Barleria Prionitis Linn

Barleria Prionitis Linn Barleria prionitis Linn Vernacular names English- common yellow nailo dye plant Ayurveda Kuruntaka, kurunta, sahachara, vajradanti Unani Piyaabaansaa Tamil or siddha: chemmulli Biological source : It consist of dried whole plant of Barleria prionitis Linn (Acanthaceae) Geographical source: It found throughout the hotter parts of India. It commonly grown as ornamental plants in gardens Cultivation The shrubs prefer a sunny situation on wide variety of well-drained moist soil. They tolerate temperatures only above at least 1 °C. It best grows with average annual rainfall between 750-900 mm. The seeds are very light in weight containing 33,000 seeds/kg. Seedlings grow slowly at first i.e. germinated between 13 and 77 days following sowing. However, an established plant grows fast. These shrubs flower from September to December and fruit from January to April.and can be harvested for four years. Natural regeneration generally occurs within 1 or 2 m of the parent plant. Description It is evergreen, is a tender, erect, branching, evergreen shrub with spiny stem nodes, elliptic to oblong, mid-green leaves, and spikes of tubular, yellow to yellow-orange flowers in summer.is a tender, erect, branching, evergreen shrub with spiny stem nodes, elliptic to oblong, mid-green leaves, and spikes of tubular, yellow to yellow-orange flowers in summer.is a tender, erect, branching, evergreen shrub bushy shrub grows up to 1-2 m with spiny stem nodes, elliptic to oblong, mid-green leaves, 6 to 12 centimeters long, narrowed, and pointed at both ends. Flowers are yellow and axillary, with the upper ones in spikes. Bracts and calyx are green, with the outer bract usually foliaceous. Corolla is about 4 centimeters long, flowers in summer. The stems are terete, glabrous, much branched with cylindrical and tapering branchlet Leaves are smooth, opposite, ovate-elliptic to obovate, acuminate, tapering to base, entire, margin finely ciliate, bristle-tipped and about 6-15 cm long an d 4-6 cm wide. The petioles are about 0.5-3 cm long, widely spreading spines present in axils. The flowers are sessile, yellow in colour and often solitary in lower axils and spictate in the upper axils. Bracts are acute, linear-lanceolate, foliaceous, about 1-1.5 cm long and 0.2-0.8 cm wide with bristle tipped. The corolla is bright, golden yellow in colour with pubescent outside and glabrous inside and about 1.5 cm long. The filaments are hairy and about 2-2.5 cm long, yellowish in colour with 3mm long yellow anthers. The ovary is ovoid and sigma is long, linear, sticky and pinkish in colour. The fruit is ovoid capsule containing 2 seeds. It is about 1.5-2 cm long and 0.6-0.8 cm wide. The seeds are oval-oblong, covered with silky copper-brown appressed hairs and measuring about 7.4-8.5Ãâ€"6-6.8 mm. Roots are central tap type, with lateral roots branching in all directions. Ayurvedic Properties Rasa – Madhura, Tikta Guna – Snigdha Virya – Usna Vipaka â€⠀œ Katu Karma – Kaphahara, Keya, Kà £sa, Ranjana, Visahara. Chemical constituents B. prionitis shows presence of glycosides, saponins, flavonoids, steroids and tannins Glycosides like prioniside A, prioniside B, prioniside, barlerinoside, verbascoside, shanzhiside methyl ester Saponins- lupulinoside, luteolin-7-O-ÃŽ ²-D-glucoside Flavonoids – apigenin 7-O-glucoside, 6-hydroxyflavones Phenolic acid – melilotic acid, syringic acid, vanillic acid, p-hydroxybenzoic acid It also sowed the presence of triterpenoids and steroids such as lupeol and B-sitosterol. Bark consist of 16% tannins and ellagic acid

What's all the buzz about stem cells Essay Example | Topics and Well Written Essays - 250 words

What's all the buzz about stem cells - Essay Example In the study of diseases, researchers can use them to replicate the process a diseases undergoes in order to comprehend it. Because stem cells are said to rejuvenate damaged tissues, stem cells have the potential to be utilised in restoration of extremely damaged cells in scenarios such as third-degree burns. In a world where organs obtained from donors have long been used to replace damaged organs. Stem cells have the potential to replicate organ growth in the laboratory to produce these organs for replacement eliminating the risks of organ rejection (Bilko, et al., 2007) Thomas (2012) specifically notes that, the basis of the stem cells controversy is ethical considerations surrounding stem cells research. He states that, Adult stem cells are obtained from body tissues, and there is no harm done. However, embryonic stem cells are obtained from an embryo that is several days old destroying it. Thus, it is deemed to be similar to an abortion considering that an embryo is regarded as a component of life. According to Thomas (2012), James Thomson, the first individual to grow stem cells in the laboratory from human embryos indicated that it was morally better to utilize spare IVF embryos for use in research (Thomas, 2012). As an individual, my take on it is that it is ethically wrong to destroy an embryo by obtaining stem cells as it is a creation of God and has potential to produce life. I feel it is right to use stem cells in research, but it is wrong to destroy an

Develop understanding of learning and teaching mathematics Essay - 1

Develop understanding of learning and teaching mathematics - Essay Example Scaffolding in education teaching refers to the process by which the instructor segregates the learning into chunks ant then provide the practitioners with a tool or a structure, for every chunk created. The use of scaffolding as a strategy in learning has demonstrated a number of strength and power in enhancing understanding by the learners. In the mathematics filed scaffolding has gotten powerful in showing and telling, by enhancing knowledge absorption and understanding through seeing and modeling (James and Wilson, 2002). It has gotten a lot of strengths by tapping into prior knowledge. In this case, the mathematical course instructor asks the students to avail their own experiences to each other, hunches and ideas concerning the concept and content of the study. They are therefore asked to illustrate how the particular concept of study has either direct or indirect relation to their life experiences as well as their day to day life activities. Through this, the practitioners get in a position to make a lot of connections in mathematics study as well as increasing their capability of grasping the arithmetic concepts on their own. Scaffolding has demonstrated a lot of power and strength giving the practitioners time to talk. This is due to the fact that in a mathematics lessons, all the practitioners need time to undertake the processing of new arithmetic ideas and information. As a teaching strategy it has emerged more effective in providing the room for learners to verbally create sense of as well as articulating their learning with other mathematical learners. As a structured strategy, it is more effective since it works best with practitioners despite their differing levels of maturation. The use of scaffold strategy in teaching has demonstrated a lot of strength when it comes provision of pre-tech vocabulary. Pre-tech vocabulary is at times referred to as frontloading vocabulary, involving administering of