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Home > Chromosomal Abnormalities and Epstein Barr Virus in Acute Lymphoblastic Leukemia in Children

Chromosomal Abnormalities and Epstein Barr Virus in Acute Lymphoblastic Leukemia in Children

Thesis Info

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Author

Nizamani, Ghulam Shah

Program

PhD

Institute

Isra University

City

Hyderabad

Province

Sindh

Country

Pakistan

Thesis Completing Year

2016

Thesis Completion Status

Completed

Subject

Hematology

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/13420/1/Ghulam_Shah_Nizamani_Hematology_2016_HSR_ISRA_Hyd.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676725723445

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Background: Acute lymphoblastic leukemia (ALL) is a disease typically characterized by the accumulation of immature abnormal lymphoid progenitor cells (lymphoblasts) in the bone marrow, which have abnormal proliferation and differentiation. A number of acquired chromosomal abnormalities arising from translocations, deletions, duplications and inversions have been identified in 80% of childhood and 79% of adulthood ALL. 1. Objectives of Study: To determine the frequency of chromosomal abnormalities in children suffering from ALL, To evaluate structural and numerical chromosomal abnormalities in patients with ALL, To find out the frequency of Epstein Barr Virus in ALL cases. Subjects and Methods: An observational study was conducted at the Liaquat University of Medical and Health Sciences, Jamshoro and Isra University Hospital, Hyderabad. 100 diagnosed childhood ALL cases were selected through non-probability purposive sampling according to inclusion and exclusion criteria. The Blood samples were collected in bottles containing Ethylene diamine tetra acetic acid (EDTA) as an anticoagulant and were processed on automatic hematoanalyzer, Sysmex KX 21. Fixed cell suspensions prepared from diagnostic bone marrow. For routine cytogenetic analysis and FISH, samples were obtained from the diagnosed cases of acute lymphoblastic leukemia. Methods for detecting EBV infection were based on RT-PCR. The data was analyzed on SPSS version 21.0 (IBM, Corporation, USA) and Microsoft excel. The continuous variables were presented as mean ± SD and analyzed using student’s t-test. Categorical variables were analyzed by Chi-square test and results were presented as frequencies and percentages. Data was presented in tables, graphs and charts. P-value of significance was taken at ≤0.05. Results: Numerical and structural chromosomal abnormalities were noted in 69% and 60% of cases respectively (p=0.001). Chromosomal ploidy showed Diploidy and Aneuploidy in 29% and 69% of cases respectively (p=0.0001). Hyperploidy, hypoploidy and pseudoploidy were noted in 51%, 6% and 12% of cases respectively (0.001). Chromosomal structural abnormalities noted were; t (12; 21)(p13; q22) t(9;22)(q34;q11), t(8;14)(q24;q32), t(5;14)(q31;q32), t(17;19)(q22;q13), t (7;11) (q35; q13), t (1;7) (p32; q35), t (7;19) (q35; p13), t(1;19)(p13;q23), t(8;22)(q24;q11) and unknown 13%. Ph + chromosome (t (9; 22) (q34; q11) was noted in 6% of cases and EBV in 19% of total study population Conclusion: ALL cases are characterized by leukocytosis and anemia. Epstein Barr Virus was found in 19% childhood ALL in present study. Present study shows good prognostic cytogenetic abnormalities like hyperdiploidy and t (12; 21)(p13; q22) in Pakistani children with ALL and frequency of poor prognostic cytogenetic aberrations like hypoploidy and t (9; 22) (q34; q11.2) is comparable to previous studies.
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آرزوؔ لکھنوی

آرزوؔ لکھنوی
جناب آرزوؔ جلال لکھنوی کے جانشین اور اردو زبان و ادب کے ماہر و محقق تھے اس پر ان کی نگاہ بڑی وسیع تھی، انہوں نے اردو شاعری میں زبان کی سادگی و سہولت یا موجودہ اصطلاح میں ہندوستانیت کا نیا نمونہ قائم کیا، وہ حتی الامکان عربی اور فارسی کے مشکل الفاظ اور ترکیبوں سے پرہیز اور خالص ہندوستانی الفاظ استعمال کرتے تھے، جن شعراء نے ان کی تقلید کی کوشش کی وہ کامیاب نہ ہوسکے اور ان کی شاعری یا ہندی کوتاہ بن گئی یا بے رنگ و بے مزہ ہوگئی، آرزو کی یہ خصوصیت تھی کہ انہوں نے زبان کی ہندوستانیت کے ساتھ اردو شاعری کا آب ورنگ اور اس کی دلآویزی قائم رکھی، جو زبان پر ان کی غیر معمولی قدرت کا ثبوت ہے، انہوں نے اپنے کلام کے کئی مجموعے فغانِ آرزو، جہان آرزو، اور سریلی بانسری یادگار چھوڑے ہیں، ان دونوں اساتذہ کے بعد لکھنو پرانی یادگار سے خالی ہوگیا، بلکہ ان پر اس دورہی کا خاتمہ ہوگیا ، اﷲ تعالیٰ ان کی مغفرت فرمائے۔
(شاہ معین الدین ندوی، مئی ۱۹۵۱ء)

 

INVESTIGATING THE BINGE-WATCHING BEHAVIOR ON INSOMNIA AND OBESITY AMONG GENERATION Z

Background and Aims: The study identified the risks of increased screen time on generation z considering two parameters i.e., insomnia and obesity and the moderating role of self-control. Methodology: A cross-sectional study was conducted by convenient sampling technique. The survey only included people who were born between 1997 and 2002. The analysis of the effects of variables took into account only a few parameters.  Discriminant validity and convergent validity was used to check reliability and validity while path coefficient analyzed the hypothesis. Results: Binge-watching has positive significant impact on insomnia and obesity (p<0.05), and the self-control strongly effect the relationship of binge-watching, obesity and insomnia as a moderator (p<0.05). Conclusion: Binge-watching caused insomnia and obesity while self-control in direct relation to obesity and insomnia controlled the prevalence rate. The moderating role of self-control showed that insufficiency of self-control during binge-watching led to obesity and insomnia. The outcome indicated that Generation Z needs to be encouraged to practice self-control through public health initiatives, social media, seminars, workshops, etc. At the same time, people need to be made aware of how binge-watching affects their health. Keywords: Insomnia, obesity, self-control, screen time, technology, mortality, exercise.

He Educational Movements in Khyber Pakhtunkhwa With Special Refernce to Anjuman-I-Islahul Afaghina 1901-1947

Anjuman-i-islahul Afaghina was an educational, social, intellectual and political awakening movement often strived for the reformation of the Pakhtun society before partition. The educational services offered by the Anjuman contributed in quantity and quality to the disadvantaged Pakhtuns of the North West Frontier province, now Khyber Pakhtunkhwa. The literacy ratio of the province enhanced by 0.9 % between 1921 and 1931 after the establishment of the Anjuman-i- Islahul Afaghina in 1921, which was phenomenal at that time. The previous decade showed a decline in the literacy rate. Apart from its quantified goal, that it achieved, qualitative enrichment visualized in the form of creative learning. After the merge of the Anjuman in Khudai Khidmatgar movement in 1931 at its annual meeting, a new era of educational paradigm started in shape of education through non- formal mode. The Khudai Khidmatgar movement, innovative in approach, attained formidable success in educating the masses. Its awakening effort resulted in two consecutive wins for it in the general election of the province in 1937 and 1946. However, the regime foe, as usual, to its birth, de seated them twice. They, preliminary, were given ministries and not the government. The movement hosted a new theory of leadership attainable through training. Similar is the case with administration, management and supervision of an educational entity, to which ‘leadership training’ can add an organizational excellence. No doubt, the foe of the movement, the locals, and regimes across the Durand line, made extra ordinary barriers to it. However, the history upon the Pakhtuns, will preserve it, for the rest of the time. Its intellectual worth is sublime. The prose, poetry and other dictions of the Pashtu literature developed incredibly during the movement. The Pashtu drama, jingoistic poetry, poetic competitions, stage dramas, Azad Poems, trip writings and poetic associations, all have genetic roots in the movement. The Anjuman established more than 104 Azad schools in the entire province with some of them in tribal territories too. The number of students instructed from the schools was more than 9200, who was educated by more than 546 teachers. Half of the schools were forced to shut down, as a result of massive brutal treatment of the regime after the 1930 massacre of the Qissa Khwani Peshawar. The efforts, however, we’re not able to exhibit some of the schools in black and white, to the heritage of the history.