The Cat's Scratching Post
(Newsletters, Dr Tom Cat's
Blog)
VCI SPRING EDITION NEWSLETTER
After returning from Western Veterinary Conference, where Karen and Michael manned the booth very effectively, I had a real busy travel month in March - a great consult in WI for a practice with their own software (was sub-zero every day) . . . direct to Chicago for the ACHE Category 1 CE requirement for maintaining my board certification status, then on to PA where the snow had just wiped everyone out ten day before . . . had a difficult time completing the Orientation & Training program, but we got them back on line (and one partner will be in Maui with me when I do the management portion of the UofCA Dental Seminar) . . . overnight in Morrison, then into Mississippi for a full year consult at a evolving mixed animal practice . . . great hotel, no phone, no Internet, no cell phone bars, black mold shower and musty main room . . . practice owner was a avid reader and tried to stay current with extensive reading . . . back to Morrison for 18 hours, and out to BC - client there was showing 30 to 40% growth and had discovered it was harder than it sounded to keep everyone aligned with the new wellness SOC he shared . . . then down to CA, where practice had 15% growth but had not yet completed Phase A training . . . great potential. it is amazing that AAHA and VIN have threads going on the recessionary economy and reduced income when our clients are all growing with wellness SOC and team-based healthcare delivery. VIN has my new book on-line now, The Practice Success Prescription: Team-based Veterinary Healthcare Delivery, and last month it was free to download - don't know how long that will continue. I am looking forward to my OZ consulting trip after Maui, and then being back for Seminars at Sea to Alaska out of Seattle. Life is exciting, Michael is improving - Hope all is well with you and yours.
Tom Cat >*-*<
Veterinary Assisting Module 4:
Basic Concepts of
Anesthesia, Elective Surgry, and Emergency
Medicine
Instructor: Heather Howell, LVT, MBA
Course Open: April 29-May 29, 2008
Real Time Sessions: Mondays May 5, 12,
and 19, 2008; 9:30pm-11pm ET (USA)
Click on the course title link above
to read the complete course information page
Do you need a better understanding of the basics of anesthesia, elective surgeries, and emergency medicine/triage? As a veterinary assistant your job may entail monitoring patients under anesthesia or recovering them, assisting the veterinarian in surgery, or addressing patients presented on emergency including triaging. Improve your technical knowledge and learn the "why" behind these aspects of every day practice that are often taken for granted. Foundational knowledge is critical to allow you to provide the best in patient and client care and to help give you job satisfaction.
This course is geared toward veterinary assistant, but covers difficult topics that may be beneficial for other staff members to participate in as well. Email VSPNCE@vspn.org for information about the price breaks for hospitals that enroll 5 or more employees.
This Week's Hot Infection Control News
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Scientists Develop Inhaled TB Vaccine
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New Chemical Can Kill Latent Tuberculosis Bacteria
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Have a Headache? Just Turn on the Tap!
This course is designed for the Safety Committee, Practice Owner, Manager or Administrator who desires to understand OSHA's Safety Standards as well as practical ways to implement them in a veterinary practice.
COURSE OUTLINE:
Week 1 (April 21): Admin
Requirements
Week 2 (April 28): Staff
Safety Training
Week 3 (May 5) and 4 (May 12):
General Hazards
Week 5 (May 19) Chemicals (Hazard Communication
Standard)
Mid-term break
Week 6 (June 9): Medical Procedures I -
Anesthesia and animal handling
Week 7 (June 16): Medical Procedures II
-Radiology and medical waste
Week 8 (June 23): Medical Procedures III -
Chemotherapy and Personal Protective Equipment
Week 9 (June 30): Pending OSHA Rules - Indoor
Air Quality and Ergonomics
Week 10 (July 7): Surviving an OSHA inspection
And this applies to all veterinary facilities too. >*-*<
| Contents |
Keep reading to…
What We Know
The purpose of learning objectives is to convey to the learner what you, as the educator, intend for them to learn. Detailed objectives clarify what is expected of learners, thereby helping learners to better grasp the purpose your instruction. Research proves that well-written, specific learning objectives presented to learners prior to instruction produce better learning results. Learning objectives — especially in written text — alert learners as to what is most important and help them focus (Klauer, 1984; Rothkopf & Billington, 1979).
Consider this: As a faculty member or veterinary speaker, you probably talk for several hours in a day, but not every statement that you make is of equal value. Learning objectives help the learner weigh what you are saying and attend most closely to that information which is most important. The use of thoughtfully constructed learning objectives also helps you to focus your material to align with your stated learning objectives.
Conversely, we also know from research that if you (intentionally or inadvertently) neglect to identify an objective, learners may interpret the information related to that topic as unimportant. This can hurt learning so be sure that your learning objectives address all of the main points of your instruction. For example, let’s say that your objectives state that the participant will learn about coal, oil and water as sources of energy. In the presentation however, you discuss not only coal, oil and water, but wind as well. Studies indicate that because wind was not identified as an objective, learners retain less about wind than when they have been exposed to the concept of wind as an objective of the learning.
Learning Objectives Defined
A learning objective is:
Tips for Writing More Effective Objectives
1. Your objectives should be written from the learners’ perspective. They define what learners will be able to do as a result of the instruction. Think in terms of skills, knowledge and attitude — or, in technical terminology, consider the psycho-motor, cognitive and affective domains of learning.
2. Objectives should be specific enough that your presentation is very nearly a repetition of the objective; that is, use the same terminology in the learning objectives that learners will encounter during instruction.
3. Provide objectives just prior to the section of your session where they apply. It would be better to present all of your objectives for your entire instruction at the beginning of the session, and then also repeat the pertinent ones just before you start the section where those objectives are covered.
4. Objectives should serve as the road map for the instructional design of your program. Lectures and presentations, activities and exercises, handouts and job aids should be designed to support the learning objectives.
5. Learning objectives form the basis for the course evaluations. You should be able to see exactly how your instructional design facilitated the participants’ acquisition of learning.
Bloom’s Taxonomy
In 1956, Benjamin Bloom headed a group of educational psychologists who, for eight years, worked to create what is referred to as “Bloom’s taxonomy,” a tiered model to classify thinking. Bloom’s taxonomy identifies six levels within the cognitive, or knowledge-based, domain. The levels range from the simple recall or recognition of facts, at the lowest level, through increasingly more complex and abstract mental levels to the highest of which is creating, the ability to put elements together to form a whole. Bloom’s taxonomy is a hierarchical model; that is, higher levels assume mastery of the lower levels.
In 2001, a revision of Bloom’s taxonomy was published based on six years of work by a group of cognitive psychologists, curriculum theorists, instructional researchers, and testing and assessment specialists. The result is summarized in the table below.
|
About Bloom’s Taxonomy |
||
|
Cognitive
Levels |
Definition |
Verbs to use when writing objectives |
|
1. Remembering |
Retrieving, recognizing and recalling relevant knowledge from long-term memory |
Recognize, recall |
|
2. Understanding |
Constructing meaning from oral, written and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing and explaining |
Interpret, exemplify, classify, summarize, infer, compare, explain |
|
3. Applying |
Carrying out or using a procedure through executing or implementing |
Execute, implement |
|
4. Analyzing |
Breaking material into constituent parts; determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing and attributing |
Differentiate, organize, attribute |
|
5. Evaluating |
Making judgments based on criteria and standards through checking and critiquing |
Check, critique |
|
6. Creating |
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure |
Generate, plan, produce |
Why does it matter?
Bloom’s Taxonomy illustrates the stages of learning acquisition and can be used as a tool for educators to design their instruction. Over the next several years, AAHA hopes to maximize the time spent at our education meetings for high level learning acquisition. AAHA plans to move intentionally toward blended learning, where learners are required to do pre-reading to master knowledge at the lower cognitive levels. This means that as a faculty member, you will have to spend less time lecturing on facts and have more time to assist learners in the upper cognitive levels. Additionally, AAHA plans to move in the direction of providing post-learning support to make education less of an event and more of a process.
Sample Learning Objectives
Let’s take a look at learning objectives in action. The table below shows two examples of how to improve objectives. Notice that it is best to avoid vague terms such as “know” or “learn about.”
|
The Language of Objectives |
|
|
Unclear Objectives |
Better Objectives |
| The learner will learn about common industry ratios and benchmarks. | As a result of this session, you will be able to accurately calculate the number of clients lost in a year using three pieces of data (the number of active clients last year, the number of new clients this year, and the number of active clients this year). |
| The learner will know how to manage inventory. | As a result of this session, you will be able to set effective inventory reorder points (that is, determine how many units to reorder and when) using the “ABC” analysis method. |
Call to Action
Consider how you might structure your presentation to require your learners to think and perform at higher levels. Challenge yourself to refine your learning objectives for your next AAHA session. This is a direction in which we plan to move in the coming academic year.
References
Anderson, L. W., and Krathwohl, D. R. (Eds.). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives: Complete edition, New York: Longman, 2001.
Klauer, Karl J. “Intentional and Incidental Learning with Instructional Texts: A Meta-Analysis for 1970-1980.” American Educational Research Journal 21.2 (1984): 323-339.
Rothkopf, E. Z., & Billington, M. J. “Goal-guided learning from text: Inferring a descriptive processes model from inspection times and eye movements.” Journal of Educational Psychology 71 (1979): 310-327.
The nation's economic future.
By Jack Sommars and Colleen Ryckert Cook
With anxiety growing as the economy continues to falter,
certain industries have remained above water--including veterinary
medicine. The pet/human bond has encouraged consumers to spare no
expense for their animal companions. But as the economic horizon
continues to look foreboding, will historical precedent rule the
day? Or will veterinarians, and the industry at large, find
themselves falling back as consumers pinch every penny? NEWStat
presents a special report on what to expect, from practice owners,
professors of veterinary management and consultants.
Read full article
How can we stop this group think? The "woe is me" attitude is overwhelming, and they are reporting on doctor-centered linear practices, an outdated model. This is an FYI feedback just to let my readers know, there are alternatives . . . my USA clients are at 15 to 30% growth, my Canadian clients are at 20-40% growth, and the non-North American clients are at 18 to 68% growth.
Team-based healthcare, wellness programs, and the AVMA initiative www.npwm.com actually works . . . but it seems AAHA and the mainstream "follow-the-leader" consultants are falling into line by talking to the "group thinkers", not the people who have been having successes.
The group thinkers are now planning the major National Meetings - I can't get a spot on the National podium, and I have quit trying . . . I am at AAHA VMS because of Linda Lehman Murphy and Shannon Pigott believed in what I was doing . . . I have some VMA opportunities (e.g., KY in OCT) and the WWVC in October in Reno, but I do not come with a pocket full of sponsors paying for my presentations (about 65% of all National consultants in the USA are on some vendor's payroll to speak the party line). I do not speak for the sponsors, I speak for the practitioner and our image in the community. Please do your part, and start asking the tough questions, like what are you doing differently to meet a recessionary economy causing decreased discretionary spending dollars. Thanks. Tom Cat >*-*<
| Contents |
Listed below: Equine Proceedings
Articles available on individual article pay-per-article or
subscription basis
Click Here to Learn More
Accessing Articles Via www.iknowledgenow.com
INJECTION OF EQUINE SUBCHONDRAL BONE CYSTS: 73 HORSES
Joseph J. Foerner, DVM, Diplomate ACVS, Illinois Equine
Hospital, Naperville IL
STEM CELLS AS A TREATMENT FOR OSTEOARTHRITIS
David D. Frisbie, DVM, PhD, Diplomate ACVS (a); Brent A. Hague,
DVM, Diplomate ACVS (b); John D. Kisiday, PhD (a), (a)
Orthopaedic Research Center Colorado State University, Fort
Collins, CO, (b) Oakridge Equine Hospital, Edmond, OK
STEM CELLS FOR CARTILAGE REPAIR
Alan J. Nixon BVSc, MS, Diplomate ACVS, Cornell University,
Ithaca, New York
ADDRESSING ABDOMINAL WALL HERNIAS
Yvonne A Elce DVM Diplomate ACVS, The Ohio State University,
Columbus, Ohio
ADVANCED ABDOMINAL SURGERY IN FOALS
Rolf M. Embertson, DVM, Rood and Riddle Equine Hospital,
Lexington, Kentucky
COLOPEXY OF THE LARGE COLON
Robert J Hunt, DVM, MS, Diplomat ACVS, Hagyard Equine Medical
Institute, Lexington, KY
END-TO-END LARGE COLON RESECTION FOR LARGE COLON VOLVULUS
D. E. Slone, DVM, MS, Diplomate ACVS
ILEAL IMPACTION IN HORSES: SURGICAL OR MEDICAL MANAGEMENT
P.O. Eric Mueller, DVM, PhD, Diplomate ACVS, Kelly Fleming, DVM,
Diplomate, ACVIM
INCISIONAL COMPLICATIONS: PREVENTION AND MANAGEMENT
Callie A. Fogle, DVM, North Carolina State University, College
of Veterinary Medicine
LARGE COLON RESECTION AND SIDE TO SIDE ANASTOMOSIS
Gabriel Cook, DVM, Diplomate ACVS, New England Equine Practice,
Patterson, New York
NEW DIAGNOSTIC TECHNIQUES FOR LARYNGEAL DISEASES
Norm G. Ducharme, DMV, MSc, Diplomate ACVS, College of
Veterinary Medicine, Cornell University, Ithaca, New York
NSAID USE IN THE COLIC PATIENT
Anthony T. Blikslager, DVM, PhD, Diplomate ACVS, NC State
University, Raleigh, North Carolina
REPEAT CELIOTOMY - WHEN AND WHY?
David E. Freeman, MVB, PhD, Diplomate ACVS, University of
Florida, College of Veterinary Medicine, Gainesville, FL.
REPERFUSION INJURY: WHERE ARE WE?
Nathaniel A. White DVM MS, Diplomate ACVS, Marion duPont Scott
Equine Medical Center, Virginia Tech, Leesburg, Virginia
THE RISKS OF COLIC
Christopher Proudman, FRCVS, RCVS Specialist in Equine
Gastroenterology,University of Liverpool, Cheshire, UK.
STANDING TREATMENT OF ORO-NASAL AND ORO-SINUS FISTULAS
Padraic M Dixon MVB PhD, Claire Hawkes BVSc, Jack Easley* DVM
MSDip ABVP, The University of Edinburgh, Easter Bush Veterinary
Centre, Midlothian, Scotland *Equine Practice, Shelbyville,
Kentucky
SUPPORTIVE THERAPY FOR THE COLIC PATIENT: WHAT AND WHEN?
Louise L. Southwood, BVSc, PhD, Diplomate ACVS, Diplomate ACVECC,
University of Pennsylvania, Kennett Square, Pennsylvania
SURGICAL COLIC SURVIVAL: HOW ARE WE DOING
Christopher Proudman, FRCVS, RCVS Specialist in Equine
Gastroenterology, University of Liverpool, Cheshire, UK.
UPDATE ON POSTOPERATIVE ILEUS
Vanessa L. Cook, MA, VetMB, MS, MRCVS, DACVS, DACVECC, North
Carolina State University, Raleigh, NC
BURSOSCOPY AND TENOSCOPY OF DEEP DIGITAL FLEXOR TENDONITIS
Smith M R W#, Wright I M# and Smith RKW* #Reynolds House
Referrals, Newmarket, Suffolk, United Kingdom, *The Royal
Veterinary College, University of London, North Mymms, United
Kingdom
COLLATERAL DESMITIS OF THE DISTAL INTERPHALANGEAL JOINT
Mark J. Martinelli, DVM, PhD, DipACVS, *Michael C. Schramme,
DrMedVet, PhD, Diplomate ECVS, California Equine Orthopedics,
Encinitas, CA *North Carolina State University, Raleigh, North
Carolina
COMPARISON OF ULTRASOUND AND MRI IN THE DIAGNOSIS OF PROXIMAL
PLANTAR METATARSAL PAIN IN 25 HORSES
WR Redding and MC Schramme, North Carolina State University,
Raleigh, North Carolina
CURRENT TREATMENTS FOR NAVICULAR PAIN
Andrew P. Bathe, MA, VetMB, DEO, MRCVS, Diplomate ECVS,
Rossdales Equine Hospital, Newmarket, England
DEEP DIGITAL FLEXOR TENDON INJURIES IN THE EQUINE FOOT
Omar Maher, DVM , Jack R. Snyder, DVM, PhD, DACVS, William A.
Symm, DVM, Sarah M. Puchalski, DVM, DACVR, School of Veterinary
Medicine, University of California Davis, Davis CA
DIFFERENTIAL DIAGNOSIS OF FOOT PAIN
Michael C. Schramme, DrMedVet, PhD, Diplomate ECVS, North
Carolina State University, Raleigh, North Carolina
INTRA-ARTICULAR OR INTRABURSAL MEDICATION?
Michael Schramme DrMedVet, PhD, Diplomate ECVS, *Francis
Verschooten DrMedVet, College of Veterinary Medicine, North
Carolina State University, Raleigh, NC, *Fakulteit
Dierengeneeskunde, Universiteit Gent, Gent, Belgium
MOTION PATTERNS IN LAMENESS RECOGNITION
Kevin G. Keegan DVM, MS, Diplomate ACVS, University of Missouri,
Columbia, MO
PLANTAR METATARSAL NEURECTOMY AND FASCIOTOMY FOR THE TREATMENT
OF HINDLIMB PROXIMAL SUSPENSORY DESMITIS
Andrew P. Bathe, MA, VetMB, DEO, MRCVS, Diplomate ECVS,
Rossdales Equine Hospital, Newmarket, England
REGENERATION OF MUSCULOSKELETAL TISSUES USING MESENCHYMAL STEM
CELLS
Frank Barry, Regenerative Medicine Institute, National
University of Ireland, Galway, Ireland Large Animal
TREATMENT OF SUPERFICIAL DIGITAL FLEXOR TENDON INJURIES IN
ATHLETIC HORSES
Andrew P. Bathe, MA, VetMB, DEO, MRCVS, Diplomate ECVS,
Rossdales Equine Hospital, Newmarket, England
AXIAL PLATE FIXATION FOR PASTERN ARTHRODESIS
Jeff Watkins, DVM, MS, DACVS, Texas A&M University, College
Station, Texas
DIFFICULT FRACTURES OF THE MANDIBLE
Warren Beard, DVM, MS, Diplomate ACVS, Kansas State University,
Manhattan Kansas
FACILITATED ANKYLOSIS OF THE DISTAL INTERTARSAL AND
TARSOMETATARSAL JOINTS
Chad J. Zubrod, DVM, MS, Diplomate ACVS, Oakridge Equine
Hospital, Edmond, Oklahoma
FETLOCK ARTHRODESIS: TECHNIQUE
Dean W. Richardson, DVM, Dip ACVS, New Bolton Center, Kennett
Square, Pennsylvania
SURGICAL REPAIR OF NAVICULAR BONE FRACTURES
Roger KW Smith MA VetMB PhD DEO DECVS MRCVS, Dept of Veterinary
Clinical Sciences, The Royal Veterinary College, London, UK.
SURGICAL REPAIR OF RIB FRACTURES
Robert J Hunt DVM, MS Diplomate ACVS, Hagyard Equine Medical
Institute, Lexington, KY
THERAPY FOR SEPTIC JOINTS IN THE HORSE
Timothy B. Lescun, BVSc, MS, Diplomate ACVS, Department of
Veterinary Clinical Sciences, Purdue University, West Lafayette,
Indiana.
THIRD CARPAL BONE SLAB FRACTURE REPAIR - PATHOGENESIS AND
DECISION MAKING
Michael W. Ross, D.V.M., Diplomate, ACVS, University of
Pennsylvania, Kennett Square, Pennsylvania
TREATMENT OF TARSAL LUXATION
Jeff Watkins, DVM, MS, DACVS, Texas A&M University
UPDATE ON TRANSFIXATION CASTING IN HORSES
Timothy B. Lescun, BVSc, MS, Diplomate ACVS, Department of
Veterinary Clinical Sciences, Purdue University, West Lafayette,
Indiana.
LARYNGOPLASTY AND VOCAL FOLD NEUROANATOMY
Susan J. Holcombe, VMD, PhD, Diplomate ACVS, ACVECC, Department
of Large Animal Clinical Sciences, College of Veterinary
Medicine, Michigan State University, East Lansing, Michigan
LARYNGOPLASTY LOSS OF ABDUCTION AND COMPLICATIONS
Padraic M Dixon, MVB PhD, The University of Edinburgh, Easter
Bush Veterinary Centre, Midlothian, Scotland
MODIFICATION OF LARYNGOPLASTY
Eric J. Parente, DVM, Diplomate ACVS, University of
Pennsylvania, Kennett Square, Pennsylvania
SCINTIGRAPHIC EVALUATION OF SINUS DISEASE
Padraic M Dixon MVB PhD, Safia Z Barakzai BVSc Cert Eq. surgery
Dip ECVS. The University of Edinburgh, Easter Bush Veterinary
Centre, Midlothian, Scotland
SINOSCOPY
Eric J. Parente, DVM, Diplomate ACVS, University of
Pennsylvania, Kennett Square, Pennsylvania
SURGICAL REINNERVATION OF THE EQUINE LARYNX
Christine M. Adreani, PhD, VMD, Diplomate ACVS, Rhinebeck Equine
LLC, Rhinebeck, NY
UPDATE ON SOUND ANALYSIS IN HORSES
Jennifer A. Brown DVM, Diplomate ACVS. Virginia-Maryland
Regional College of Veterinary Medicine, Marion duPont Scott
Equine Medical Center, Leesburg, Virginia
UPPER RESPIRATORY DISEASE IN FOALS
Donnie E. Slone, DVM, MS, Diplomate ACVS, Peterson & Smith
Equine Hospital, Ocala, Florida
UPPER RESPIRATORY DISORDERS IN SPORT HORSES
Elizabeth J Davidson, DVM, Diplomate ACVS, University of
Pennsylvania, Kennett Square, Pennsylvania
Equine Surgery of the Distal Limb
AN APPROACH TO INJURIES OF THE HOOF
Frank A. Nickels DVM, MS, Diplomate ACVS, Michigan State
University, East Lansing, Michigan
ARTHROSCOPIC MANAGEMENT OF P3 FRACTURES
Dean W. Richardson, DVM, Diplomate ACVS, University of
Pennsylvania, Kennett Square, Pennsylvania
DIAGNOSTIC IMAGING OF SURGICAL LESIONS OF THE EQUINE FOOT
Michael Schramme, DrMedVet, PhD, Diplomate ECVS, North Carolina
State University, Raleigh, North Carolina
FUNCTIONAL ANATOMY OF THE EQUINE FOOT
Andrew Parks, MA, Vet MB, MRCVS, Diplomate ACVS, University of
Georgia, Athens, Georgia
INTERNAL FIXATION OF P3 FRACTURES
Robert J Hunt DVM, MS, Diplomate ACVS, Hagyard Equine Medical
Institute, Lexington, Kentucky
INTRAHEPATIC SHUNTS: WHY I USE PERCUTANEOUS TRANSVENOUS COIL
EMBOLIZATION
Chick Weisse, VMD, Diplomate ACVS, University of Pennsylvania,
Philadelphia, PA
DIAGNOSIS AND TREATMENT OF SEPTIC CONDITIONS OF THE THIRD
PHALANX OF THE HORSE
Elizabeth M. Santschi, DVM, Diplomate ACVS, Ohio State
University, Columbus, Ohio
HYPERBARIC OXYGEN WOUND THERAPY
Henry S. Adair III MS, DVM, Diplomate ACVS, University of
Tennessee, College of Veterinary Medicine, Knoxville, TN
MANAGEMENT OF AVULSION WOUNDS OF THE DISTAL EXTREMITY
R. Reid Hanson, DVM, Diplomate ACVS, ACVECC, Auburn University,
Auburn, Alabama
MANAGEMENT OF WOUNDS INVOLVING SYNOVIAL STRUCTURES
Gary M. Baxter VMD, MS Diplomate ACVS, Department of Department
of Clinical Sciences, James L. Voss Veterinary Teaching Hospital
Colorado State University, 300 West Drake, Ft. Collins, CO.
WHAT'S NEW AND INNOVATIVE IN WOUND MANAGEMENT: PROBLEMS AND
SOLUTIONS
Christine L. Theoret, DMV, PhD, Diplomate ACVS, Faculté de
médecine vétérinaire, niversité de Montréal, St-Hyacinthe,
Canada
Grunch (vegetable pemmican)
One handful of rolled oats
One heaping tablespoon of honey
One heaping teaspoonful of peanut butter
Mix the honey and peanut butter thoroughly in a bowl by mashing the mixture with a spoon, then mix in the oats. When fully mixed the grunch will stick together but not to your hands.
versus GORP (good old raisins and peanuts)
A carbo load needed when flatlanders start attacking elevations
True trekkers modify the basic formula to suit themselves, for instance, I love to add Cherrios, and sometimes shredded coconut, and often use Almonds in lieu of peanuts.
In biology, senescence is the state or process of aging. For the social, cultural, and economic aspects see ageing. The word senescence is derived from the Latin word senex, meaning "old man" or "old age." Cellular senescence is a phenomena where isolated cells demonstrate a limited ability to divide in culture. Organismal senescence is the aging of organisms.
Organismal aging is generally characterized by the declining ability to respond to stress, increasing homeostatic imbalance and increased risk of disease. Because of this, death is the ultimate consequence of aging. Genetic and environmental interventions are known to affect the life span of model organisms. This gives many hope that human aging can be slowed or changed. Dietary calorie restriction, by 30 percent for example, extends the life span of yeast, worms, flies, mice, and monkeys. Several genes are known to be necessary for this extension, and modification of these genes is also sufficient to produce the same effect as diet. Resveratrol, a polyphenol found in red wine, has been shown to extend the lifespan of yeast, worms, and flies.
| Contents |