chengyewang/TexOCR-eval huggingface dataset:
War, a position which Lincoln held from 1881 to 1885 under Presidents Garfield and Chester A. Arthur. Lincoln’s next position was as the U.S. Ambassador to the United Kingdom from 1889--1893. After his service as Ambassador, Lincoln returned to his business practice as a lawyer.

Later in life, Lincoln was the general counsel for the Pullman Palace Car Company under George Pullman. Upon Pullman’s death in 1897, Lincoln was named president of the company. Lincoln remained involved in the administration of the company until he stepped down from his position as chairman of the board in 1922. Lincoln died in his Vermont home on July 26, 1926, of a cerebral hemorrhage.

\section{Scope Note}

The Robert Todd Lincoln collection contains two letters written by Lincoln and five documents signed by Lincoln as President James Garfield’s Secretary of War. One letter, dating from 1894 and addressed to ``Mrs. Washburn,'' is written on stationary from ``The Temple, Chicago,'' presumably the Masonic Temple Building. The other, written in 1896, is addressed simply to ``Rufus,'' and written on stationary from ``60 Lake Shore Drive.'' The remaining documents are on ``War Department'' stationary, with two displaying the official seal of the War Department. These documents date from 1881--1884 and are arranged in chronological order.

The collection was previously part of the Miscellaneous Manuscripts Collection.

\section{Subject Headings}

\begin{itemize}
\item Lincoln, Robert Todd, 1843--1926
\item United States. War Department
\end{itemize}

\section{INVENTORY}

\textbf{Box 1}

\textbf{Folder 1}

Correspondence, 1894--1896

\begin{itemize}
\item Letter from Robert Todd Lincoln to Mrs. Washburn, March 14, 1894
\item Letter from Robert Todd Lincoln to ``Rufus,'' August 18, 1896
\end{itemize}

\textbf{Box 1}

\textbf{Folder 2}

War Department documents, 1881--1884

\begin{itemize}
\item Memo to U.S. Attorney General Isaac Wayne MacVeagh, May 5, 1881
\item Certificate of Authentication of Official Records, April 21, 1882
\item Memo to Martin Linn Clardy, U.S. Representative, March 5, 1883
\end{itemize}
\section{Overview}

\begin{enumerate}
\item Project Description
\item Background
\item Design Considerations
\item Objectives
\item System Design
\item Testing
\item Results \& Conclusions
\item Commercial Viability
\end{enumerate}
Hampstead Hospital Child and Adolescent Specialty Services

Referral Questionnaire

Name: \underline{\hspace{6cm}} \hspace{0.5cm} Age: \underline{\hspace{1.5cm}} \hspace{0.5cm} Date: \underline{\hspace{3cm}}

Current Residence: \underline{\hspace{12cm}}

Patient's Guardian: \underline{\hspace{6cm}} \hspace{0.5cm} Relationship: \underline{\hspace{4cm}}

Reason for Referral/Description of Behaviors: \underline{\hspace{12cm}}

\underline{\hspace{12cm}}

\underline{\hspace{12cm}}

Patient's Current Height: \underline{\hspace{3cm}} \hspace{1cm} Patient's Current Weight: \underline{\hspace{3cm}}

\begin{tabular}{|l|c|c|l|}
\hline
 & No & Yes & If Yes please describe/explain \\
\hline
Sexualized behaviors &  &  &  \\
\hline
Assaultive behaviors &  &  &  \\
\hline
Injury to others &  &  &  \\
\hline
Self-injurious behaviors &  &  &  \\
\hline
Assistance with ADL's &  &  &  \\
\hline
Requires a single room &  &  &  \\
\hline
History or current use of restraints &  &  &  \\
\hline
History of placements or hospitalizations &  &  &  \\
\hline
Current medical concerns/conditions &  &  &  \\
\hline
History of medical concerns &  &  &  \\
\hline
Patient's disposition plan is unknown &  &  &  \\
\hline
\end{tabular}

Additional Information:

\underline{\hspace{12cm}}

\underline{\hspace{12cm}}

\underline{\hspace{12cm}}
\begin{table}[h]
\caption{Some health coverage indicators in selected economies of the ESCAP region}
\label{table_III.5}
\begin{tabular}{lcccccccc}
\hline
 & \multicolumn{2}{c}{Population with access to health services (percentage)} & \multicolumn{2}{c}{Physicians (per 100,000 people)} & \multicolumn{2}{c}{Births attended by skilled health staff (percentage of total)} & \multicolumn{2}{c}{DPT3 immunization coverage (percentage)} \\
Country & 1985--1987 & 1990--1995 & 1984 & 1990--1999 & 1983--1988 & 1995--2000 & 1980 & 1999 \\
\hline
\multicolumn{9}{l}{South and South-West Asia} \\
Afghanistan & 29 & \ldots & \ldots & \ldots & 8 & \ldots & 4 & 35 \\
Bangladesh & 45 & 45 & 7 & 20 & 5 & 13 & 1$^{a}$ & 72 \\
Bhutan & 65 & \ldots & 2 & 16 & 7 & \ldots & 6 & 88 \\
India & \ldots & 85 & 18 & 48 & 33 & 42 & 6 & 55 \\
Iran (Islamic Republic of) & 78 & 88 & 17 & 85 & 82 & \ldots & \ldots & 99 \\
Maldives & \ldots & \ldots & \ldots & 40 & \ldots & \ldots & 4 & 92 \\
Nepal & \ldots & \ldots & 1 & 4 & 6 & 12 & 8 & 76 \\
Pakistan & 55 & 55 & 16 & 57 & 24 & 20 & 2 & 56 \\
Sri Lanka & 93 & 93 & 8 & 36 & 87 & \ldots & 46 & 99 \\
Turkey & \ldots & \ldots & 33 & 121 & 78 & 81 & 42 & 79 \\
\multicolumn{9}{l}{South-East Asia} \\
Brunei Darussalam & \ldots & \ldots & \ldots & 85 & \ldots & 99 & \ldots & 92 \\
Cambodia & 53 & 53 & \ldots & 30 & 47 & 34 & 17$^{b}$ & 49 \\
Indonesia & 80 & 93 & 5 & 16 & 31 & 56 & 1$^{a}$ & 72 \\
Lao People's Democratic Republic & 67 & 67 & 34 & 24 & \ldots & 21 & 7 & 56 \\
Malaysia & \ldots & \ldots & 24 & 66 & 82 & 96 & 67 & 93 \\
Myanmar & 33 & 60 & 12 & 30 & 57 & \ldots & 4 & 83 \\
Philippines & \ldots & 71 & 7 & 123 & 57 & 56 & 47 & 79 \\
Singapore & 100 & 100 & 35 & 163 & 100 & 100 & 85 & 94 \\
Thailand & 70 & 90 & 7 & 24 & 40 & 85 & 49 & 97 \\
Viet Nam & 80 & 90 & 46 & 48 & 99 & 70 & 4 & 93 \\
\multicolumn{9}{l}{East and North-East Asia} \\
China & \ldots & 88 & 46 & 162 & \ldots & 70 & 58$^{c}$ & 90 \\
Democratic People's Republic of Korea & \ldots & \ldots & \ldots & \ldots & 65 & \ldots & \ldots & 37 \\
Hong Kong, China & \ldots & \ldots & 43 & \ldots & 92 & 100 & \ldots & \ldots \\
Mongolia & \ldots & 95 & \ldots & 243 & 99 & 94 & 76 & 94 \\
Republic of Korea & 93 & 100 & 39 & 136 & 70 & 76 & 61$^{a}$ & 74 \\
\multicolumn{9}{l}{Pacific island economies} \\
Fiji & \ldots & \ldots & \ldots & 48 & \ldots & 100 & 68 & 86 \\
Papua New Guinea & \ldots & 96 & 7 & 7 & 34 & 53 & 32 & 56 \\
Samoa & \ldots & \ldots & \ldots & 34 & \ldots & 100 & \ldots & \ldots \\
Solomon Islands & \ldots & \ldots & \ldots & 14 & \ldots & 85 & \ldots & \ldots \\
Vanuatu & \ldots & \ldots & \ldots & 12 & \ldots & 89 & \ldots & \ldots \\
\hline
\end{tabular}
\end{table}

(Continued on next page)
Serta semua pihak yang terlalu banyak untuk disebut satu persatu sehingga terwujudnya penulisan ini. Penulis menyadari bahwa penulisan Tugas Akhir ini masih jauh sekali dari sempurna, untuk itu penulis mohon kritik dan saran yang bersifat membangun demi kesempurnaan penulisan dimasa yang akan datang.

Akhir kata semoga Tugas Akhir ini dapat berguna bagi penulis khususnya dan bagi para pembaca yang berminat pada umumnya.

Bekasi, 11 Juli 2019\\
Penulis\\

Nabila Multahada
\begin{figure}[h]
\centering
\includegraphics{figure_11_1.pdf}
\caption{Precedence ordering among planning activities}
\label{figure_11_1}
\end{figure}

\section{Sliding Window Planning}
Project planning requires utmost care and attention since commitment to unrealistic time and resource estimates result in schedule slippage. Schedule delays can cause customer dissatisfaction and adversely affect team morale. It can even cause project failure. However, project planning is a very challenging activity. Especially for large projects, it is very much difficult to make accurate plans. A part of this difficulty is due to the fact that the proper parameters, scope of the project, project staff, etc. may change during the span of the project. In order to overcome this problem, sometimes project managers undertake project planning in stages. Planning a project over a number of stages protects managers from making big commitments too early. This technique of staggered planning is known as Sliding Window Planning. In the sliding window technique, starting with an initial plan, the project is planned more accurately in successive development stages. At the start of a project, project managers have incomplete knowledge about the details of the project. Their information base gradually improves as the project progresses through different phases. After the completion of every phase, the project managers can plan each subsequent phase more accurately and with increasing levels of confidence.

\section{Software Project Management Plan (SPMP)}
Once project planning is complete, project managers document their plans in a Software Project Management Plan (SPMP) document. The SPMP document should discuss a list of different items that have been discussed below. This list can be used as a possible organization of the SPMP document.

\subsection{Organization of the Software Project Management Plan (SPMP) Document}
\title{Zero fluoroscopy ablation for ventricular tachycardia.}

\author{Tohru Kawakami \and Naoki Saitou \and You Asukai \and Shinya Wada \and Houjou Sasaki \and Hideo Takahashi \and Kei Hatori \and Noritoshi Itou \and Hiroshi Fukunaga \and Tetuya Toubaru}

\section{Introduction}
Radiofrequency catheter ablation is an effective treatment option for ventricular tachycardia (VT). There is a concern that VT ablation may cause longer fluoroscopy time. Exposure to radiation during catheter ablation procedures is a risk for both the patient and electrophysiology staff. Recently, the feasibility and effectiveness of zero fluoroscopy ablation has been shown. There are some strategy to VT ablation. We present our experience with a strategy isolating core elements of VT circuits (core isolation) with zero-fluoroscopy technique.

\section{Methods}
Zero fluoroscopy ablation was performed in 2 patients with VT using a 3-dimensional electro-anatomical mapping system, contact force monitoring, and intracardiac echocardiography imaging. In these cases, ultrasound-guided sheath insertion (9 Fr sheath and 8.5 Fr sheath) was performed from the right femoral. The strategy of VT ablation was isolating core elements of VT circuits (core isolation). An ablation catheter was advanced to the left ventricle anterograde or retrograde and a voltage-map was created under pacing rhythm or sinus rhythm. Core isolation was performed around the low voltage zone. The end point of core isolation was exit block within the isolated area. VT induction test was conducted after core isolation.

\section{Result}
Case 1 was a 62-year-old man with old myocardium infarction. He had a history of aortic valve replacement, coronary artery bypass grafting, and CRTD implantation. He was an emergency hospitalization due to VT storm. After core isolation, VT was not induced, and the treatment ended without complications. Case 2 was a 65-year-old man with old myocardium infarction. He had a history of ICD implantation. An ablation catheter was advanced anterogradely to the left ventricle and a voltage-map was created under pacing rhythm. Core isolation was performed around the low voltage zone. There were no complications related to procedures. Fluoroscopic time during the ablation procedure was 0 seconds. No serious procedure-related complications were recorded. Two cases have been followed up by remote monitoring system without VT.

\section{Conclusion}
Zero fluoroscopy VT ablation is feasibility. Endocardial VT ablation using zero fluoroscopy technique may eliminate radiation exposure. Core isolation is a strategy with a discrete and measurable endpoint.
\section{What parents and carers can do}

\begin{figure}
\centering
\includegraphics{figure_1.pdf}
\label{figure_1}
\end{figure}

\begin{itemize}
\item Spend time simply being with your child (e.g., playing with them and enjoying each other's company).
\item Let children know they are important by responding consistently to their needs.
\item Be caring, affectionate and loving with your child -- this helps them know they are worthy and lovable.
\item Have fun with your children, choose to do things with them, share laughter and joyful moments (e.g., ``I would like to go for a walk with you.'').
\item Act as a comforting and familiar presence and encourage and enjoy their venturing out and exploration of their world whilst welcoming them back and being available for them to retreat to when they are feeling unsure.
\item Encourage and acknowledge children's efforts.
\item Let children know it's ok to make mistakes and support them to learn from them (e.g., ``That is a tricky puzzle. Have another try'' or ``We can clean it up together. There you go.'').
\item Have conversations with children about their experiences including listening to their point of view and non-verbal communications, as children's behaviour shows how they are feeling (e.g., acknowledging their efforts and frustration, encouraging them and letting them know you are there to help if needed using words, smiles and hugs).
\item Encourage children to explore and play and try new things for themselves (e.g., discover how a new toy works).
\item Support children to make everyday decisions and choices (e.g., limit choices to one or two options as having too many choices can be overwhelming for young children).
\end{itemize}

\subsection{What early childhood services might also be doing}

In addition to interacting with children in similar ways as parents and carers, staff at early childhood services might also be:

\begin{itemize}
\item setting clear and consistent limits to help children learn what is expected and develop their child-appropriate self-control and confidence
\item using predictable routines to support children's sense of security and confidence
\item providing a variety of activities and experiences to develop children's skills
\item arranging experiences that allow children to choose their own learning opportunities
\item talking with you about your child's interests and development.
\end{itemize}

\begin{figure}
\centering
\includegraphics{figure_2.pdf}
\label{figure_2}
\end{figure}
\section{Wishlist}
It would be great to see the Tiki Feature to import/export to/from OpenOffice Writer (Btw, the new OOo 2.0 seems to use a new format called OASYS, a standard format that will be the same for KWrite and others...).

\begin{itemize}
\item \textbf{OOo to Wiki} -> Could these be achieved by modifying the WordToWiki macro, or something similar? (I'm not coder, I don't know if possible...). Then the info saved as a wiki page in a normal Wiki or through TikiDav feature. Xavi

\begin{itemize}
\item There is a GPL'd Wiki software, called UniWakka, which already has the OOo to Wiki export functions: http://uniwakka.sourceforge.net/OpenOffice2UniWakka. However, I didn't see any webdav related info in their page (Xavi)

\item See a first simple tool to help exporting from OOo to Tiki format:
\begin{itemize}
\item Install Instructions: file attached to this page
\item XML Filter (XLST file): file attached to this page
\item OpenOffice2Tiki In response to the Xavi comment, i think its better to create a new page dedicated to OOo\&Tiki
\end{itemize}
\end{itemize}

\item \textbf{Wiki to OOo} -> There seems to be a very nice bunch of php classes being developed (already functional, v0.3) at: http://phpdocwriter.sourceforge.net. This would be great if anybody could include them as a new feature in Tiki!

\begin{itemize}
\item There is a GPL'd Wiki software, called UniWakka, which already has a feature Wiki to OOo export functions: http://uniwakka.sourceforge.net/BiblioCitation. However, I didn't see any webdav related info in their web page (Xavi)
\end{itemize}

\end{itemize}

\section{TikiTeam}
Javier Reyes

\section{Competition and standards}

\section{CVS Doc section}
none yet

\section{Discussion/participation}
\title{Biomedical \& Life Sciences Division Business Meeting}
Room S402B, Convention Center\\
July 17, 2012, 8:00--9:30 AM

\section{Agenda}

\section{I. Call to order}
Welcome and thanks to our sponsor: Infotrieve

Approval of minutes from 6/14/2011

\section{II. Announcements}
Treasurer's report

Chicago Program Committee report

Home Page Committee report

Fund Development Committee report

Nominating \& Elections Committee report

Medical Section report

Continuing Education

Membership report / Milestones

Student Travel Stipend

Awards

Distinguished Member

Winifred Sewell Prize

Chair's Recognition

\section{III. Old business}

\section{IV. New business}
2013 Program (San Diego, CA)

Travel reimbursement for Chair, Chair-Elect, Program Chair

Increase in Student Travel Stipend

Collaboration with DPHT (Webinar/Spring 2013 Meeting)

Other new business

\section{V. Adjournment}
\section*{裏表紙}

\begin{tabular}{ll}
雑誌名 & 東日本歯学雑誌 \\
巻 & 23 \\
号 & 1 \\
発行年 & 2004-06 \\
URL & http://id.nii.ac.jp/1145/00008887/ \\
\end{tabular}
\title{Abell-Hanger Educational Continuance Scholarship Application}

This scholarship is offered to encourage recipients of the Legacy Scholarship Program at Midland College to continue their educational pursuits. Preference in the selection process will be given to students majoring in or planning a career in education.

\section{Applicant Information}

\begin{tabular}{|l|l|}
\hline
Midland College ID\# & Midland College Cumulative GPA: \\
\hline
First Name & Last Name \\
\hline
Street Address & \\
\hline
City & State \quad ZIP \\
\hline
Phone (home) & Phone (cell) \quad E-mail Address \\
\hline
\end{tabular}

\section{Education}

Please list universities/college you have applied to:

\begin{tabular}{|l|l|l|}
\hline
University Name & Date you applied & \\
\hline
Have you been accepted? & What is your major? & \\
\hline
University Name & Date you applied & \\
\hline
Have you been accepted? & What is your major? & \\
\hline
University Name & Date you applied & \\
\hline
Have you been accepted? & What is your major? & \\
\hline
\end{tabular}

\section{Employment}

\begin{tabular}{|l|l|l|}
\hline
EMPLOYER & DATES & JOB DUTIES \\
\hline
 & & \\
\hline
 & & \\
\hline
 & & \\
\hline
\end{tabular}

\section{Extracurricular Activities}

Please list all extra-curricular activities or honors received during college. (Attach additional sheets if necessary)

\begin{tabular}{|l|}
\hline
\\
\hline
\\
\hline
\\
\hline
\end{tabular}
\title{Perspektif untuk berubah, nilai-nilai motivasional kewiraus Djatmika, Ery Tri}
\author{Djatmika, Ery Tri}
\subsection{4.4 Platform Health}
The health characterization of the software components above can be applied to the technological platform of a SECO, since it is a software component itself. However, the technological platform, might have an additional role: depending on how the SECO is organized and managed, the platform reflects possible orchestration actions (rules, processes, or management decisions). The measurement of the platform health should not reflect how the orchestration affects the SECO health (as this is reflected in the orchestration influence on SECO health seen below), but the effectiveness of applying the orchestration actions.

\subsection{4.5 Software Network Health}
The software components are connected and interacting with other components in the ecosystem forming the software network. Graph measures such as connectivity and clustering coefficient show to what extent the components interact \cite{30}. Additionally, the categorization of the activity of hubs into keystone and dominator indicate the level of healthy interaction. Analogous to the Iansiti descriptions in the previous section, an example of keystone activity can be a component that provides interfaces to parts of its functionality for the neighboring components to consume, while in a dominator activity the component would intent to take over functionality of the neighboring components.

\subsection{4.6 Orchestration Influence to Health}
The orchestrator can monitor the health of the ecosystem and take measures to promote ecosystem health if necessary. This requires that the orchestrator has a good overview of the ecosystem and is consulting effective measurements (e.g., ecosystem health). Additionally, the orchestrator can act by creating/refining rules and processes for the actors, communicating plans to the actors (e.g., by road-mapping), organizing the ecosystem development through, e.g., release management, making changes to the platform and other software components, changing the revenue model for internal products, and controlling the actor population and motivation by modifying the model by which the actors participate in the ecosystem. The orchestration of a SECO, i.e., the actions of the orchestrator, possibly based on monitoring and evaluation, influences SECO health.

\subsection{4.7 Other Influences on SECO Health}
Additionally, there might also be influences on the SECO health that are external to the ecosystem. This kind of influences are referred to as ``(external) perturbation'' in the literature \cite{28,22,26,27} and are disturbances that are outside the control of the ecosystem actors. Influences of this kind might be the establishment or rise of a competitive ecosystem or a radical technological or legal change.
\begin{figure}
\centering
\includegraphics{figure_4.pdf}
\caption{Preparation of Frozen Bio Product.}
\label{figure_4}
\end{figure}
\section{Once More the Famous Oregon, Bull Dog of the Sea, Visits Hawaii}

\begin{figure}
\centering
\includegraphics{figure_1.pdf}
\caption{United States battleship Oregon --- at anchor off the harbor.}
\label{figure_1}
\end{figure}

At the noon the Oregonian eye scanned the harbor of Honolulu and the famous United States battleship \emph{Oregon}, ``crack'' battleship of the American navy, was sighted off port. Early in the morning she dropped her anchor off the harbor and saluted Uncle Sam's new Territory, her guns booming across the harbor and echoing in the surrounding hills.

Great and powerful, wicked looking and impressive, bristling with great guns and a swarm of little guns, pointing in all directions, with her long, grimy funnels pouring forth black smoke, the Oregon presented a spectacle to swell the hearts of all who call the Stars and Stripes their flag.

If there be an American who needs strengthening in his patriotism he has but to look upon the guardian of American shores which lies at the gateway of the Paradise of the Pacific and he will soon feel that thrill which moves the gallant and disciplined officers who command and the sailors who serve under the flag.

The Oregon is a word of praise and affection. Let him explore the mighty ship or war from her fighting top to her double bottom, from her stern to her bows, from the great turrets where the big guns are protected by armor as thick as a man's height, where the guns work as if by magic, to the wardroom where the officers mess, and he will be filled with wonder and admiration.

The Oregon, reporter went aboard the Oregon yesterday afternoon and was given a cordial welcome by the officers and men. He was especially impressed with the spotless condition of the decks, the careful arrangement of the complicated machinery, and the discipline which prevails throughout the ship.

The Oregon has had a career unique among the warships of the United States. Built on the Pacific coast and launched at San Francisco, she first won fame by her historic voyage around Cape Horn during the Spanish--American War, a voyage which attracted the attention of the whole civilized world.

Since that memorable cruise she has taken part in many important maneuvers and cruises of the fleet. Her officers and men are veterans of many seas, and the ship herself bears the marks of long and faithful service.

Yesterday afternoon Captain Charles M. Thomas, commanding the Oregon, received visitors and courteously explained many features of the vessel. The great guns, the complicated engines, the magazines and the quarters of the men were objects of keen interest.

The presence of the Oregon in Hawaiian waters once more recalls the stirring days of the war with Spain, when the famous battleship steamed from San Francisco, circled the continent of South America, and arrived in time to take part in the destruction of the Spanish fleet at Santiago.

Today she lies quietly at anchor, her powerful hull reflected in the waters of the harbor, a reminder of the strength of the American navy and of the long voyages and brave deeds that have made the name of the Oregon famous upon every sea.