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Figure 14.1. PC12 cells in 2-D culture. Top left: undifferentiated individual PC12 cells, 24 h after seeding; top right: cluster of undifferentiated PC12 cells after 7 days in culture; bottom left: single PC12 cells exposed to 25 ng/ml NGF, day 3; bottom right: neuronal network emanating from one single PC12 cell treated for 7 days with 25 ng/ml NGF. Original magni cation 100 .
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All too often, someone comments on my website in the wrong thread. Sometimes it s because they had multiple pages of my site opened in different windows and used the wrong one; other times they just didn t find the right thread. In any case, it s easy to relocate a comment from one entry to another. The only connection between entry and comment is in the mt_comment table in the comment_entry_id field. Suppose someone named Mom commented in entry 2518 and you would like to move that to 2519:
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muscle) are often associated with increased drip losses. As the myo bril shortens and rigor sets in, the shortening of the sarcomere would lead to shortening and subsequent lowering of the volume of the I-band region in myo bril. Loss of volume in this myo brillar region (where much water may reside), combined with the pH-induced lateral shrinkage of the myo bril, could lead to expulsion of water from the myo brillar structure into the extramyo brillar spaces within the muscle cell (Bendall and Swatland 1988). In fact, recent NMR studies support this hypothesis (Bertram et al. 2002). It is thus likely that the gradual mobilization of water from the intramyo brillar spaces to the extramyo brillar spaces may be key in providing a source of drip. All the previously mentioned processes in uence the amount of water in the myo bril. It is important to note that shrinkage of the myo brillar lattice alone could not be responsible for the movement of uid to the extracellular space and ultimately out of the muscle. The myo brils are linked to each other and to the cell membrane via proteinacious connections (Wang and RamirezMitchell 1983). These connections, if they are maintained intact in postmortem muscle, would transfer the reduction in diameter of the myo brils to the muscle cell (Diesbourg et al. 1988; Morrison et al. 1998; Kristensen and Purslow 2001; Melody et al. 2004). Myo bril shrinkage can be translated into constriction of the entire muscle cell, thus creating channels between cells and between bundles of cells that can funnel drip out of the product (Offer and Knight 1988). Extracellular space around muscle bers continually increases up to 24 hours postmortem, but gaps between muscle ber bundles decrease slightly between nine and 24 hours postmortem, perhaps due to uid out ow from these major channels (Schafer et al. 2002). These linkages between adjacent myo brils and myo brils and the cell membrane are made up of several proteins that are
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After downloading the new drivers, you need to update your wireless card through Windows. To update your wireless card on Windows XP Home Edition and XP Professional Edition:
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Digest (now the School Psychology Review) in 1972 as a member subscription journal, and it has one of the largest circulations of all psychology journals. The Division of School Psychology-APA founded Professional School Psychology (now School Psychology Quarterly) in 1986. The division s journal was an indirect outgrowth of its monograph series in the 1970s. Both groups improved the content and size of their newsletters and provided other products in print and nonprint media. The NASP developed an array of products speci cally for school psychology training programs and practitioners, and the APA conducted a broad expansion of its publications. Both groups published codes of ethics, standards, and reference materials (e.g., membership, training, and credentialing directories). Division 16 produced several Conversation Series interviews on videotape that were used in training programs in the 1990s. Also of interest to literary expansion in the United States was the founding of School Psychology International in 1979 and the Canadian Journal of School Psychology in 1985. Numerous books on school psychology and related topics were published, including those that were revised periodically, for example, Best Practices in School Psychology (Thomas & Grimes, 1995) and The Handbook of School Psychology (Reynolds & Gutkin, 1999). In contrast to earlier periods, there were a considerable number of books on consultation, intervention, and service delivery alternatives. Communication among school psychologists was spurred as well by the widespread use of computers with Internet and electronic mail capacity. Organizations, journals, school systems, university programs, and many school psychologists disseminated information via Web sites and listservs. National efforts were re ected at the state association level as well. The state school psychology associations produced a mass of literature and products of their own, including widely disseminated newsletters. Whereas school psychologists during the Hybrid Years had suffered a dearth of communication, the Thoroughbred Years approached communication overload, especially in print and Internet communication. In addition, practitioners with subspecialty interests often garnered information beyond the core school psychology sources. It was indeed the information age for all of psychology. Training Development Training programs expanded rapidly in the 1970s, and for the remainder of the period between 200 and 230 institutions were offering programs at the master s, specialists, and doctoral levels. Program standards were proffered by the NASP that were in contrast to those of the APA. Both organizations offered procedures for program approval and accreditation.
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Surveying the Actions Panel . . . . . . . . . . . . . . . . Essential Actions for Designers . . . . . . . . . . . . . . . Exploring the Actions book . . . . . . . . . . . . . Exploring the Operators book . . . . . . . . . . . . Delving into the Functions book . . . . . . . . . . . Exploring the Constants book . . . . . . . . . . . . Modifying objects with the Properties book . . . . Exploring the Objects book . . . . . . . . . . . . . Dealing with Deprecated actions . . . . . . . . . . Using actions from the Flash UI Components book Using actions from the Index book . . . . . . . . . Adding Actions to Your Documents . . . . . . . . . . . . Working in modes . . . . . . . . . . . . . . . . . . . Adding an action to your script . . . . . . . . . . . Using the parameter text boxes . . . . . . . . . . . Deleting an action from your script . . . . . . . . . Changing the hierarchy of actions . . . . . . . . . . Navigating to scripts with the Script window . . . Pinning a script . . . . . . . . . . . . . . . . . . . . Finding and replacing text in a script . . . . . . . . Using the ActionScript Reference panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 21 21 24 25 25 25 25 26 26 26 27 28 29 30 31 31 31 32 32 33
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