BLOOD GROUP PHENOTYPES

Alloantibodies causing haemolytic transfusion reactions or haemolytic disease in the fetus and newborn are dependent on the frequency with which alloantigens and alloantibodies occur.

Major Blood Group Phenotypes and their Frequencies (1–3)
No	Blood Group System [Symbol]	Phenotype	% Frequency	No	Blood Group System [Symbol]	Phenotype	% Frequency
001	ABO [ABO]	A1	29.7	014	Dombrock [DO]**	Do(a+b–)	18
		A2	9.3			Do(a–b+)	33
		B	11.4			Do(a+b+)	49
		O	46.1			Gy(a–)	Rare
		A1B	2.3	015	Colton	Co(a+b–)	92.0
		A2B	1.2			Co(a–b+)	0.2
002	MNS [MNS]	MMSS	6.0			Co(a+b+)	7.8
		MMss	9.1	016	Landsteiner-Wiener [LW]**	LW(a+b–)	97
		MMSs	14.4			LW(a–b+)	Rare
		MNSS	3.0			LW(a+b+)	3
		MNss	23.3	017	Chido/Rogers [CH/RG]**	Chido phenotype
		MNSs	22.7			CH/RG: 1,2,3	88.2
		NNSS	0.4			CH/RG: 1,–2,3	4.9
		NNss	15.6			CH/RG: 1,2,–3	3.1
		NNSs	5.5			CH/RG: –1,–2,–3	3.8
003	P [P]	P1+	74.8			CH/RG: –1,2,-3	Rare
		P1–	25.2			CH/RG: 1,–2,–3	Rare
004	Rh [RH]	See Rhesus phenotypes				Rodgers phenotype
005	Lutheran [LU]	Lu(a+b–)	0.2			CH/RG: 11,12	95
		Lu(a–b+)	92.3			CH/RG: 11,–12	3
		Lu(a+b+)	7.5			CH/RG: –11,–12	2
		Lu(a–b–)	Rare	018	H [H]	H	High incidence
006	Kell [KEL]	K– k+	90.9	019	Kx [XK]	Kx	High incidence
		K+ k–	0.4	020	Gerbich [GE]**	Ge:2,3,4	>99.9
		K+ k+	8.7			Ge:–2,3,4 (Yus type)	Rare
		Kp(a+b–)	<0 .1="" p="">			Ge:–2,–3,4 (Gerbich type)	Rare
		Kp(a–b+)	97.8			Ge:–2,–3,–4 (Leach)	Rare
		Kp(a+b+)	2.2	021	Cromer [CROM]	Cra, Tca, Dra, Esa	High Incidence
007	Lewis [LE]	Le(a+b–)	22.4			Tcb, Tcc, WESa	Low incidence
		Le(a–b+)	72.3	022	Knops [KN]**	Kn(a+b–)	94.5
		Le(a–b–)	5.3			Kn(a–b+)	1
008	Duffy [FY]	Fy(a+b–)	19.7			Kn(a+b+)	4.5
		Fy(a–b+)	32.7			McC(a+)	98
		Fy(a+b+)	47.6			Sl(a+)	98
009	Kidd [JK]	Jk(a+b–)	26.3			Yk(a+)	92
		Jk(a–b+)	23.6	023	Indian [IN]**	In(a+b–)	Rare
		Jk(a+b+)	50.1			In(a–b+)	99.9
010	Diego [DI]**	Di(a+b–)	<0 .01="" p="">			In(a+b+)	<0 .1="" td="">
		Di(a-b+)	>99.9	024	Ok [OK]**	Ok(a+)	100
		Di(a+b+)	<0 .1="" p="">			Ok(a–)	Rare
		Wr(a+)	<0 .1="" p="">	025	Raph [RAPH]	MER2
		Wr(b+)	High incidence	026	John Milton Hagen [JMH]	JMH	High incidence
011	Yt [YT]**	Yt(a+b–)	91.9	027	I [I]	I	High incidence
		Yt(a–b+)	0.3	028	Globoside [GLOB]	P	High incidence
		Yt(a+b+)	7.8	029	Gill [GIL]	GIL	High incidence
012	Xg [XG]**	Xg(a+)	Male         65.6 Female   88.7		Antigen Collections**	Csa  / Csb Vel / ABTI	95 / 34 Both >99
		Xg(a–)	Male         34.4 Female   11.3		Low incidence antigens (700 series)	By, Chra, Bi, Bxa, Pta, Rea etc.	<1 td="">
013	Scianna [SC]**	Sc:1,–2	99		High incidence antigens (901 series)	Lan, Ata, Jra, AnWj, Sda, Duclos etc.	>90
		Sc:–1,2	Rare
		Sc:1,2	1
		Sc:1,–2,Rd+	Rare
		Sc:1,2,Rd+	Rare
Note: Unless indicated, frequencies are based on blood group statistics of Australian blood donors; ** Frequency is based on Caucasian population.

DILUTION FACTOR

I was really get confused what DILUTING is about...
Some problems when they come to calculate & determine analytically related to dilution factor, I'm getting pissed off! hoho
Sorry, I suddenly become emo... haha
Okay, now I just found this article that explain about it...
Let's check it out~~~

Aliquot: a measured sub-volume of original sample.

Diluent: material with which the sample is diluted

Dilution factor (DF): ratio of final volume/aliquot volume (final volume = aliquot + diluent)

Concentration factor (CF): ratio of aliquot volume divided by the final volume (inverse of the dilution factor)
 

To calculate a dilution factor:

Remember that the dilution factor is the final volume/aliquot volume.

EXAMPLE: What is the dilution factor if you add 0.1 mL aliquot of a specimen to 9.9 mL of diluent?

1.  The final volume is equal the the aliquot volume plus the diluent volume:  0.1 mL + 9.9 mL = 10 mL
2. The dilution factor is equal to the final volume divided by the aliquot volume: 10 mL/0.1 mL = 1:100 dilution (10 ²)

The Concentration Factor for this problem = aliquot volume/final volume = 0.1/(0.1 + 9.9) = 0.01 or 10 ^-2 concentration
 

To prepare a desired volume of solution of a given dilution:

1. Calculate the volume of the aliquot: it is equal either to

• the final volume/dilution factor

or

• the concentration factor x final volume

2. Calculate the volume of the diluent: which is equal to (the final volume - aliquot volume)

3. Measure out the correct volume of diluent, add the correct volume of aliquot to it, mix.

EXAMPLE:  How would you prepare 20 mL of a 1:50 dilution?

1. Determine required aliquot by dividing final volume by dilution factor:  20 mL/50 = 0.4 mL sample
2. Subtract the aliquot volume from the final volume:  20 mL - 0.4 mL = 19.6 mL diluent
3. Measure out 19.4 mL diluent, add 0.4 mL sample to it, mix thoroughly

MUSCLE STRAIN PREVENTION & TREATMENT

Prevention

• Warm up before participating in sports and activities.
• Follow an exercise program aimed at stretching and strengthening your muscles.
• Increase the intensity of your training program gradually. Never push yourself too hard, too soon.
• Maintain a healthy body weight. Obesity can stress muscles, especially in your legs and back.
• Practice good posture when you sit and stand.
• Use the correct technique when you lift heavy loads. 

Treatment

If you have a Grade I or Grade II strain, your doctor will ask you to follow the RICE rule:

• Rest the injured muscle (and take a temporary break from sports activities).
• Ice the injured area to reduce swelling.
• Compress the muscle with an elastic bandage.
• Elevate the injured area.

To help relieve muscle pain and swelling, your doctor may suggest that you take acetaminophen (Tylenol and others) or a nonsteroidal anti-inflammatory drug (NSAID), such as ibuprofen (Advil, Motrin and others). For someone with a painful back strain that does not improve with NSAIDs or acetaminophen (Tylenol), prescription pain medications or muscle relaxants may be appropriate.

If you have a severe Grade II or Grade III strain, your doctor may refer you to an orthopedic specialist. Depending on the severity and location of your muscle strain, the orthopedist may immobilize the injured muscle in a cast for several weeks or repair it surgically.

Mild strains may heal quickly on their own, but more severe strains may require a rehabilitation program.

MUSCLE STRAIN

Muscle strain -- or muscle pull or even a muscle tear -- implies damage to a muscle or its attaching tendons. You can put undue pressure on muscles during the course of normal daily activities, with sudden heavy lifting, during sports, or while performing work tasks.

In mild cases, only a few muscle fibers are stretched or torn, and the muscle remains intact and strong. In severe cases, however, the strained muscle may be torn and unable to function properly. To help simplify diagnosis and treatment, doctors often classify muscle strains into three grades, depending on the severity of muscle fiber damage:

• Grade I strain. In this mild strain, only a few muscle fibers are stretched or torn. Although the injured muscle is tender and painful, it has normal strength.



• Grade II strain. This is a moderate strain, with a greater number of injured fibers and more severe muscle pain and tenderness. There is also mild swelling, noticeable loss of strength and sometimes a bruise.



• Grade III strain. This strain tears the muscle all the way through, sometimes causing a "pop" sensation as the muscle rips into two separate pieces or shears away from its tendon. Grade III strains are serious injuries that cause complete loss of muscle function, as well as considerable pain, swelling, tenderness and discoloration. Because Grade III strains usually cause a sharp break in the normal outline of the muscle, there may be an obvious "dent" or "gap" under the skin where the ripped pieces of muscle have come apart. 

Symptoms

Symptoms of muscle strain include:

• Muscle pain and tenderness, especially after an activity that stretches or violently contracts the muscle -- Pain usually increases when you move the muscle but is relieved by rest.
• Muscle swelling, discoloration or both bruising or redness, or open cuts due to the injury

 

• Muscle cramp or spasm 
• Pain at rest 

• Either a decrease in muscle strength or (in Grade III strains) a complete loss of muscle function
• A pop in the muscle at the time of injury

 

• A gap, dent or other defect in the normal outline of the muscle (in Grade III strain)  
• Weakness of the muscle or tendons (A sprain, in contrast, is an injury to a joint and its ligaments.)

Seeking Medications


If you have a significant muscle injury (or if home remedies bring no relief in 24 hours), call your doctor.
If you hear a "popping" sound with the injury, cannot walk, or there is significant swelling, pain, fever, or open cuts, you should be examined in a hospital's emergency department.

Medical doctor @ physical therapists note your symptoms and past medical history, your doctor will examine you, checking for muscle tenderness, spasm, weakness and decreased muscle movement.

X-rays or magnetic resonance imaging (MRI) scan may be helpful.

  

If you have back pain, your doctor may order additional tests to check for a urinary tract infection or a problem involving the vertebrae (backbones), vertebral disks, spinal canal or spinal cord.

 

Science vs God

Claim - A College student debates and outwits a college professor in favor of Christianity, and god. At the end of story the college student turns out to be none other than Albert Einstein.

Verdict- False;

The story Circulating with this image goes as follows...

Professor : You are a Christian, aren’t you, son ?
Student : Yes, sir.
Professor: So, you believe in GOD ?
Student : Absolutely, sir.
Professor : Is GOD good ?
Student : Sure.
Professor: Is GOD all powerful ?
Student : Yes.
Professor: My brother died of cancer even though he prayed to GOD to heal him. Most of us would attempt to help others who are ill. But GOD didn’t. How is this GOD good then? Hmm?
(Student was silent.)
Professor: You can’t answer, can you ? Let’s start again, young fella. Is GOD good?
Student : Yes.
Professor: Is satan good ?
Student : No.
Professor: Where does satan come from ?
Student : From … GOD …
Professor: That’s right. Tell me son, is there evil in this world?
Student : Yes.
Professor: Evil is everywhere, isn’t it ? And GOD did make everything. Correct?
Student : Yes.
Professor: So who created evil ?
(Student did not answer.)
Professor: Is there sickness? Immorality? Hatred? Ugliness? All these terrible things exist in the world, don’t they?
Student : Yes, sir.
Professor: So, who created them ?
(Student had no answer.)
Professor: Science says you have 5 Senses you use to identify and observe the world around you. Tell me, son, have you ever seen GOD?
Student : No, sir.
Professor: Tell us if you have ever heard your GOD?
Student : No , sir.
Professor: Have you ever felt your GOD, tasted your GOD, smelt your GOD? Have you ever had any sensory perception of GOD for that matter?
Student : No, sir. I’m afraid I haven’t.
Professor: Yet you still believe in Him?
Student : Yes.
Professor : According to Empirical, Testable, Demonstrable Protocol, Science says your GOD doesn’t exist. What do you say to that, son?
Student : Nothing. I only have my faith.

Professor: Yes, faith. And that is the problem Science has.
Student : Professor, is there such a thing as heat?
Professor: Yes.
Student : And is there such a thing as cold?
Professor: Yes.
Student : No, sir. There isn’t.
(The lecture theater became very quiet with this turn of events.)
Student : Sir, you can have lots of heat, even more heat, superheat, mega heat, white heat, a little heat or no heat. But we don’t have anything called cold. We can hit 458 degrees below zero which is no heat, but we can’t go any further after that. There is no such thing as cold. Cold is only a word we use to describe the absence of heat. We cannot measure cold. Heat is energy. Cold is not the opposite of heat, sir, just the absence of it.
(There was pin-drop silence in the lecture theater.)
Student : What about darkness, Professor? Is there such a thing as darkness?
Professor: Yes. What is night if there isn’t darkness?
Student : You’re wrong again, sir. Darkness is the absence of something. You can have low light, normal light, bright light, flashing light. But if you have no light constantly, you have nothing and its called darkness, isn’t it? In reality, darkness isn’t. If it is, well you would be able to make darkness darker, wouldn’t you?
Professor: So what is the point you are making, young man ?
Student : Sir, my point is your philosophical premise is flawed.
Professor: Flawed ? Can you explain how?
Student : Sir, you are working on the premise of duality. You argue there is life and then there is death, a good GOD and a bad GOD. You are viewing the concept of GOD as something finite, something we can measure. Sir, Science can’t even explain a thought. It uses electricity and magnetism, but has never seen, much less fully understood either one. To view death as the opposite of life is to be ignorant of the fact that death cannot exist as a substantive thing.
Death is not the opposite of life: just the absence of it. Now tell me, Professor, do you teach your students that they evolved from a monkey?
Professor: If you are referring to the natural evolutionary process, yes, of course, I do.
Student : Have you ever observed evolution with your own eyes, sir?
(The Professor shook his head with a smile, beginning to realize where the argument was going.)
Student : Since no one has ever observed the process of evolution at work and cannot even prove that this process is an on-going endeavor. Are you not teaching your opinion, sir? Are you not a scientist but a preacher?
(The class was in uproar.)
Student : Is there anyone in the class who has ever seen the Professor’s brain?
(The class broke out into laughter. )
Student : Is there anyone here who has ever heard the Professor’s brain, felt it, touched or smelt it? No one appears to have done so. So, according to the established Rules of Empirical, Stable, Demonstrable Protocol, Science says that you have no brain, sir. With all due respect, sir, how do we then trust your lectures, sir?
(The room was silent. The Professor stared at the student, his face unfathomable.)
Professor: I guess you’ll have to take them on faith, son.
Student : That is it sir … Exactly ! The link between man & GOD is FAITH. That is all that keeps things alive and moving.

P/S.
I believe you have enjoyed the conversation. And if so, you’ll probably want your friends / colleagues to enjoy the same, won’t you?
Forward this to increase their knowledge … or FAITH.
By the way, that student was EINSTEIN.




BIOGRAPHY



Albert Einstein was born in Ulm, Germany on March 14, 1879. As a child, Einstein revealed an extraordinary curiosity for understanding the mysteries of science (started only at age 10/11). A typical child (only to his socio-economic class — educated middle class), Einstein took music lessons, playing both the violin and piano — a passion that followed him into adulthood. Moving first to Italy and then to Switzerland, the young prodigy graduated from high-school in 1896.




Einstein at the age of 3 in 1882



Albert Einstein in 1893 (age 14)


Einstein in 1904



In 1905, while working as a patent clerk in Bern, Switzerland, Einstein had what came to be known as his "Annus Mirabilis" — or "miracle year". It was during this time that the young physicist obtained his Doctorate degree and published four of his most influential research papers, including the Special Theory of Relativity. In that, the now world famous equation "e = mc2" unlocked mysteries of the Universe theretofore unknown.

Ten years later, in 1915, Einstein completed his General Theory of Relativity and in 1921 he was awarded the Nobel Prize in Physics (iconic status cemented in 1919 when Arthur Eddington's expedition confirmed Albert Einstein's prediction). It also launched him to international superstardom and his name became a household word synonymous with genius all over the world.

Einstein's official 1921 portrait after receiving the Nobel Prize in Physics

Einstein emigrated to the United States in the autumn of 1933 and took up residence in Princeton, New Jersey and a professorship at the prestigious Institute for Advanced Study. 

Einstein at the Solvay Conference in 1911

Einstein in his office at the University of Berlin.

On 17 April 1955, Albert Einstein , which had previously been reinforced surgically by Dr. Rudolph Nissen in 1948. He died in Princeton Hospital early morning on 18 April 1955 at the age of 76 after experienced internal bleeding caused by the rupture of an abdominal aortic aneurysm.

Today, the practical applications of Einstein's theories include the development of the television, remote control devices, automatic door openers, lasers, and DVD-players.

Is There a Relation Between Blood Type and Someone's Personality? ?

For Japanese, blood is definitely thicker than water!

Furukawa Takeji (1891-1940), a doctor, was the one who proposed the idea that there is a relation between the personality and the blood type. Quite amusingly, the idea was prompted by the West. The people in the West thought that the Asians are closely related to the animals as most of the Asians and animals share the same B-type blood. Thus, they are the inferior race. This prompted a great deal of research on blood psychology, particularly in Japan. It gave birth to a new idea of blood type-personality. Studies were carried out to know how the blood type can affect various areas of our lives; including career, relationships and leisure.

Dating services use blood groups to check the compatibility.

So, what’s your personality?

Type O - The Warrior
Positives: Loyal, Leadership, Passionate, Trend-setter, Self-confident, Independent
Negatives: Over-ambitious, Vain, Jealous
The famous Os: John Lennon, Queen Elizabeth II, Elvis Presley, Paul Newman
    

Type A - The Farmer
Positives: Patient, Calm, Sensitive, Responsible
Negatives: Stubborn, Over-cautious, Restless
The famous As: George Bush Senior, Adolf Hitler, Britney Spears, Ringo Starr
   

Type B - The Hunter
Positives: Individualist, Strong, Optimistic, Creative, Flexible
Negatives: Rebellious, Wild, Unpredictable
The famous Bs: Paul McCartney, Akira Kurosawa, Leonardo Di Caprio, Jack Nicholson
    

Type AB - The Humanist
Positives: Controlled, Rational, Popular, Sociable
Negatives: Standoffish, Critical, Indecisive
The famous ABs: John F Kennedy, Mick Jaggar, Marilyn Monroe, Jackie Chan
   

With whom are you compatible?

Type A with A and AB
Type B with B and AB
Type AB with A, B, AB and O
Type O with O and AB