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It s not much fun to play golf in a foursome in which the other three players are far worse than you are. It s equally frustrating to be such a relatively lousy golfer that you slow down the other three members of your foursome. We struggle to improve ourselves to be the best. We want to win. But winning isn t the only thing. If we could take a pill to win every contest easily, most of us probably wouldn t take it. As my father would say, the struggle s the thing.
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There s lots more information you can display by selecting View Choose Columns from the toolbar of System Manager. Most of this information is used for high-level troubleshooting. A few of the more useful ones include:
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Table 30-3.
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Counting vs. whole numbers Let s make sure we understand the difference between a counting number and a whole number. Usage varies depending on which text you happen to read. For our purposes, the counting numbers go as one, two, three, four, five, and so on. They can be defined with the Roman numeration system, and can also be defined with the toothpick system we invented here. We ll define the whole numbers as zero, one, two, three, four, five, and so on. The only difference is whether we start at one or zero. Names for some huge numbers People who used Roman numerals hardly ever had to work with numbers much larger than a thousand. But in today s scientific world, we deal with numbers that make a thousand seem tiny by comparison. Here are some of the names for numbers that are represented as a 1 followed by multiples of three ciphers:
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Reasons This is the equation we are given Add x to each side Simplify the left side Transpose the left and right sides Subtract b from each side Simplify the left side
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We have talked about the concept of Biological Order, as contrasted with Biological Disorder, as a consistent theme in this book. Symmetry, a rough balance in the shape and size of the body parts within an organism, is an important example of one kind of Biological Order. Thus, the bilateral symmetry of planaria worms, for example, as well as the radial symmetry of adult sea stars, are likewise models of biological balance and order. What happens, then, when part of a planaria atworm is cut o Or what happens when one of the arms of a sea star is clipped This type of disturbance is often called symmetry-breaking. By breaking of symmetry, it is meant that the rough balance between the parts of an organism has been disturbed. In humans, for example, amputating, say, the left leg below the knee, creates a severe symmetry-breaking. Because the left leg is now signi -
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36 Natural Numbers and Integers Start here
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Color Band Black Brown Red Orange Yellow Green Blue Violet Gray White Gold Silver No color 1st Digit 0 1 2 3 4 5 6 7 8 9 2nd Digit 0 1 2 3 4 5 6 7 8 9 Multiplier 1 10 100 1,000 (K) 10,000 100,000 1,000,000 (M) 10,000,000 100,000,000 1,000,000,000 0.1 0.01 5% 10% 20% 1% 2% 3% 4% Tolerance
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onicity of the gastrointestinal tract (gastroparesis) and bladder dilation, sexual impotence, and postural hypotension. The most striking examples in our experience have included severe abdominal and limb pain, reminiscent of tabetic crises. The basis of this type of involvement is not well understood. Duchen and associates, who studied the sympathetic ganglia in diabetic patients with autonomic symptoms, described vacuoles and granular deposits in sympathetic neurons and little if any neuronal degeneration; there was also a loss of myelinated nerve bers in the vagus and splanchnic nerves and the rami communicantes, as well as changes in neurons of the intermediolateral columns of the spinal cord. Pathology and Pathophysiology In the mundane symmetrical distal diabetic polyneuropathy, a loss of myelinated nerve bers is the most prominent nding according to Thomas and Tomlinson. In addition, segmental demyelination and remyelination of remaining axons are apparent in teased nerve ber preparations. The latter ndings are probably too severe and widespread to be simply a re ection of axonal degeneration. Occasionally, repeated demyelination and remyelination leads to onion-bulb formations of Schwann cells and broblasts, as it does in the relapsing in ammatory neuropathies. Unmyelinated bers are also reduced in number in most specimens. Similar lesions are found in the posterior roots and posterior columns of the spinal cord and in the rami communicantes and sympathetic ganglia. Under the electron microscope, the basement membranes of intraneural capillaries are seen to be thickened and duplicated. There are changes in the microvasculature of the nerves as well, similar to what is seen in other organs and in the skin as noted later. However, substantial uncertainties persist about the pathogenesis of the diabetic neuropathies. Both the cranial (diabetic ophthalmoplegia) and peripheral mononeuropathies as well as the painful, asymmetrical, predominantly proximal neuropathy of sudden onset have been considered by most neuropathologists to be ischemic in origin, secondary to a vasculopathy of the vasa nervorum that is a property of the diabetic state. Obliterative microvascular lesions were well illustrated by Raff and coworkers, and corresponding multiple small infarcts were found in the nerve trunks. The observations of Dyck and of Johnson and their associates have suggested that all forms of diabetic neuropathy could have the same microvascular basis. These authors described multiple foci of ber loss throughout the length of the peripheral nerves, beginning in the proximal segments and becoming more frequent and severe in the distal segments. This pattern of change differs from that observed in diffuse metabolic disease of Schwann cells and in the dying-back type of neuropathy; i.e., the ndings suggest an ischemic etiology. Fagerberg had earlier noted that the fascicular capillaries and epineural arterioles have thickened and hyalinized basement membranes, similar to the microvascular changes seen in the retina, kidney, and other organs. But occlusion of vessels and frank infarction of nerve has not been observed in most cases of polyneuropathy for which reason a vascular pathogenesis remains unsettled in the minds of some pathologists. In the past several years an alternative view has been offered, based largely on the work of PJB Dyck and colleagues and of Said and coworkers. They have found areas of perivascular in ammation and a suggestion of adjacent damage to nerve fascicles in the proximal asymmetric radicular plexus lesions. In Said s report, this necrotizing vasculitis was observed in 6 of 22 patients and a degree of perivascular in ammation in 21, changes not seen in the typical
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The main consideration with implementing multiple data stores is to keep each data store down to a small enough size so that it can be backed up or restored in a reasonable amount of time. It s much easier to back up and restore five 20-MB data stores than one 100-MB store, and the down time has less effect when a smaller store crashes. The other issue in designing data-store topology within your storage groups is to arrange mailbox stores to take best advantage of the singleinstance message storage feature of Exchange. If members of the marketing department frequently send mass mailings to each other but rarely to outside groups, consider placing all mailboxes for users in this department in the same mailbox store. However, too many small data stores could add up to extra overhead for administrators. Basically, you need to find the right balance between usability and manageability. Be aware that there is also a resource cost when using multiple data stores. Exchange allocates about 10 MB of RAM for each data store you create and mount, and this memory requirement increases as the size of the store increases. Make sure your Exchange server has sufficient RAM to support the number of data stores you want to host before creating them.
Teaching as an Art Artistry, the exercise of talents or intuition, also is a part of teaching. Teacher behavior is highly individualistic. People can learn to teach, but some personality types are more adept at teaching than others. The degree to which a personality suited to teaching can be cultivated, or intuition can be acquired, is not known. For example, why a teacher has a certain spark, projects enthusiasm, probes a question, reiterates a particular point, opts to use a personal illustration, changes pace in the middle of a lesson, compliments a particular student, discusses as well as lectures, changes an assignment, or reads to a class, cannot always be explained. Part of such teaching is intuitive. But making teaching decisions amid hundreds of cues is not merely innate talent exercised automatically. It involves perception and processing, inspiration and re ection, improvisation and studied action. A teacher may sense that a particular action is the right move to make, but in choosing that action, he or she may draw on a repertoire of learned techniques. Artistic teaching is more than talking. It is a performance. It is body language, facial expression, voice modulation, intellectual gymnastics, timing and pacing, rhythm and tone, humor and empathy, harmony and chemistry all falling appropriately into place.
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