systems and disciplines which are central to the usmle step 1, including anatomy, behavioral sciences, biochemistry, immunology, medical genetics, microbiology, pathology, pharmacology, and physiology, etc. students will also have access to usmle - type practice questions. to enhance the review course, faculty of the university of sint eustatius make themselves available to students in order to address any questions arising from the presentations or practice questions. course achievement is measured through a simulated usmle step 1 examination, which lasts lasting approximately four hours in length. the simulated usmle step 1 examination provides diagnostic feedback to permit targeted formulation of remediation plans geared at addressing specific areas of weakness. grades for the review course are awarded on a pass - fail basis. option for u. s - based 5th term - 5th @ atlanta after completing the 1st through 4th terms of basic sciences terms on sint eustatius, students have the choice of completing their 5th term either on sint eustatius or in the united states in duluth, a suburb of atlanta, georgia. as on sint eustatius, 5th @ atlanta includes the introduction to clinical medicine and fundamentals of clinical medicine ( usmle review ). students will be in the dynamic community of duluth which offers many conveniences to students, affordable housing and a large medical community to gain practical experience to clinical medicine. in order to be eligible for the u. s. - based 5th term, students must enroll before the established deadlines, be in good financial standing with the university, and have the legal right to reside in the u. s. the third and fourth years are devoted to 72 weeks of clinical clerkships / rotations at selected hospitals throughout the united states, uk and canada. core clinical rotations comprise 48 weeks and provide a solid foundation in the essential clinical knowledge and skills for future physicians in all specialties. the remaining 24 weeks are designated for elective rotations which provide medical students an excellent opportunity to pursue areas of clinical interests or to explore other specialties. after completing the 72 weeks of clinical rotations, our medical students have matched at some of the most prestigious hospitals and post graduate training programs in the united states. internal medicine ( 12 weeks ) students participate in the comprehensive clinical management of adult patients. students gain insight into the common medical problems and disorders seen in the specialty of internal medicine. this is achieved under the close supervision of attending physicians. formal lectures, informal discussions and student case presentations supplement the experience gained during the internal medicine clinical


adult patients. students gain insight into the common medical problems and disorders seen in the specialty of internal medicine. this is achieved under the close supervision of attending physicians. formal lectures, informal discussions and student case presentations supplement the experience gained during the internal medicine clinical rotation. surgery ( 12 weeks ) students are introduced to the basic knowledge, skills and behaviors unique to surgery and is fundamental to the clinical practice of all physicians. students are exposed to pre operative, intra - operative and post operative care of the surgical patient. students also, become familiar with the effective use of language, critical thinking skills and conduct unique to the specialty of surgery. obstetrics & gynecology ( 6 weeks ) students learn the fundamentals of prenatal and postpartum care and the management of normal labor and delivery of the newborn. they also gain experience in the diagnosis and treatment of obstetric problems and common gynecological disorders. pediatrics ( 6 weeks ) students learn the similarities and differences unique to the diagnosis and the treatment of pediatric and adolescent patients. students develop an understanding of normal patterns of growth and development as well as common abnormalities and illnesses of childhood. psychiatry ( 6 weeks ) students participate in the care of patients with psychiatric disorders. students develop skills in taking a psychiatric history, performing a mental status examinations and psychiatric assessments. students gain familiarity with the common pharmacologic agents and other modalities in the care and treatment of psychiatric patients. family practice ( 6 weeks ) students are introduced to the primary care approach to the diagnosis and treatment of common problems encountered in the family practice setting. students gain an appreciation for healthcare maintenance and disease prevention in this diverse clinical setting. elective clerkship ( 24 weeks ) fourth year elective rotations are available in hospitals and medical centers throughout the u. s. and u. k. for fourth - year students of the university of sint eustatius. students have opportunities to explore specific areas that have sparked interest during core clinical rotations or expand knowledge and skills acquired in core rotations. some students use electives to enhance their applications for post graduate training programs. aspiring medical students of the 21st century are entering the healing profession at a time when more than fifty percent of their patients will likely desire to incorporate or turn to systems of healing from other cultures and philosophies. at the university of sint eustatius school of medicine we believe our students need to be prepared to address this reality in the practice of medicine. therefore, we are integrating into the basic science curricula and clinical experiences a


latin translates to “ teacher ”. in this, we seek our students to learn, practice, and integrate teaching the tenets of wellness, disease prevention, and self - care into their routine interactions with their patients and community. the integral health premise is based on an approach articulated by modern philosophers that human life can be understood from the following four inter - related aspects : any truly integrated vision of health and healing must understand the person from each of these aspects. these same philosophers further postulate that optimal health is best achieved when the individual builds and incorporates a program of self - transformation involving changes in diet, nutrition, exercise, recreation, social interaction, and psychological and spiritual development. a model of integral health directs individuals to these necessary and personal transformations. it is the goal of the university of sint eustatius school of medicine to be at the forefront of advances in medical education curriculum development through an adoption of an integral health approach. we believe that this approach meets both the desires of our students as well as the needs of their future patients. the university of sint eustatius school of medicine offers a variety of elective programs of study in hyperbaric medicine. the expanding field of hyperbaric medicine involves the breathing of high - concentrations of oxygen at significantly elevated pressures to provide therapeutic benefit in several clinical conditions. hyperbaric oxygen therapy confers demonstrable benefits in select patients, chiefly through the reversal of hypoxia and the hastened removal of pathological gases ( e. g., carbon monoxide ). by these means, hyperbaric oxygen has become a prominent front - line or adjunctive component in the treatment of several clinical conditions : for students whose medical studies are well managed, participation in a hyperbaric program provides the opportunity to expand scientific and medical experience. an additional advantage enjoyed by participants in the programs of undersea and hyperbaric medicine is that the opportunity for hands - on patient contact may occur as early as the first term of medical studies. the clinical populations most likely to be encountered by medical students on sint eustatius in this context reflect the geographic intersection of scuba diving ( recreational and industrial ), which can lead to decompression sickness and gas emboli, and endemic systemic disease ( e. g., diabetes ) that commonly leads to the expression of problem wounds. to accommodate the varied aptitudes and interests of medical students pursuing training in hyperbaric oxygen therapeutics on sint eustatius, a variety of academic programs have been developed. medical students should note that


leads to the expression of problem wounds. to accommodate the varied aptitudes and interests of medical students pursuing training in hyperbaric oxygen therapeutics on sint eustatius, a variety of academic programs have been developed. medical students should note that studies in the programs of undersea and hyperbaric medicine are typically undertaken concurrently with courses in the basic sciences in the university of sint eustatius. as such, enrollment in the programs of undersea and hyperbaric medicine need not prolong the stay of medical students on sint eustatius. health care practitioners and other interested persons are also welcome to participate in the programs. please visit contact us. the volumes of information to be digested during medical schooling are enormous and often overwhelming. for many prospective students, however, the mere management and submission of documents leading to acceptance and registration can seem equally daunting. at the outset, applicants should become familiar with the time - frame for the processing of completed applications. at the same time, to prevent delays in processing, applicants should ensure that all required admissions documents are submitted in good order, noting any special requirements that may be relevant to applicants from outside of the us and / or those applying for admission as transfer students with advanced standing. the receipt of a letter of acceptance does not signal the end of the admissions process. for students seeking medical training on sint eustatius, subsequent hurdles pertain to immigration. in recent years global political conflicts have impacted immigration practices and standards worldwide. sint eustatius is not exempted from these changes, and applicants must ensure that they understand basic requirements that dictate eligibility for immigration into sint eustatius. next, applicants must ensure that all documents required for immigration are prepared accurately and thoroughly. the university of sint eustatius school of medicine will be temporarily suspending its recently established financial aid program due to an unforeseen bank regulatory issue. the office of financial aid services has been working diligently with our banking partners to resume processing applications and disbursing funds for those loan applications already approved. as a result of unexpected delays in connection with finalizing the program criteria, we have exceeded the maximum time allotted for initial disbursement. under the current regulations, the bank is required to distribute rejection letters to all applicants whose loans are already in the system. these rejection letters will not have any negative consequence on applicants ’ credit, nor bear any negative reflection on the applicants ’ ability to qualify for the loan once the matter has been resolved. we expect resolution


to all applicants whose loans are already in the system. these rejection letters will not have any negative consequence on applicants ’ credit, nor bear any negative reflection on the applicants ’ ability to qualify for the loan once the matter has been resolved. we expect resolution in the coming weeks and fully intend to resubmit all applications. we apologize for any inconvenience resulting from this unexpected situation and look forward to re - establishing our financial aid program at the earliest opportunity. dear citizens of canada, it is with great pleasure and excitement that the university of sint eustatius school of medicine has been fortunate enough to receive approval and recognition from the canadian government and the provinces of alberta, british columbia, manitoba, newfoundland and labrador, and ontario! with this recognition, students who are citizens or residents of alberta, british columbia manitoba, newfoundland & labrador and ontario are eligible for educational funding. if you are a resident of a province other than alberta, british columbia, manitoba, newfoundland & labrador or ontario, you are encouraged to inquire with your province about the university of sint eustatius school of medicine ’ s designation in that province. on the following pages you will find information, procedures and resources which will aid you in applying for educational funding with the canadian government and the aforementioned provinces. we look forward to assisting you with the application and management of educational funding with canada. the university of sint eustatius school of medicine canadian student loan code is zuby! | premedical program | | $ 5, 600 / term | | basic sciences program | | $ 7, 800 / term | | clinical rotations / six terms | | $ 8, 400 / term | basic sciences program tuition includes : us $ 500 seat deposit ( non - refundable and due within 30 days of acceptance ), registration and orientation fees, laboratory and manual fees, microscope and slide rentals, technology fee, library fee, health and evacuation insurance ( with term break coverage ), island administration fees, high - speed internet access fees, and supplemental course fees. clinical medicine program tuition includes : us $ 1, 000 deposit ( $ 500 non - refundable and due within 30 days of acceptance ), clerkship administration fees, health insurance ( once you begin to rotate, your health insurance cost will be paid through your tuition, students may elect to purchase insurance prior to the start date of their clinical rotation ), malpractice insurance ( during clinical medicine program ), and usmle step sponsorship. additionally : please check with the clinical medicine department in


through your tuition, students may elect to purchase insurance prior to the start date of their clinical rotation ), malpractice insurance ( during clinical medicine program ), and usmle step sponsorship. additionally : please check with the clinical medicine department in new york, as some sites may require additional fees. for added convenience, students may use major credit cards for transactions ( e. g., payment of tuition or deposits for admission ). the bursar ' s office accepts visa, mastercard, discover and american express. tuition is due 30 days before the start of the term. tuition costs and fees are subject to change without notice. please refer to the student handbook for specifics regarding the financial policies of the university. when did the university of sint eustatius start? the university was established in april of 1999. it started training doctors in september of 1999. how many students are at the university of sint eustatius? as of january 2007, there are approximately 150 students in the basic sciences ( on island ) and 260 students in the clinical medicine program. what is the professor to student ratio? one professor for every ten students. what is included in the tuition? tuition includes the costs for lab equipment and fees, library use and fees, use of microscopes and histology slide sets, administrative fees, technology fees, high - speed internet connections, personal health insurance, evacuation insurance, and liability insurance during clinical years. fees exclude room and board, textbooks and personal items. what percentage of the student body is from north america? currently, 85 % of our students come from the u. s. and canada. what countries other than the u. s. are students from? the netherlands, canada, england, venezuela, sri lanka, nigeria, india, and pakistan are currently represented in our student body. how long is the intersession between terms? breaks between terms vary from 14 - 21 days. the longest break of the year usually follows the september term. in order to enter the basic science program, what / how many premed subjects must be completed? a bachelor ’ s degree or a minimum of ninety hours of " college - level " study including one year with labs in, biology, inorganic chemistry, organic chemistry, and physics. these are minimum state licensure requirements for someone holding an m. d. degree. do the credits that i earned in a postgraduate nursing and / or pa program count towards my medical degree? no, all credits for the m. d. degree must be completed while formally admitted


##ure requirements for someone holding an m. d. degree. do the credits that i earned in a postgraduate nursing and / or pa program count towards my medical degree? no, all credits for the m. d. degree must be completed while formally admitted and matriculated in a full m. d. degree program. although some courses ( e. g., anatomy and physiology ) taken while studying podiatry or chiropractics provide good preparation, these courses nonetheless are not transferable into the m. d. degree program. does a medical school degree / certification from poland, israel or other foreign schools allow a student to go directly into clinicals? if that certification has made them eligible for the usmle step 1 exam, then there is the chance of admission into our clinical program. the school, at minimum, must be w. h. o. - recognized and ecfmg - approved. the student must pass the usmle step i exam prior to starting any rotations. our own basic sciences program coordinator usually analyzes course work to ensure that there are no voids in another program ' s curriculum. what gpa is taken into consideration as part of the admissions process? a student ' s gpa in the hard sciences is considered in the context of an overall gpa of 3. 0. if you are not sure if you qualify or if you have a question, please email us. do you evaluate an aggregate gpa or just the gpa from the past two years? we look at all aspects of each student ' s academic credentials and maturity, as well as the reputation and level of programs attended. we specifically examine trends of improvement over time. is the university recognized by the world health organization ( w. h. o. )? yes, the w. h. o. has recognized the existence of the university of sint eustatius in a formal newsletter and on their website.


when even industry insiders think of virtual reality systems, and of the data visualisation sector in particular, it ' s the larger, multi - user data worlds with relatively exotic hardware that tend to leap straight into mind, as opposed to the single user software suites that process and display data in 2d or 3d form. yet, the latter is still a form of virtual reality, crafting worlds from numbers and formulae alone. their larger brethren owe much to them, as the algorithms that drive hair movement, advanced buffer techniques, compression, dynamic lighting and more, all came from the research environments dedicated to number crunching and displaying. it is no accident that our understanding and use of such intensively mathematical structures, in vr and in unrelated outside fields, has lept forwards like never before, since mathematical model crunchers that work far, far faster than the human brain, became popular. one such number cruncher, is mathematica. mathematica is one of the older research visualisation tools, with versions stretching back for 20 years. its an integrated suite, attempting to be as close to a regular vr environment as is possible for a mathematical research tool, by integrating all aspects of work into the same program. first released in 1988, it has had a profound effect on the way computers are used in technical and other fields. when mathematica 1. 0 was released, the new york times heralded it as " the importance of the program cannot be overlooked, " and business week later ranked mathematica among the 10 most important new products of the year. so it is surprising that it is in general overlooked outside of the technical fields it was meant for. in design, it exists to accelerate the processing of mathematical models, pushing far beyond the capabilities of both the human brain, and of paper and pen, in terms of the complexity it is able to handle. yet at the same time, provide accountability through each stage. increasingly with the program, there is no need to export the data anywhere else : a full range of modelling, simulation, visualisation, development, documentation, and deployment is possible without leaving the virtual environment of mathematica. at first, mathematica ' s impact was felt mainly in the physical sciences, engineering, and mathematics. but over the years, mathematica has become important in virtually every research field. mathematica is used today throughout the sciences - - physical, biological, social, and other - - and counts many of the world ' s foremost scientists among its enthusiastic supporters. it has played a


a 10, 000 % boost in speed for all functions of the software suite, as it trades off of the cpu and gpu systems inside a computer, far more efficiently than any other visualisation software so far. larger vr systems can learn a lot from studying this approach as it manifests in a literal 10 to 100 fold increase in computation speed, on current hardware. this even applies to desktop workstations. " since its initial release, mathematica has been adopted by over 3 million professionals across the entire global technical computing community, and it has had a profound effect on how computers are used across many fields, " said joy costa, director of global partnerships at wolfram research. " the prospect of a hundred fold increase in mathematica 7 performance is staggering. cuda enabled mathematica will revolutionise the world of numerical computation. " " with mathematica 7, researchers and scientists can easily tap the enormous parallel processing power of nvidia gpu ' s through a familiar high level interface, " said andy keane, general manager of the gpu computing business at nvidia. this is truly transformative, giving mathematica users computational horsepower like never before and reducing computation time in some cases from days to a matter of minutes. " the expectation is that within the next few years, 2008 onwards, we will start to see an explosion in algorithm generation and research throughput, analogous to how the past 20 years have looked compared to those before. without frequently unconsidered vr systems such as mathematica and its kin, that work tirelessly on visualising, simulating and modelling purely mathematical data, all of the larger, heavily interactive worlds we enjoy today, simply would not exist. pause for thought, isn ' t it? references & further reading


the ground in the puget sound region didn ’ t just shake during the magnitude 6. 8 nisqually earthquake, it moved — literally. in fact, measurements using global positioning system ( gps ) data indicate that in most areas the ground shifted more during the feb. 28 quake than it normally does in a year. “ not only that, but it moved in completely the opposite direction of what we ’ ve observed from year to year, ” said anthony qamar, a university of washington research associate professor in earth and space sciences and the state seismologist. qamar works on a project called panga, or pacific northwest geodetic array, that uses global positioning information to measure how much the ground in western washington and oregon move each year relative to a fixed point farther east. panga partners include the uw, central washington university, rensselaer polytechnic institute in troy, n. y., oregon state university, the u. s. geological survey, the u. s. coast guard and the geological survey of canada. panga ’ s measurements have shown that typically the central puget sound region moves to the east - northeast at about 3 to 5 millimeters per year. by contrast, at neah bay on the state ’ s northwest coast the movement is about 10 millimeters, or a half - inch, per year. that ’ s because the coast is much closer to the zone where the juan de fuca plate dives beneath the north american plate, and the pressure moving the land surface is much greater than farther inland. in the nisqually earthquake, gps sensors showed a coast guard station at point robinson on the east edge of maury island moved 8 millimeters to the south - southwest and the uw campus moved 5 millimeters — about two - tenths of an inch — south - southwest. the data showed that satsop, which is about midway between the epicenter and the washington coast, moved west about 6 millimeters and pacific beach, on the coast, moved northwest about 4 millimeters. though currently there are no measurements, qamar also expects that data eventually will show that areas west of the earthquake ’ s focus deep beneath the nisqually river delta north of olympia rose as much as a half - inch in the quake. he expects that areas to the east will have dropped about one - third of an inch. ( an earthquake ’ s epicenter is the area on the surface that lies directly above the hypocenter, or focus. ) the actual movement of the


he expects that areas to the east will have dropped about one - third of an inch. ( an earthquake ’ s epicenter is the area on the surface that lies directly above the hypocenter, or focus. ) the actual movement of the fault at the focus of the earthquake was probably about 1 meter, more than 3 feet, qamar said. but the fact that the focus was some 34 miles deep in the earth means the displacement at the surface is far less. panga has about 20 permanent global positioning stations running in western washington and oregon. there also are 70 national geodetic survey sites permanently marked with metal plates that are in the process of being measured with portable gps equipment to provide a more complete picture of what happened in the nisqually quake. those sites, a number of them lined up through the heart of the epicenter region, typically are measured every two years or so. the purpose of panga is to allow scientists to see geographic positions changing over time. that happens as pressure is applied from the west by the interaction of the juan de fuca and north american plates, pushing this region east, and from the south by the movement of a large chunk of california against oregon and washington, pushing the region north. eventually, those forces will counteract what happened in the nisqually quake, qamar said. “ i would expect that if we go back and measure the satsop station in a year or two, we ’ ll see that it ’ s right back where it was before the earthquake, ” he said. for more information, contact qamar at ( 206 ) 685 - 7563, ( 206 ) 543 - 7010 or http : / / www. geophys. washington. edu


why is it recommended that children get vaccinated? vaccinations are used to protect children against diseases and viruses that could be potentially harmful to them. what types of illnesses can vaccinations protect people against? according to the center for disease control and prevention, some illnesses include measles, mumps, rubella, tetanus, polio and hepatitis a and b. a complete list of available vaccines can be found here : http : / / www. cdc. gov / vaccines / pubs / vis / default. htm how many doses are required? the number of doses varies depending on the vaccination, according to the cdc. some vaccines, like for measles, mumps and rubella, one require one dose. but others, like polio and hepatitis b, require three doses. a complete list of required doses can be found here : http : / / www. cdc. gov / vaccines / schedules / easy - to - read / child. html are there side effects? it is possible to suffer some side effects from vaccines. according to the cdc, some minor side effects may include a fever, rash, or soreness at the injection site. in rare instances, serious side effects may occur. if you think your child is experiencing a severe side effect from the vaccine then you should seek medical attention. the cdc recommends writing down the type of reaction and when it occurred. also be sure to tell your doctor what vaccines your child just received. a list of possible side effects can be found here : http : / / www. cdc. gov / vaccines / vac - gen / side - effects. htm keep record of your child ’ s vaccinations. it ’ s important to keep track what vaccinations your child has received, when he or she received it, and how many total doses they ’ ve received. this will help you determine when they are due for their next vaccination and how many doses they have remaining. this will also ensure your records are complete and accurate in case you switch providers.


- achieving sustainable site design through low impact development practices - aesthetic challenges - aesthetic opportunities - air barrier systems in buildings - air decontamination - assessment tools for accessibility - balancing security / safety and sustainability objectives - building integrated photovoltaics ( bipv ) - cool metal roofing - cost impact of the isc security criteria - designing buildings to resist explosive threats - distributed energy resources ( der ) - electric lighting controls - electrical safety - energy analysis tools - energy codes and standards - energy efficient lighting - evaluating and selecting green products - extensive vegetative roofs - fuel cells and renewable hydrogen - glazing hazard mitigation - high - performance hvac - life - cycle cost analysis ( lcca ) - low impact development technologies - mold and moisture dynamics - natural ventilation - passive solar heating - psychosocial value of space - reliability - centered maintenance ( rcm ) - retrofitting existing buildings to resist explosive threats - security and safety in laboratories - seismic design principles - solar water heating - sun control and shading devices - sustainable laboratory design - sustainable o & m practices - threat / vulnerability assessments and risk analysis - trends in lab design - using leed on laboratory projects - water conservation - windows and glazing balancing security / safety and sustainability objectives last updated : 06 - 09 - 2010 within this page since the early 1990s, sustainability has become an increasing priority for facilities projects. however, since the terrorist attacks of september 11, 2001 building owners and occupants are paying more attention to facility security and safety issues. on the surface, it may appear that secure / safe design has little relationship to sustainable design. yet, security and safety measures, such as those for anti - terrorism, must be considered within a total project context, including impacts on occupants and the environment, regardless of the level of protection deemed appropriate. further, today ' s security design is based on a multi - hazard approach, that is, looking at the impact of all hazards on a project : natural, criminal, terrorist, and accidental. this resource page aims to provide designers with an understanding of the interaction between security / safety and sustainability objectives by emphasizing the ' whole building ' or integrated design process, identifying areas of synergy and potential conflicts between sustainable and security / safety approaches, and highlighting sustainability opportunities within certain security / safety strategies. with this information in hand, the project team can define and understand the interrelationships between the project ' s needs and achieve balanced design solutions that will minimize environmental impacts as well as ensure the health, safety, security, and comfort of building


. with this information in hand, the project team can define and understand the interrelationships between the project ' s needs and achieve balanced design solutions that will minimize environmental impacts as well as ensure the health, safety, security, and comfort of building occupants. figs. 1 and 2 : the new alfred a. arraj united states courthouse in denver, colorade serves as a model for designs that balances openness, security, and sustainability. the building showcases innovative sustainable strategies, such as photovoltaic cells and daylighting using light shelves, while also being one of the first u. s. courthouses to meet the new " gsa security design criteria " standards. a. integrated design process it is important to understand that secure / safe, sustainable facilities don ' t just happen. the level of security / safety and sustainability incorporated in a facility varies greatly from project to project. but achieving quality, high performance facilities has a lot to do with an integrated process that identifies and embraces the goals of the project — including security / safety, sustainability, productivity, accessibility, functionality, aesthetics, historic preservation, and cost - effectiveness — early on. working as a team from the outset, planners, designers, engineers, and all project stakeholders are able to develop creative solutions to design challenges that yield multiple benefits. for example, a massive, reinforced concrete wall can serve as blast protection for its occupants and a passive solar device saving energy during facility operation, resulting in a more secure, comfortable working environment. also, rather than optimizing individual systems, the project team must understand that the most effective results can be obtained by designing various building systems and components as interdependent parts of the entire structure. this conceptual framework starts at the planning phase and is carried out through design and construction to building activation and operation. see also ' whole building ' approach and aesthetics — engage the integrated design process. b. secure / safe and sustainable trade - offs and synergies given budgetary and other constraints, integrating secure / safe and sustainable design objectives oftentimes requires compromise and tradeoffs. for example, increasing glazing area to provide daylighting can be incompatible with the desire to decrease glazing to minimize glass hazard. similarly, designating surface parking away from a building to provide appropriate stand - off distance can limit the extent to which a project can meet its site disturbance reduction goals. these inherent conflicts challenge the project team to find creative solutions for the issues at hand. following are key areas of interaction between security / safety and sustainability goals and


- off distance can limit the extent to which a project can meet its site disturbance reduction goals. these inherent conflicts challenge the project team to find creative solutions for the issues at hand. following are key areas of interaction between security / safety and sustainability goals and measures. the project team is advised to evaluate the benefits and disadvantages of pursuing these strategies, weighing them against the project ' s identified requirements and desired outcome in order to achieve a balanced design. engaging integrated design will greatly facilitate this process. with today ' s concern about climate change and emphasis on significantly reducing energy consumption while reducing greenhouse gas emissions, it is more important than ever to incorporate secure / safe and sustainable trade offs and synergies into your building projects. security and sustainable site planning strategies can significantly affect each other. for example, a facility ' s risk can be increased and security can be compromised by siting it in an urban area to protect greenfields and preserve habitat and natural resources ; locating carpool / vanpool parking and bike racks nearby to promote alternative transportation ; constructing under - building parking to minimize habitat disturbance ; and installing covered walkways and landscaping to reduce heat islands and control erosion. on the other hand, security measures such as building setbacks, or standoff distances, to create protective building perimeters and to restrict access ; installing barriers ( e. g., bollards, reinforced planters, and site furnishings ) to withstand assaults by moving vehicles ; and locating parking areas in remote areas and / or eliminating under - building parking areas to minimize blast effects from potential vehicle bombs, usually result in increased development of open space, habitat disturbance, and possibly erosion. - erosion control measures : the erosion of soil caused by precipitation or wind can lead to destruction of vegetation, degradation of property, and sedimentation of local water bodies as well as unstable building foundations and potential loss of structural integrity. erosion control measures can be implemented to stabilize the soil ( e. g., seeding and mulching, installing pervious paving ) and / or to retain sediment after erosion had occurred ( e. g., earth dikes and sediment basins ). these help to reduce the negative impacts on water and air quality as well as mitigate potential damage to a building ' s foundation and structural system due to floods, mudslides, torrential rainstorms, and other natural hazards. for more information on erosion control measures, see wbdg achieving sustainable site design through low impact development practices and low impact development technologies. - landscaping : keeping sustainability and safety goals in mind, designers can


be much more efficient by providing close water sources to fire risks. since dry hydrants are installed below frost line and do not require electricity, they are capable of supplying water in the case of natural disasters such as hurricanes and tornadoes when electricity lines are knocked down, or during extreme cold or hot weather where conventional hydrant pipes can freeze or break. also, dry fire hydrants help to save precious drinking water and conserve energy by using rainwater that does not need to be processed to be used for fighting fires. for more information, see the dry fire hydrant program. - constructed wetlands : constructed wetlands, used for wastewater treatment, can be incorporated into perimeter protection strategies to control vehicular and pedestrian access. for more information on constructed wetlands, see wbdg achieving sustainable site design through low impact development practices and low impact development technologies. fig. 4 : trombe wall at nrel ' s solar energy research facility — golden, co because the opportunity to reduce load and employ energy efficiency measures is dependent on the chosen project site and site design, a site planned for security may not be optimal for energy conservation. the installation of onsite power generation and fuel supply for back - up power and / or increased power reliability may increase noise and development of open space as well as habitat disturbance. also, additional equipment and systems needed to mitigate natural hazards, protect against fires, and defend against terrorist attacks will increase the building ' s energy load and may affect its energy performance. the roof of covered parking shelters could be used to mount photovoltaic modules to provide quiet onsite power, while eliminating the need to use additional open space for power generation. - building commissioning : commissioning is the systematic process of ensuring and documenting that all building systems perform according to specification and design intent, consistent with the owner ' s operational needs. the goals of commissioning are to improve the building delivery process ; to provide a safe and healthy facility ; to improve energy performance ; to reduce operating costs ; to provide o & m staff orientation and training ; and to improve systems documentation. according to the u. s. green building council ( usgbc ), commissioning can improve new building energy performance by 8 % to 30 %. the more complex the building type and the more integrated the building systems, the more likely that a formal building commissioning process will prove valuable. use commissioning to verify that the project ' s safety and sustainability goals have been achieved. - integrated building automation and control systems ( bas ) : bas integrates and automates traditionally stand - alone building automation and


a formal building commissioning process will prove valuable. use commissioning to verify that the project ' s safety and sustainability goals have been achieved. - integrated building automation and control systems ( bas ) : bas integrates and automates traditionally stand - alone building automation and control systems such as hvac, fire, lighting, and security systems into one comprehensive system. this enables electronic monitoring and control of air flow, space temperature, system performance, energy conservation, fire alarms, security functions, etc. from a single, centralized location for optimized building operations, energy efficiency, indoor comfort, safety and security. for example, a bas can be programmed such that a duct sensor can monitor the efficiency of the air flow, but can also detect a contaminant in the ductwork and alarm the facility manager who can then reconfigure the hvac system in that part of the building, notify the proper officials, and evacuate occupants safely. - renewable distributed energy technologies : the use of renewable distributed energy technologies ( e. g., wind turbines, photovoltaics, geothermal heat pump, and biomass gasifiers ) reduces environmental impacts associated with utility energy production and use such as natural resources destruction, air pollution, and water pollution. they also offer consumers the potential for lower cost, higher service reliability, high power quality, increased energy efficiency, and energy security. - thermal mass walls ( trombe walls ) : trombe walls are used to passively heat a space. a typical trombe wall consists of an 8 - to 16 - inch thick masonry, stone, adobe, or concrete wall coated with a dark, heat - absorbing material and faced with a single or double layer of glass. the glass is placed from about 3 / 4 " to 6 " away from the wall to create a small airspace. heat from sunlight passing through the glass is absorbed by the dark surface and stored in the wall. as it cools gradually during the night, it slowly releases its stored heat indirectly into the space. trombe walls can serve double duty to reduce energy consumption and provide blast protection if they are integrated into the structural system and are made of reinforced concrete — masonry walls break up readily and become secondary fragments during blasts. - window films : dangerous glass shards caused by natural hazards, accidents, or explosions can harm building occupants and visitors. certain window films are designed to help hold shattered glass together, and make the glass stronger, and more resistant to breakage for improved safety and security. in addition, these films can reduce solar heat gain


, or explosions can harm building occupants and visitors. certain window films are designed to help hold shattered glass together, and make the glass stronger, and more resistant to breakage for improved safety and security. in addition, these films can reduce solar heat gain, glare, and fading for energy conservation and occupant comfort. buildings should be safe places to live and work. however, only few buildings need to be level 5 secure ( critical to national security ). to prevent unneeded security upgrades, hence use of more resources and materials, a comprehensive threat assessment, vulnerability assessment, and risk analysis must be conducted to identify the appropriate level of security for the building. there are some security and safety products made of materials with recycled content or other environmentally preferable characteristics. examples include reinforced concrete site furniture made with slag ( a by - product of steel production ) and recycled content metal fencing ( both could be used for perimeter access control ). indoor environmental quality - glazing and daylighting : daylighting improves indoor environment of buildings by exposing occupants to natural light. this can result in improved worker productivity and reduced energy costs. while daylighting can also contribute to the security of a building by shedding light on otherwise dark corners, it does increase the potential for glass hazard caused by natural disasters, accidents, or blast events. size and locate windows with detonation points in mind. understanding that extensive damage to conventional glazing can still result since blast pressures will wrap around buildings. where appropriate, specify blast resistant glazing or window film that can also reject heat and glare. avoid exterior ornamentation, including certain sun control and shading devices, that can break away easily. also, note that the placement of windows and doors to allow for good visibility and surveillance may interfere with daylighting schemes. - natural ventilation vs. mechanical ventilation : natural ventilation has become an increasingly energy - efficient and attractive method for providing acceptable indoor air quality and maintaining a healthy, comfortable, and productive indoor climate rather than the more prevailing approach of using energy - intensive mechanical ventilation. power sources are not needed to operate natural ventilation systems, so building occupants can maintain their level of comfort in the event of power shortages or blackouts. on the other hand, natural ventilation systems could bring outside contaminants inside. for critical and high - risk buildings, mechanical ventilation with special filters is recommended to protect against possible chemical, biological, and radiological ( cbr ) agents from entering interior spaces. although more energy will be used, mechanical ventilation does allow for precise control of


critical and high - risk buildings, mechanical ventilation with special filters is recommended to protect against possible chemical, biological, and radiological ( cbr ) agents from entering interior spaces. although more energy will be used, mechanical ventilation does allow for precise control of humidity, preventing the growth of mold and mildew. under - floor air distribution systems should not be used in laboratories or other spaces containing hazardous materials that could spill onto the floor and contaminate the under - floor air. fig. 5 : protecting outdoor air intakes - dedicated ventilation and / or exhaust systems : exposure of building occupants to potentially hazardous chemical, biological, and radiological ( cbr ) agents negatively impacts the indoor environment and can pose serious health threats. to help maintain superior indoor air quality and protect people ' s health, dedicated ventilation systems ( aka. dedicated outdoor air systems [ doas ] ) and dedicated exhaust systems can be installed. doas use separate air handlers to condition and deliver the minimum required constant volume of outdoor air. be sure to protect all outdoor air intakes and locate discharge points away from them ( see fig. 5 ). for more information, see the department of health and human services ' guidance for protecting building environments from airborne chemical, biological, or radiological attacks, may 2002 and national institute for occupational safety and health ' s guidance for filtration and air - cleaning systems to protect building environments from airborne chemical, biological, or radiological attacks, april, 2003. - tight building envelope : in traditional construction, infiltration occurs through gaps and cracks in the building envelope. excess infiltration of cold air in the winter and hot humid air during the summer can create uncomfortable indoor environments, including mold and mildew and raise heating and cooling costs by 20 % to 40 %. such unintentional infiltration is also a concern for an exterior chemical, biological, and radiological ( cbr ) release at some distance from a building, such as a large - scale attack. decreasing infiltration improves comfort, saves energy, controls moisture, reduces indoor pollution, and promotes ventilation. also, tight building construction in combination with building pressurization can be an effective cbr - protection strategy. c. sustainable design considerations and opportunities the table below identifies sustainable design considerations and opportunities when employing various safe design strategies. | safety and security strategies | | sustainable design considerations / opportunities | | secure site perimeter | | integrate with sustainable landscaping scheme. see wbdg sustainable — optimize site potential and achieving sustainable site design through low impact development practices | | use barriers to


safety and security strategies | | sustainable design considerations / opportunities | | secure site perimeter | | integrate with sustainable landscaping scheme. see wbdg sustainable — optimize site potential and achieving sustainable site design through low impact development practices | | use barriers to prevent passage of vehicles | | use natural and / or environmentally friendly barriers ( e. g., trees, retention ponds, etc. ). use reinforced site furniture, planters, etc. as vehicle barriers. see wbdg achieving sustainable site design through low impact development practices and low impact development technologies | | minimize public entrances into the building | | integrate with daylighting scheme | | secure vulnerable openings ( e. g. doors, first floor windows ) | | integrate with daylighting scheme | | install electronic access systems ( e. g., parking, elevators ) | | use energy - efficient systems. consider renewable and / or distributed energy resources. see wbdg building integrated photovoltaics, distributed energy resources, fuel cell technology, microturbines | | secure critical functions ( e. g., it, mechanical systems ) | | consider dedicated ventilation and / or exhaust systems | | locate windows and doors to allow for good visibility | | integrate with daylighting scheme | | avoid spaces that permit concealment | | integrate with daylighting scheme | | define public versus private interior zones | | use signage and other directional devices manufactured from recycled material. use barriers with low - voc or no voc finishes. | | avoid blocking lines of sight with fencing and landscaping | | integrate with landscaping and daylighting schemes. | | locate public areas ( e. g., restrooms ) where they can be easily observed | | design lighting to reinforce natural surveillance | | integrate with building automation and control systems. use energy - efficient systems. consider renewable and / or distributed energy sources, such as solar power night lighting. see wbdg building integrated photovoltaics, distributed energy resources, fuel cell technology, microturbines | | install intrusion devices and video systems | | integrate with building automation and control systems. use energy - efficient lighting and controls. use low - light or no - light cameras for scene observation that minimize / eliminate the need for electrical lighting. consider renewable and / or distributed energy sources | | use screen and tracking systems | | integrate with building automation and control systems. use energy - efficient lighting. consider renewable and / or distributed energy sources | | design structural systems to prevent or delay building collapse | | integrate with passive solar design ( e. g.


and tracking systems | | integrate with building automation and control systems. use energy - efficient lighting. consider renewable and / or distributed energy sources | | design structural systems to prevent or delay building collapse | | integrate with passive solar design ( e. g., trombe walls ). use sustainable materials ( e. g., fly - ash concrete, slag concrete, steel columns, etc. ) | | use building configurations to better resist blast shock waves | | integrate with passive solar design and daylighting scheme | | maximize distances between parking and buildings | | integrate with alternative transportation plans | | size and locate windows with detonation points in mind | | integrate with daylighting scheme. specify glazing or window films that reduce heat gain and glare and provide blast protection. | | use blast or ballistic resistant glazing | | use blast or ballistic resistant window films that are also energy - efficient ( reduce heat gain and glare ) | | increase strength of exterior cladding and nonstructural elements | | use sustainable materials. consider thermal benefits of strengthened cladding options | | avoid exterior ornamentation that can break away | | integrate with sun control and shading devices | | chemical, biological, radiological protection * | | elevate fresh air intakes | | integrate with energy - efficient hvac system | | prevent unauthorized access to fresh - air intakes | | specify bars and grates to be manufactured with recycled steel | | reduce need for utilities. | | consider renewable such as daylighting, passive solar heating, photovoltaics, and geothermal ; and / or distributed energy resources | | apply external air filtration and overpressurization techniques | | integrate with building automation and control systems | | use internal air filtration technologies | | integrate with building automation and control systems | | secure vulnerable areas ( e. g., mail rooms, loading docks, mechanical rooms, storage ) | | consider dedicated ventilation and / or exhaust systems | | establish mail - handling protocols and procedures | | establish emergency plans for biochemical attacks | | create redundant systems | | reduce need for energy. use energy - efficient systems. consider renewable and / or distributed energy resources | | occupant safety and health * * | | provide designs that eliminate or reduce hazards in the work place to prevent mishaps | | integrate safety mechanisms with sustainable features. use integrated building automation and control systems | | prevent occupational injuries and illnesses | | consider integrated natural and mechanical ventilation systems. use integrated building automation and control


reduce hazards in the work place to prevent mishaps | | integrate safety mechanisms with sustainable features. use integrated building automation and control systems | | prevent occupational injuries and illnesses | | consider integrated natural and mechanical ventilation systems. use integrated building automation and control systems | | prevent falls from heights | | use sustainable materials for guardrails and barriers. operable windows should have safety measures to prevent falls | | prevent slips, trips, and falls | | integrate daylighting into illumination scheme. use led lamps and fixtures. use electroluminescent devices which require no source of electricity | | ensure electrical safety | | follow standards and recommended practices for installing and operating photovoltaic systems and distributed energy resources, such as fuel cells and microturbines | | eliminate exposure to hazardous materials ( e. g., volatile organic compounds ( vocs ) and formaldehyde, lead, and asbestos in older buildings ) | | use sustainable materials ( e. g., no - voc paint, formaldehyde - free finish panels, etc. ). use dedicated ventilation and / or exhaust systems in copy rooms, labs, loading docks, and mailrooms. | | provide good indoor air quality ( iaq ) and adequate ventilation | | use daylighting. consider integrated natural and mechanical ventilation systems. use integrated building automation and control systems | | provide ergonomic work places to prevent work - related musculoskeletal disorders ( wmsd ) | | use sustainable materials, including furnishings with recycled content, compostable materials, and. reconditioned furniture | | perform proper building operations and maintenance | | implement total building commissioning. use integrated building automation and control systems | | provide for proper receiving, storing, and handling of consumable materials | | implement total building commissioning | * source : building security through design : a primer for architects, design professionals, and their clients by the american institute of architects. washington, dc : aia, 2001, p. 15. * * source : wbdg safe — ensure occupant safety & health california ' s office of emergency services headquarters, sacramento, california : located on a 12 - acre site, the complex is the anchor project for the adaptive reuse of the former mather air force base. it exemplifies the newest generation of open yet secure, safe, and sustainable buildings. strategies and features include : use of landform to control vehicular access ; open, daylit spaces for comfortable, productive work environments ; and back - up fuel


open, and accessible to public as well as secure and sustainable. one of the primary strategy was using landscaping, including light fixtures and other streetscape items, to provide the appropriate setback distance and to serve as security barriers, for more information, see " secure and sustainable " by gordon wright. building design and construction. august 2004. relevant codes and standards - 10 cfr part 434 - energy code for new federal commercial and multifamily high - rise residential buildings - energy independence and security act ( eisa 2007 ) ( pdf 738 kb, 310 pgs ). - energy policy act of 2005 ( pdf 1. 9 mb, 550 pgs ) - executive order 12656, " assignment of emergency preparedness responsibilities " - executive order 12977, " interagency security committee " - executive order 13423, " strengthening federal environmental, energy, and transportation management " standards and guidelines - air force - air force memorandum : air force sustainable development ( sdd ) policy, 31 july 2007 ( pdf 2. 9 mb, 12 pgs ). signatory : maj gen del eulberg, usaf, the civil engineer, dcs / logistics, installations & mission support - army memorandum : sustainable design and development policy update, 05 january 2006 ( pdf 76 kb, 2 pgs ). signatory : joseph w. whitaker, deputy assistant secretary of the army ( installations and housing ) oasa ( i & e ) - fm 3 - 19. 30 physical security — sets forth guidance for all personnel responsible for physical security. - navy and marine corps - navfac instruction 9830. 1, 09 june 2003 signatory : m. r. johnson, commander, naval facilities engineering command. - capital improvements engineering & construction bulletin, issue 2008 - 01 on energy policy act 2005 ( epact ) implementation and usgbc leed® certification ( 12 - 13 - 2007 ) - department of defense - ufc 4 - 010 - 01 dod minimum anti - terrorism standards for buildings - ufc 4 - 024 - 01 security engineering : procedures for designing airborne chemical, biological, and radiological protection for buildings - ufc 4 - 030 - 01 sustainable development - ufc 3 - 210 - 10 low impact development - ufc 1 - 900 - 01 selection of methods for the reduction, reuse, and recycling of demolition waste - department of health and human services - department of homeland security - federal emergency management agency ( fema ) - general services administration - facilities standards for the public buildings service, p100 by the general services administration ( gs


philippe henry | getty images hunters and campers can follow a few easy precautions to protect lives, property and our precious forests. getting to camp wildfires can start when fine, dry fuel, such as grass, comes in contact with catalytic converters. think twice before driving into and across a grassy field. - never park over tall, dry grass or piles of leaves that can touch the underside of a vehicle. - when driving vehicles off road, regularly inspect the undercarriage to ensure that fuel and brake lines are intact and no oil leaks are apparent. - always carry an approved fire extinguisher on vehicles that are used off road. preparing to make your fire - clear a generous zone around fire rings. when humidity is low and wind is high, debris can become tinder for a stray spark or ember. - store your unused firewood a good distance from the fire. - never use gasoline, kerosene or other flammable liquid to start a fire. - keep campfires small and controllable. - keep fire - extinguishing materials, such as a rake, shovel and bucket of water, close by in case you need to quench your fire in a hurry. never leave a campfire unattended! - extinguish campfires each night and before leaving camp ( even if it ' s just for a few moments ). practice extra caution in the field - if you smoke, put out your cigarettes completely. burn them in your campfire or pack them out. don ' t delay call for help! - call 911 at the first sign of a fire getting out of control. © 2012 conservation commission of missouri. all rights reserved.


how it feels the blood sample is taken from a vein in your arm. an elastic band is wrapped around your upper arm. it may feel tight. you may feel nothing at all from the needle, or you may feel a quick sting or there is very little chance of a problem from having blood sample taken from a vein. risks of a blood test - you may get a small bruise at the site. you can lower the chance of bruising by keeping pressure on the site for several - in rare cases, the vein may become swollen after the blood sample is taken. this problem is called phlebitis. a warm compress can be used several times a day to treat this. - ongoing bleeding can be a problem for people with bleeding disorders. aspirin, warfarin ( coumadin ), and other blood - thinning medicines can make bleeding more likely. if you have bleeding or clotting problems, or if you take blood - thinning medicine, tell your doctor before your blood sample is taken. a prolactin test measures the level of hormone prolactin, which is made by the pituitary gland, in your blood. prolactin levels are different throughout the day. the highest levels occur during sleep and shortly after you wake up. the normal values listed here - called a reference range - are just a guide. these ranges vary from lab to lab, and your lab may have a different range for what ’ s normal. your lab report should contain the range your lab uses. also, your doctor will evaluate your results based on your health and other factors. this means that a value that falls outside the normal values listed here may still be normal for you or your lab. | nonpregnant women | 4 - 23 nanograms per milliliter ( ng / ml ) or 4 - 23 micrograms per liter ( mcg / l ) 3 - 15 ng / ml or 3 - 15 mcg / l 34 - 386 ng / ml or 34 - 386 mcg / l - high levels of prolactin ( usually higher than 200 ng / ml ) may mean a pituitary gland tumor ( prolactinoma ) is present. the higher the prolactin level, the more likely a pituitary gland tumor is present. if a prolactin level is over 200 ng / ml, a magnetic resonance imaging ( mri ) test may be done to confirm a pituitary tumor is present. a normal or low prola


seven ( easy to find ) foods that may help prevent cancer reach for these super foods to supercharge your odds of staying ahead of cancer and maximizing your health. strawberries : rich in antioxidants berries scoop up disease - fighting honors like kids in sports collect trophies : they just keep multiplying. research points to possible protection against heart disease and memory decline as well as cancer. in a recent study, berry extracts slowed the growth of cancer cells ; specifically, strawberry and black raspberry extracts had the greatest impact on colon cancer cells. strawberries are rich in antioxidants such as vitamin c and ellagic acid. in laboratory tests, ellagic acid seems to have anticancer properties that rev up enzymes, which destroy cancer - causing substances and slow the growth of tumors. they also contain flavonoids, which suppress an enzyme that damages dna and has been linked to lung cancer. other types of berries, all rich in flavonoids, deserve a spot on your plate, too : raspberries, blackberries, blueberries, and cranberries. blueberries are packed with anthocyanins, which reduce inflammation and are one of the most powerful antioxidants, fahey says. he considers berries and cruciferous vegetables the most powerful protective eating fruit, including berries, probably decreases the risk of lung cancer and could prevent cancers of the mouth, esophagus, and stomach, according to a review of hundreds of clinical studies conducted for the world cancer research fund and the american institute for cancer research. carrots : best eaten cooked one of the easiest vegetables to love, carrots are packed with disease - fighting nutrients. they contain beta - carotene, an antioxidant scientists believe may protect cell membranes from toxin damage and slow the growth of cancer cells. and carrots deliver other vitamins and phytochemicals that might guard against cancers of the mouth, esophagus, and stomach. some studies suggest carrots protect against cervical cancer, perhaps because they supply antioxidants that could battle hpv ( human papilloma virus ), the major cause of cervical cancer. plus, carrots contain falcarinol, a natural scientists in england found that rats given falcarinol were less likely to develop cancerous tumors. cooked carrots supply more antioxidants than raw, according to a report in the journal of agriculture and food chemistry. if you ' re cooking carrots, leave them whole while steaming


##arinol were less likely to develop cancerous tumors. cooked carrots supply more antioxidants than raw, according to a report in the journal of agriculture and food chemistry. if you ' re cooking carrots, leave them whole while steaming or boiling, and cut them after they ' re done. that reduces the loss of nutrients, including falcarinol, and gives them a sweeter taste as well. spinach : a super carotenoid source maybe you ' ve heard that lutein, an antioxidant, is good for your eyes. research is by no means confirmed, but it might also play a role in guarding spinach is rich in lutein and zeaxanthin, carotenoids that remove unstable molecules called free radicals from your body before they damage it. they ' re found in spinach and other dark green leafy vegetables, and some studies show they could protect against cancer of the mouth, esophagus, and stomach. an nih / aarp study of more than 490, 000 people found that those who ate more spinach were less likely to develop esophageal cancer. some studies suggest the carotenoids in spinach and other foods reduce the risk of ovarian, endometrial, lung, and colorectal cancer, too. throw in folate and fiber, which researchers think might trim the risk of certain cancers, and you ' ve got nutritional powerhouse in every dark green leaf. folate helps your body produce new cells and repair dna, and is especially important for women of childbearing age because it can prevent neural tube defects in a developing fetus. you ' ll get the most lutein from raw or lightly cooked spinach. enjoy it in a salad, steamed, or sauteed with garlic and olive oil, or stirred into soups. for a change, substitute kale, collard greens, swiss chard, or romaine lettuce. but spinach is the star. " out of the leafy greens, spinach is one of the most nutrient - dense, " doyle says.


nervous system disorders that lead to bladder spasms the feeling you get when you need to empty your bladder is normally an involuntary response. the brain signals the bladder muscle when it is time to tighten ( contract ) and release urine. however, certain nervous system disorders cause damage to the nerves that send signals between the brain and the bladder. when this happens, the bladder does not work properly. " neurogenic bladder " is the general term for bladder problems due to nerve damage. nervous system disorders and injury that can cause bladder spasms include : - brain tumor - cerebral palsy - herpes zoster infection that affects the nerves in the sacrum - multiple sclerosis - parkinson ' s disease - multiple system atrophy ( shy - drager syndrome ) - spinal cord injury - stroke that has caused brain damage - diabetic neuropathy ( when the nerves are damaged by longstanding diabetes ) surgery that leads to bladder spasms surgery to the lower abdominal area may weaken the bladder or pelvic floor muscles, or cause damage to the nerves that control the bladder. bladder spasms may occur following certain surgeries, including : - bladder surgery ( a common cause of bladder spasms in both children and adults ) - cesarean section - hysterectomy ( removal of the uterus, or womb, and sometimes the surrounding female organs, including the ovaries and fallopian tubes. ) - prostatectomy ( prostate removal ) - other lower abdominal surgery other causes of bladder spasms some medications may cause bladder spasms as a side effect. medications that commonly cause bladder spasms include : - bethanechol ( urecholine ) - a chemotherapy drug called valrubicin - medicines called diuretics, ( such as lasix ) which help the body remove excess water what you eat or drink can sometimes bother a fragile bladder and cause it to go into a spasm. this is especially true in patients who have a condition called interstitial cystitis. spicy, acidic, or citrusy foods and the chemicals in certain preservatives and food additives may irritate the lining of the bladder. such products include : - artificial sweeteners - caffeinated beverages such as soda, coffee, and tea - citrus fruits and drinks, such as oranges and orange juice - pickled foods treatment of bladder spasms how your doctor treats your bladder spasms depends on what exactly is causing your painful symptoms. but in general, therapy may involve one or more of the following treatments.


webref update : featured article : x ( ml ) marks the spot x ( ml ) marks the spot never before has an internet development witnessed such rave reviews before thorough implementation and testing as the extensible markup language ( xml ). xml is definitely the latest buzzword in the developer community. however, you must crawl before you can walk. the idea of creating an xml based e - commerce solution is exciting, but what about a simple xml page which has standard web media elements such as graphics or flash files? xml promises to give us intelligent document structures, object oriented document manipulations, synchronized media and a whole lot more. but what is xml exactly, and why has it created such a stir? this article is for those developers who are looking for a hands - on explanation of xml basics. what is xml? the extensible markup language and html are both subsets of standard generalized markup language ( sgml ). sgml is a very powerful technology that can be viewed as the parent of many markup languages, which include html and xml. with xml, it is possible to create new variations such as the wireless application protocol markup language ( wapml or wml ), which makes communicating and transactions between a mobile phone and a web server possible. of all the aspects of xml, the following is probably the most important : xml only recently became an official w3c recommendation. this means that the consortium still hasn ' t made a decision about standard xml. many xml elements used in explorer 5. 0 are based on the w3c draft and they will probably be included in the official xml specs. netscape has probably made the wise decision to wait with releasing their xml compliant version 5 browser until the official specs have been determined. enough background information. let ' s get into the real deal. the big difference between xml and html is the following : an html document has three different elements : the first element being the text ( e. g. " welcome to my homepage " ). the second element is the document structure such as tables and linebreaks. the third element is the visual markup such as bold text, italic text, graphics and other visual elements. an xml document, however, can actually consist of two or three different pages. because seeing is believing, i ' ve included a short example below. 1. the first page is the actual xml information you wish to display. in first generation xml sites, this information will probably be text contained in the page called " whatever


pages. because seeing is believing, i ' ve included a short example below. 1. the first page is the actual xml information you wish to display. in first generation xml sites, this information will probably be text contained in the page called " whatever. xml ". this page doesn ' t have any structure such as a table or visual markup ( bold, italic or color ). whatever. xml looks like : <? xml version = " 1. 0 "? > <? xml - stylesheet type = " text / xsl " href = " whatever. xsl "? > < people > < friend > < name > lee < / name > < address > 25 malvern street < / address > < telephone > 123 456 789 < / telephone > < / friend > < friend > < name > susanna < / name > < address > 11 durban road < / address > < telephone > 987 654 231 < / telephone > < / friend > < / people > 2. the second page has the extensible stylesheet language ( whatever. xsl ). this page has html and " tags " which takes the data out of whatever. xml and puts into " whatever. xsl ". the xsl document has the mark - up such as < body >, < table > and < font >. whatever. xsl looks like : <? xml version = " 1. 0 "? > < xsl : stylesheet xmlns : xsl = " http : / / www. w3. org / tr / wd - xsl " > < xsl : template match = " / " > < html > < head > < title > xml developer < / title > < / head > < body > < table border = " 1 " cellpadding = " 3 " cellspacing = " 3 " > < xsl : for - each select = " people / friend " > < tr > < td > < b > name : < / b > < br / > < / td > < td > < xsl : value - of select = " name " / > < / td > < / tr > < tr > < td > address : < br / > < / td > < td > < i > < xsl : value - of select = " address " / > < / i > < / td > < / tr > < tr > < td > telephone : < br / > < / td > < td


< td > < i > < xsl : value - of select = " address " / > < / i > < / td > < / tr > < tr > < td > telephone : < br / > < / td > < td > < i > < xsl : value - of select = " telephone " / > < / i > < br / > < / td > < / tr > < / xsl : for - each > < / table > < / body > < / html > < / xsl : template > < / xsl : stylesheet > 3. the third page is the document type definition. the good news is that a dtd is not always necessary, especially in a simple xml document. the bad news is that a dtd is pretty darn difficult. it contains elements such as attributes and data types. for more information on dtds, take a look at : the xml version of linebreak is < br / > instead of the html < br >. herein lies the secret in getting around the most common and frustrating markup language bugs [ or features, depending on your point of view - eds. ], which go by the name of validity or " well - formed code. " in the good old internet days, developers were very meticulous when it came to their coding. if you opened a < font > tag, you ' d have to close it with < / font >. when browsers got smarter, coders became lazier. as html evolved, people also decided that it wasn ' t necessary to include certain quotes in their code. so what was once < font color = " white " > became < font color = white >. and then xml hit the scene. next : xml needs clean code revised : may 16, 2000


panic disorder is a type of anxiety disorder characterized by unexpected and repeated episodes of intense fear. the fear is accompanied by physical symptoms that may include chest pain, heart palpitations, sweating, shortness of breath, dizziness, or abdominal distress. these sensations often mimic symptoms of a or other life - threatening medical conditions. many people with panic disorder also experience feelings of between episodes of panic. it is not unusual for a person with panic disorder to develop phobias about places or situations where panic attacks have occurred, such as in supermarkets or other everyday situations. as the frequency of panic attacks increases, the person often begins to avoid situations where they fear another attack may occur or where help would not be immediately available. this avoidance may eventually develop into agoraphobia, an inability to go beyond known and safe surroundings because of intense fear and anxiety. heredity and other biologic factors, stressful life events, and thinking in a way that exaggerates normal bodily reactions are all believed to play a role in the onset of panic disorder. the exact causes of panic disorder are unknown and are the subject of intense scientific investigation. about 6 million american adults have panic disorder. women are twice as likely as men are to develop panic disorder. panic disorder typically strikes in the late teen years or young adulthood. roughly half of all people who have panic disorder develop the condition before age 24. panic disorder can coexist with other disorders, most often depression and substance abuse. appropriate diagnosis and treatment of other disorders, such as substance abuse or depression, are important to successfully treat panic disorder. last reviewed november 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 condition. copyright © ebsco publishing. all rights reserved.


select and ensure the preservation and accessibility of government and other information consituting georgia ' s recorded history. civil war sources compiled service records 1 ) compiled service records of confederate soldiers in organizations from the state of georgia. this is the basic source for information about georgians. most battalions, regiments, legions, and independent companies are included in this publication. a separate index, arranged alphabetically by the soldiers ' names, is available. included on the index are the rank, company, and unit designation for each soldier. the county of organization of each company is not shown. 2 ) compiled service records of confederate soldiers who served in organizations raised directly by the confederate government. included in this series are units bearing the word " confederate " rather than a state name in their designation. many of these units were formed by combining two or more units that had become too small to operate independently. also included in this series are the units of engineers, signal corps, and indian troops. 3 ) compiled service records of confederate general and staff officers and nonregimental enlisted men. this series includes service records of general officers ; officers and enlisted men of staff departments ; men on corps, division, or brigade staffs ; men assigned as aides - de - camp ; drillmasters ; military judges ; sappers ; chaplains not assigned to regiments or battalions ; agents ; and others. the staff departments included are medical, ordnance, adjutant general, commissary general, and quartermaster general. 4 ) combined index. sections 2 and 3 above have a combined index arranged alphabetically by the soldiers ' names ; it includes rank, company, and unit designation. 5 ) compiled service records of union soldiers in organizations from the state of georgia. georgians who chose to serve with the union often left the state to enlist with the federal forces. there was, however, one federal unit formed within the state. this unit was the first battalion, georgia volunteer infantry, u. s. army. this roll of microfilm contains the compiled service records of the men in that unit. 6 ) confederate marine and naval personnel. these are not compiled service records. the information contained in them is broken down into personnel records and hospital records that are available at the national archives, and it is arranged alphabetically by surname. there is no index. 7 ) reference file relating to confederate medical officers. this is an alphabetical name index card file containing information available at the national archives concerning medical officers who served in confederate forces. about the source : free booklet provided by the archives. source citation : charlotte


your child is a sprout that keeps growing, so why not start by planting a seed in their brain to make wiser financial choices for their future? with today ' s economy in a tight crunch, it ' s more important than ever to start introducing your kids to the world of shiny coins and green bills. to ensure kids learn valuable lifelong financial skills, money lessons should really start around the ages of 5 or 6. money talk with your kids is a serious issue but can also be a fun learning process. through games, store trips and raising money, they will take away lessons about saving, good future planning, using common sense and giving back in helping them reach their goals. they will also teach their future children the same methods their parents did. give back to community there ' s no better way to teach your kids about giving back to the community than through charitable donations. this can be done when attending your local church service or a non - profit organization your family cares about. you can also help your kids raise money, such as having them put together a lemonade stand or by getting the community together for a charity walk. once the money has been raised, sit down with your kids and discuss a problem they may be concerned about in today ' s world. is it the lack of education other children are receiving in other countries? maybe it ' s concerning the well - being of the elderly or an endangered species? no matter what the reason, your kids will feel better about themselves knowing that they made a difference in the world with encouragement from their parents. open an account


| summer 12 : feedback from parents in relation to our recent y3 / 4 topic ' survival : food and farming '. he loves coming to school and that is down to the hard work of the teachers and making it fun " " she has had a really good time doing this topic " " i felt the topic was very interesting, i learnt quite a few things myself! " | summer 12 : feedback from parents in relation to our recent ks1 topic " the food tasting was my child ’ s favourite activity especially as he was allowed to prepare the fruit. " " the school trip kept the children interested in the topic. " " whilst sat down at dinner our child enjoyed telling us about what he had been learning. " 10 things that the ipc offers your child - the international primary curriculum is a curriculum that is being used in over 1000 schools in 65 countries around the world. it was launched in 2000 having taken three years to create by a group of leading experts in children ’ s learning from around the world. - the goal of the ipc is for children to focus on a combination of academic, personal and international learning. we want children to enjoy their learning ; develop enquiring minds, develop the personal qualities they need to be good citizens of the world, and develop a sense of their own nationality and culture, at the same time developing a profound respect for the nationalities and cultures of others. most of all, we want children to develop all the skills they will need in order to confidently face the world of tomorrow. - children learn through a series of ipc units of work. each unit of work has a theme that today ’ s children find interesting and relevant. examples of these themes includes treasure, rainforest, mission to mars and beyond and fit for life. each unit of work lasts on average between four and eight weeks and children learn many of their subjects through this one common theme so that their learning has meaning to them. - linking subjects means that children can make lots of connections with their learning. we now know that the more connections that the brain can make, the better a child can learn. - the development of skills is a very big part of the ipc and learning activities have been designed so that children can develop these skills. this development of skills even applies to the personal learning goals which emphasise adaptability, resilience, thoughtfulness, cooperation and respect and which, as a result of progressive skill development, help children to become able and inspired learners. - the ipc is not just topic learning. although the learning


goals which emphasise adaptability, resilience, thoughtfulness, cooperation and respect and which, as a result of progressive skill development, help children to become able and inspired learners. - the ipc is not just topic learning. although the learning is based around a theme, the learning that the children do within that theme has very distinct outcomes to ensure that children are learning exactly what they need to learn. - the ipc focuses children ’ s learning on a combination of knowledge, skills and understanding. no one can properly predict the nature of work and life opportunities that will be available for today ’ s primary age children by the time they are adults. many of the jobs they will have don ’ t yet exist ; especially in the fields of ict, technology and science. so the ipc focuses on a skills - based approach, developing adaptable and resilient globally - minded learners, prepared for the fast - changing world that they ’ ll be living and working in. - the ipc has been designed for children of all abilities and all learning styles, and encourages learning in groups as well as individual learning. - in order that parents know what their child is learning, they are sent a letter at the beginning of each ipc unit which outlines what learning will be covered and how parents can help continue that learning at home if they choose. - the continued development of the ipc today ensures that children are learning a current and highly relevant curriculum based on the very latest research into the brain and children ’ s learning.


westtown ' s student worked mini - farm is a two acre small farm where students learn about sustainable agriculture, doing hands - on work building soil and planting organically for harvest for our kitchen and community. the mini - farm offers students the chance to get down and dirty with the earth, learn about themselves and their role in the food web, and grow vegetables to be eaten by all members of the westtown community. the mini - farm hosts a rammed earth and tire recessed open air classroom, a pizza oven made of cob, and a 96 foot high tunnel — all tools in teaching earth literacy to high school students — the fundamental connection of humans with the earth and with their food, and the attendant environmental, scientific and social issues related to food production and access. students connect with the farm in four ways : • students can choose to be part of daily activities on the farm in fall and spring. this afternoon co - curricular is where students learn and work most intensively — following their food from seed to seedling, to planting, cultivation, and harvest. opportunities for work, reflection, group and individual activities, as well as visits to other farms in the area are part of this offering. • students are also assigned during the growing season to a morning work crew as part of the work program that all students participate in. four times a week, for 25 minutes, students come in the early morning and complete finite tasks related to keeping the farm going, as part of the important learning that happens in westtown ' s work program. • during the summer, a csa is run out of the farm space, giving a home to our summer produce. we also do some restaurant sales and donations to the chester county food bank. • vegetables grown on the mini - farm are eaten by students in the school ' s dining room in the spring and fall, completing the circuit of student work leading to student harvest and eating — a full circle of food that few today have the opportunity to experience, and is a key piece to graduating an earth literate citizen.


there are times when it ' s necessary to fight against things that have become so wrong that they should no longer be. things that were once small that have become big, but are no less wrong, must be made small again ; a revolution, or a complete circle, is needed. whether you want freedom from another country, or you want to overthrow an oppressive government, every fight is the same. a revolution ( from the latin revolutio, " a turnaround " ) is a significant change that usually occurs in a short period of time. revolutions have happened throughout human history and vary widely in terms of methods, duration, motivating ideology, and the number of participating revolutionaries. their results include major changes in culture, economy, and socio - political institutions. - 1know your goal. you are about to dedicate your life to this goal. decide well and make your decision from the heart. a good question to ask yourself is, “ what about the political system in which i live do i think is wrong? and what kind of system do i want to create for the people of my country? ” remember, the goal you chose is the heart of your revolution. - 2build support and consensus : nothing is going to happen if the only rebels are you and your buddies. this is an important step and the setup for either a successful revolution or a small civilian rebellion flop. for the first part of this step you must build support by handing out flyers and pamphlets, by word of mouth and advertisements and through today ’ s technology. do whatever it takes to get the word out of your revolution and build support. once cultivated, your support doesn ’ t have to meet together or agree on actions or even know each other, but they must be united under a common goal and shared fundamental principles. - 3educate yourself and others about every aspect of the idea of the revolution. know what and why this fight must happen and how it can be won. identify the goals and the most efficient means of achieving them without compromise. appreciate and respect a diversity of tactics. the revolution must be directed towards making things better. this is what is called a " positive vector ". - 4understand that one of the most important aspects of a revolution is that the people are angry. however, the cause for anger ought to be of true convictions, and in their anger there must also be discipline to their cause. - 5put together intentions which must be very popular among the population. it must aim towards the improvement of certain aspects


. however, the cause for anger ought to be of true convictions, and in their anger there must also be discipline to their cause. - 5put together intentions which must be very popular among the population. it must aim towards the improvement of certain aspects of society, economics, culture, or any other aspects of a social group. appreciate and respect a diversity of tactics. - as egypt has shown us, the devil can be in the details, here - - and your revolution can easily be co - opted. recognize this as a sign that your idea was popular enough to attract attention, and be prepared to overcome attempted splintering. - 6find like - minded people who are ready for action. set up a field of communication. you must work in a non - hierarchical group in which all voices are equally heard. - if you have even a small group dedicated to the same cause, it may be useful for someone to serve as a front woman / man ; these should be humble people and they must not be identified as " the leader " or " the leaders, " but as individuals chosen because they reflect consensus. - 7take action. this is the most important step because the revolution dies without it. you must take action whether it is a nonviolent protest or a sit - in or a boycott. your leader must motivate the support and dutifully work day and night to improve your revolution. the power in place will defend itself, for that is the nature of power. illegitimate " governments " are not happy about a rebellion from their people and will do anything to crush resistance. remember that armed struggle is not an option. no matter how well armed or trained you are, you cannot withstand an organized country ' s military - especially if a superpower and its allies are backing the regime in place. last of all, do not let up. often you may be discouraged by loss or lack of morale but remember, many other countries have revolted and after several losses still have still overcome overwhelming adversity. remember, your goal is the heart of your operation, your consensus is the mind of the revolution, and the actions you and your support take are the hands of your revolution. - 8work for collective liberation, because everyone ' s liberation is tied to each other ' s. if we are going to be free, we all need to be free. if we are to have a voice, all must have a voice. - 9demonstrate the popularity of the movement to the people of power, legislature, and military


if we are going to be free, we all need to be free. if we are to have a voice, all must have a voice. - 9demonstrate the popularity of the movement to the people of power, legislature, and military. the greater the popularity among the society, the more the likelihood of violent repression is reduced. - 10realize that a drastic political or social revolution is almost always about freedom. in general, revolutions are about major changes in some aspect of society. a peaceful revolution requires solidarity and agreement. - there is strength in numbers. the greater the mass and unity of the movement, the better chance of getting demands met. - always use the truth, and never succumb to the temptations of power or money. believe in your cause and in your power base. revolution is belief. - take input from others. revolution can ' t happen because of just one person ; don ' t be a vigilante. - you will benefit no one if you are just attempting to consolidate power or gain recognition only for yourself. - to be successful, you need to be totally committed ; compromise is failure. - keep your eye on the ' big picture. ' don ' t drown yourself in the details. - never let the purpose of the revolution be led by the will of a single person or group ; adherents must be ruled only by their legitimate cause. - have some idea about how you want society to look like after the revolution. if structures to take over are not in place innocent people might suffer. - as in many revolutions in the past, you could be killed in war, attacked, tortured, become a prisoner, etc. by people in power who are protecting their interests. but that does not mean the movement and cause cannot overcome if enough resolve is there. they are only methods those in power partake in to intimidate and try to put the fire of revolution out before it consumes them. - a revolution is not about you, it ' s about everyone collectively. do not try to take fame. edit related wikihows categories : social activism recent edits by : bojacdnagle, rickyandjunior, tyshawn


pediatric diseases and conditionsbreastfeeding overview caring for babies in the nicu neonatal intensive care units ( nicus ) are equipped with complex machines and monitoring devices designed for the unique needs of tiny babies. there are mechanical ventilators ( breathing machines ), oxygen, medications, and supplies for medical care. furthermore, there is technology to monitor nearly every system of a baby ' s body including body temperature, heart rate, breathing, oxygen and carbon dioxide levels, and blood pressure. the following list includes some of the monitoring equipment often used in the nicu : heart or cardiorespiratory monitor this monitor displays a baby ' s heart and breathing rates and patterns on a screen. wires from the monitor are attached to adhesive patches on the skin of the baby ' s chest, abdomen, and leg. blood pressure monitor blood pressure is measured using a small cuff placed around the baby ' s upper arm or leg. periodically, a blood pressure monitor pumps up the cuff and measures the level of blood pressure. some babies need continuous blood pressure monitoring. this can be done using a catheter ( small tube ) in one of the baby ' s arteries. a temperature probe is placed on the baby ' s skin with an adhesive patch. a wire connects the temperature probe to the overhead warmer ( or isolette ) to help regulate the heat needed to keep the baby warm. this machine measures the amount of oxygen in the baby ' s blood through the skin. a tiny light is taped to the baby ' s finger or toe, or in very tiny babies, a foot or hand. a wire connects the light to the monitor where it displays the amount of oxygen in the baby ' s red blood cells. transcutaneous oxygen / carbon dioxide monitor this machine measures the amount of oxygen and carbon dioxide in the baby ' s skin. a small circular pad is taped on the baby ' s skin. the pad warms a small area of skin underneath and measures oxygen, carbon dioxide, or both. a wire connects the pad to the monitor and displays the levels. because the transcutaneous monitor heats the skin, it must be moved to different places on the baby ' s skin periodically. the heating may leave a temporary reddened spot on the baby ' s skin, but this will fade. transcutaneous oxygen levels are usually lower than levels of the pulse oximeter. ultrasound uses high - frequency sound waves and a computer to create images of blood vessels, tissues, and organs. ultrasounds are used to view internal organs as they function,