anemia can affect anyone, but women are at greater risk for this condition. in women, iron and red blood cells are lost when bleeding occurs from very heavy or long periods ( menstruation ). anemia is common in pregnancy because a woman needs to have enough red blood cells to carry oxygen around her body and to her baby. so it ' s important for women to prevent anemia before, during and after pregnancy. women will probably be tested for anemia at least twice during pregnancy : during the first prenatal visit and then again between 24 and 28 weeks. causes of anemia usually, a woman becomes anemic ( has anemia ) because her body isn ’ t getting enough iron. iron is a mineral that helps to create red blood cells. about half of all pregnant women don ’ t have enough iron in their body ( iron deficiency ). in pregnancy, iron deficiency has been linked to an increased risk of preterm birth and low birthweight. illness or disease some women may have an illness that causes anemia. diseases such as sickle cell anemia or thalassemia affect the quality and number of red blood cells the body produces. if you have a disease that causes anemia, talk with your health provider about how to treat anemia. signs of anemia anemia takes some time to develop. in the beginning, you may not have any signs or they may be mild. but as it gets worse, you may have these symptoms : - fatigue ( very common ) - weakness ( very common ) - numbness or coldness in your hands and feet - low body temperature - pale skin - rapid or irregular heartbeat - shortness of breath - chest pain - not doing well at work or in school because your heart has to work harder to pump more oxygen - rich blood through the body, all of these signs and symptoms can occur. getting enough iron before getting pregnant, women should get about 18 milligrams ( mg ) of iron per day. during pregnancy, the amount of iron you need jumps to 27 mg per day. most pregnant women get this amount from eating foods that contain iron and taking prenatal vitamins that contain iron. some women need to take iron supplements to prevent iron deficiency. you can help lower your risk of anemia by eating foods that contain iron during your entire pregnancy. these foods include : - poultry ( dark meat ) - dried fruits ( apricots, prunes, figs, raisins, dates ) - iron - fortified cereals, breads


by eating foods that contain iron during your entire pregnancy. these foods include : - poultry ( dark meat ) - dried fruits ( apricots, prunes, figs, raisins, dates ) - iron - fortified cereals, breads and pastas - whole grains - blackstrap molasses - liver and other meats - seafood ( learn about the safe kinds of seafood you can eat during pregnancy ) - spinach, broccoli, kale and other dark green leafy vegetables - baked potato with skin - beans and peas - nuts and seeds foods containing vitamin c can increase the amount of iron your body absorbs. so it ' s a good idea to eat foods like orange juice, tomatoes, strawberries and grapefruit every day. coffee, tea, egg yolks, milk, fiber and soy protein can block your body from absorbing iron. try to avoid these when eating iron - rich foods. if you are anemic, your health care provider may prescribe an iron supplement. some iron supplements may cause heartburn, constipation or nausea. here are some tips to avoid or reduce these problems : - take the pills with meals. - start with small doses and work your way up to the full dose slowly. for example, try taking one pill a day for a few days, then two pills until you aren ' t bothered by that amount. increase the number of pills until you ' re taking the amount your health care provider recommends. - try different brands to see which works best for you. be sure to discuss any changes with your health care provider ahead of time. - avoid taking iron pills at bedtime. reduce constipation by drinking more water and by eating more fiber. fiber is found in whole grain foods, breakfast cereals, fruits and vegetables. april 2009


perhaps the most overlooked aspect of gardening is ph. ph is very important in hydroponic as well as regular " soil " gardening. ph is measured on a scale of 1 - 14 with 7 being " neutral ". acids are lower than 7 and alkalis ( bases ) are above 7. a plant grown in a hydroponic or soil garden must have a ph balance to the specific plant ' s optimal ph range or the plant will suffer. at best, if the ph range is not compatible with the plant, the plant will grow poorly, be more susceptible to disease, have lower yields or have blossoms that aren ' t as brilliant or fragrant. at worst, if the ph range is not compatible with the plant, " the death penalty " is the verdict. an unbalanced ph will cause a condition known as " nutrient lockout ". this is a condition where the plant loses its ability to absorb some of the essential elements required for healthy growth. when the ph of a plant is unbalanced and nutrient lockout occurs the plant mimics classic plant guide deficiencies or excesses due to certain elements being deprived from the plant. a good example is where a suffering plant has an unbalanced ph and is showing classic signs of a nitrogen deficiency ; the leaves at the bottom of the plant are yellowed and falling off. so what do you do? naturally you increase the amount of nitrogen in your nutrient solution even though it already has an adequate level. the problem is that your plant has nutrient lockout and can ' t absorb that nitrogen because of the unbalanced ph of the nutrient solution. the result is that your plant dies from nitrogen deficiency or is extremely stunted or stressed. all plants have a particular ph level that produces optimum results. this ph level varies from plant to plant, but generally most plants prefer slightly acidic growing conditions ( between 6. 0 - 6. 5 ), although most plants can still survive in an environment with a ph of 5. 0 to 7. 5. pure water has a balance of hydrogen ( h + ) and hydroxyl ( oh - ) ions and is therefore ph neutral ( ph of 7. 0 ). when the water is less than pure it can have a ph either higher or lower than 7. 0. when you are growing hydroponically checking and adjusting ph is a simple matter. checking and adjusting ph when growing in soil is more complicated and involves other procedures not covered in this article. there are several ways to check the ph of the nutrient solution in your


you are growing hydroponically checking and adjusting ph is a simple matter. checking and adjusting ph when growing in soil is more complicated and involves other procedures not covered in this article. there are several ways to check the ph of the nutrient solution in your hydroponic system. paper test strips are the most inexpensive way to check the ph of a nutrient solution with liquid ph test kits costing a little more. both of these products rely on a ph sensitive dye that changes color when dipped into or mixed with nutrient solution. the resultant color is then compared to a color chart to determine the ph range of the solution being checked. both of these products are relatively inexpensive, but can be hard to read, because the differences in colors can be subtle thus making them somewhat inaccurate and are more for ' ball parking " your ph level. other issues for color comparisons are affected by the nutrient solution being checked already being colored from the various nutrients and supplements added to the solution. the most accurate way to check ph is to use a digital meter. digital meters come in a huge array of sizes and prices and are very handy and easy to use. you simply dip the electrode into the nutrient solution for a few moments and the ph value is displayed on a lcd display. digital ph meters are very accurate and fast. they need to be cared for properly or they will quit working. the glass bulb electrode must be kept clean and wet at all times. to ensure accuracy ph meters should be calibrated on a regular basis, as the meters can " drift ". the tip needs to be stored in an electrode storage solution or in a buffer solution. the tip should never be allowed to dry out. several products used by the hobby gardener to adjust ph can be found at your local hydroponic supply store. the ph adjusters are diluted to a level that is reasonably safe and easy to use. many of the products have phosphoric acid ( to lower ph ), and potassium hydroxide ( to raise ph ). both of these chemicals are relatively safe, although they can cause burns and should never come in contact with the eyes. always add the nutrients and supplements to the water before checking and adjusting the ph of your nutrient solution. the nutrients lower the ph of the water due to its elemental makeup. after adding nutrients and supplements and mixing the solution, check the ph using. if the ph needs to be adjusted, add the appropriate adjuster. use small amounts of ph adjuster until you get familiar with the process. recheck the ph and repeat the above


- join over 1. 2 million students every month - accelerate your learning by 29 % - unlimited access for just £4. 99 per month personality and motivation in sport are you in the right place? jump to physical education and see how teachers think you should prepare in : the first 200 words of this essay... personality is a mixture of a person ' s traits and characteristics which make them different from everyone else. sports performers personalities ' may widely vary or be very similar. when describing their personality, just listing characteristics is not always 100 % accurate. this is because their characteristics may be different when not playing sports. for example, eric cantona may only be aggressive when on the football pitch and not in his everyday life. because of this, hollander then designed a structure of personality which was split into 3 layers : 1. psychological core - true beliefs and values 2. typical responses - normal response to a situation. 3. role - related behaviour - response is affected by the social environment the person is in. these can also be shown on a diagram like this : structure of personality example - theo walcott. another way in which sports psychologists differentiate between sports personalities is with the trait approach. two psychologists, cattell and eyesnck, found what you ' re looking for? - start learning 29 % faster today - over 150, 000 essays available - just £4. 99 a month not the one? we have 100 ' s more acquiring, developing & performance skill ( view all ) - btec sport 6 week training program - skill acquisition laboratory report 1 : " open and closed... - describe ' fitts and posner ' s ' phases of learning and explain... - analysing my rugby skills and elite players. - accurate identification of weaknesses - football. - define personality and how personality affects performance - a self - reflective evaluation of a paired coaching performanc... - aerobic endurance and strength training programmes - in this task i am going to name one method of training which... - part practice can beneficial for cognitive learners, the ski... " " dean hil. l media, business, ict, history and sciences. university student. " " jacqueline. modern studies and english. gcse student


heparin ( intravenous route, subcutaneous route ) original article : http : / / www. mayoclinic. com / health / drug - information / dr601931 heparin injection is an anticoagulant. it is used to decrease the clotting ability of the blood and help prevent harmful clots from forming in blood vessels. this medicine is sometimes called a blood thinner, although it does not actually thin the blood. heparin will not dissolve blood clots that have already formed, but it may prevent the clots from becoming larger and causing more serious problems. heparin is used to prevent or treat certain blood vessel, heart, and lung conditions. heparin is also used to prevent blood clotting during open - heart surgery, bypass surgery, kidney dialysis, and blood transfusions. it is used in low doses to prevent the formation of blood clots in certain patients, especially those who must have certain types of surgery or who must remain in bed for a long time. heparin may also be used to diagnose and treat a serious blood condition called disseminated intravascular coagulation. this medicine is available only with your doctor ' s prescription. in deciding to use a medicine, the risks of taking the medicine must be weighed against the good it will do. this is a decision you and your doctor will make. for this medicine, the following should be considered : tell your doctor if you have ever had any unusual or allergic reaction to this medicine or any other medicines. also tell your health care professional if you have any other types of allergies, such as to foods, dyes, preservatives, or animals. for non - prescription products, read the label or package ingredients carefully. appropriate studies performed to date have not demonstrated pediatric - specific problems that would limit the usefulness of heparin injection in children. however, because heparin contains benzyl alcohol, use in newborn babies is not recommended. appropriate studies performed to date have not demonstrated geriatric - specific problems that would limit the usefulness of heparin injection in the elderly. however, elderly patients are more likely to develop bleeding problems, which may require an adjustment in the dose for patients receiving heparin injection. | all trimesters | | c | | animal studies have shown an adverse effect and there are no adequate studies in pregnant women or no animal studies have been conducted and there are no adequate studies in pregnant women. | studies


heparin injection. | all trimesters | | c | | animal studies have shown an adverse effect and there are no adequate studies in pregnant women or no animal studies have been conducted and there are no adequate studies in pregnant women. | studies in women suggest that this medication poses minimal risk to the infant when used during breastfeeding. although certain medicines should not be used together at all, in other cases two different medicines may be used together even if an interaction might occur. in these cases, your doctor may want to change the dose, or other precautions may be necessary. when you are receiving this medicine, it is especially important that your healthcare professional know if you are taking any of the medicines listed below. the following interactions have been selected on the basis of their potential significance and are not necessarily all - inclusive. using this medicine with any of the following medicines is usually not recommended, but may be required in some cases. if both medicines are prescribed together, your doctor may change the dose or how often you use one or both of the medicines. - alteplase, recombinant - antithrombin, recombinant - dabigatran etexilate - drotrecogin alfa - ibuprofen lysine - magnesium salicylate - mefenamic acid - reteplase, recombinant - st john ' s wort using this medicine with any of the following medicines may cause an increased risk of certain side effects, but using both drugs may be the best treatment for you. if both medicines are prescribed together, your doctor may change the dose or how often you use one or both of the medicines. - coenzyme q10 - dong quai - green tea - vitamin a certain medicines should not be used at or around the time of eating food or eating certain types of food since interactions may occur. using alcohol or tobacco with certain medicines may also cause interactions to occur. discuss with your healthcare professional the use of your medicine with food, alcohol, or tobacco. other medical problems the presence of other medical problems may affect the use of this medicine. make sure you tell your doctor if you have any other medical problems, especially : - bacterial endocarditis ( heart infection ) or - bleeding problems ( eg, hemophilia ) or - hypertension ( high blood pressure ), severe or - liver disease or - major surgery ( eg, eye, brain, or spine ) or - menstrual bleeding ( periods ), heavy or


closed container that the needles cannot poke through. keep this container away from children and pets. it is very important that your doctor check you at regular visits after you leave the hospital for any problems or unwanted effects that may be caused by this medicine. if you are using the medicine at home, blood tests will be needed to check for unwanted effects. be sure to keep all appointments. do not take aspirin, ibuprofen, or other anti - inflammatory medicines ( eg, nsaids ) while you are using heparin. many nonprescription ( over - the - counter [ otc ] ) medicines and some prescription medicines contain these ingredients. check the labels of all medicines you take. there are many other medicines that may change the way heparin works or increase the chance of bleeding if they are used together with heparin. it is best to check with your doctor before taking any other medicine while you are using heparin. you may bleed and bruise more easily while you are using this medicine. stay away from rough sports or other situations where you could be bruised, cut, or injured. tell your doctor about any falls, blows to the body or head, or other injuries, since serious bleeding may occur inside the body with this medicine. be careful when using sharp objects, including razors and fingernail clippers. avoid picking your nose. if you need to blow your nose, blow it gently. check with your doctor right away if you notice any unusual bleeding or bruising ; black, tarry stools ; blood in the urine or stools ; or pinpoint red spots on your skin. be careful when using a regular toothbrush, dental floss, or toothpick. your medical doctor, dentist, or nurse may recommend other ways to clean your teeth and gums. check with your medical doctor before having any dental work done. this medicine may cause a serious type of allergic reaction called anaphylaxis. anaphylaxis can be life - threatening and requires immediate medical attention. tell your doctor right away if you have a rash ; itching ; swelling of the face, tongue, and throat ; trouble breathing ; or chest pain after you receive this medicine. this medicine may cause new blood clots to form in some people while they are receiving the medicine or after it is stopped. stop using this medicine and check with your doctor right away if you have pain in the chest, groin, or legs, especially the calves ; difficulty with breathing ; a sudden, severe headache ;


while they are receiving the medicine or after it is stopped. stop using this medicine and check with your doctor right away if you have pain in the chest, groin, or legs, especially the calves ; difficulty with breathing ; a sudden, severe headache ; slurred speech ; a sudden, unexplained shortness of breath ; a sudden loss of coordination ; or vision changes while using this medicine. make sure any doctor or dentist who treats you knows that you are using this medicine. you may need to stop using this medicine several days before having surgery or medical tests. along with its needed effects, a medicine may cause some unwanted effects. although not all of these side effects may occur, if they do occur they may need medical attention. check with your doctor or nurse immediately if any of the following side effects occur : less common - abdominal or stomach pain or swelling - back pain or backaches - bleeding from the gums when brushing teeth - blood in the urine - coughing up blood - headaches, severe or continuing - heavy bleeding or oozing from cuts or wounds - joint pain, stiffness, or swelling - menstrual bleeding, unexpected or unusually heavy - unexplained bruising or purplish areas on the skin - unexplained nosebleeds - vomiting of blood or material that looks like coffee grounds - blood under the skin ( blood blister ) at the place of injection - chest pain - chills or fever - fast or irregular breathing - irritation, pain, redness, or ulcers at the place of injection - itching and burning feeling, especially on the bottom of the feet - nausea or vomiting - numbness or tingling in the hands or feet - pain, coldness, or blue color of the skin on the arms or legs - peeling of the skin - puffiness or swelling of the eyelids or around the eyes - shortness of breath - skin color change, especially near the place of injection or in the fingers, toes, arms, or legs - skin rash, hives, or itching - tearing of the eyes - tightness in the chest - trouble with breathing after you stop using this medicine, it may still produce some side effects that need attention. during this period of time, check with your doctor immediately if you notice the following side effects : - black, tarry stools - bleeding gums - blood in the urine or stools - pain in the chest, groin, or legs, especially calves of legs - pinpoint red spots on


depression is a mental illness characterized by feelings of profound sadness and lack of interest in enjoyable activities. it may cause a wide range of symptoms, both physical and emotional. unlike a blue mood, depression can last for weeks, months, or years, and rarely subsides without treatment. find answers in our in - depth report on depression : living with depression here ’ s what you need to know about how to prevent and treat depression while you or your child is in college. depression in men is often overlooked, but it is a very serious problem. read here to find out how to recognize when an employee might have a problem with depression and what you can do to help. read one woman ' s account of her more than 40 - year struggle with depression. folic acid, the b - vitamin that is famous for its role in preventing birth defects, is now under scrutiny for its effects on another devastating condition — depression. perhaps you have a chronic or difficult problem, or maybe you feel depressed or sad. before you jump into therapy, there are important issues that you need to consider. by making the distinction between “ the blues ” and clinical depression, you can take the appropriate actions that may help improve your mood and quality of life. whether you or someone you love needs therapy, it helps to know the difference between the types of mental health professionals. treating depression ( continued ) support groups : how do they help? find out how a support group may help you and how to find the right one. after two weeks of taking accutane, an acne medication, 19 - year - old joe began experiencing fatigue, lack of motivation, sleep problems, and crying spells. he was diagnosed with depression — something his healthcare provider eventually believed was related to his use of accutane. history is filled with writers, poets, artists, musicians, composers, and other creative people who wrestled with mood disorders. but is this portrayal just a stereotype, or is there really a link between creativity and depression? which comes first — depression or chronic illness? while the connection works both ways, one thing ' s for sure : treatment can make a difference. soon your doctor may start asking more questions about your mental health. prompting these changes are innovative new recommendations from the us preventive services task force on screening for depression in adults. several medical studies have found an association between depression and a higher risk for heart complications including death. about 5 % of children and adolescents in the unites states suffer from depression. could this put them at increased risk for obesity? a


pronounced : brain an - your - ih - sym an aneurysm is an outpouching of a blood vessel wall. this can occur anywhere there are blood vessels, including in the brain. the bulging, blood - filled pocket can put pressure on parts of the brain, potentially causing symptoms. in addition, the blood vessel can rupture ( hemorrhage ). early detection and diagnosis may help prevent severe or fatal complications in some patients. many aneurysms go unnoticed for a lifetime and cause no symptoms. copyright © nucleus medical media, inc. aneurysms form in areas where the artery wall becomes thin or weak. thinning artery walls and resulting aneurysms can be caused by a number of factors. common causes include : these factors increase your chance of developing a brain aneurysm. these risk factors also increase your chance of a rupture. adults are more likely to develop an aneurysm than children. females are at slightly higher risk. tell your doctor if you have any of these risk factors : if you have any of these symptoms, do not assume it is due to a brain aneurysm. these symptoms may be caused by other conditions. tell your doctor if you have any of these : most aneurysms do not cause symptoms until they leak or rupture. a leaking or ruptured aneurysm may cause : your doctor will ask about your symptoms and medical history, and perform a physical exam. tests may include the following : talk with your doctor about the best treatment plan for you. other medical conditions ; lifestyle factors ; as well as the type, size, and location of the aneurysm will direct treatment. for a known aneurysm that is not leaking or ruptured, treatment options include the following : your doctor may need to monitor you to see if the aneurysm gets larger or begins to leak. medicines are not used to fix an aneurysm. medicines may be used to help lower blood pressure, treat pain, or stop side effects of the aneurysm, like seizures. during this procedure, a catheter is thread up to the aneurysm. coils, a special liquid, or balloons are used to fill the aneurysm and stop circulation, causing it to clot. this may need to be done more than once. surgical options include microvascular clipping or occlusion. in many cases, there is no known way to


to fill the aneurysm and stop circulation, causing it to clot. this may need to be done more than once. surgical options include microvascular clipping or occlusion. in many cases, there is no known way to prevent an aneurysm from forming. to help reduce your chances of getting a brain aneurysm or having it burst, take the following steps : the brain aneurysm foundation national institute of neurological disorders and stroke brain injury association of alberta heart and stroke foundation canada brain aneurysm foundation information website. available at : http : / / www. bafound. org / info / factors. php. accessed may 10, 2010. cerebral aneurysm. ebsco dynamed website. available at : http : / / www. ebscohost. com / dynamed /. updated may 2011. accessed may 29, 2011 kirchheimer s. subarachnoid hemorrhage. ebsco patient education reference center. available at : http : / / www. ebscohost. com / thistopic. php? marketid = 16 & topicid = 1034. published march 1, 2010. accessed april 26, 2010. mayo clinic. brain aneurysm. mayo clinic website. available at : http : / / www. mayoclinic. com / health / brain - aneurysm / ds00582. accessed october 28, 2010. national institute of neurological disorders and stroke. cerebral aneurysm fact sheet. national institute of neurological disorders and stroke website. available at : http : / / www. ninds. nih. gov / disorders / cerebral _ aneurysm / detail _ cerebral _ aneurysm. htm. updated february 3, 2010. accessed april 26, 2010. vlak m, rinkel, gabriel j, et al. trigger factors and their attributable risk for rupture of intracranial aneurysms : a case - crossover study. stroke. 2011 may 5. last reviewed june 2012 by rimas lukas, md please be aware that this information is provided to supplement the care provided by your physician. it is neither intended nor implied to be a substitute for professional medical advice. call your healthcare provider immediately if you think you may have a medical emergency. always seek the advice of your physician or other qualified health provider prior to starting any new treatment or with any questions you may have regarding a medical


intown soccer game guidelines the purpose of intown soccer is for the children to have fun and learn how to play soccer. please remember to de - emphasize winning / losing / the score. field size - 45 yards x 30 yards goal size - 3 yards games will be " 4 versus 4 " without goalkeepers for the 1st graders and " 6 versus 6 " with goalkeepers for the 2nd graders. two offensive players / two defensive players rotating every four to five minutes with equal playing time for all children - no exceptions. games are two 20 - minute halves with a 5 - minute halftime. no score is kept. shin guards and appropriate socks must be worn for all games - no exceptions. players wear soccer cleats or sneakers - no shoes / platform sneakers / or boots. players must remove all jewelry, chains, etc., before playing. no slide tackling due to the potential of injury. if a slide tackle occurs, the coaches should counsel the players to prevent further slide tackling. players will not kick the ball when someone has fallen near the ball. intown soccer is instructional. keep the emphasis on having fun and learning the game, not on winning, losing, or keeping score. each team ' s coach will referee one - half of the field. the coach will start and stop the game and assist the players in lining up for goal kicks, corner kicks, throw - ins, etc. 1st graders : no more than two adults on the field at a time. one is preferred. 2nd graders : no coaches allowed on the field. " goal kicks " are taken at the goal line after the ball has gone over the end line, and last touched by the offensive player. all players must be back approximately ten yards. the opposite team ' s defensive player takes the goal kick. the coach / referee should assist the children with where to stand and how to perform the goal kick properly. " throw - ins " are taken when the ball goes over the sideline. the opposing team ' s defensive player takes the throw - in. incorrect throw - ins will be retaken after the children have been shown how to do it correctly. " corner kicks " are taken when the ball goes out over the end line and is last touched by the defensive player. the opposite team ' s defensive player takes the corner kick. the coaches / referees should assist the children with where to stand and how to do it correctly. all players and coaches must line up and shake hands with the opposing team at the end of each game. parents should not coach from


trying to understand the cause of diabetes is like peeling an onion. not only do both activities tend to make us cry, but also as soon as we reach one layer, there ' s another one to cut through. only recently have we begun to glimpse the core. in the case of diabetes the core consists of both some little things called genes and a huge thing called the environment. finding the genes is quite a challenge on the surface, all types of diabetes have one thing in common. our bodies can ' t do a good job of using the food we eat. this is because of a disturbance of carbohydrate metabolism. below the surface of this disturbance is an insulin problem. for glucose to get into our cells, it needs insulin, which is a hormone that the beta cells in our pancreases produce. those of us who have type 1 diabetes aren ' t producing any insulin and require supplemental shots. type 2 diabetes results from two problems. our pancreases may be fatigued but they are still producing some insulin. at the same time our cells are resistant to the insulin that the beta cells are pumping out. this leads to too much glucose in our blood. but what is causing these problems with insulin? the answers are beginning to appear from genetic studies around the world. these studies show that some — but not all — of the fault lies in our genes. in fact, " diabetes is probably the most common genetic disease that we have, " says jerrold m. olefsky, m. d., of the university of california, san diego. our environment also plays a role. in other words, it ' s nature and nurture. contrary to the expectations of most researchers, genetics is more of a problem with type 2 diabetes than it is with type 1. some of the best evidence for this comes from studies of identical twins. if one identical twin has type 2 diabetes, the chance of the other twin having it is 60 to 90 percent. in contrast, if one identical twin has type 1 diabetes, the chance of the other twin developing it is about 50 percent, according to alan shuldiner, m. d., of the university of maryland school of medicine. if both of your parents have type 2 diabetes, you have about a 40 percent chance of getting it yourself, dr. shuldiner says. and if one parent has it you have about a 20 percent chance. that ' s a bit higher than the 10 to 15 cited by the genetic health web site at what is type


percent chance of getting it yourself, dr. shuldiner says. and if one parent has it you have about a 20 percent chance. that ' s a bit higher than the 10 to 15 cited by the genetic health web site at what is type 2 diabetes? for a parent or sibling with the disease. for people with type 1 the risk is about two percent if your mother has diabetes and six percent if your father or siblings have type 1 diabetes, according to what is type 1 diabetes? finally, genetic differences explain different prevalence rates for type 2 diabetes. these rates range from 5 to 8 percent for caucasians to 50 percent for pima indians in arizona, dr. shuldiner says. with all the research on genes now underway, finding the diabetes gene should be easy — if there were just one. that ' s true for only 2 to 5 percent of people with type 2 diabetes, mostly those with maturity onset diabetes of the young ( mody ) and maternally inherited diabetes and deafness ( midd ), according to m. alan permutt and andrew t. hattersley, " searching for type 2 diabetes genes in the post - genome era, " in the november issue of trends in endocrinology and metabolism. for the rest of us diabetes seems to result not only from the combined working of several genes but also from a variety of environmental factors. finding the genes is quite a challenge, as they point out. " considering that perhaps 50, 000 to 100, 000 genes might exist, their multiple forms and the fact that genetic variation in the disease might be due to many genes, each with modest effect, illustrates the magnitude of the problem in the search for t2dm genes, " they write. more and more type 2 diabetes genes are coming to light. perhaps 20 have been identified. dna sciences lists about half of these. the american diabetes association originally published this article on its web site as one of my “ about the internet ” columns. go back to home page go back to diabetes directory


woody plants of the southeastern united states, a field botany course on cd ver. 2. 0 ( wpseus ) is a computer based visual training program that helps students become experts in plant identification. it is the best way to learn plant identification. it can be used as a stand - alone learning tool, or can provide a significant boost to any course that involves plant identification. it allows students to learn plant identification in a fraction of the time that is normally required. the program does this by adapting active learning techniques from the cognitive psychology literature. wpseus uses active learning to promote holistic visual processing, the visual processing mode used by experts. active learning coupled with holistic visual processing has been shown to result in statistically significant improvement in test performance over more traditional study techniques. active learning engages the brain areas associated with visual expertise, while passive learning does not. this is the update to our award winning program woody plants of the southeastern united states : a field botany course on cd. you can watch short introductory videos of the product in use on youtube this version of the software entitles you to free downloads of tutorial scripts that teach plant identification. when loaded ( see file menus / load script ), a script puts the program in automatic mode, leading you through learning sessions designed by our experts. the mac version requires os 10. 5 or later.


central asian tapestry - weaving techniques and indo - himalayan imagery are here combined to stunning effect in this spectacular mandala, which was most likely used during an initiation ceremony at court. the donors at the bottom left are identified by tibetan inscriptions as two of khubilai khan ' s great - grandsons : tugh temur, who reigned twice as emperor between 1328 and 1332, and his brother khoshila, who reigned briefly in 1329. their respective spouses are shown at the far right. this combination of individuals helps date the work to the period between 1330 and 1332. the tapestry belongs to an indo - himalayan tradition of palace - architecture mandalas in which the principal deity, in this case yamantaka - vajrabhairava, stands in a circle within a square with gateways at the four cardinal directions and further enclosed by three additional rings. yamantaka, shown with the head of a bull, conquers yama, the lord of death, and by extension transcends death entirely. like all terrifying protectors, yamantaka takes many manifestations, a reflection of his enormous power. in this manifestation, he also embodies the powers of vajrabhairava, who has the ability to spur destruction and thereby renewal.


page 3 of 18 download applet play online a word on notation | congo, invented by a seven year old in 1982, in little more than an hour, went on to become the second most popular chess variant at the games club ' fanatic ' at twente university, the netherlands. | congo takes pride of place on the cover of david pritchard ' s ' the encyclopedia of chess variants ' ( g & p publications, p. o. box 20, godalming, surrey gu8 4yp, uk. - isbn 0 - 9524142 - 0 - 1 ). you can download this mindsports applet, which is tailored to save games played in the pit, offline. the applet shows the board with the pieces in initial position. there are two players, black and white. white begins. players move - and must move - in turn. - the object of congo is to capture the opponent ' s lion. there ' s no rule against a lion moving into check : it is simply captured. since players must move on their turn, this effectively makes stalemate a win. - the lion is the proverbial king of this jungle. with one exception he may not leave his 3x3 castle. inside he moves and captures as the king in chess. the mutual check rule : if lions face one another along an open file or diagonal, both are in check and the player whose turn it is can capture his opponent ' s lion and win. this is the exception mentioned above. with the exception of the crocodile, that cannot drown, and the lion, that cannot enter the river, pieces are subject to the following : - a piece that ends its move in the river must leave it next turn or drown. a drowned piece is removed at the end of the turn. the piece may not have moved at all, for instance because its lion had to move out of check (! ), or may have moved within the river, or even, in the monkey ' s case, out of and back into the river. in the latter cases any captures made are legal. | in the diagram the white lion cannot move to the d - file because it will be captured. anticipating that the zebra moves as the knight in chess, white must not move b2 - c4 +, because the black lion would move to the c - file, pinning it in the river where it would drown, and thus drawing the game. as it is, the game is won : in congo a lion and any piece


##2 - c4 +, because the black lion would move to the c - file, pinning it in the river where it would drown, and thus drawing the game. as it is, the game is won : in congo a lion and any piece, including a pawn, always wins against a bare lion. | in the diagram the elephant can capture the black pawn. - the zebra moves as the knight in chess. - the elephant moves one or two squares along ranks and files. the two - square move is a jump to the target - square, unaffected by intervening pieces of either color. two elephants leapfrogging a file, are known as the elephant roll. - the giraffe may move and capture jumping to the second square along ranks, files and diagonals. the move is not affected by intervening pieces of either color. in addition the giraffe may move, but not capture, using the king ' s move in chess. the circled squares are the ones onto which the giraffe may move, but not capture. - the crocodile moves as the king in chess. when on land it also controls the file towards the river, including the river square. - inside the river the crocodile controls the whole length of it. crocodiles cannot drown. - the monkey moves like the king in chess and captures a piece by jumping over it along rank, file or diagonal to the square immediately beyond, which must be vacant for the capture to take place. a monkey may - but is not obliged to - make multiple captures in the same turn. during a multiple capture it may visit a square, including river squares, more than once, but it may not jump the same piece more than once. the drowning rule only applies if it ends its move in the river. the monkey jumping the lion terminates both the move and the game, as illustrated in the diagram. congo pawns are very logical in their forward movement, less so in their abilities of retreat. yet, here it is : - a pawn moves and captures one square straight or diagonally forward. across the river it may retreat one or two squares straight backward, but it may neither capture nor jump a piece in doing so. - a pawn promotes to superpawn upon reaching the back rank. a superpawn has the additional power to move & capture one square sideways. it may now also retreat in a diagonal direction, and this ability no longer depends on its position with regard to the river. congo © demian freeling java applet ©


diskless ( 8 ) bsd system manager ' s manual diskless ( 8 ) diskless - booting a system over the network the ability to boot a machine over the network is useful for diskless or dataless machines, or as a temporary measure while repairing or re - installing filesystems on a local disk. this file provides a general description of the interactions between a client and its server when a client is booting over the network. the general description is followed by specific instructions for configuring a server for diskless sun clients. when booting a system over the network, there are three phases of in - teraction between client and server : 1. the prom ( or stage - 1 bootstrap ) loads a boot program. 2. the boot program loads a kernel. 3. the kernel does nfs mounts for root and swap. each of these phases are described in further detail below. in phase 1, the prom loads a boot program. prom designs vary widely, so this phase is inherently machine - specific. sun and motorola machines use rarp to determine the client ' s ip address and then use tftp to download a boot program from whoever sent the rarp reply. hp 300 - series machines use the hp remote maintenance protocol to download a boot program. other machines may load a network boot program either from diskette or using a special prom on the network card. in phase 2, the boot program loads a kernel. operation in this phase depends on the design of the boot program. the boot program : 2. 1 gets the client ip address using rarp. 2. 2 gets the client name and server ip address by broadcasting an rpc / bootparams / whoami request with the client ip address. 2. 3 gets the server path for this client ' s root using an rpc / bootparams / getfile request with the client name. 2. 4 gets the root file handle by calling mountd ( 8 ) with the server path for the client root. 2. 5 gets the kernel file handle by calling nfs lookup on the root file handle. 2. 6 loads the kernel using nfs read calls on the kernel file handle. 2. 7 transfers control to the kernel entry point. in phase 3, the kernel does nfs mounts for root and swap. the kernel re - peats much of the work done by the boot program because there is no stan - dard way for the boot program to pass the information it gathered on to the kernel.


the kernel does nfs mounts for root and swap. the kernel re - peats much of the work done by the boot program because there is no stan - dard way for the boot program to pass the information it gathered on to the kernel. the procedure used by the kernel is as follows : 3. 1 the kernel finds a boot server using the same procedure as described in steps 2. 1 and 2. 2 above. 3. 2 the kernel gets the nfs file handle for root using the same pro - cedure as described in steps 2. 3 through 2. 5 above. 3. 3 the kernel calls the nfs getattr function to get the last - modified time of the root directory, and uses it to check the system clock. 3. 4 if the kernel is configured for swap on nfs, it uses the same mechanism as for root, but uses the nfs getattr function to deter - mine the size of the swap area. before a client can boot over the network, its server must be configured correctly. this example will demonstrate how a sun client might be con - figured - - other clients should be similar. assuming the client ' s hostname is to be " myclient ", 1. add an entry to / etc / ethers corresponding to the client ' s ethernet address : 8 : 0 : 20 : 7 : c5 : c7 myclient this will be used by rarpd ( 8 ). 2. assign an ip address for myclient in your / etc / hosts or dns data - base : 220. 127. 116. 11 myclient 3. if booting a sun or motorola client, ensure that / etc / inetd. conf is configured to run tftpd ( 8 ) in the directory / tftpboot. if booting an hp 300 - series machine, ensure that / etc / rbootd. conf is configured properly to transfer the boot program to the client. an entry might look like this : 08 : 00 : 09 : 01 : 23 : e6 sys _ uboot # myclient see the rbootd ( 8 ) manual page for more information. 4. if booting a sun or motorola client, install a copy of the appropri - ate diskless boot loader ( such as boot from the root directory of the miros sparc tree ) in the / tftpboot directory. make a link such that the boot program is accessible by a file name


the appropri - ate diskless boot loader ( such as boot from the root directory of the miros sparc tree ) in the / tftpboot directory. make a link such that the boot program is accessible by a file name composed of the client ' s ip address in hex, a dot, and the architecture name ( all upper case ). for example : # cd / tftpboot # ln - s boot c0c5600c. sun4 some architectures, such as the sun3 and ultrasparc machines, do not append the architecture name. it this case, the name would be just c0c5600c. the name used is architecture dependent, it simply has to match what the booting client ' s prom wishes to it to be. if the client ' s prom fails to fetch the expected file, tcpdump ( 8 ) can be used to discover which filename the client is trying to read. if booting an hp 300 - series machine, ensure that the general purpose boot program sys _ uboot ( which may be called netboot. lif before in - stallation ) is installed in the directory / usr / mdec / rbootd. 5. add myclient to the bootparams database / etc / bootparams : myclient root = server : / export / myclient / root \ swap = server : / export / myclient / swap note that some bootparam servers are somewhat sensitive. some re - quire fully qualified hostnames or partially qualified hostnames ( which can be solved by having both fully and partially qualified entries ). other servers are case sensitive. 6. build the swap file for myclient : # mkdir / export / myclient # cd / export / myclient # dd if = / dev / zero of = swap bs = 1m count = 120 this creates a 120 megabyte swap file. 7. populate myclient ' s / filesystem on the server. how this is done depends on the client architecture and the version of the openbsd distribution. it can be as simple as copying and modifying the server ' s root filesystem, or perhaps you need to get those files out of the standard binary distribution. 8. export the required filesystems in / etc / exports : / usr - ro myclient # for sunos : # / export / myclient - rw


need to get those files out of the standard binary distribution. 8. export the required filesystems in / etc / exports : / usr - ro myclient # for sunos : # / export / myclient - rw = myclient, root = myclient # for openbsd : / export / myclient - maproot = root - alldirs myclient if the server and client are of the same architecture, then the client can share the server ' s / usr filesystem ( as is done above ). if not, you must build a properly fleshed out / usr partition for the client in some other place. if your server was a sparc, and your client a sun3, you might create and fill / export / usr. sun3 and then use the following / etc / exports lines : / export / usr. sun3 - ro myclient / export / myclient - rw = myclient, root = myclient 9. copy and customize at least the following files in / export / myclient / root : # cd / export / myclient / root / etc # cp fstab. nfs fstab # cp / etc / hosts hosts # echo myclient > myname # echo inet 18. 104. 22. 168 > hostname. le0 note that " le0 " above should be replaced with the name of the net - work interface that the client will use for booting. 10. correct the critical mount points in the client ' s / etc / fstab ( which will be / export / myclient / root / etc / fstab ) i. e., myserver : / export / myclient / root / nfs rw 0 0 myserver : / usr / usr nfs rw 0 0 / etc / ethers ethernet addresses of known clients / etc / bootparams client root and swap pathnames / etc / exports exported nfs mount points / etc / rbootd. conf configuration file for hp remote boot daemon / tftpboot location of boot programs loaded by the sun prom / usr / mdec / rbootd location of boot programs loaded by the hp boot rom bootparams ( 5 ), ethers ( 5 ), exports ( 5 ), mountd ( 8 ), nfsd ( 8 ), rarpd ( 8 )


putting a course online john usher, julie pester, and ritchie boyd burns telecom center montana state university if you are an instructor these days, you ' ve no doubt noticed that the " traditional " educational experience is becoming somewhat atypical. many individuals seeking to further their education are expressing a wish to participate in authentic learning opportunities - but only on their own terms. to meet the demands of this constituency, many universities and colleges are adjusting and developing programs in an attempt to promote true flexibility for both the institution and student. changes in pedagogical strategies and the advent of robust technological tools enable today ' s educators to successfully shape this vision. more than ever before, higher - education institutions are offering courses ( and degree programs ) that utilize online resources to deliver distance education. what is distance education? distance education is a method of instruction that does not require students to be in the same physical location as the instructor or other students in order to participate in a course. numerous methods of delivery are used in distance education including ( but not limited to ) video tutorials, correspondence, audio / video - teleconferencing, and online internet - based courses delivered by a course management system. the attraction of this educational method lies primarily in the ability for educators to create better access for their students by building flexibility into the time and place of the teaching and assessment of students ( waits & lewis, 2003 ). the phenomenon of distance education continues to display rapid growth. lewis, alexander and farris report that in 1995 one - third of higher - education institutions provided distance education ( 1997 ). five years later, during the 2000 - 2001 academic year, waits and lewis ( 2003 ) report that 56 percent of national two - and four - year colleges and universities offered some type of distance learning and " the majority of these institutions ( 90 % ) reported that they offered internet courses using asynchronous computer - based instruction as a primary mode of instructional delivery " ( p. 11 ). technological advances in computer devices, more ubiquitous connectivity and a more technologically savvy constituency is driving the surge. additionally, the concept of distance education itself speaks directly to current student needs, where working individuals and traditional student learners look for ways to access and continue their education through less traditional means. distance education, primarily in the form of online computer - based instruction, is in the process of transforming modern educational paradigms and has become a central tenet of models designed to meet the needs of post - secondary education ' s evolving student base. two common models of online resources


the form of online computer - based instruction, is in the process of transforming modern educational paradigms and has become a central tenet of models designed to meet the needs of post - secondary education ' s evolving student base. two common models of online resources. there is an entire continuum of online resources available to instructors who decide to participate in distance education. these resources are applied in various different combinations that range from a course that references single images ( or single web pages ) to full courses delivered and supported by a combination of technological tools. this paper will focus on asynchronous online computer - based instruction ( also known as " web - based " or " internet " ) in two common modes : purely online courses, and hybrid ( or blended ) courses. purely online courses : purely online courses place student and instructor at different locations ( often thousands of miles apart ) and these participants only interact using virtual means - online, phone, video, and so on. the class never meets in a face - to - face environment. student and instructor typically work from his or her own computer in an asynchronous manner and use synchronous ( real time ) communication only during pre - arranged and agreed upon times. teaching purely online raises interesting logistical and pedagogical issues associated with the successful or unsuccessful delivery of a course. hybrid courses are those that have both a face - to - face and an online component involved. some courses may meet physically on a regular schedule but have access to some readings, syllabus, or other materials online. there are versions of hybrid courses that actually supplant physical face - to - face meeting time with time spent on tasks and assessment that take place in the online environment. other courses may meet only occasionally in person and most all of the course materials and much of the interaction exist only online. examining needs - - do i need to put a course online? it all depends. in a typical face - to - face classroom the instructor does not need to put a course online. many successful traditional face - to - face courses have no online component. but let ' s say, for the sake of argument, that you have been getting some nudges from precocious students, or maybe you have been experiencing some of the " oedipal aggression " that green ( 2003 ) describes as arising out of the " new computing ". perhaps students have approached you recently saying " you should put your notes and supplemental content online - then i can access whatever i need whenever i want! " or


of teaching in which instructors shift roles from that of content provider to content facilitator ( smith, ferguson & caris, 2001 ). in a pure distance course there are no classroom meetings so the instructor is not able to deal with students face - to - face. body language, verbal tone and a regularly scheduled timeframe for class meetings are effectively eliminated from the equation. clear and articulate communication of instructions becomes critical and online interactions need to be timely, steady, and sure - handed. moore ' s 1993 research indicates that successful distance education courses need to encourage and promote meaningful interactions between student and instructor, student and student, and ultimately, student and content in order for learning to take place. in addition to clarity and interaction concerns, instructors must also watch out for technological issues relating to the use of the course management system. technical problems experienced by students may serve to compound any problematic educational issues that the student ( s ) might encounter, making the learning of course content more difficult ( hara & kling, 2001 ). hybrid course offerings combine regular classroom meetings with internet or other technology mediated instruction and support. in some cases, a hybrid course is used to reduce the number of times a class meets on - campus each week during the semester. usually, an attempt is made to combine the best elements of face - to - face with the best that a distance - learning course has to offer ( kaleta, 2003 ). instructors may find that their pedagogical techniques change with the advent of an online supplement that can provide such benefits as : - 24 / 7 grade management options - student - to - instructor and student - to - student communication options ( both asynchronous and synchronous ) - the ability for students to turn in assignments electronically - quiz / test / survey functions. many instructors report anecdotally that after an initial investment of time to get their various documents and course content made available electronically they are freed up to concentrate more on the pure pedagogical concerns of the classroom. technological limitations or problems in a hybrid course situation are often mitigated by the ability of instructor and student to discuss these issues in a face - to - face situation. where do i begin? once you have decided you want to utilize online learning resources, you must look at what the course offering needs to do. a basic first step is to determine whether you need a pure distance offering or a hybrid offering. care must be taken to consider the constituency to which the course will be delivered, how long the course will run


at what the course offering needs to do. a basic first step is to determine whether you need a pure distance offering or a hybrid offering. care must be taken to consider the constituency to which the course will be delivered, how long the course will run, and how the course content will be used to most effectively teach the objectives of the class. it is also necessary to determine the timeframe needed and available to design and construct the course and materials. factors that affect the actual design and build phase of the course include whether content is already available but not in an electronic format ; content is already available and is in some form of electronic format ; or whether it will be necessary to develop the content and the electronic format of the content from the ground up. after determining what type of course offering is needed and to what extent development of content needs to take place, instructors must ask questions of themselves in regards to distance learning. is the instructor an experienced instructor with a solid set of fundamental teaching abilities? has the instructor ever taught an online course? is the instructor computer savvy or computer illiterate? does the instructor have access to associates or students who possess computer skills and are willing ( or can be coerced ) to help develop online course materials and design? what general support avenues are available? all of these considerations have repercussions on timeframe and effectiveness of the course development cycle. obviously, the instructors who are well versed in distance education and comfortable with course management technology might have an easier time developing and delivering an online course of some fashion. but this is not to say that a novice will not be able to design and complete an effective offering, it ' s just that the learning curve ( conversion of traditional content for an online course offering, learning a course management tool and pedagogical paradigm ) is a bit more protracted, serving to prolong the period it takes to develop and implement a course. all the hard work will pay off. all the up - front and during - the - course work that goes into the creation and running of an online course does pay dividends eventually. for instance, after an initial offering, instructors walk away from the experience with, at the very least, an " electronic course " of some sort. this collection of electronically enabled content and teaching experience may lead to reflection on the part of the instructor as he or she starts to refine what has already been developed. as with all teaching, this reflective aspect becomes essential as each successive offering renders the process more familiar, less daunting


experience may lead to reflection on the part of the instructor as he or she starts to refine what has already been developed. as with all teaching, this reflective aspect becomes essential as each successive offering renders the process more familiar, less daunting and ( hopefully ) more effective. additionally, if an instructor is utilizing a course management system, the opportunity is there to use the established framework ( course organization schemes ; student management techniques ; appropriate tool selection and use ) of the initial offering to create not only the same course again, but other different courses. having a " template " to work from is clearly advantageous in terms of course development time and course effectiveness for those instructors utilizing online resources. each successive pass through a design cycle ( envision the objective ; create the material ; apply the appropriate tool ; reflect, adjust and revise ) can help to refine course content and methodology of delivery. with a course management system, instructors can make a backup of a good course and begin a new semester with a solid framework intact and ready to go. and in the end. finally, instructors must look to the school to see what course management system is being used and get in touch with the support staff of that system. the administrators of a course management system typically understand the system and offer training on the use of the technology. as soon as possible, instructors should request a course, attend some training seminars and begin to work in the system - there is absolutely no substitute for time spent in front of the screen learning how the course management system works. instructors should take care to avoid waiting until the last second to begin to develop a course offering because technology ( computers in particular ) sense urgency and unfailingly pick that exact moment to begin to behave " unpredictably ". generally speaking, instructors that work one semester ahead are giving themselves enough time to actually deliver a cohesive, well thought out course offering. * note : presently montana state university is using webct. msu webct gives instructors a gated ( password protected ) course management resource that shares data with the msu banner system to provide consistently updated rosters of registered msu students. webct features a plethora of " tools " that enable content, communication, and assessment. waits, t., & lewis, l. ( 2003 ) distance education at degree - granting postsecondary institutions : 2000 - 2001, u. s department of education, national center for educational statistics, nces 2003 - 017, project officer : bernard greene. washington, dc lewis,


( 2003 ) distance education at degree - granting postsecondary institutions : 2000 - 2001, u. s department of education, national center for educational statistics, nces 2003 - 017, project officer : bernard greene. washington, dc lewis, l., alexander, d., & farris, e. ( 1997 ) distance education in higher education institutions, u. s department of education, national center for educational statistics, nces 98 - 062, project officer : bernard greene. washington, dc green, k. c. ( 2003 ) the new computing revisited, educause review retrieved march 8, 2004 from www. educause. edu / ir / library / pdf / erm0312. pdf smith, g. s., ferguson, d., & caris m. ( 2001 ) teaching college courses online vs. face - to - face, the journal online 28, 9, 4 moore, m. ( 1993 ) three types of interaction, distance education : new perspectives, eds. k. harry and d. keegan. london : routledge hara, n. & kling, r. ( 2001 ) student distress in web - based distance education, educause quarterly retrieved february 19, 2004 from www. educause. edu / ir / library / pdf / eqm01312. pdf kale, r. ( 2003 ) uws board of regents meeting, march 6, 2003, learning technology center, university of wisconsin - milwaukee. retrieved february 16, 2004 from www. wisconsin. edu / news / 2003 / bor _ 03 _ mar2003 / borhybrid030603 _ 3 _ 1. pdf shea, p. j., pelz, w., fredericksen, e. e., & pickett, a. m. ( 2001 ) online teaching as a catalyst for classroom - based instructional transformation, elements of quality online education, sloan - c series, volume 3


asian collections : plants from the far east asia has some of the most floristically diverse regions in the temperate northern hemisphere. for this reason, and because of similarities to our climate, asian plants are very well represented at the arboretum. the asian collections include plants from the floristically rich regions of central and western asia, china, japan, and korea. the latter three countries are especially rich in plant life because they escaped the effects of glaciations, which swept through much of europe and the northern parts of north america about ten to fifteen thousand years ago, decimating many plant species on these continents. this species richness has been attracting plant explorers throughout the nineteenth and twentieth centuries. numerous species have already been collected, documented, and introduced into western culture. the pagoda tree ( sophora japonica ) was growing in the elgin botanical garden in manhattan as early as 1811! there are many other species that have been in cultivation in the united states for many years and it is inconceivable to think of today ' s gardens without some asian plants. some examples are the ginkgo or maidenhair tree ( ginkgo biloba ), tree peony ( paeonia suffruticosa ), golden larch ( pseudolarix amabilis ), viburnum ( viburnum ), forsythia ( forsythia ), and rhododendron ( rhododendron ). the arboretum has participated in numerous collecting expeditions to china and the russian far east, bringing back new and exciting species. the asian collections display plants collected from past explorations, and from seed exchanges with other explorers. the collections are organized on the arboretum grounds to take advantage of the landscape and environmental features appropriate for these asian plants.


remember apple ’ s “ think different ” ad campaign? it ran from 1997 to 2002. now, that kind of run may happen often on broadway but not in the ad world. however, we still easily remember the 10 - year - old campaign. that certainly attests to its sticking power! so, why were the apple ads so successful? yes, they featured portraits of famous people, but so have lots of short - run campaigns. the difference is that apple ’ s ads connected with us emotionally. using a simple yet inspiring design that featured a world - famous change - maker, each ad communicated deeply felt beliefs that resonated with “ the rest of us. ” it ’ s emotion, not reason, that powers our decisions to act. the science behind this is where we move beyond creative agency backrooms into the realm of biology, of brain science. the brain, emotion, and buying connection meanwhile, all our emotions are rooted in the limbic system. the limbic brain is where we sense our emotional attachments, such as trust and loyalty. it ’ s the part of our brain that knows whether something is important to us. and it ’ s the place that motivates us to take action or not. as communicators, we can benefit from knowing that. now, we know where we need to connect to reach our audience in a meaningful way. but here ’ s the catch : the limbic brain has no capacity for language. that means no amount of information can motivate someone to buy. the rational neo - cortex and the emotional limbic system do communicate with each other. but in the end, reasoning does not drive behavior. it ’ s the limbic brain that initiates the human “ call to action. ” how ’ s this for a shocker : we were never designed to listen to reason. for years, neuroscientists have studied people ’ s brain activation patterns to understand how our brains work. scientists all agree : when taking action, people quickly reach conclusions based on emotional reactions, then find facts later to support what they ’ ve decided. touching emotional chords in b2b content when we create business content, a certain amount of professionalism is called for. but to be persuasive, emotional connection is an absolute necessity. let ’ s use the “ think different ” campaign as an example. apple used the metaphor of positive change - makers to communicate its brand. those of us who identified with the values that those change - makers represented felt an emotional connection to


absolute necessity. let ’ s use the “ think different ” campaign as an example. apple used the metaphor of positive change - makers to communicate its brand. those of us who identified with the values that those change - makers represented felt an emotional connection to those ads. and, by association, we felt more positively about apple for being a company that associated itself with those positive people. that concept is well - supported by study after study. whether we ’ re even conscious of it, we all organize our cognitive world into stories and use metaphors to understand situations, generate predictions, solve problems, anticipate events, and make plans. one of the many neuroscientists studying the brain and decision - making is mit professor gary klein. like his colleagues, he uses brain scanners to pinpoint where decisions are made in the brain. his research concurs with other researchers : the source of decisions is not in the analytical regions of the brain. it ’ s in the limbic region, where intuition, metaphor, and storytelling are the real drivers of decisions. want to generate more clicks and calls? use stories and metaphors to connect with your audience. start “ thinking different ” about your content and create emotional attachments with your audience. whenever you use words to communicate, create image - rich stories and metaphors that are authentic to your brand and have emotional meaning to your audience. don ’ t let your b2b category get in the way. no matter what you ’ re selling, your audience is not made up of “ business professional buyers. ” your customers are — regardless of their job title — still very human.


traditional welsh foods what are the traditional foods of wales? unlike england where a number of culinary traditions filtered down from the upper levels of society, the traditional dishes of wales literally grew from the land. reports from 1896 show that farmers and tenants survived on home - cured meat of domestic animals, home grown vegetables, dairy products and cereal - based dishes. farmers and cottagers would fatten and slaughter at least one pig a year to provide a constant supply of salted bacon. on larger farms, a bullock or cow was killed and the meat shared between neighbouring farms. meat and vegetables cattle provided milk to produce butter and cheese, and vegetables such as leeks, carrots, cabbages, herbs and, from the 18th century onwards, potatoes were grown. wild fruits, plants, animals and birds were used when in season. communities living close to coastal regions were able to vary their diet by collecting shellfish and seaweed to make laverbread. the harsh landscape meant that oats and barley were the most common cereal crops, with wheat confined to the fertile lowlands. oatmeal was one of the basic elements in the diet of the welsh. among the everyday foods served in most rural districts until the early 20th century were llymru ( flummery ) and sucan ( sowans ), consisting of oatmeal steeped in cold water and buttermilk, boiled until thickened and served cool with milk or treacle, bwdram ( thin flummery ), uwd ( porridge ) and griwel blawd ceirch ( oatmeal gruel ). oat - bread was the most common bread to be eaten in wales until the late 19th century. it was used in north wales as a basic ingredient in cereal pottages such as picws mali ( shot ) or siot ( shot ) ; a popular light meal consisting of crushed oat - bread soaked in buttermilk. br? es ( brose ) was a common dish in the agricultural areas of the north and was regularly prepared as a breakfast dish for the men - servants. it was made from crushed oat - bread steeped in meat stock and sprinkled with crushed oat - bread before serving. welsh rural society was largely self - supporting with the exception of sugar, salt, tea, rice and currants, which had to be purchased. very little fresh fruit was bought and eggs were only eaten on very rare occasions. the open hearth the open fire was central to cooking throughout the 18th and


the exception of sugar, salt, tea, rice and currants, which had to be purchased. very little fresh fruit was bought and eggs were only eaten on very rare occasions. the open hearth the open fire was central to cooking throughout the 18th and 19th centuries, and in many rural homes well into the 20th century. such limited cooking facilities also governed what could be prepared. stews, joints of meat and puddings were boiled in a cooking pot or cauldron. pot ovens were used for roasting meat and baking cakes. bakestones were widely used to bake oatcakes, drop scones, soda bread, pancakes and griddlecakes ( such as welsh cakes ). although the tradition of living off the land survived until a later period in the rural areas, change came with improved roads and modern shopping facilities, not to mention the arrival of fridges and home freezers. today, the majority of these dishes are mostly eaten on special occasions as ' traditional food '. domestic life in wales by minwel s. tibbott. published by university of wales press and the national museums & galleries of wales ( 2002 ). first catch your peacock : a book of welsh food by bobby freeman. published by image imprint ( 1980 ). article date : 23 april 2007 leave a comment a small tinplate screen, found in the industrial communities of both north and south wales. small pieces of meat were suspended from the hooks inside the curved, reflecting hood and the whole oven would sit on a trivet ( an iron bracket ) in front of the fire. it was also possible to bake tea - time favourites such as round cakes, or teisen lap in the shallow drip - tray.


one of the two spies who reported positively about the land of israel. reprinted with permission from who ' s who in the hebrew bible ( the jewish publication society ). caleb son of jephunneh, of the tribe of judah, was one of the twelve men sent by moses to spy the land of canaan and report back about its cities and its inhabitants ; to find out if they were strong or weak, few or many ; and to bring back the fruit of the land. the spies went and scouted the land - - from the wilderness of zin to rehob, near the entrance to hamath. forty days later they returned to the camp carrying pomegranates, figs, and a branch that had a bunch of grapes on it so heavy that it took two men to carry it on a pole between them. their report turned out to be disheartening and defeatist. " we came to the land you sent us to ; it does indeed flow with milk and honey, and this is its fruit. however, the people who inhabit the country are powerful, and the cities are fortified and very large ; moreover, we saw the anakites there. amalekites dwell in the negeb region ; hittites, jebusites, and amorites inhabit the hill country ; and canaanites dwell by the sea and along the jordan ( numbers 13 : 27 – 29 ). " and they added, " the country that we traversed and scouted is one that devours its settlers. all the people that we saw in it are men of great size ; we saw the nephilim there - - the anakites are part of the nephilim - - and we looked like grasshoppers to ourselves, and so we must have looked to them ( numbers 13 : 32 – 33 ). " only caleb, who was 40 years old, and joshua son of nun disagreed. they said ( numbers 14 : 7 – 9 ) : " the land that we traversed and scouted is an exceedingly good land. if the lord is pleased with us, he will bring us into that land, a land that flows with milk and honey, and give it to us ; only you must not rebel against the lord. have no fear then of the people of the country, for they are our prey : their protection has departed from them, but the lord is with us. have no fear of them! " the israelites refused to listen to the encouraging words of joshua and caleb.


dm is the easiest type of myositis to diagnose because of the skin rash which is often seen before any muscle weakness is felt. the dm rash looks patchy, dusky, and reddish or purple. it is found on the eyelids, cheeks, nose, back, upper chest, elbows, knees and knuckles. some people also have hardened bumps under the skin, called calcinosis. the skin rash and weak muscles are caused by inflammation, or swelling, in the blood vessels under the skin and in the muscles, also called vasculitis. patients who have the skin rash but feel no muscle weakness have amyopathic dm, or dm sine myositis. the weakness begins with muscles that are closest to and within the trunk of the body. neck, hip, back and shoulder muscles are examples. some dm patients have muscle pain. signs and symptoms - appearance of a rash on the eyelids, cheeks, nose, back, upper chest, elbows, knees and knuckles - scaly, dry or rough skin - trouble rising from a seated position, or getting up after a fall - general tiredness - inflamed or swollen area around fingernails - painful and / or itchy rash caused by inflammation of blood vessels under the skin and in the muscles - sudden or progressive weakness in muscles in neck, hip, back and shoulder muscles - difficulty swallowing ( dysphagia ), a feeling of choking - hardened lumps or sheets of calcium, called calcinosis, under the skin - changes in voice ( dysphonia ), especially hoarseness updated march 2012


( ara ) - it is time to make history by changing history. for more than 40 years - and through eight presidents - the united states has been dependent on foreign oil to power the nation. today, energy independence is a realistic goal, one founded on american innovation, technology and hard work. the organization of the petroleum exporting countries - opec - has a stranglehold on the united states ' fuel supply. in fact, the united states spends more than $ 1 million per minute on foreign oil - adding up to more than $ 450 billion per year, making this the largest wealth transfer in history. this situation is not only unsustainable ; it leaves the u. s. indebted to the 12 opec member nations, including iran, saudi arabia and venezuela. for the first time in decades, the united states has the resources for energy independence. the discovery of abundant reserves of shale - based oil and natural gas, combined with new drilling technology needed to produce those resources, has given the united states a long - term source of homegrown energy. the u. s. has enough oil and natural gas to power 65 million cars for 60 years and heat 60 million households for 160 years, according to the american petroleum institute ( api ). by 2030, 100 percent of u. s. liquid fuel needs could be met by resources found in north america. energy independence is within reach, and its benefits extend beyond enhanced national security. increasing domestic oil and natural gas production does the following : * creates jobs : oil and natural gas companies currently support 9. 2 million u. s. jobs and are among the nation ' s largest employers, according to api. increasing domestic oil and natural gas development could create more than 1. 4 million additional jobs. these jobs are both direct - energy company employees - and indirect - vendors and others who support the energy industry. the increase in domestic oil and natural gas development boosts other industries as well, including steel and manufacturing. * revitalizes communities : in 2010, the industry contributed $ 476 billion in direct support to a struggling economy. domestic oil and natural gas are produced across the country, and wherever drilling takes place, local residents benefit from royalty payments and good - paying jobs. in fact, in 2010 oil and natural gas companies paid more than $ 176 billion in wages and benefits and payments to oil and natural gas leaseholders. the oil and natural gas industry also provides an influx of tax dollars, paying $ 86 million per day to the federal government. county and state taxes paid


micro - supercapacitors set for future use “ just think how often your fancy new mobile phone or computer has become little more than a paperweight because the battery lost its zeal for doing its job, ” says john chmiola, a chemist with the lawrence berkeley national laboratory ( berkeley lab ). “ at a time when cellphones can do more than computers could do at the beginning of the clinton presidency, it would be an understatement to say that batteries have not been holding up their end of the mobile device bargain. ” chmiola is a staff scientist in the advanced energy technologies department of berkeley lab ’ s environmental energy technologies division. his research is aimed at addressing this problem of relatively short - lived portable energy storage devices. chmiola believes he has found a solution in electrochemical capacitors, which are commonly referred to as “ supercapacitors ” because of their higher energy storage densities than conventional dielectric capacitors and higher abuse tolerance than batteries. in a paper published in the april 23, 2010 issue of the journal science, titled “ monolithic carbide - derived carbon films for micro - supercapacitors, ” chmiola and yury gogotsi of drexel university, along with other co - authors, describe a unique new technique for integrating high performance micro - sized supercapacitors into a variety of portable electronic devices through common microfabrication techniques. by etching electrodes made of monolithic carbon film into a conducting substrate of titanium carbide, chmiola and gogotsi were able to create micro - supercapacitors featuring an energy storage density that was at least double that of the best supercapacitors now available. when used in combination with microbatteries, the power densities and rapid - fire cycle times of these micro - supercapacitors should substantially boost the performance and longevity of portable electric energy storage devices. “ the prospect of integrating batteries and supercapacitors with the micro - electromechanical systems ( mems ) they power represents a conceptual leap forward over existing methods for powering such devices, ” chmiola says. “ furthermore, since the same fabrication processes that produced the devices needing the electrical energy also produced the devices storing that energy, we provide a framework for potentially increasing the density of microelectronic devices and allowing improved functionality, reduced complexity, and enhanced redundancy. ” the two principal systems today for storing electrical energy are batteries and supercapacitors.


energy, we provide a framework for potentially increasing the density of microelectronic devices and allowing improved functionality, reduced complexity, and enhanced redundancy. ” the two principal systems today for storing electrical energy are batteries and supercapacitors. batteries store electrical energy in the form of chemical reactants and generally display even higher energy storage densities than supercapacitors. however, the charging and discharging of a battery exact a physical toll on electrodes that eventually ends the battery ’ s life after several thousand charge - discharge cycles. in supercapacitors, energy is stored as electrical charge, which does not impact electrodes during operation. this allows supercapacitors to be charged and discharged millions of times. “ we have known for some time that supercapacitors are faster and longer - lasting alternatives to conventional batteries, ” gogotsi says, “ so we decided to see if it would be possible to incorporate them into microelectronic devices and if there would be any advantage to doing so. ” chmiola and gogotsi chose titanium carbide as the substrate in this study because while all metal carbides can be selectively etched with halogens so that a monolithic carbon film is left behind, titanium carbide is readily available, relatively inexpensive and can be used at the same temperatures as other microfabrication processes. “ plus, we have a body of work on titanium carbide precursor carbons that provided us with a lot of data to draw from for understanding the underlying science, ” chmiola says. the process started with titanium carbide ceramic plates being cut to size and polished to a thinness of approximately 300 micrometers. the titanium was then selectively etched from one face of the plate using chlorine at elevated temperatures, a process that is similar to current dry - etching techniques for mems and microchip fabrications. chlorinating the titanium removed the metal atoms and left in place a monolithic carbon film, a material with a proven track record in supercapacitors produced via the traditional “ sandwich construction ” technique. “ by using microfabrication techniques to produce our supercapacitors we avoided many of the pitfalls of the traditional method, ” says chmiola, “ namely poor contact between electro - active particles in the electrode, large void spaces between particles that don ’ t store charge, and poor contact between the electro - active materials and the external circuitry. ” the electrical charge storage densities


hi.... to my understanding.... nanoscale au can be produced by various techniques... to name a few vcldi, eew, chemical route, phyiscal methods etc.... all these techniques doesnt yield nanoparticles of same size, shape, purity etc.... generally depending on the applications the synthesizing techniques is chosen... and each technique has its own temp requirements.... and finally one technique which most widely used for nano colloid preparation is thru reduction of au ( cn ) 3.. and this process is room temperature.... on the other hand plasma process will require higher end temperature.... do correct me if i am wrong... sorry for the delayed reply... i was suffering from chicken pox and was nt in the lab for couple of weeks... by the way... as for as mechnical grinding is concern... we have nt tried in the my lab.. i mean gold mech. grinding.. bt then.. as such there is no much important is given to temperature... furthermore since gold is very very ductile metal... mech grinding will and should be done in cryo condition in order have significant size reduction... i am working on interaction of gold nanoparticles with microtubules which are one of the cytoskeletal protein that have important role in some disease. we purified this protein from the brain and hope to find a way to improve memory. if you are interested contact me welcome! nanopaprika was cooked up by hungarian chemistry phd student in 2007. the main idea was to create something more personal than the other nano networks already on the internet. community is open to everyone from post - doctorial researchers and professors to students everywhere. there is only one important assumption : you have to be interested in nano! the invertion of 10g optical transceiver has greatly increase the networking speed, for the science behind the transceiver, please check website and learn about cwdm sfp transceiver, www. fiberoptictransceiver. net the xfp ( 10 gigabit small form factor pluggable ) is a standard for transceivers for high - speed computer network and telecommunication links that use optical fiber. please visit www. xfptransceiver. com for more info


the following html text is provided to enhance online readability. many aspects of typography translate only awkwardly to html. please use the page image as the authoritative form to ensure accuracy. management and disposition of excess weapons plutonium : reactor - related options by this material. as long as this material remains in readily weapon - usable form, it will : continue to be vulnerable to theft ( by parties other than the possessor state ) and diversion ( by the possessor state ) for use in nuclear weapons ( which we call the direct risks ) ; send the signal that a reversal of current arms reductions remains possible, with negative consequences for arms reduction and nonproliferation efforts ( the indirect risks ). the timing of disposition options is crucial to minimizing both types of risks. minimizing the time until the start of operations to transform the surplus wpu into forms less easily used for weapons, and minimizing the time until this transformation is completed, are of obvious value in reducing the direct risks of theft and diversion. an expeditious approach reduces the indirect risks, moreover, by signaling commitment to irreversible arms reductions and seriousness in addressing proliferation hazards. while the direct risks are significantly greater in the former soviet union, under current economic and political circumstances, than in the united states, the indirect risks apply equally to both countries. to reduce the risks in both categories, the two countries should proceed expeditiously, and more or less in parallel, with programs of wpu disposition that move beyond the status quo — guarded interim storage of plutonium " pits " in the form in which they emerge from weapon dismantlement — to make it significantly more difficult for this plutonium to be reused in weapons by the original possessor state or by others. in considering the options for using irradiation in nuclear reactors or immobilization with reactor wastes to provide such barriers, the panel has addressed, on a comparative basis, technological readiness, institutional requirements, economics, and environment, safety, and health. we have given the greatest weight, however, to the security characteristics of the various options — their capacity to reduce rapidly the direct and indirect security risks posed by prolonged storage of the plutonium as pits, while minimizing any new security risks arising from the disposition options themselves. ( the task of comparing those long - term disposition options within the panel ' s purview with other options, as well as the task of comparing all these options with indefinite storage, was left to the parent committee. ) the spent fuel standard


curious ed goes from " gearhead " to scientist | who are nasa ' s space science explorers? who are nasa ' s space science explorers? the scientist studying black holes in space. the teacher talking about the secrets of the cosmos. and the student asking if there is life away from earth. all of these people are space science explorers. they are all curious about our solar system and space. this is a story about a nasa space science explorer. growing up, ed prather dreamed of racing cars and motorcycles. now, as an adult, he ’ s a scientist and a teacher. one thing has stayed the same the whole time. ed has always been curious. " i was always curious about machines, " said ed. in high school, he was more interested in learning about cars than in science or math. ed calls himself a “ gearhead ” because he ' s so interested in the gears that make cars go. after high school, ed worked at places where cars and cranes were put together. he was really curious about cranes and decided to learn more about how they work. then he was able to teach others at work what he had learned. he liked finding simple ways to explain something so hard. " the idea of helping someone understand was fascinating and fun, " he said. before long, ed was becoming an expert in the science of how things work. for a time, he used his knowledge to study how the universe works. but what he really wanted to do was teach science. ed now teaches nasa science to students at the university of arizona. he ' s always thinking up ways to help them understand tough subjects. working with students is the best part of his job, ed said. he ' s glad he stayed curious about the world around him. he tells his students to do the same. and he still finds time to something else he likes : racing cars and motorcycles. nasa ' s jet propulsion laboratory center for astronomy education → prachi patel, institute for global environmental strategies adapted for grades k - 4 audience by dan stillman, institute for global environmental strategies


equal opportunity in employment means opportunity not just for some but for all. nasa provides equal opportunity in federal employment regardless of race, color, gender, national origin, religion, age, disability, sexual orientation, or status as a parent. eeo covers all human capital and employment programs, management practices, and decisions including, but not limited to, recruitment, hiring, merit promotion, transfer, reassignments, training and career development, benefits, and separation. nasa supports employee exercise of rights under eeo law. reprisal against individuals who engage in protected activity will not be tolerated. nasa supports the rights of employees to exercise all available rights under the civil rights statutes. http : / / www. hq. nasa. gov / office / codee / policy. html to ensure the effective implementation of the nasa and jsc equal opportunity policy, which is to provide equal employment opportunity for all employees and applicants for employment, regardless of their race, religion, color, sex, national origin, age, disability, sexual orientation, or status as a parent ; to help reduce and to ensure against discrimination ; and to promote the full realization of equal opportunity through a continuing affirmative employment program and diversity management the federal laws prohibiting job discrimination enforced by eeoc are : title vii of the civil rights act of 1964 ( title vii ), which prohibits employment discrimination based on race, color, religion, sex, or national origin ; the equal pay act of 1963 ( epa ), which protects men and women who perform substantially equal work in the same establishment from sex - based wage discrimination ; the age discrimination in employment act of 1967 ( adea ), which protects individuals who are 40 years of age or older ; title i and title v of the americans with disabilities act of 1990 ( ada ), which prohibit employment discrimination against qualified individuals with disabilities in the private sector, and in state and local governments. sections 501 and 505 of the rehabilitation act of 1973, which prohibit discrimination against qualified individuals with disabilities who work in the federal government ; and the civil rights act of 1991, which, among other things, provides monetary damages in cases of intentional employment discrimination. in addition to the above laws which are enforced by the eeoc the civil service reform act of 1978 ( csra ) prohibits discrimination and reprisal against federal employees. the csra contains a number of prohibitions, known as prohibited personnel practices, which are designed to promote overall fairness in federal personnel actions. the csra prohibits any employee who has authority to take certain personnel actions from discriminating for or against employees


the csra contains a number of prohibitions, known as prohibited personnel practices, which are designed to promote overall fairness in federal personnel actions. the csra prohibits any employee who has authority to take certain personnel actions from discriminating for or against employees or applicants for employment on the basis of race, color, national origin, religion, sex, age or disability. it also provides that certain personnel actions cannot be based on attributes or conduct that do not adversely affect employee performance, such as marital status and political affiliation. the csra also prohibits reprisal against federal employees or applicants for whistle - blowing, or for exercising an appeal, complaint, or grievance right. the csra is enforced by both the office of special counsel ( osc ) and the merit systems protection board ( mspb ). how are whistleblowers protected? in addition to the discrimination prohibitions covered by the above laws, executive order ( eo ) 11478 as amended by eo 13087 and 13152 states that it is the policy of the government of the united states to prohibit discrimination in employment because of sexual orientation, or status as a parent. assuring that all employees or applicants for employment are provided the needed resources ( within reason ) to perform the task of the job. yes, we can handle the complaint through the informal process towards resolution but the complaint will not continue through the formal process. the eeo counselor will discuss other grievance avenues such as merit systems protection board, union, and office of special counsel. anyone who feels they have been discriminated against because of their age, race, gender, color, national origin, religion, disability, sexual orientation, or status as a parent, should contact oeod as soon as possible. employees are encouraged to review the, complaint process, prior to contacting oeod. contractor employees can file a discrimination complaint with jsc if certain criteria are met. they may also file with their company or directly with the u. s. equal employment opportunity commission ( eeoc ). to determine if you meet the criteria to file a complaint with jsc, please contact oeod at 281 - 483 - 0607. generally you have 45 days to contact oeod from the day of the incident. the eeo counselor can provide additional information. it is filed against the current agency administrator. after the incident is reported to oeod, you will be assigned a counselor who will explain the entire complaints process and your rights and responsibilities. the processing of