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Our Flights
Our flights are generally with Onur Air, which is Turkey's low-fare domestic airline providing a simple no-frills service that helps Holidays 4U keep your holiday price as low as it can go (although we may change this carrier for operational reasons).
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Onur Air
With he Holidays 4U routes being flown by a young fleet of efficient modern Airbus aircraft, you can compare the Onur flying experience with any of the popular UK low-cost airlines, although we'd hasten to add that Onur aircraft are not painted in bright orange. Most flights will have an in-flight trolley providing snacks and a bar service (dependent on availability). As with all budget airlines please note that this is not a free service and we’ve found most people choose to take a sandwich with them, especially when travelling with children. Onur Air does not offer in-flight entertainment and is a non-smoking airline.
Flight time is around four and a half hours from the UK and the following tables show the local departure and arrival times.
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Flight information panels
Winter 2008/09 flight details

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Summer 2009 flight details and supplements (per person)

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Flight Timings
The flight timings shown on this website and on your booking confirmation are based on the 24-hour clock system and are for guidance only. Final timings are shown on your tickets, so please check these carefully on receipt, and contact us at once with any queries.
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Check in
You must check-in at your departure airport at least 2 hours before departure and your initials and the spelling of your name must be identical on your ticket and in your passport. If you have made a late booking and are receiving tickets on departure, your travel agent will advise you of your check-in details when you book.
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Baggage allowance
This is 20 kg (44 lb) for each person. Baggage weighing more than the baggage allowance will be subject to a charge payable at check-in. Single items of luggage weighing over 32 kg will not be accepted by the airline for health and safety reasons. A passenger can take on the aircraft one small piece of hand luggage weighing less than 5 kg (11 lb), with a maximum size of 45 cm x 35 cm x 20 cm. Infants under the age of 2 on the date of their return flight have no baggage allowance. Carriage of all excess luggage and sports equipment is subject to the aircraft capacity on the day of departure.
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Lost or damaged baggage
Under The Carriage By Air Act 1961, if you do not notify us of any loss or damage to your baggage within 7 days of the discovery of the loss/damage, we will have no liability to you. Flight delays: We will keep you informed if your outbound or return flight is delayed. Most travel insurance companies offer some form of compensation for major delays and in order to take advantage of this you must send travel delay claims to your insurance company. You can obtain details of the flight delay from the airline.
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Flight delays
We will keep you informed if your outbound or return flight is delayed. Most travel insurance companies offer some form of compensation for major delays and in order to take advantage of this you must send travel delay claims to your insurance company. You can obtain details of the flight delay from the airline.
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Pregnancy
If you are pregnant, you should check with your doctor that it is safe for you to travel. Airlines require a medical certificate of fitness to fly if you are more than 28 weeks pregnant at the time of your return flight. After 32 weeks of pregnancy you will not be allowed to fly. Please check your travel insurance policy for any restrictions that apply to travelling whilst pregnant.
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Infants
A charge of £50 is made for infants under 2 years of age on the date of their return flight. Infants under 2 years of age will not be entitled to an in-flight meal. Infants under 6 months must sit on an adult’s lap and wear an infant lap-strap. Infants under 2 years must sit on the adult’s lap secured by an extension seat belt provided by the airline.
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Alcohol on aircraft
You are not allowed to drink your own alcohol on a flight, whether you bought it on board, on holiday or in the UK.
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Flight supplements
The holiday prices given by this website are based on flights that do not carry a supplement (such as those from Gatwick). The flight supplements shown reflect the additional cost of flying from certain airports, or on certain days of the week. The website system will add or subtracted the correct flight supplement from the price for your holiday.
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Disabled customers with special needs and pre-bookable wheelchairs
We want all our customers to enjoy completely successful travel arrangements which why we have introduced a special needs checklist which can be downloaded by clicking here.
Download Special Needs Checklist (208Kb PDF)
This checklist must be completed for any customer who has a medical condition or disability requiring special travel, accommodation or dietary arrangements. This information will be used to check the suitability of your booked travel plans to the best of our ability and make the appropriate arrangements. Please note that wheelchairs must be pre-booked at least 4 days before departure. We try to ensure that wheelchair passengers will be first to embark and last to disembark.
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Disorderly behaviour
The captain has authority over the aircraft and passengers at all times when they are boarding or on board. He/she may prevent you from travelling if you are considered unfit to do so, or if you pose a danger to the aircraft or passengers. The captain will exercise this right if, for example, you are found to be drunk before or after boarding, if you smoke on board or use threatening, abusive, or insulting words or behaviour. In those circumstances, we or the airline, at our reasonable discretion, may terminate your holiday, and we will not be responsible for completing your holiday arrangements.
Holidays 4U and the airline will also not be liable for any refund, compensation or other costs you may have to pay. We may also seek compensation from you for any losses caused by your behaviour (e.g. the cost of diverting an aircraft). Disruption on board an aircraft is a criminal offence and you may be prosecuted.
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Seat allocation
Seats are allocated at check-in, on a first come, first served basis. If you want particular seat positions, it is a good idea to check in as early as possible. We are unable to reserve seats in advance and there are other safety restrictions in place relating to passengers adjacent to exits and /or safety equipment.
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Vegetarian option
Please tell us when you book if you require a vegetarian meal. We shall always do our best to meet your requirements, but no guarantee is given.
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head

eye

How the Eye Works
Vision is a complex sense composed of many elements. The human eye, elegant in its detail and design, represents a gateway to the process we call vision. The eyeball, or globe, is spherical in shape and about 1 inch across. It houses many structures that work together to facilitate sight.

The human eye is comprised of layers and internal structures, each of which performs distinct functions. The outside layer of the eye is comprised largely of a tough, white, protective tissue called the sclera. The sclera helps maintain the shape of the eyeball. At the front of the eye is an equally tough but clear structure called the cornea, which is responsible for letting light into the eye and bending light.
Going from outside to inside, the next layer of the eye is the choroid, which carries the blood supply necessary to nourish the eye's internal structures. Finally, there is the layer called the retina, lining the inside of the eye, which is sensitive to light and receives stimulation to its specialized cells.
The eye has a number of protective features. The eyelids, eyelashes and eyebrows are all designed to protect the eye from dirt and dust that might enter it and cause damage. The globe sits inside the orbital cavity, a bony pocket lined with fatty tissue as a cushion. Together these provide additional protection against injury. Six muscles attach at various points to the sclera and enable the globe to move in many directions inside the orbit.
In order for vision to take place, a succession of processes must occur involving the structures within the eye and the brain:
The first part of this chain is that light rays must travel through the eye to ultimately focus on the retina. There are a number of structures involved in the bending or refracting of light so that it focuses properly. Light first passes through the clear cornea at the front of the eye, and then through a watery substance called the aqueous humor which fills the small chambers located behind the cornea. As light continues on its pathway it passes through the pupil, a round opening in the center of the iris. The iris is the part of the eye that gives the eye its color. It also is made up of specialized muscles that are able to change the size of the pupil from very small (about 2 mm) to large (about 8 mm), regulating the light that is entering.
The next structure light will penetrate is the lens, another clear, layered structure shaped like a large lentil (about 10 mm in diameter) that is attached to muscles which contract or relax to change the shape of the lens. The changing lens shape helps light to be focused in response to the need for clarity. (The loss of this focusing ability as humans age -- a natural occurrence -- is the reason that many adults over 40 years old need reading glasses.) Once through the pupil and lens, the light then passes through the larger posterior (back) portion of the eye that is filled with a clear, jelly-like substance called the vitreous humor. From there, the light will come to the retina, where the rod cells and cone cells will be stimulated to set off a chain of split-second chemical reactions converting light to electrical impulses. The cone cells (about 7 million in number) are located in greatest concentration in the small, central part of the retina called the macula. This area is responsible for producing sharp, detail vision and color vision. The rod cells (numbering about 100 million) are found in the peripheral retina, away from the macula. These cells provide vision in dim light.
Even if all of the structures of the eye work perfectly, what we know as vision cannot happen without the brain's interpretation of the electrical impulses sent by the retina. The optic nerve is the bundle of retinal fibers that exits the back of the eye and transports electrical impulses to the brain where they are interpreted in the primary visual cortex.
When all parts of the visual system are working, the eyes can move together, can adapt to light and dark, perceive color and accurately evaluate an object's location in space. They are sensitive to differences in contrast, and can also provide detail vision, which is measured as visual acuity. By convention, we know "normal" visual acuity to be reported as 20/20. As the bottom number of this expression gets higher, it tells us that the vision is poorer than "normal." For example, the start of the range known as "legal blindness" is represented by the visual acuity finding of 20/200. One way to understand the meaning of this finding is that the eye being tested sees at 20 feet what the "normal" eye would see at 200 feet. People whose vision is in the category of "legal blindness" may still be able to use vision to do some of the things they need to do.
All eyes are not the same, nor are they all perfect. Some eyeballs are too long or have too much focusing power, causing the person to be myopic (nearsighted). Others are too short or have too little focusing power, and the result is hyperopia (farsightedness). Some eyeballs may have uneven curvature, called astigmatism. Options for correcting these "mechanical" problems are standard eyeglasses, contact lenses or refractive surgery. Other problems may be caused by disease or injury, and are not correctable by conventional means. People whose vision is irreversibly impaired due to diseases such as macular degeneration, glaucoma, cataract, diabetic retinopathy and others can be helped by vision rehabilitation.

RETINITIS PIGMENTOSA
What Is Retinitis Pigmentosa?
Retinitis Pigmentosa is the name of a group of retinal dystrophies that cause degeneration of the retina of the eye. Retinitis pigmentosa is a disease of the eye that the affected individual is born with. The word "retinitis" derives from "retina" (a part of the eye) and "itis" (a disease). It is a disease of the retina, though not a contagious one. The word "pigmentosa" refers to an associated discoloration of the retina, which becomes visible to an eye physician on examination. For those people who find retinitis pigmentosa a difficult term to use, the shortened form "RP" serves as a simpler alternative.
What The Retina Is
The retina is located at the back of the eye and is connected to the brain. It is made up of many millions of light-sensitive cells known as photoreceptor cells. These photoreceptor cells have the vital function of transmitting electrical impulses to the brain to enable seeing to take place.
Retinal dystrophies are caused by the gradual breakdown of these photoreceptors. Therefore it is important to understand the structure of the eye (as well as the ear in Usher Syndrome).
EYE ANATOMY AND PHYSIOLOGY

Structure and Function of the Eye
The eye consists of several parts that resemble a camera (see diagram).
sclera - the eye's white outer protective coat, normally seen as the "white of the eye".
cornea - the transparent, curved structure at the front of the eye.
iris - the coloured part of the eye - blue, brown, green, grey etc - that can be seen through the cornea.
pupil - the black part of the eye in the middle of the iris. It constricts or dilates according to the amount of light passing through it.
lens - the transparent disc (with both sides being convex) immediately behind the iris and pupil.
aqueous humour - the transparent fluid (with consistency similar to water) that circulates behind the cornea and in front of the lens.
vitreous humour - the material (like transparent jelly) that fills the eyeball between the lens and the retina.
retina - the light-sensitive layer of millions of nerve cells that line the back of the eyeball. The cells consist of two main groups, called rods and cones due to their appearance under the microscope.
rods - more numerous, spread out over the entire retina with more toward outer edge, respond to low levels of light.
cones - far fewer, concentrated around the retina's centre, respond to colour and to details.
macula - the small centre of the retina, responsible for reading vision.
retinal pigment epithelium - This is a dark coloured layer of cells at the back of the retina responsible for providing oxygen and other nutrients to the rods and cones.
choroid - a large network of blood vessels (behind the retina) that transport oxygen and other nutrients to the retinal pigment cells.
optic disc - a small yellow oval structure in the retina, to which nerve cell connections travel from all the rods and cones.
optic nerve and beyond - the "cord" of nerve cell connections that passes from the eyeball to destinations throughout the brain.
Function of the Eye
When you see an object, the light travels from that object to the cornea, then passes through the aqueous humour, pupil, lens and vitreous humour to reach the retina. During this passage, the light becomes focused onto the macula.
At the macula, the light causes chemical reactions in the cones, that consequently send electrical messages from the eye to the brain. The brain recognises these messages and indicates to you that this particular object has been seen. The cones are therefore responsible for you being able to recognise colours and to read.
The rods are essential for you to see in the dark, and to detect objects to the sides, above and below the object on which you are directly focused. This function prevents you from bumping into obstacles when moving around.
All the retinal cells (rods and cones) are provided with oxygen and other nutrients from the retinal pigment cells (epithelium), which are kept supplied by the rich network of blood vessels in the choroid.
What is responsible for RP
It is thought that one child is born with RP in approximately every 3,000 births in Australia. It is important to recognise that it is no one's fault and that RP can strike in a family with no known history of it. In fact, RP results from an imperfection in a tiny gene that causes an incorrect protein to be supplied to the retina. Over time this causes photoreceptor cells to die and progressive loss of vision results.

Diabetic Eye Disease FAQ
Diabetes is a very serious disease that can cause problems such as blindness, heart disease, kidney failure, and amputations. But by taking good care of yourself through diet, exercise, and special medications, you can control diabetes. And there is more good news. Diabetic eye disease, a complication of diabetes, can be treated before vision loss occurs. All people with diabetes need to get a comprehensive dilated eye exam at least once a year.
What is diabetic eye disease?
Diabetic eye disease refers to a group of eye problems that people with diabetes may face as a complication of this disease. All can cause severe vision loss or even blindness.
Diabetic eye disease includes:
Diabetic retinopathy: Damage to the blood vessels in the retina.
Cataract: Clouding of the lens of the eye.
Glaucoma: Increase in fluid pressure inside the eye that leads to optic nerve damage and loss of vision.
What is the most common diabetic eye disease?
Diabetic retinopathy. This disease is a leading cause of blindness in American adults. It is caused by changes in the blood vessels of the retina. In some people with diabetic retinopathy, retinal blood vessels may swell and leak fluid. In other people, abnormal new blood vessels grow on the surface of the retina. These changes may result in vision loss or blindness.
What are its symptoms?
There are often no symptoms in the early stages of diabetic retinopathy. There is no pain and vision may not change until the disease becomes severe. Blurred vision may occur when the macula (the part of the retina that provides sharp, central vision) swells from the leaking fluid. This condition is called macular edema. If new vessels have grown on the surface of the retina, they can bleed into the eye, blocking vision. Even in more advanced cases, the disease may progress a long way without symptoms. This symptomless progression is why regular eye examinations for people with diabetes are so important.
Who is most likely to get diabetic retinopathy?
Anyone with diabetes. The longer someone has diabetes, the more likely he or she will get diabetic retinopathy. Between 40-45 percent of those with diagnosed diabetes have some degree of diabetic retinopathy.
How is diabetic retinopathy detected?
If you have diabetes, you should have your eyes examined at least once a year. Your eyes should be dilated during the exam, which means eyedrops are used to enlarge your pupils. This dilation allows the eye care professional to see more of the inside of your eyes to check for signs of the disease.
Prevention & Treatment

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The Basics About DED
Prevention & Treatment
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This page was last modified in October 2008
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Diabetic Eye Disease FAQ
Diabetes is a very serious disease that can cause problems such as blindness, heart disease, kidney failure, and amputations. But by taking good care of yourself through diet, exercise, and special medications, you can control diabetes. And there is more good news. Diabetic eye disease, a complication of diabetes, can be treated before vision loss occurs. All people with diabetes need to get a comprehensive dilated eye exam at least once a year.
What is diabetic eye disease?
Diabetic eye disease refers to a group of eye problems that people with diabetes may face as a complication of this disease. All can cause severe vision loss or even blindness.
Diabetic eye disease includes:
Diabetic retinopathy: Damage to the blood vessels in the retina.
Cataract: Clouding of the lens of the eye.
Glaucoma: Increase in fluid pressure inside the eye that leads to optic nerve damage and loss of vision.
What is the most common diabetic eye disease?
Diabetic retinopathy. This disease is a leading cause of blindness in American adults. It is caused by changes in the blood vessels of the retina. In some people with diabetic retinopathy, retinal blood vessels may swell and leak fluid. In other people, abnormal new blood vessels grow on the surface of the retina. These changes may result in vision loss or blindness.
What are its symptoms?
There are often no symptoms in the early stages of diabetic retinopathy. There is no pain and vision may not change until the disease becomes severe. Blurred vision may occur when the macula (the part of the retina that provides sharp, central vision) swells from the leaking fluid. This condition is called macular edema. If new vessels have grown on the surface of the retina, they can bleed into the eye, blocking vision. Even in more advanced cases, the disease may progress a long way without symptoms. This symptomless progression is why regular eye examinations for people with diabetes are so important.
Who is most likely to get diabetic retinopathy?
Anyone with diabetes. The longer someone has diabetes, the more likely he or she will get diabetic retinopathy. Between 40-45 percent of those with diagnosed diabetes have some degree of diabetic retinopathy.
How is diabetic retinopathy detected?
If you have diabetes, you should have your eyes examined at least once a year. Your eyes should be dilated during the exam, which means eyedrops are used to enlarge your pupils. This dilation allows the eye care professional to see more of the inside of your eyes to check for signs of the disease.
Prevention & Treatment

Diabetic Eye Disease FAQ: Prevention & Treatment
Can diabetic retinopathy be treated?
Yes. Your eye care professional may suggest laser surgery in which a strong light beam is aimed onto the retina. Laser surgery and appropriate followup care can reduce the risk of blindness by 90 percent. However, laser surgery often cannot restore vision that has already been lost, which is why finding diabetic retinopathy early is the best way to prevent vision loss.
Can diabetic retinopathy be prevented?
Not totally, but your risk can be greatly reduced. The Diabetes Control and Complications Trial (DCCT) showed that better control of blood sugar level slows the onset and progression of retinopathy and lessens the need for laser surgery for severe retinopathy. The study found that the group that tried to keep their blood sugar levels as close to normal as possible also had much less kidney and nerve disease. This level of blood sugar control may not be best for everyone, including some older adults, children under 13, or people with heart disease. So ask your doctor if this program is right for you.
How common are the other diabetic eye diseases?
If you have diabetes, you are also at risk for other diabetic eye diseases, such as cataract and glaucoma. People with diabetes develop cataract at an earlier age than people without diabetes. Cataract can usually be treated by surgery. A person with diabetes is nearly twice as likely to get glaucoma as other adults. And, as with diabetic retinopathy, the longer you have had diabetes, the greater your risk of getting glaucoma. Glaucoma may be treated with medications, laser surgery, or conventional surgery.
What research is being done?
Much research is being done to learn more about diabetic eye disease. For instance, the National Eye Institute is supporting a number of research studies in the laboratory and with patients to learn what causes diabetic retinopathy and how it can be better treated. This research should provide better ways to detect and treat diabetic eye disease and prevent blindness in more people with diabetes.
What can you do to protect your vision?
Finding and treating the disease early, before it causes vision loss or blindness, is the best way to control diabetic eye disease. So if you have diabetes, make sure you get a comprehensive dilated eye examination at least once a year. Remember... Diabetes is a disease that can cause very serious health problems. If you have diabetes:
Know your ABCs: A1C (blood glucose), blood pressure (BP), and cholesterol numbers.
Take your medicines as prescribed by your doctor.
Monitor your blood sugar daily.
Reach and stay at a healthy weight.
Get regular physical activity.
Quit smoking.
Site Policies and Important Links Privacy Policy FOIA Information Quality Guidelines FAQ ]
We welcome your questions and comments. Please send general questions and comments to the NEI Office of Communication, Health Education, and Public Liaison. Technical questions about this website can be addressed to the NEI Website Manager.
U. S. Department of Health and Human Services
National Institutes of Health

heart

VALVE DESEASES
What Is Heart Valve Disease?
Heart valve disease is a condition in which one or more of your heart valves don't work properly. The heart has four valves: the tricuspid (tri-CUSS-pid), pulmonary (PULL-mun-ary), mitral (MI-trul), and aortic (ay-OR-tik) valves.
These valves have tissue flaps that open and close with each heartbeat. The flaps make sure blood flows in the right direction through your heart's four chambers and to the rest of your body.
The illustration shows a cross-section of a healthy heart, including the four heart valves. The blue arrow shows the direction in which oxygen-poor blood flows from the body to the lungs. The red arrow shows the direction in which oxygen-rich blood flows from the lungs to the rest of the body.
Birth defects, age-related changes, infections, or other conditions can cause one or more of your heart valves to not open fully or to let blood leak back into the heart chambers. This can make your heart work harder and affect its ability to pump blood.
Overview
How the Heart Valves Work
At the start of each heartbeat, blood returning from the body and the lungs fills the heart's two upper chambers. The mitral and tricuspid valves are located at the bottom of these chambers. As the blood builds up in the upper chambers, these valves open to allow blood to flow into the lower chambers of your heart.
After a brief delay, as the lower chambers begin to contract, the mitral and tricuspid valves shut tightly. This stops blood from flowing backward.
As the lower chambers contract, they pump blood through the pulmonary and aortic valves. The pulmonary valve opens to allow blood to flow from the right lower chamber into the pulmonary artery. This artery carries blood to the lungs to get oxygen.
At the same time, the aortic valve opens to allow blood to flow from the left lower chamber into the aorta. This aorta carries oxygen-rich blood to the body. As the contraction ends, the pulmonary and aortic valves shut tightly. This stops blood from flowing backward into the lower chambers.
For more information on how the heart pumps blood, see the animation in the "Heart Contraction and Blood Flow" section of the Diseases and Conditions Index article on How the Heart Works.
Heart Valve Problems
Heart valves can have three basic kinds of problems:
Regurgitation (re-GUR-ji-TA-shun), or backflow, occurs when a valve doesn’t close tightly. Blood leaks back into the chamber rather than flowing forward through the heart or into an artery.
In the United States, backflow is most often due to prolapse. "Prolapse" is when the flaps of the valve flop or bulge back into an upper heart chamber during a heartbeat. Prolapse mainly affects the mitral valve, but it can affect the other valves as well.
Stenosis (ste-NO-sis) occurs when the flaps of a valve thicken, stiffen, or fuse together. This prevents the heart valve from fully opening, and not enough blood flows through the valve. Some valves can have both stenosis and backflow problems.
Atresia (a-TRE-ze-AH) occurs when a heart valve lacks an opening for blood to pass through.
You can be born with heart valve disease or you can acquire it later in life. Heart valve disease that develops before birth is called a congenital (kon-JEN-i-tal) valve disease. Congenital heart valve disease can occur alone or with other congenital heart defects.
Congenital heart valve disease usually involves pulmonary or aortic valves that don't form properly. These valves may not have enough tissue flaps, they may be the wrong size or shape, or they may lack an opening through which blood can flow properly.
Acquired heart valve disease usually involves the aortic or mitral valves. Although the valve is normal at first, disease can cause problems to develop over time.
Both congenital and acquired heart valve disease can cause stenosis or backflow.
Outlook
Many people have heart valve defects or disease but don't have symptoms. For some people, the condition will stay largely the same over their lifetime and not cause any problems.
For other people, the condition will worsen slowly over time until symptoms develop. If not treated, advanced heart valve disease can cause heart failure, stroke, blood clots, or sudden death due to sudden cardiac arrest.
Currently, no medicines can cure heart valve disease. However, lifestyle changes and medicines can relieve many of the symptoms and problems linked to heart valve disease. They also can lower your risk of developing a life-threatening condition, such as stroke or sudden cardiac arrest. Eventually, you may need to have your faulty heart valve repaired or replaced.
Some types of congenital heart valve disease are so severe that the valve is repaired or replaced during infancy or childhood or even before birth. Other types may not cause problems until you're middle-aged or older, if at all.

HEART ATTACK

Figure A is an overview of the heart and coronary artery showing damage (dead heart muscle) caused by a heart attack. Figure B shows a cross-section of the coronary artery with plaque buildup and a blood clot.
A heart attack is a life-threatening event. Everyone should know the warning signs of a heart attack and how to get emergency help. Many people suffer permanent damage to their hearts or die because they do not get help immediately.
Each year, more than a million persons in the United States have a heart attack, and about half (515,000) of them die. About one-half of those who die do so within 1 hour of the start of symptoms and before reaching the hospital.
Both men and women have heart attacks.
Emergency personnel can often stop arrhythmias with emergency cardiopulmonary resuscitation (CPR), defibrillation (electrical shock), and prompt advanced cardiac life support procedures. If care is sought soon enough, blood flow in the blocked artery can be restored in time to prevent permanent damage to the heart. Most people, however, do not seek medical care for 2 hours or more after symptoms begin. Many people wait 12 hours or longer.

Symptoms and Diagnosis
The warning signs and symptoms of a heart attack can include:
Chest discomfort. Most heart attacks involve discomfort in the center of the chest that lasts for more than a few minutes or goes away and comes back. The discomfort can feel like uncomfortable pressure, squeezing, fullness, or pain. Heart attack pain can sometimes feel like indigestion or heartburn.
Discomfort in other areas of the upper body. Pain, discomfort, or numbness can occur in one or both arms, the back, neck, jaw, or stomach.
Shortness of breath. Difficulty in breathing often comes along with chest discomfort, but it may occur before chest discomfort.
Other symptoms. Examples include breaking out in a cold sweat, having nausea and vomiting, or feeling light-headed or dizzy.
Signs and symptoms vary from person to person. In fact, if you have a second heart attack, your symptoms may not be the same as for the first heart attack. Some people have no symptoms. This is called a "silent" heart attack.
The symptoms of angina (chest pain) can be similar to the symptoms of a heart attack. If you have angina and notice a change or a worsening of your symptoms, talk with your doctor right away.
Diagnosis of a heart attack may include the following tests:
EKG (electrocardiogram). This test is used to measure the rate and regularity of your heartbeat. A 12-lead EKG is used in diagnosing a heart attack.
Blood tests. When cells in the heart die, they release enzymes into the blood. These enzymes are called markers or biomarkers. Measuring the amount of these markers in the blood can show how much damage was done to your heart. These tests are often repeated at intervals to check for changes. The specific blood tests are:
Troponin test. This test checks the troponin levels in the blood. This blood test is considered the most accurate to see if a heart attack has occurred and how much damage it did to the heart.
CK or CK-MB test. These tests check for the amount of the different forms of creatine kinase in the blood.
Myoglobin test. This test checks for the presence of myoglobin in the blood. Myoglobin is released when the heart or other muscle is injured.
Nuclear heart scan. This test uses radioactive tracers (technetium or thallium) to outline heart chambers and major blood vessels leading to and from the heart. A nuclear heart scan shows any damage to your heart muscle.
Cardiac catheterization. A thin, flexible tube (catheter) is passed through an artery in the groin (upper thigh) or arm to reach the coronary arteries. Your doctor can use the catheter to determine pressure and blood flow in the heart's chambers, collect blood samples from the heart, and examine the arteries of the heart by x ray.
Coronary angiography. This test is usually performed along with cardiac catheterization. A dye that can be seen by using x ray is injected through the catheter into the coronary arteries. Your doctor can see the flow of blood through the heart and see where there are blockages.

Causes
Most heart attacks are caused by a blood clot that blocks one of the coronary arteries (the blood vessels that bring blood and oxygen to the heart muscle). When blood cannot reach part of your heart, that area starves for oxygen. If the blockage continues long enough, cells in the affected area die.
Coronary artery disease (CAD) is the most common underlying cause of a heart attack. CAD is the hardening and narrowing of the coronary arteries by the buildup of plaque in the inside walls (atherosclerosis). Over time, plaque buildup in the coronary arteries can:
Narrow the arteries so that less blood flows to the heart muscle
Block completely the arteries and the flow of blood
Cause blood clots to form and block the arteries
A less common cause of heart attacks is a severe spasm (tightening) of the coronary artery that cuts off blood flow to the heart. These spasms can occur in persons with or without CAD. Artery spasm can sometimes be caused by:
Taking certain drugs, such as cocaine
Emotional stress
Exposure to cold
Cigarette smoking

Reference:
National Heart, Lung, and Blood Institute, USA.

Disclaimer

Top
Symptoms
Causes
Treatment

An average human heart "pumps iron" by beating 100,000 times a day.
Illustration by Sharon Davis
This Valentine's Day, millions of people will exchange heart-shaped gifts of all kinds, from candy to cards. But did you know that the human heart does not actually look like the typical valentine shape?National Geographic Kids spoke with heart specialist Robert DiBianco to learn more about this important organ.According to Dr. DiBianco, the human heart is about the size of a fist."Because [the heart] is a muscle with lots of blood supplied to it, it looks red like meat," he explained. "In people who are overweight ... the heart looks yellow because it is covered with yellow fat."In the United States children are taught to place their hands over their hearts when pledging allegiance to the flag. Most people have heard that the heart is on the left side of the chest. In reality, the heart is in the middle of the chest, tucked snugly between the two lungs.But what does the heart actually do?DiBianco explained that the heart is a pump that pushes blood throughout the body. The heart moves blood by expanding and contracting (getting bigger and smaller)."Each living part of the body needs blood to live, and that's why it's important for the blood to go to different parts of the body," DiBianco said.When you're exercising, it takes your blood about ten seconds to get from your heart to your big toe and back. In fact, a kid's heart has to push blood through about 60,000 miles (96,560 kilometers) of blood vessels—that's long enough to circle the Earth two and a half times!All that pumping takes a lot of effort. To push blood, an average heart beats a hundred thousand times a day. That means that in a lifetime, the average human heart will beat more than two and a half billion times.Because the heart is so important, the American Heart Association reminds people that they need to treat their hearts with care. Exercise and healthful foods can help the heart do its job.This Valentine's Day, heart-shaped gifts will be everywhere. Maybe that's why February is also American Heart Month!
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mountais

Introduction
Welcome to Mountain Adventures: Exploring the Himalayas, Andes, and Appalachians. This curriculum is designed to introduce students (grades 5-8) to the role and importance of native plants in the United States and abroad. As students conduct situational simulated expeditions in the tallest (Himalayas), longest (Andes), and oldest (Appalachians) mountain ranges in the world, they explore different themes related to native plants, such as biodiversity and ethnobotany. Throughout the five modules comprising the curriculum students also conduct related local activities, enabling them to learn about their surroundings and to consider local/global commonalities.
Module 1: Why Mountains? piques student interest in mountains through the tale of the Ice Maiden, a 500-year old Incan mummy discovered on the summit of Mount Ampato in the Peruvian Andes. The module then presents the importance of mountains through open-ended questions that provoke curiosity about topics addressed in later modules. This module introduces mountains around the world as sources of water, play areas, sacred sites, homelands, weather barriers, "islands" of biodiversity, and geographic divides. Students also explore the definition of a mountain, how mountains are made, and graphic representations of mountains on maps.
Expeditions to the top of Mount Makalu (Himalayas), Nevado Huascarán (Andes), and Blair Mountain (Appalachians) are launched over the remaining four modules. Students work in expedition teams to "climb" their mountain. Along the way they explore the biodiversity (Module 2: Mountains as Biodiversity Hotspots), cultural diversity (Module 3: Mountain People), ethnobotany (Module 4: Plants and People), and hydrology (Module 5: Mountains as Water Sources) of their mountains and local surroundings.
At the end of the entire unit, each expedition team shares what it has learned about its mountain. Although this unit incorporates the study of distant mountains, it is a place-based study with strong local connections. What does place-based mean? Students will compare and contrast their own surroundings with these distant places and come away with a better understanding of each.
Curriculum FrameworkWe recommend incorporating the entire Mountain Adventures unit into your curriculum. This requires approximately 7 weeks of class time, ranging from 30 to 60 minutes each day. However, each module is also designed to be used individually. To give students a general introduction to mountains, we recommend you use Module 1. You may also wish to incorporate one or several of the other modules depending on the subjects you plan to cover in your class during the year.
The curriculum is divided into a Teacher's Guide and Student Materials. Each student module has a corresponding Teacher's Guide which includes a suggested time frame for the module, a module overview, a statement of objectives, links to national standards, related resources and activities, a necessary materials list, a module outline, content background information, assessment opportunities, and suggestions for extensions. Questions in italics are those we recommend asking students. The Teacher's Guide can be accessed through the Table of Contents.
At the top of each Teacher's Guide page (including this page), you will find a linked banner designed to help you navigate through the entire curriculum. The left side of the banner provides color-coded links to the five student modules. On the right side of the banner, a menu of navigation buttons helps you negotiate your way through the curriculum.
Link to a comprehensive table of contents for the entire curriculum. Here you will find a link to the Reproducibles Index--a list of black and white line masters used throughout the curriculum. Both teachers and students have access to the table of contents.
Link to a chart identifying the national standards for art, English language arts, geography, history, mathematics, science, social studies, and technology that are addressed in this curriculum.
Link to the Activities Index. The Teacher's Guide for each module offers suggestions for when to conduct these activities.
Link to a list of useful resources for the entire curriculum.
Link to glossary of helpful terms. Both teachers and students have access to this glossary.
In the Student Materials, you will find the reading materials for students. Except for the first module, the student materials are divided into expeditions. For example, students on the Andes Expedition Team will only be responsible for reading the materials associated with their expedition. The Teacher's Guide has instructions for using these reading materials in concert with related activities. At the top of each student page, a navigation banner provides color-coded links to each of the five student modules. The banner also includes navigation buttons linking students to the table of contents and glossary.
Additional InformationThroughout the unit, two types of mountains are compared: distant and local. The distant mountains are the subjects of team expeditions: Nevado Huascarán, Mount Makalu, and Blair Mountain. The local mountains are those located nearest to your school. If your school is located in a mountainous part of the country, the nearest mountain is probably obvious. If it isn't, a brief investigation will reveal what the closest mountain is. In fact, students are asked to identify their local mountain in the first module. Being located in an urban or suburban area is not an obstacle to using this curriculum. Every school has a "local" mountain according to our definition. For example, if your school is located in New York City, the Catskills are your "local" mountains.
We also use the word "schoolyard" throughout the curriculum. Again, if your school is surrounded by grass and woods, the schoolyard you will use is obvious. If, however, your school is surrounded by pavement, you will need to search for a site to use instead of your schoolyard. In this case, a nearby park may be accessible. Any patch of green will suffice; the only requirement is that something is growing there.
We recommend the use of journals throughout the curriculum. In addition to being an excellent assessment tool, journals provide an alternative to "filling in" the answers. Each student's journal will be an expedition log, in which he or she will record observations and keep handouts. We recommend a three-ring binder filled with blank pages. Encourage students to be creative with their journal keeping.
In addition to the journal, assessment opportunities are embedded throughout each module. In the Final Assessment you will find end-of-unit assessment suggestions.
Good luck and enjoy the journey!
Project Partners







Introduction
Welcome to Mountain Adventures: Exploring the Himalayas, Andes, and Appalachians. This curriculum is designed to introduce students (grades 5-8) to the role and importance of native plants in the United States and abroad. As students conduct situational simulated expeditions in the tallest (Himalayas), longest (Andes), and oldest (Appalachians) mountain ranges in the world, they explore different themes related to native plants, such as biodiversity and ethnobotany. Throughout the five modules comprising the curriculum students also conduct related local activities, enabling them to learn about their surroundings and to consider local/global commonalities.
Module 1: Why Mountains? piques student interest in mountains through the tale of the Ice Maiden, a 500-year old Incan mummy discovered on the summit of Mount Ampato in the Peruvian Andes. The module then presents the importance of mountains through open-ended questions that provoke curiosity about topics addressed in later modules. This module introduces mountains around the world as sources of water, play areas, sacred sites, homelands, weather barriers, "islands" of biodiversity, and geographic divides. Students also explore the definition of a mountain, how mountains are made, and graphic representations of mountains on maps.
Expeditions to the top of Mount Makalu (Himalayas), Nevado Huascarán (Andes), and Blair Mountain (Appalachians) are launched over the remaining four modules. Students work in expedition teams to "climb" their mountain. Along the way they explore the biodiversity (Module 2: Mountains as Biodiversity Hotspots), cultural diversity (Module 3: Mountain People), ethnobotany (Module 4: Plants and People), and hydrology (Module 5: Mountains as Water Sources) of their mountains and local surroundings.
At the end of the entire unit, each expedition team shares what it has learned about its mountain. Although this unit incorporates the study of distant mountains, it is a place-based study with strong local connections. What does place-based mean? Students will compare and contrast their own surroundings with these distant places and come away with a better understanding of each.
Curriculum FrameworkWe recommend incorporating the entire Mountain Adventures unit into your curriculum. This requires approximately 7 weeks of class time, ranging from 30 to 60 minutes each day. However, each module is also designed to be used individually. To give students a general introduction to mountains, we recommend you use Module 1. You may also wish to incorporate one or several of the other modules depending on the subjects you plan to cover in your class during the year.
The curriculum is divided into a Teacher's Guide and Student Materials. Each student module has a corresponding Teacher's Guide which includes a suggested time frame for the module, a module overview, a statement of objectives, links to national standards, related resources and activities, a necessary materials list, a module outline, content background information, assessment opportunities, and suggestions for extensions. Questions in italics are those we recommend asking students. The Teacher's Guide can be accessed through the Table of Contents.
At the top of each Teacher's Guide page (including this page), you will find a linked banner designed to help you navigate through the entire curriculum. The left side of the banner provides color-coded links to the five student modules. On the right side of the banner, a menu of navigation buttons helps you negotiate your way through the curriculum.
Link to a comprehensive table of contents for the entire curriculum. Here you will find a link to the Reproducibles Index--a list of black and white line masters used throughout the curriculum. Both teachers and students have access to the table of contents.
Link to a chart identifying the national standards for art, English language arts, geography, history, mathematics, science, social studies, and technology that are addressed in this curriculum.
Link to the Activities Index. The Teacher's Guide for each module offers suggestions for when to conduct these activities.
Link to a list of useful resources for the entire curriculum.
Link to glossary of helpful terms. Both teachers and students have access to this glossary.
In the Student Materials, you will find the reading materials for students. Except for the first module, the student materials are divided into expeditions. For example, students on the Andes Expedition Team will only be responsible for reading the materials associated with their expedition. The Teacher's Guide has instructions for using these reading materials in concert with related activities. At the top of each student page, a navigation banner provides color-coded links to each of the five student modules. The banner also includes navigation buttons linking students to the table of contents and glossary.
Additional InformationThroughout the unit, two types of mountains are compared: distant and local. The distant mountains are the subjects of team expeditions: Nevado Huascarán, Mount Makalu, and Blair Mountain. The local mountains are those located nearest to your school. If your school is located in a mountainous part of the country, the nearest mountain is probably obvious. If it isn't, a brief investigation will reveal what the closest mountain is. In fact, students are asked to identify their local mountain in the first module. Being located in an urban or suburban area is not an obstacle to using this curriculum. Every school has a "local" mountain according to our definition. For example, if your school is located in New York City, the Catskills are your "local" mountains.
We also use the word "schoolyard" throughout the curriculum. Again, if your school is surrounded by grass and woods, the schoolyard you will use is obvious. If, however, your school is surrounded by pavement, you will need to search for a site to use instead of your schoolyard. In this case, a nearby park may be accessible. Any patch of green will suffice; the only requirement is that something is growing there.
We recommend the use of journals throughout the curriculum. In addition to being an excellent assessment tool, journals provide an alternative to "filling in" the answers. Each student's journal will be an expedition log, in which he or she will record observations and keep handouts. We recommend a three-ring binder filled with blank pages. Encourage students to be creative with their journal keeping.
In addition to the journal, assessment opportunities are embedded throughout each module. In the Final Assessment you will find end-of-unit assessment suggestions.
Good luck and enjoy the journey!
Project Partners







Introduction
Welcome to Mountain Adventures: Exploring the Himalayas, Andes, and Appalachians. This curriculum is designed to introduce students (grades 5-8) to the role and importance of native plants in the United States and abroad. As students conduct situational simulated expeditions in the tallest (Himalayas), longest (Andes), and oldest (Appalachians) mountain ranges in the world, they explore different themes related to native plants, such as biodiversity and ethnobotany. Throughout the five modules comprising the curriculum students also conduct related local activities, enabling them to learn about their surroundings and to consider local/global commonalities.
Module 1: Why Mountains? piques student interest in mountains through the tale of the Ice Maiden, a 500-year old Incan mummy discovered on the summit of Mount Ampato in the Peruvian Andes. The module then presents the importance of mountains through open-ended questions that provoke curiosity about topics addressed in later modules. This module introduces mountains around the world as sources of water, play areas, sacred sites, homelands, weather barriers, "islands" of biodiversity, and geographic divides. Students also explore the definition of a mountain, how mountains are made, and graphic representations of mountains on maps.
Expeditions to the top of Mount Makalu (Himalayas), Nevado Huascarán (Andes), and Blair Mountain (Appalachians) are launched over the remaining four modules. Students work in expedition teams to "climb" their mountain. Along the way they explore the biodiversity (Module 2: Mountains as Biodiversity Hotspots), cultural diversity (Module 3: Mountain People), ethnobotany (Module 4: Plants and People), and hydrology (Module 5: Mountains as Water Sources) of their mountains and local surroundings.
At the end of the entire unit, each expedition team shares what it has learned about its mountain. Although this unit incorporates the study of distant mountains, it is a place-based study with strong local connections. What does place-based mean? Students will compare and contrast their own surroundings with these distant places and come away with a better understanding of each.
Curriculum FrameworkWe recommend incorporating the entire Mountain Adventures unit into your curriculum. This requires approximately 7 weeks of class time, ranging from 30 to 60 minutes each day. However, each module is also designed to be used individually. To give students a general introduction to mountains, we recommend you use Module 1. You may also wish to incorporate one or several of the other modules depending on the subjects you plan to cover in your class during the year.
The curriculum is divided into a Teacher's Guide and Student Materials. Each student module has a corresponding Teacher's Guide which includes a suggested time frame for the module, a module overview, a statement of objectives, links to national standards, related resources and activities, a necessary materials list, a module outline, content background information, assessment opportunities, and suggestions for extensions. Questions in italics are those we recommend asking students. The Teacher's Guide can be accessed through the Table of Contents.
At the top of each Teacher's Guide page (including this page), you will find a linked banner designed to help you navigate through the entire curriculum. The left side of the banner provides color-coded links to the five student modules. On the right side of the banner, a menu of navigation buttons helps you negotiate your way through the curriculum.
Link to a comprehensive table of contents for the entire curriculum. Here you will find a link to the Reproducibles Index--a list of black and white line masters used throughout the curriculum. Both teachers and students have access to the table of contents.
Link to a chart identifying the national standards for art, English language arts, geography, history, mathematics, science, social studies, and technology that are addressed in this curriculum.
Link to the Activities Index. The Teacher's Guide for each module offers suggestions for when to conduct these activities.
Link to a list of useful resources for the entire curriculum.
Link to glossary of helpful terms. Both teachers and students have access to this glossary.
In the Student Materials, you will find the reading materials for students. Except for the first module, the student materials are divided into expeditions. For example, students on the Andes Expedition Team will only be responsible for reading the materials associated with their expedition. The Teacher's Guide has instructions for using these reading materials in concert with related activities. At the top of each student page, a navigation banner provides color-coded links to each of the five student modules. The banner also includes navigation buttons linking students to the table of contents and glossary.
Additional InformationThroughout the unit, two types of mountains are compared: distant and local. The distant mountains are the subjects of team expeditions: Nevado Huascarán, Mount Makalu, and Blair Mountain. The local mountains are those located nearest to your school. If your school is located in a mountainous part of the country, the nearest mountain is probably obvious. If it isn't, a brief investigation will reveal what the closest mountain is. In fact, students are asked to identify their local mountain in the first module. Being located in an urban or suburban area is not an obstacle to using this curriculum. Every school has a "local" mountain according to our definition. For example, if your school is located in New York City, the Catskills are your "local" mountains.
We also use the word "schoolyard" throughout the curriculum. Again, if your school is surrounded by grass and woods, the schoolyard you will use is obvious. If, however, your school is surrounded by pavement, you will need to search for a site to use instead of your schoolyard. In this case, a nearby park may be accessible. Any patch of green will suffice; the only requirement is that something is growing there.
We recommend the use of journals throughout the curriculum. In addition to being an excellent assessment tool, journals provide an alternative to "filling in" the answers. Each student's journal will be an expedition log, in which he or she will record observations and keep handouts. We recommend a three-ring binder filled with blank pages. Encourage students to be creative with their journal keeping.
In addition to the journal, assessment opportunities are embedded throughout each module. In the Final Assessment you will find end-of-unit assessment suggestions.
Good luck and enjoy the journey!
Project Partners







Introduction
Welcome to Mountain Adventures: Exploring the Himalayas, Andes, and Appalachians. This curriculum is designed to introduce students (grades 5-8) to the role and importance of native plants in the United States and abroad. As students conduct situational simulated expeditions in the tallest (Himalayas), longest (Andes), and oldest (Appalachians) mountain ranges in the world, they explore different themes related to native plants, such as biodiversity and ethnobotany. Throughout the five modules comprising the curriculum students also conduct related local activities, enabling them to learn about their surroundings and to consider local/global commonalities.
Module 1: Why Mountains? piques student interest in mountains through the tale of the Ice Maiden, a 500-year old Incan mummy discovered on the summit of Mount Ampato in the Peruvian Andes. The module then presents the importance of mountains through open-ended questions that provoke curiosity about topics addressed in later modules. This module introduces mountains around the world as sources of water, play areas, sacred sites, homelands, weather barriers, "islands" of biodiversity, and geographic divides. Students also explore the definition of a mountain, how mountains are made, and graphic representations of mountains on maps.
Expeditions to the top of Mount Makalu (Himalayas), Nevado Huascarán (Andes), and Blair Mountain (Appalachians) are launched over the remaining four modules. Students work in expedition teams to "climb" their mountain. Along the way they explore the biodiversity (Module 2: Mountains as Biodiversity Hotspots), cultural diversity (Module 3: Mountain People), ethnobotany (Module 4: Plants and People), and hydrology (Module 5: Mountains as Water Sources) of their mountains and local surroundings.
At the end of the entire unit, each expedition team shares what it has learned about its mountain. Although this unit incorporates the study of distant mountains, it is a place-based study with strong local connections. What does place-based mean? Students will compare and contrast their own surroundings with these distant places and come away with a better understanding of each.
Curriculum FrameworkWe recommend incorporating the entire Mountain Adventures unit into your curriculum. This requires approximately 7 weeks of class time, ranging from 30 to 60 minutes each day. However, each module is also designed to be used individually. To give students a general introduction to mountains, we recommend you use Module 1. You may also wish to incorporate one or several of the other modules depending on the subjects you plan to cover in your class during the year.
The curriculum is divided into a Teacher's Guide and Student Materials. Each student module has a corresponding Teacher's Guide which includes a suggested time frame for the module, a module overview, a statement of objectives, links to national standards, related resources and activities, a necessary materials list, a module outline, content background information, assessment opportunities, and suggestions for extensions. Questions in italics are those we recommend asking students. The Teacher's Guide can be accessed through the Table of Contents.
At the top of each Teacher's Guide page (including this page), you will find a linked banner designed to help you navigate through the entire curriculum. The left side of the banner provides color-coded links to the five student modules. On the right side of the banner, a menu of navigation buttons helps you negotiate your way through the curriculum.
Link to a comprehensive table of contents for the entire curriculum. Here you will find a link to the Reproducibles Index--a list of black and white line masters used throughout the curriculum. Both teachers and students have access to the table of contents.
Link to a chart identifying the national standards for art, English language arts, geography, history, mathematics, science, social studies, and technology that are addressed in this curriculum.
Link to the Activities Index. The Teacher's Guide for each module offers suggestions for when to conduct these activities.
Link to a list of useful resources for the entire curriculum.
Link to glossary of helpful terms. Both teachers and students have access to this glossary.
In the Student Materials, you will find the reading materials for students. Except for the first module, the student materials are divided into expeditions. For example, students on the Andes Expedition Team will only be responsible for reading the materials associated with their expedition. The Teacher's Guide has instructions for using these reading materials in concert with related activities. At the top of each student page, a navigation banner provides color-coded links to each of the five student modules. The banner also includes navigation buttons linking students to the table of contents and glossary.
Additional InformationThroughout the unit, two types of mountains are compared: distant and local. The distant mountains are the subjects of team expeditions: Nevado Huascarán, Mount Makalu, and Blair Mountain. The local mountains are those located nearest to your school. If your school is located in a mountainous part of the country, the nearest mountain is probably obvious. If it isn't, a brief investigation will reveal what the closest mountain is. In fact, students are asked to identify their local mountain in the first module. Being located in an urban or suburban area is not an obstacle to using this curriculum. Every school has a "local" mountain according to our definition. For example, if your school is located in New York City, the Catskills are your "local" mountains.
We also use the word "schoolyard" throughout the curriculum. Again, if your school is surrounded by grass and woods, the schoolyard you will use is obvious. If, however, your school is surrounded by pavement, you will need to search for a site to use instead of your schoolyard. In this case, a nearby park may be accessible. Any patch of green will suffice; the only requirement is that something is growing there.
We recommend the use of journals throughout the curriculum. In addition to being an excellent assessment tool, journals provide an alternative to "filling in" the answers. Each student's journal will be an expedition log, in which he or she will record observations and keep handouts. We recommend a three-ring binder filled with blank pages. Encourage students to be creative with their journal keeping.
In addition to the journal, assessment opportunities are embedded throughout each module. In the Final Assessment you will find end-of-unit assessment suggestions.
Good luck and enjoy the journey!
Project Partners

fish

VALUE ADDED FISH PRODUCTS

Introduction

The market oppertunities for India to enter international trade in value added sea foods are immense ,the scope of is unlimited .Sea foods are extraordinarily flexible and lend and itself to the product devolep for creating awide varity of product .A good understanding of the technical aspects like process technology ,equipment ,packaging material and mechineries ,effective quality management system and distribution networking are necessary,if the industry is to expand further and remain profitable.

The devoloped contries of the west with their technical experties,engeneering ability and marketing skill convers the raw/semi processed seafoods into convenience products suitable for ready use.

TYPES OF VALUE ADDED SEA FOODS

1. Fresh product








2. pre packed chilled fishes








3. pre packed chilled steaks








4. frozen products

Fin fish IQF products ,fillets,steaks ,semi dressedmince and its products:

fingers

cutlets ,cakes,balls, containing flour,seasoning,coated with butter and bread crumbs.surimi and its products :sausages ,ham,kamaboka with out smoking .

crustanceans:-shimp: peeled and cooked flvoured battederd and breaded:

lobster:tais ,meat

crabs:pasturised,frozen meat

cephalo ppodds:-squid: cubes ,rings,teentacles,battered and breaddedstuffeds

cuttle fish: stripes

octopus:cleaned

cocktails : sea foods mix(shrimps,sqtentacles,rings,clam meats)

bivalues :-clams:shucked meat ,blanched

mussels: cooked ,fried,butterd

oyster : and breeded

ship

rivers