Interactions With The Environment
Parainfluenza viruses last only a few hours in the environment and are inactivated by soap and water. Furthermore, the virus can also be easily destroyed using common hygiene techniques and detergents, disinfectants and antiseptics.
Environmental factors which are important for hPIV survival are pH, humidity, temperature and the medium the virus in found within. The optimal pH is around the physiologic pH values (7.4 to 8.0), whilst at high temperatures (above 37°C) and low humidity, infectivity reduces.
The majority of transmission has been linked to close contact, especially in nosocomial infections. Chronic care facilities and doctors surgery’s are also known to be transmission 'hotspots' with transmission occurring via aerosols, large droplets and also fomites (contaminated surfaces).
The exact infectious dose remains unknown.
Read more about this topic: Human Parainfluenza Viruses
Famous quotes containing the words interactions with the, interactions with, interactions and/or environment:
“Whereas children can learn from their interactions with their parents how to get along in one sort of social hierarchy—that of the family—it is from their interactions with peers that they can best learn how to survive among equals in a wide range of social situations.”
—Zick Rubin (20th century)
“Whereas children can learn from their interactions with their parents how to get along in one sort of social hierarchy—that of the family—it is from their interactions with peers that they can best learn how to survive among equals in a wide range of social situations.”
—Zick Rubin (20th century)
“Whereas children can learn from their interactions with their parents how to get along in one sort of social hierarchy—that of the family—it is from their interactions with peers that they can best learn how to survive among equals in a wide range of social situations.”
—Zick Rubin (20th century)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)