Nomenclature

The various types of influenza viruses in humans. Solid squares show the appearance of a new strain, causing recurring influenza pandemics. Broken lines indicate uncertain strain identifications. Influenza A virus strains are categorized according to two proteins found on the surface of the virus: hemagglutinin (H) and neuraminidase (N). All influenza A viruses contain hemagglutinin and neuraminidase, but the structures of these proteins differ from strain to strain, due to rapid genetic mutation in the viral genome.
Influenza A virus strains are assigned an H number and an N number based on which forms of these two proteins the strain contains. There are 16 H and 9 N subtypes known in birds, but only H 1, 2 and 3, and N 1 and 2 are commonly found in humans.

Microorganism and virgin coconut oil

Antibiotics still work for most bacterial infections; viruses, however, are another matter. They are all, in a sense, supergerms because there are no drugs that can effectively kill them. Antibiotics are only useful against bacteria, not viruses. To date , no grugs have been developed that can effectively eradicate viruses and cure the illnesses they cause. Antiviral drugs may reduce the severity of the infections but do not eliminate them completely. That is why there is no cure for the common cold – a viral infection. Whwen you get aviral infection such as a cold, flu, herpers, or mononucleosis, there is little the doctor can do for you. The doctor’s only option is to help you feel a little more confortable by reducing the severity of the symptoms while your body fights the infection.

The most effective weapons against viruses are vaccines, but tese are used to prevent disease, not treat it. Vaccines used dead or weakened viruses that are injected into the body. The body recognizes a vaccine as a viral infection and mounts a feverish attack by producing its own “antiviral” compounds, called antibodies. These vaccines, however, have the potential to cause infections and other illnesses, so they aren’t completely safe. Viruses are continually mutating and new strains emerging, so vaccines for most of them aren’t available. The only real protection against viral infections is our body’s own natural defenses.

Because they is no cure for viral infections, they can become deadly, especially individuals with depressed immunity. Many children and elderly die each year from flu that ordinarily would not be fatal. One of the most hideous outbreaks in modern times is AIDS, caused by the human immunodeficiency virus (HIV), and the latest is H1N1 . Particularly the HIV virus attacks the cells of the immune system, leaving the person vulnerable to infection by any number of opportunistic organism. Infection by these organism eventually causes the victim’s death. As yet, none of the antiviral drugs can stop it.

We are in the age of supergerms, and our environment is teaming with microorganisms. They are in the air, we breathe, the food we eat, and the water we drink, and they even live on our skin. Many of these germs cause disease. Some have become drug-resistant supergerms. Medications can’t be relied on to protect us against all infectious organisms.. Fortunately , nature has provided us a number of medicinal plants to help protect us from attack by these harmful pests. Coconut is one of these. We need something more to boost our immune system and help us fight these troublesome invaders – a super antimicrobial, virgin coconut oil.

Virgin coconut oil : A super antimicrobial

When coconut oil is eaten, the body transforms its unique fatty acid into powerful antimicrobial powerhouse capable of defeating some of the most notorious disease-causing microorganisms. Even the supergerms are vulnerable to these lifesaving coconut derivatives. The unique properties of coconut oil make it, in essence, a natural antibacterial, anti viral, antifungal and antiprotozoal food.

Most bacteria and viruses are encased in a coat of lipid (fats). The fatty acids that make up this outer membrane or skin enclose the organism’s DNA and other cellular materials. But, unlike our skin, which is relatively tough, the membrane of these microorganisms is nearly fluid. The fatty acids in the membrane are loosely attached, giving the membrane a remarkable degree of mobility and flexibility. This unique property allows these organism to move, bend, and squeeze through the tiniest opening.

Lipid coated viruses, such as Human immunodeficiency virus HIV-1 or HIV+ , Influenza virus, Herpes simplex virus-1 &2 and many others and lipid coated bacteria, such as listeria monocytogenes, Staphylococcus aureus and many others are easily killed by MCFAs, which primarily destroy these organism by disrupting their lipid membranes. Medium-chain fatty acids, being similar to those in the microorganism’s membrane, are easily attracted to and absorbed into it. Unlike the other fatty acids in the membrane, MCFAs are much smaller and therefore weaken the already nearly fluid membrane to such a degree that it disintegrates. The membrane literally splits open, spilling its insides and killing the organism. Our white blood cells quickly clean up and dispose of the cellular debris. MCFAs kill invading organisms without causing any known harm to human tissues.

However, there is evidence from some recent studies that one antimicrobial effect of monolaurin is related to its interference with signal transduction in cell replication.

What is the A (H1N1) influenza?

What is the A (H1N1) influenza? It is a respiratory disease of pigs caused by type A strains of the influenza virus. It regularly causes high flu outbreaks in pigs but with low death rates. There are four main sub-types of the virus, but the most recent isolated influenza viruses from pigs have been H1N1 viruses.

How does it spread? Influenza A (H1N1) viruses do not typically infect humans though they do occur through close proximity or contact with infected pigs or contaminated areas. Cases of human-to-human spread have been documented. Click here to download or view more facts about the Influenza A (H1N1) virus.

What are the symptoms? The symptoms are similar to those of regular flu: • Fever • Lethargy • Runny nose • Cough • Sore throat • Lack of appetite • Vomiting and diarrhoea in some cases.

How common is the A (H1N1) flu infection in humans? In the past reports of about one human A(H1N1) flu virus infection had been received every one to two years in the United States. From December 2005 till February 2009, 12 cases have been reported.

Has this strain of flu been seen before? No. Flu mutates constantly, so it is common for new strains to emerge. Pigs can also be infected with both human and avian influenza, and the current circulating A (H1N1) flu strain appears to contain genetic elements from all three.

Can the A (H1N1) flu be treated with antiviral drugs and flu vaccine? The A (H1N1) flu is resistant to two common drugs - Amantadine and Rimantadine. The A (H1N1) flu viruses are very different from human H1N1 viruses. Therefore, vaccines for human seasonal flu would not provide protection. However, a “seed vaccine” has been specifically tailored to this swine flu and will be manufactured if officials deem it necessary.

Can people catch A (H1N1) flu by eating pork? No. The A (H1N1) influenza viruses are not transmitted by food. Eating properly handled and cooked pork and pork products is safe. Cooking pork to an internal temperature of 70ºC and above kills the swine flu virus.

How long is someone with the A (H1N1) flu considered contagious? People with the A (H1N1) influenza virus infection should be considered potentially contagious as long as they are symptomatic; possibly for up to seven days following the onset of the illness. Children, especially younger children, might potentially be contagious for longer periods.

What can I do to protect myself from the A (H1N1) flu? There is no vaccine available right now to protect against the A (H1N1) flu. However, you can help prevent the spread of germs that cause respiratory illnesses like influenza by: • Covering your nose and mouth with a disposable tissue or handkerchief when you cough or sneeze. Throw the tissue in the waste basket after you use it. • Wash your hands often with soap and water, especially after you cough or sneeze. Alcohol-based hand cleaners are also helpful • Try to avoid close contact with sick people. • If you get sick with influenza, stay at home and limit contact with others to keep from infecting them. • Avoid touching your eyes, nose or mouth. • Consult your nearest healthcare facility if you think you have any of the symptoms.

What precautions are in place in Malaysia? • The Health Ministry’s operations room in Putrajaya has started a 24-hour monitoring of the situation. The public can call 03-8881 0200/300 for enquiries. • Those returning from Latin American countries and found to have flu-like symptoms will be quarantined. • Health Ministry officials are conducting health screenings on passengers arriving from the United States. • Thermal scanners will be placed at international airports to speed up the screening process for A (H1N1) flu. • Public and private medical practitioners have been instructed to report to the district health office any patient with influenza-like illnesses or severe pneumonia symptoms and who had travelled to the affected countries after April 17. • Travel Advisory from the foreign ministry

THE REPRODUCTIVE SYSTEM

The ability to reproduce is one of the unifying characteristics of all living things. Sexual reproduction produces offspring that are genetically different from their parents. Asexual reproduction produces offspring genetically identical to their parent.

Asexual Reproduction
Fission, budding, fragmentation, and the formation of rhizomes and stolons are some of the mechanisms that allow organisms to reproduce asexually. The hydra produces buds; starfish can regenerate an entire body from a fragment of the original body. Asexual reproduction allows an organism to rapidly produce many offspring without the time and resources committed to courtship, finding a mate, and mating. The lack of genetic variability in asexually reproducing populations can be detrimental when environmental conditions (for which all the clones are so well adapted) change quickly.

Sexual Reproduction
In sexual reproduction new individuals are produced by the fusion of haploid gametes to form a diploid zygote. Sperm are male gametes, ova (ovum singular) are female gametes. Meiosis produces cells that are genetically distinct from each other; fertilization is the fusion of two such distinctive cells that produces a unique new combination of alleles, thus increasing variation on which natural selection can operate.
Rotifers will reproduce asexually when conditions are favorable by having females produce eggs by mitosis. When conditions deteriorate, rotifers will reproduce sexually and encase their zygotes inside a resistant shell. Once conditions improve, these eggs hatch into diploid individuals. Rotifers thus use sexual reproduction as way to survive a deteriorating environment.
Sexual reproduction offers the benefit of generating genetic variation among offspring, which enhances the chances of the population's survival. Costs of this process include the need for two individuals to mate, courtship rituals, as well as a number of basic mechanisms described later.

Laissez-faire

Laissez-faire
The coach who practices this style of training possesses unconcerned and indifferent
characters. The coach also lacks the self-esteem in leading a team. The characters also reveal that he is lacking the knowledge, and by acting indifference is the best and fair way to lead a team. He is seen to use too little of his authority. The ways of training would result in the athletes to enjoy the time and to take the training less seriously; thus it would be detrimental to the success of the team. The practice sessions do not focus on the success, but rather on the satisfaction of the athletes. Some expert thought that this style of training is effective for athletes who have vast experiences, highly motivated, and knowledgeable in the field that is being carried out. These athletes do not need the constant guidance and are more comfortable to do their training on their own. They also believe that too much of control will make them to feel confined.

Coaching

Coaching is defined as an activity that provides comprehensive sports training and
prepares a sportsperson (sports man or sports woman) on a multi-level basis for
participation in competition.
Coaches are role models and teachers to their athletes. Good coaching is not about
producing winning team; it is about asking before a practice session or a game, “Does
what we’re planning to do today is in the best interest of the athletes?”

To be a successful coach, you need to possess a number of characteristics:
(a) continuous drive and steadfastness;
(b) self-discipline and leadership by example;
(c) flexible coaching and training strategies and techniques;
(d) commitment to your athletes and your sport; and
(e) adherence to the code of ethics.
Success requires your continuous drive and steadfastness. The success of your team is
determined by the team that has members who are active and energetic physically,
mentally, emotionally and socially. Your athletes should understand that even the best player still needs to continue his or her struggle to enjoy continuous success. They have to continue receiving instruction and direction from you as the coach, especially in terms of enhancing their discipline and developing team-work and cooperation within the team.They have to accept the fact that a winning team is usually the team that possesses solid team-work as opposed to the team that values individuality. As the coach, you can change strategies and techniques of training, which will be able to soothe the athletes and at the same time will further instruct the athletes to work harder without making them feel stressed. The team that does not bow to defeat will be more successful in the long run.

The Belgrade Charter

The Belgrade Charter
EE gained international recognition in the 1972 UN Conference on the Human Environment in Stockholm, Sweden. In Recommendation 96, EE is called upon as a means to address the environmental issues worldwide. In 1975, this recommendation was addressed at the International Environmental Workshop in Belgrade, Yugoslavia.
Participants at the United Nations Educational, Scientific, and Cultural Organization (UNESCO) workshop, proposed a global framework for environmental education, referred to as the Belgrade Charter. The Charter's goal statement for environmental education has been generally accepted by professionals in the field. The Charter states:
Environmental education, properly understood, should constitute a comprehensive lifelong education, one responsive to changes in a rapidly changing world. It should prepare the individual for life through an understanding of the major problems of the contemporary world, and the provision of skills and attributes needed to play a productive role towards improving life and protecting the environment with due regard given to ethical values.
The goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones.

Tbilisi Declaration 1977

Tbilisi Declaration (1977)
The world's first intergovernmental conference on environmental education was organized by the United Nations Education, Scientific, and Cultural Organization (UNESCO) in cooperation with the U.N. Environment Programme (UNEP) and was convened in Tbilisi, Georgia (USSR) from October 14-26, 1977.

Delegates from 66 member states and observers from two nonmember states participated. Representatives and observers from eight U.N. agencies and programs also participated. Three other intergovernmental organizations and 20 international nongovernmental organizations also were represented. In all, 265 delegates and 65 representatives and observers took part in the conference.

The Tbilisi Declaration was adopted by acclamation at the close of the intergovernmental conference. The declaration noted the unanimous accord in the important role of environmental education in the preservation and improvement of the world's environment, as well as in the sound and balanced development of the world's communities.

The Role, Objectives, and Characteristics of Environmental Education

The Tbilisi Declaration together with two of the recommendations of the Conference constitutes the framework, principles, and guidelines for environmental education at all levels—local, national, regional, and international—and for all age groups both inside and outside the formal school system.

I. The Conference recommends the adoption of certain criteria which will help to guide efforts to develop environmental education at the national, regional, and global levels:
1. Whereas it is a fact that biological and physical features constitute the natural basis of the human environment, its ethical, social, cultural, and economic dimensions also play their part in determining/he lines of approach and the instruments whereby people may understand and m~e better use of natural resources in satisfying their needs.
2. Environmental education is the result of the reorientation and dovetailing of different disciplines and educational experiences which facilitate an integrated perception of the problems of the environment, enabling more rational actions capable of meeting social needs to be taken.
3. A basic aim of environmental education is to succeed in making individuals and communities understand the complex nature of the natural and the built environments resulting from the interaction of their biological, physical, social, economic, and cultural aspects, and acquire the ~knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems, and in the management of the quality of the environment.
4. A further basic aim of environmental education is clearly to show the economic, political, and ecological interdependence of the modern world, in which decisions and actions by different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the foundation for a new international order which will guarantee the conservation and improvement of the environment.
5. Special attention should be paid to understanding the complex relations between socio-economic development and the improvement of the environment.
6. For this purpose, environmental education should provide the necessary knowledge for interpretation of the complex phenomena that shape the environment, encourage those ethical, economic, and esthetic values which, constituting the basis of self-discipline, will further the development of conduct compatible with the preservation and improvement of the environment. It should also provide a wide range of practical skills required in the devising and application of effective solutions to environmental problems.
7. To carry out these tasks, environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems.
8. Environmental education should cater to all ages and socio-professional groups in the population. It should be addressed to (a) the general nonspecialist public of young people and adults whose daily conduct has a decisive influence on the preservation and improvement of the environment; (b) to particular social groups whose professional activities affect the quality of the environment; and © to scientists and technicians whose specialized research and work will lay the foundations of knowledge on which education, training, and efficient management of the environment should be based.
9. To achieve the effective development of environmental education, full advantage must be taken of all public and private facilities available to society for the education of the population: the formal education system, different forms of nonformal education, and the mass media.
10. To make an effective contribution towards improving the environment, educational action must be linked with legislation, policies, measures of control, and the decisions that governments may adopt in relation to the human environment.

II. The Conference endorses the following goals, objectives, and guiding principles for environmental education:

The goals of environmental education are:
1. to foster clear awareness of, and concern about, economic, social, political, and ecological interdependence in urban and rural areas;
2. to provide every person with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed to protect and improve the environment;
3. to create new patterns of behavior of individuals, groups, and society as a whole towards the environment.

The categories of environmental education objectives are:
Awareness—to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems.

Knowledge—to help social groups and individuals gain a variety of experience in, and acquire a basic understanding of, the environment and its associated problems.

Attitudes—to help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivation for actively participating in environmental improvement and protection.

Skills—to help social groups and individuals acquire the skills for identifying and solving environmental problems.

Participation—to provide social groups and individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental problems.

Guiding principles—environmental education should
1. consider the environment in its totality—natural and built, technological and social (economic, political, cultural-historical, ethical, esthetic);
2. be a continuous lifelong process, beginning at the preschool level and continuing through all formal and nonformal stages;
3. be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective;
4. examine major environmental issues from local, national, regional, and international points of view so that students receive insights into environmental conditions in other geographical areas;
5. focus on current and potential environmental situations while taking into account the historical perspective;
6. promote the value and necessity of local, national, and international cooperation in the prevention and solution of environmental problems;
7. explicitly consider environmental aspects in plans for development and growth;
8. enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences;
9. relate environmental sensitivity, knowledge, problem-solving skills, and values clarification to every age, but with special emphasis on environmental sensitivity to the learner's own community in early years;
10. help learners discover the symptoms and real causes of environmental problems;
11. emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills;
12. utilize diverse learning environments and a broad array of educational approaches to teaching, learning about and from the environment with due stress on practical activities and first-hand experience.

Beep Test

Beep test, but it goes by many names (shuttle run test, beep, bleep test (UK), yo-yo, PACER, Aero, multistage fitness test, MSFT).The multistage fitness test is a commonly used maximal running aerobic fitness test. It is also known as the 20 meter shuttle run test, beep or bleep test among others. For more information, the complete guide to the bleep / beep test can be found at http://www.topendsports.com/testing/beephome.htm

Principles of training

Adaptation principle

Subtle changes take place in the body as it adapts to the added demands imposed by training. These adaptations include;

- Improved heart function, circulation and respiration.

- Improved muscular endurance and strength.

- Tougher bones, tendons, ligaments and connective tissue.

It is important for coaches of young athletes not to treat them as ‘mini-adults’. It takes weeks and months of patient progress to achieve success. Anything on the contrary may result in injury, illness, etc.

Overload Principle

The training program must place a demand on the body’s systems for improvement to take place. As such for adaptation to increase load occurs more load occurs, more load should be added. This increase in load or rate of improvement in various fitness parameters is related to the following three factors;

- Frequency

- Intensity

- Time (duration)

Adding more weight to the barbell for strength training and adding more miles and hours of training are examples of the overload principle. The overload stimulates changes in the muscles and other systems. These changes are designed to help the body cope with future demands.

Progression Principle

To achieve adaptations using the overload Principle, the training must follow the progression principle. As such, when the training load is increased too quickly, the body might not be able to adapt and instead it breaks down.

Therefore, slow steady progression must be observed in terms of;

- Frequency

Sessions per week, per month, per year

- Intensity

Training load per week, per month, per year

- Time

Duration of training in hours per week, per month, per year

Impatient coaches who have athletes progress too quickly at best cause athletes to peak too early and at worst suffer injury or illness. This principle also implies progression from:

-The general………to the specific

-The parts………….to the whole

-Quantity………….to quality

Specificity Principle

The type of training undertaken must relate to the desired results. Specific training brings specific results. For example, heavy weight training is of little value for the best preparation for running, or vice versa. Performance improves most when the training is specific to the activity.

Variation Principle

A training program must be varied to avoid boredom and achieve results. The Variation Principle embraces two basics concepts:

- Work/Rest…and…Hard/Easy

Adaptation comes when work is followed by rest, when the hard is followed by the relatively easy. Failure to include variation leads to boredom, staleness, and poor performance.

Warm-up/Cool down Principle

A warm-up must always precede strenuous activity (a) to increase body temperature, (b) to increase respiration and heart rate, and (c) to guard against muscle and tendon strains and ligament sprains. A warm-up should consist of stretching, calisthenics, and gradually increasing exercise intensity.

The cool down is just as important as the warm-up. Stopping an activity abruptly leads to pooling of blood and slow removal of waste products.

Long-term Training Principle

Changes from the gradual overload of body systems lead to impressive improvements in performance. It takes years of effort to approach excellence, however, Long-term training allows for gradual progress, growth and development, acquisition of skills, learning of strategy, and a deeper understanding of the spot.

In time, as young athletes grow and develop, they will begin to spend more time on one or two sports. Those who want to reach the top must someday choose one sport and give it their undivided attention – for years. But don’t rush the process; too much training too soon may lead to both mental and physical burnout. Excellence comes to those who pursue it with a long-term, non-pressured training program.

Reversibility Principle

Most of the adaptations achieved from hours of hard training are reversible. It takes three times as long to gain endurance as it does to lose it. With complete bed rest, fitness declines at the rate of nearly 10% per week. Strength declines more slowly, but lack of use will cause atrophy of even the best-trained muscles. The smart coach recognizes the Reversibility Principle and provides the team with off-season maintenance programs.