“At our Ayurveda world, we thrive on strong networks – from skilled practitioners to cutting-edge research – ensuring holistic care. We also give back to the community with free treatments and partnerships.”

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Cultivation of medicinal plants for production of raw materials for industries can be taken up as an alternative land use system or mixed cropping system on existing farm and forestry lands. To promote cultivation of medicinal plants, Central Institute of Medicinal and Aromatic Plants (CIMAP) has developed a number of high yielding varieties, worked out agro-technologies and processing technologies for them. Profitable cultivation of medicinal plants can be practiced by farmers/ companies/ entrepreneurs along with traditional agricultural horticultural crops as sole crops, intercrops, sequential crops etc. They can be profitably intercropped in plantations/ orchards. Medicinal plants are a source of biomolecules with therapeutic potential and as a lead to develop new drugs. Herbal medicines are considered as safer, better physiological compatibility and cost-effective. India is a gold mine of medicinal plants and a rich repository of traditional medicinal knowledge. Demand for the medicinal plant is increasing with expansion in human needs, numbers and trade purpose. Plants are mostly collected from wild sources that may pose a serious situation, along with this loss of biodiversity and forest is another major concern for sustainable supply of medicinal plants in the future. With the increased realization that many species are collected from wild sources and being over-exploited, agencies (private/public) are recommending bringing the important medicinal plants into cultivation systems. Cultivation of medicinal plant can decrease the amount to which wild populations are harvested, it will also help to preserve plant species from extinction and will promote socio-economic growth. This chapter deals with the medicinal importance and cultivation of yam, sarpagandha, opium, periwinkle, aloe, guggal, belladonna, nux vomica, medicinal solanum, aonla/amla, senna, isubgol, stevia, coleus, acorus, and ocimum.

Medicinal plants are valuable natural resources. A data base relating the use of traditional veterinaty and human medicinal plants in the world. The goal of AMDRF data bank is to summarize from about 1000 scientific publications the use of traditional medicinal plant devoted for traditional human medicine and traditional veterinary medicine. Phytochemicals of medicinal plants encompass a diverse chemical space for drug discovery. India is rich with a flora of indigenous medicinal plants that have been used for centuries in traditional Indian medicine to treat human maladies. A comprehensive online database on the phytochemistry of Indian medicinal plants will enable computational approaches towards natural product based drug discovery. In this direction, we present, IMPPAT, a manually curated database of 1742 Indian Medicinal Plants, 9596 Phytochemicals, And 1124 Therapeutic uses spanning 27074 plant-phytochemical associations and 11514 plant-therapeutic associations. Notably, the curation effort led to a non-redundant in silico library of 9596 phytochemicals with standard chemical identifiers and structure information. Using cheminformatic approaches, we have computed the physicochemical, ADMET (absorption, distribution, metabolism, excretion, toxicity) and drug-likeliness properties of the IMPPAT phytochemicals. We show that the stereochemical complexity and shape complexity of IMPPAT phytochemicals differ from libraries of commercial compounds or diversity-oriented synthesis compounds while being similar to other libraries of natural products. Within IMPPAT, we have filtered a subset of 960 potential druggable phytochemicals, of which majority have no significant similarity to existing FDA approved drugs, and thus, rendering them as good candidates for prospective drugs. IMPPAT database is openly accessible at: https://cb.imsc.res.in/imppat.

You don’t have to be only Doctor or Nurse to save lives. The Nepal Red cross Society blood transfusion service is always looking for blood donors to provide blood for the patients .Blood donors can come from all areas of life.If you are feeling fit and healthy, aged between 18 and 65, and weight at least 50kg the chances are you can save a life by giving blood. Blood donation camp can be held in different places or can be donated directly at the Red Cross Center Kathmandu. Why Donate Blood?

• Till date there no substitute for blood. Only donated blood can provide adequate supply of blood to save life of those who need it. You give a second chance to someone unknown to you. Sometimes it one who need blood could be a friend, family member or yourself.
• Whenever you donate blood, the body can easily replenish the lost blood within 24-48 hours. Hence you are welcoming new blood into your body. In that way there no loss.
• Donating blood helps to maintain iron content in blood.
• Whenever you donate you will be losing excess cholesterol accumulated in blood. Hence reducing the proximity of Heart Attacks.
• A one unit of donated blood can save upto 3 people when supplied into three different components as Red blood cells, Fresh frozen plasma and Platelet concentrate/platelet rich plasma.
• A self fulfillment for a lifetime of saving a person life during emergency.

Interactive teaching is all about instructing the students in a way they are actively involved with their learning process. There are different ways to create an involvement like this. Most of the time it’s through

• teacher-student interaction
• student-student interaction
• the use of audio, visuals, video
• hands-on demonstrations and exercises

Interactive Classroom Activities Students learn through their participation in the attainment of knowledge by gathering information and processing it by solving problems and articulating what they have discovered. Each activity below provides students with opportunities to deepen their learning by applying concepts and articulating new knowledge and many of these activities also provide the instructor feedback about the students’ learning. Entry/Exit Tickets Entry & Exit tickets are short prompts that provide instructors with a quick student diagnostic. These exercises can be collected on 3”x5” cards, small pieces of paper, or online through a survey or course management system.

• Entry tickets focus student attention on the day’s topic or ask students to recall background knowledge relevant to the day’s lesson: e.g., “Based on the readings for class today, what is your understanding of ___________?”
• Exit tickets collect feedback on students’ understanding at the end of a class and provide the students with an opportunity to reflect on what they have learned. They can be helpful in prompting the student to begin to synthesize and integrate the information gained during a class period. For example, a muddiest point prompt: “What was the muddiest point in today’s class?” or “What questions do you still have about today’s lecture?”.

Advantages of entrance and exit tickets include: participation of each student, prompt for students to focus on key concepts and ideas, a high return of information for the amount of time invested, important feedback for the instructor that can be useful to guide teaching decisions (e.g., course pacing, quick clarification of small misunderstandings, identification of student interests and questions). Free Writing/Minute Paper/Question of the Day Exercise These are activities that prompt students to write a response to an open question and can be done at any time during a class. Writing activities are usually 1-2 minutes, and can focus on key questions and ideas or ask students to make predictions. These activities give students the opportunity to organize their own thoughts, or can be collected by the teacher to gain feedback from the students. Advantages include developing students’ abilities to think holistically and critically, and improving their writing skills. Ice Breakers Ice Breakers are low-stakes activities that get students to interact and talk to each other, and encourage subsequent classroom interactions. They can be useful at the beginning of the semester: for example, asking students to introduce themselves to each other and what they would like to learn in the course. Advantages of icebreakers include: participation of each student, the creation of a sense of community and focusing students’ attention on material that will be covered during the class period. Think–Pair–Share This type of activity first asks students to consider a question on their own, and then provides an opportunity for students to discuss it in pairs, and finally together with the whole class. The success of these activities depends on the nature of the questions posed. This activity works ideally with questions to encourage deeper thinking, problem-solving, and/or critical analysis. The group discussions are critical as they allow students to articulate their thought processes. The procedure is as follows:

1. Pose a question, usually by writing it on the board or projecting it.
2. Have students consider the question on their own (1 – 2 min).
3. Then allow the students form groups of 2-3 people.
4. Next, have students discuss the question with their partner and share their ideas and/or contrasting opinions (3 min).
5. Re-group as a whole class and solicit responses from some or all of the pairs (3 min).

Advantages of the think-pair-share include the engagement of all students in the classroom (particularly the opportunity to give voice to quieter students who might have difficulty sharing in a larger group), quick feedback for the instructor (e.g., the revelation of student misconceptions), encouragement and support for higher levels of thinking of the students. Case Studies and Problem-Based Learning Case studies are scenarios that apply concepts learned in class to a “real-life” situation. They are usually presented in narrative form and often involve problem-solving, links to course readings or source materials, and discussions by groups of students, or the entire class. Usually, case studies are most effective if they are presented sequentially, so that students receive additional information as the case unfolds, and can continue to analyze or critique the situation/problem. Guiding questions lead students through the activity. The questions should be designed to develop student’s critical thinking by asking students to distinguish between fact and assumptions, and critically analyze both the process they take in solving the case study as well as the solution itself. Example questions include:

• What is the situation? What questions do you have?
• What problem(s) need to be solved? What are some solution strategies? Evaluate pros/cons and underlying assumptions of these strategies.
• What information do you need? Where/how could you find it?
• What criteria will you use to evaluate your solution?

There are many collections of case studies publically available in a variety of disciplines. Problem-based learning activities are similar to case studies but usually focus on quantitative problems. In some cases the problems are designed to introduce the material as well as provide students with a deeper learning opportunity. The advantages of problem-based learning activities and case studies include developing students problem solving and decision making skills, develop student’s critical thinking skills encouraging critical reflection and enabling the appreciation of ambiguity in situations. Debate Engaging in collaborative discourse and argumentation enhances student’s conceptual understandings and refines their reasoning abilities. Stage a debate exploiting an arguable divide in the day’s materials. Give teams time to prepare, and then put them into argument with a team focused on representing an opposing viewpoint. Advantages include practice in using the language of the discipline and crafting evidence-based reasoning in their arguments. Interview or Role Play Members of the class take the part or perspective of historical figures, authors, or other characters and must interact from their perspective. Breakdown the role play into specific tasks to keep students organized and to structure them so that the content you want to cover is addressed. Preparation work can be assigned for outside of class, so clearly communicating your expectations is essential. Advantages include motivation to solve a problem or to resolve a conflict for the character, providing a new perspective through which students can explore or understand an issue and the development of skills, such as writing, leadership, coordination, collaboration and research. Interactive Demonstrations Interactive demonstrations can be used in lectures to demonstrate the application of a concept, a skill, or to act out a process. The exercise should not be passive; you should plan and structure your demonstration to incorporate opportunities for students to reflect and analyze the process.

1. Introduce the goal and description of the demonstration.
2. Have students think-pair-share (see above) to discuss what they predict may happen, or to analyze the situation at hand (“pre-demonstration” state or situation).
3. Conduct the demonstration.
4. Students discuss and analyze the outcome (either in pairs/small groups, or as a whole class), based on their initial predictions/interpretations.

Advantages of interactive demonstrations include novel visualizations of the material and allowing students to probe their own understanding by asking if they can predict the outcome of the demo. They are also a venue for providing applications of ideas or concepts. Jigsaw A Jigsaw is a cooperative active learning exercise where students are grouped into teams to solve a problem or analyze a reading. These can be done in one of two ways – either each team works on completing a different portion of the assignment and then contributes their knowledge to the class as a whole, or within each group, one student is assigned to a portion of the assignment (the jigsaw comes from the bringing together the various ideas at the end of the activity to produce a solution to the problem). In a jigsaw the activity must be divided into several equal parts, each of which is necessary to solving a problem, or answering a question. Example activities include implementing experiments, small research projects, analyzing and comparing datasets, and working with professional literature. The advantages of the jigsaw include the ability to explore substantive problems or readings, the engagement of all students with the material and in the process of working together, learning from each other, and sharing and critical analyzing a diversity of ideas

AMDRF, in collaboration with local governments and NGOs, sponsors free health camps in rural and disaster affected regions of Nepal. We sponsor 1–3 camps each month, prioritizing communities those newly affected by natural disasters. Communities and Partners Free health camps are initiated when AMDRF is invited to villages by communities in need. Our local partner organizations obtain legal consent from local authorities, then an AMDRF program team visits the community to analyze the situation and approve a health camp. These health camps are set up in schools and other village buildings and staffed by Nepali physicians, medical consultants, paramedics, and nurses. Services Provided Each free health camp is tailored to meet the community’s specific needs, and in addition to free check-ups and health education, medication, contraceptives, or dental hygiene supplies are provided as appropriate. Depending on the communities’ needs, services offered during these health camps may include:

• General medicine
• Pediatrics
• OB/GYN
• Eye exams
• Dentistry
• Orthopedics
• ENT (ear, nose, and throat)

Challenges

• Accessing remote villages
• Lack of up-to-date healthcare facilities in remote areas
• Finding local Nepalese doctors and medical professionals to staff rural health camps