respiration. But sighing under the mind implies differently from that in respiration.
12. Misplacement of rubrics:
a) Pulse under generalities.
b) Nape and posterior cervical region under back.
c) Head sinuses under nose and face.
d) Esophagus under stomach instead of throat.
e) Analgesia, chorea, convulsion, paralysis, trembling under generalities instead of the nervous system.
f) Circulatory under the chest.
g) Nervous system; the glandular system is under generalities.
h) Nervous system is also related to the spine under the back.
13. Similar/ allied rubrics appear in two or more places:
a) Meningitis- head, inflammation of meninges of & back, inflammation of cord, membranes of.
b) Dysmenorrhea:
– Genitalia, female, menses painful, dysmenorrhea.
– Abdomen, pain menses during.
– Abdomen, pain, hypogastrium, menses during.
– Genitalia, pain, uterus, menses during.
14. Rubrics appear both under particular anatomical sections and generalities. E.g. menses, perspiration.
15. Omission of:
a) a Vast number of medicines proved till date are not placed in this repertory.
b) The desired medicines under a particular rubric/sub-rubrics are lacking.
c) System- circulatory & nervous system.
16. In the chest, back, extremities, head, etc. he has not differentiated between subjective coldness, chilliness, and objective coldness.
17. Confusion still prevails in the section of the rubric for “ hot patient” and “chilly patient”.
– Hot patient- warm heat sensation of
– Chilly patient- cold in general heat, vital lack of.
18. Pathological conditions/ symptoms are found under generalities. Caries, chorea, convulsion, cyanosis, dropsy, hemorrhage & induration.
19. Printing errors.
– “ chlor instead of chlol ( paralysis painless)
– Error in spelling the name of the medicine.
– Missing medicines in printing.
– Omission in including the medicine in the index.
20. Many medicines as well as bowel nosodes have not been incorporated into this repertory.
21. Absence of important symptoms/rubrics.
22. Alphabetical arrangement of medicines under rubrics not always followed.
23. Nosodes are not well represented.
24. Absence of rubric in moon phases.
25. Limited rubrics regarding amelioration.
26. Inclusion of rubrics on location following Boenninghausen’s method although criticized by Kent.
27. Inclusion of clinical rubrics, least useful in repertorisation following Kent’s repertory.
What do you mean by syphilis disease?
Syphilis diseases: syphilis is a sexually transmitted infection caused by the bacterium treponema pallidum. It produces infection only in humans. it is a systemic venereal disease, rarely transmission is by non-sexual contact. It has two phages: 1. Acquired syphilis. 2. Congenital syphilis. a) AcquiRead more
Syphilis diseases: syphilis is a sexually transmitted infection caused by the bacterium treponema pallidum. It produces infection only in humans. it is a systemic venereal disease, rarely transmission is by non-sexual contact. It has two phages:
1. Acquired syphilis.
2. Congenital syphilis.
a) Acquired syphilis: (it has three phages)
See less1. Primary stage of syphilis- usually develops 3 (2-10) weeks after contact with an infected individual. Hard chancer is formed at the site of contact (firm, non-tender, red popular lesion and ulcer formation).
2. The inflammation is characterized by lymphocytes, a large number of plasma cells, macrophages, and obliterative endarteritis. They spread to regional lymph nodes and seed the body via the blood. The chancer heals spontaneously (even without treatment).
3. Secondary stage of syphilis- it develops 2-10 weeks after primary chancre. Symptoms:
a) Fever.
b) Diffuse rash (palmar and solar rash).
c) White oral lessons.
d) Lymphadenopathy.
e) Condyloma latum (flat papules in warm moist areas. e.c anus).
f) Mucosal ulcer affects the genitals, mouth, pharynx, and larynx.
g) Even without treatment lesions resolve spontaneously.
h) The disease enters a latent phage.
i) May relapse during the first 2 years.
4. Tertiary stage 🙁 it occurs a year after the primary lesion). There is an active inflammatory lesion
a) Syphilitic aortitis; aortic regurgitation; aneurysm.
b) Neurosyphilis; meningovascular; tabes dorsalis, general paresis.
c) Gumma ( granuloma); heper lobatum; gumma of testes, skin, bone.
b) Congenital syphilis.
1. Infected mother.
2. Transplacental transmission of Treponema Pallidum to the baby in the uterus or during birth.
3. Newborns baby will typically not develop a primary syphilis chancer but may present with signs of secondary syphilis (generalized body rash; syphilitic rhinitis.
4. If non-treated (Miscarriage; premature birth; stillbirths or death in newborn).
5. If non-treated but symptoms develop later (fever; rash; an enlarged liver and spleen; skeletal abnormalities; Hutchinson’s teeth; deafness; prominence of the brow rings; hard palate; interstitial keratitis; protruding mandible; saddle nose; short maxilla; narrowing of the little finger; musculoskeletal deformities; pseudoparalysis.
6. If untreated Homoeopathically during pregnancy of the mother congenital deformity may result in children.