zilongwang/ReadingBank huggingface dataset:
Click Next and OK to complete installation Wait for the Lotus Notes to start automatically Close Discover screen Click Open, select Contacts Close About Contacts - Design Click Advanced Click Connections, select New Server Connection Check the box TCPIP, enter appropriate Server Name. Make sure the names start with a capital letter here. If the first letter of last name begins with A – D then enter Butterfly/Mail/Servers/YorkU If the first letter of last name begins with E – K then enter Dolphin/Mail/Servers/YorkU If the first letter of last name begins with L – Q then enter Slate/Mail/Servers/YorkU If the first letter of last name begins with R – Z then enter Swan/Mail/Servers/YorkU
Click Open, select Mail Close About – Design screen Click IBM Notes, select Preferences Click on Basic Notes Client Configuration, check the Disable type-ahead for all name fields and use the Notes Basic type-ahead, Mark documents read when opened in preview pane Click Locations, select Online, click Edit Click Basics and check the information whether is appropriate Click Server and check the information whether is appropriate Click Mail and check the information whether is appropriate Click on Replication and check the information whether is appropriate, then click OK
Select Offline and click Delete Yes and then OK Select Web Browser, check the box “Use the browser I have set as default for this operating system” and then click OK Quit Lotus Notes Create a file to update YUL Address Automatically: Copy file “Lotus Notes YUL Address Book Update.command” from Notes 9\Mac to Desktop Click Paste Item on desktop Open Terminal or Click Spotlight Search (top right corner), type terminal and hit enter
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14:30 – 15:50 Hands On – Echo Views Full Studies and Hemodynamics Hands On – Body Views and Procedures A, B, C or D 15:50 – 16:30 Echo Case Review Objectives for Closing Lecture a) Interpret echocardiograms depicting common pathologies in critically ill patients b) Devise management plans based on pathologies depicted Body Ultrasound Case Review Objectives for Closing Lecture a) Interpret thoracic, abdominal, and lower limb vessels images depicting common pathologies in critically ill patients b) Formulate differential diagnoses based on images and case histories provided. c) Formulate a “plan-of-action” for further management, including further imaging. d) Devise management plans based on some pathologies depicted 16:30 – 17:00 Wrap Up and Questions Wrap Up and Questions
Objectives Opening Lecture: a) Recognize point of care ultrasound as a goal-directed examination focused on answering straightforward clinical questions at bedside b) Learn how to acquire basic views required for point of care body ultrasound in the chest, abdomen and lower limb vessels. c) Briefly review material from pre-course online lectures. Objectives Opening Lecture: a) Recognize point of care ultrasound as a goal-directed examination focused on answering straightforward clinical questions at bedside b) Learn how to acquire basic views required for point of care echocardiography, including parasternal long and short axis views, apical 4 chamber view, subcostal 4 chamber view and IVC long axis view c) Interpret images acquired at the bedside, focusing on pathologies commonly encountered in critically ill patients 9:00 – 10:20 Hands On – Body Views and Procedures A – Lung and Pleura B – Limited Abdomen C – Aorta and DVT D – Vascular Access Hands On – Echo Views Subcostal Views 10:20 – 10:40 Break 10:40 – 12:00 Hands On – Body Views and Procedures A, B, C or D Hands On – Echo Views Parasternal Views 12:00 – 12:50 Lunch Combined Lecture – Bedside Ultrasonography: The New Stethoscope? Objectives for Lunchtime Lecture a) Review Canadian recommendations for critical care ultrasound training and competency b) Understand core competencies for critical care echocardiography include basic echocardiography, lung and pleura ultrasound, guidance for vascular access and identification of abdominal free fluid. 12:50 – 14:10 Hands On – Body Views and Procedures A, B, C or D Hands On – Echo Views Apical Views
nuisance to everybody, and so God says, "Get up and go out to the plain, I’m going to speak to you again." He gives him another vision of God’s glory to encourage him and to strengthen him, and then he says, "Now I’m going to put bonds on you, I’m going to tie you up so you won’t continue reproving the people; you won’t continue irritating them by the message because they aren’t listening anyway. I’m going to use another message to get the first message across to them". The question is, was Ezekiel so fearful that he couldn’t carry out what God had just given him and so God gives him a vision, a message to strengthen him further in his willingness to obey God? Or did he try to do it and have an effective ministry for a time, but the people reached the point where nobody would listen to him? Then at that point God gave him new information about a new approach--a new way to present the message, and to strengthen him further. He then gives Ezekiel a new picture of the glory of God. There are these two hypotheses. I do not know of any other hypothesis. That God gave him this charge and then he simply says, "Now you are going to be silent." I don’t believe there’s anything in the charge that says, "You are not to do this until I tell you to speak." The charge says if there is this need in a man’s life, you are to speak. He doesn’t say you are to wait until I tell you further to speak, he’s been telling him you are to go, you are to speak. Edited and narrated by Dr. Perry Phillips Initial editing by Ted Hildebrandt Transcription by Brittany Bauman
in any study it is good to think of possibilities, and if you think of possibilities that are way out sometimes, you may speedily find evidence that they’re incorrect yet sometimes the thinking of them will bring to your mind something else you wouldn’t have thought of otherwise, and that may actually work out. There seem to be two types of thinking. I believe there is the "creative" and the "critical," and if we try to do them both at once we don’t accomplish either one of them. I think one of the greatest things we can do to advance our ability in most any line of thinking or work is to try to separate the two. For the creative, think of what you might do to improve what you are doing; think of ways in which you could accomplish more things. Make new ideas even if they are far off, even if they seem rather absurd: think of them; think creatively. Don’t think of something and just say, "Oh no, that’s impossible," and throw it to the side. But think of various possibilities and then as a separate act apply your critical faculty to examining the possibilities and seeing why they won’t work, or what’s wrong with them, and as you do that often you’ll get an insight or you’ll see something that can be very useful that you wouldn’t have seen if you had not used your creative ability. And I think that’s very helpful in studying the Scriptures. Think of any idea no matter how far out, but then don’t adopt it until you have criticized it and have examined it carefully to see whether it’s valid or not. Edited and Narrated by Dr. Perry Phillips Initial Editing by Ted Hildebrandt Transcribed by Peggy Hennings
forces of hatred and aggression that are all over the world to date will reach a climax and things will get even worse than they are today. Today is perhaps the most violent period the world has ever seen. Another thing to mention in this connection is chapter 39 where it speaks of the results of the attack of Gog and Magog. It says in verses 9 and 10, “Then those who live in the towns of Israel will go out and use the weapons for fuel and burn them up. The small and large shields, the bows and arrows, the war clubs and spears, for seven years they will use them for fuel.” Well, if you had a big invasion today, and the invasion was defeated, I don’t think you could take the remains of the tanks and the various instruments of war and use them for fuel. They would be unusable for that purpose. Now of course there is much in this prediction that is in figurative language, but yet this does fit much better with a condition after the millennium when they have beaten their swords into the plowshares and their spears into the pruning hooks, and the nations have not learned war for a thousand years. Then a great invasion might go back to using wooden armor, and wooden instruments. So that also fits with this being after the millennium far better than in the period before. Student Question: Would you say that maybe sometime in the future we will be able to use weapons as a source of fuel? MacRae’s answer: They will not have armaments; they will not learn war anymore. They will have beaten their swords into the plowshares, their spears into pruning hooks. For a thousand years there will be absolute peace and therefore if people are to build up a big invasion, they will revert to using very primitive weapons. Now that is rather hypothetical, but I think it is a further evidence that the picture is of conditions at the end of the millennium rather than the beginning. I would not be dogmatic on this point; I just think these evidences are well worth considering and I think the reference in Revelation makes it quite clear that Gog and Magog is after the millennium than before. Well now, so much for chapter 38 and 39, and then we have this big section
later. But even in that case, I am quite convinced, that He was speaking directly to the godly in his own day, giving them assurance that though the exile was certain to come, God was going to eventually deliver from it and that God was going to send His own son to deal with the question of sin which was the cause of the exile. That I believe is the nearest we have to something that has relevance more largely to the distant future than the immediate situation. Though even there, I believe there was an immediate purpose for the faithful followers of Isaiah right then. So to truly understand the prophetic books, you have to understand the relation of the prophet to his own people. That is the relation we have to learn through the study of the historical books and through the incidental references in the prophetic books which give us clues as to exactly how the prophet is dealing with a particular situation. Now personally I think that the prophet said a great deal more than is included in the Bible. But God caused that which should be written in the Bible and preserved what had meaning not only for their own day but for his followers in future days. Not necessarily for all his followers, not necessarily for his followers at any one time. There may be things in the Bible that were tremendously meaningful for people 50 years ago, that is hard for us to see the relevance of for today. There may be matters in the Bible that if the Lord tarries will exactly fit our needs 100 years from now, that is hard for us to see the relevance to today. And there may be passages in them which exactly fit our needs today which would have been very difficult for them to see back then. But we can’t just rule any section out. God can open up matters in it that we didn’t realize were there. In any case, it has great relevance for today. But I would say then that all the Scripture has relevance to believers at all ages but that it all has relevance to people during the immediate time and you have to learn a good bit about the immediate time in order to appreciate and understand truly its relevance to your own time. Then another matter in that connection that I have had a number of
warriors or captives rescued from the fierce?" Well it may be. But I’m going to do it definitely says the Lord; I’m going to rescue you. Then chapter 40 it asks: has God forgiven you; has God forsaken you? "Where is your mother’s certificate of divorce? Or to which of my creditors did I sell you? Because of your sins you were sold; because of your transgressions your mother was sent away. When I came, why was there no one? When I called, why was there no one to answer? Was my arm too short to ransom you? By a mere rebuke I dry up the sea; I turn rivers into a desert; their fish rot for lack of water and die of thirst. I clothed the sky with darkness and make sackcloth its cover." Now, when any of you said the new chapter should begin with chapter fifty, verse 4 rather than beginning where it does, I was pleased, because you then saw the progress of the outline, that it is a discussion from verse 14 of chapter 49, which should be the beginning of the chapter, and it is answered in the following three sections. So he deals with Zion’s questions, assuring them of the continuance of God’s love and how completely they can trust him. Then all of a sudden, with verse 4, you get something quite different. Chapter 50, verse 4, certainly begins a new section. "The sovereign Lord has given me an instructed tongue." The “tongue of the learner,” I believe is in the King James, which is certainly well expressed by the NIV as "an instructed tongue." "He has given me one to know the word that sustains the weary. He wakens me morning by morning wakens my ear to listen like one being taught. The Sovereign Lord has opened my ears and I have not been rebellious; I have not drawn back" (verses 4 and 5). Are those two verses Isaiah himself assuring the people of how truly he has presented the word of God? Are they Isaiah, boasting of his fine ministry and his loyalty to God? Or are they the Servant again speaking, giving assurance that Jesus Christ will give his marvelous messages. People said of Jesus how does this man know so much? He’s not educated. We find that in the gospel records. Jesus didn’t speak like the scribes
vow taken by an individual. So it is from this root Natzer that the word Nazarene comes, not the word Nazarite. And Matthew connects that up with Jesus' living in Nazareth, “He will be called a Nazarene.” He is the branch of the Lord referred to just once under this title at this point in Isaiah 11. Isaiah 11: His Character [20:37] Number 3 of the outline then, the quotation Matthew 2:23, Number 4 is, “His character,” which we find here in chapter 11 of Isaiah. We very briefly glance at it because it is not the section we are really dealing with in this course but we want to see the relation of this passage to the other material we looked at in chapter 4. His character is discussed in verse 2 to 3 and again in verse 5. “The spirit of the Lord shall rest upon him, the spirit of wisdom and understanding, the spirit of counsel and might, the spirit of knowledge and of the fear of the Lord, and shall make him of quick understanding in the fear of the Lord. He shall not judge after the sight of his eyes neither reprove after the hearing of his ears.” And you remember that it says of Christ that he knew what was in man, nobody needed to tell him, he understood people as nobody else ever had. And when he met Nathaniel he said “behold an Israelite in whom is there is no guilt” and Nathaniel said “how you come to know me.” Jesus knew all things; he was quick in understanding and had thorough comprehension of human nature. And verse 5 of Isaiah 11 says, “Righteousness shall be the girdle of his loin and faithfulness the girdle of his reign.” I put these three verses together in order to mention verse four separately. His Victory over Antichrist [22:36] Number 5 of the outline, "His victory over Antichrist." That is verse 4 chapter 11: “But with Righteousness shall he judge the poor and reprove with equity for the meek of the earth and he shall smite the earth with the rod of his mouth and with the breath of his lips shall he slay the wicked.” Look at the phrase:
in progress and gives the message Jeremiah gave during that great siege of Jerusalem, where he told the people that God was going to give the city over to the king of Babylon, that there was nothing gained by their resisting the king of Babylon, and if they would surrender to him, God would cause that their lives would be spared. But if they continued to resist that the king of Babylon who was besieging them, they would probably lose their lives; if they didn’t resist, at the very least they would be carried off into captivity. Then the twenty-second chapter, we looked at in some length a little while back and we noticed that in the twenty-second chapter, Jeremiah goes through the kings up to the time the chapter was written. And we noted he doesn’t go beyond King Jehoiakim and he predicts the end of Jehoiakim’s reign. So it is quite obvious that it must be during Jehoiakim’s reign that this chapter was given. We saw that in this chapter he refers back to Josiah. People tended to mourn Josiah’s loss but he said, “Don’t weep bitterly for what is past, you’ve got worse things ahead. Don’t weep bitterly for the dead king or mourn his loss, rather weep bitterly for him who is exiled, he will never return.” Some of the people were doubtless thinking, “Pharaoh has taken the people’s choice, King Jehoahaz, off into Egypt as a prisoner. Oh, he’ll come back and deliver us from this bad king Jehoiakim whom Pharaoh put over us.” But Jeremiah says, “Weep bitterly for him, he will never return or see his native land again.”
1 How does the bottleneck metaphor help us to understand better the concerns of the environmentalists? 5 Name three fundamental and powerful concepts that are significant to our understanding. 2 What is a main assumption underlying the economic POV? 6 Based on the bottleneck metaphor, what are the implications and consequences if we do nothing? 3 What is the main assumption underlying the environmental POV? 7 What alternative solution does Wilson suggest? 4 How does Wilson “change” the context regarding both the economic and environmental POVs? 8 Wilson asserts that three specific forces have caused a decline in global population. How does he use this argument? What is his purpose?
Name:_______________________________________________Date:____________ Class: _______ Project Macromolecules: There are several ideas for projects listed on the bottom of this paper. You are to choose any ONE idea and complete them in 1 week from receiving the assignment. This is a lab grade, and will count 100 points. ALL PROJECTS MUST INCLUDE ALL VOCABULARY WORDS Create a 3D structure of the four different types of macromolecules. The structure doesn’t have to induce the individual atoms of the molecule, but just the major monomer connected to each other. You can use repeating blocks or “small” items to build your macromolecule. The macromolecule must be labeled (with individual parts such as phosphate – nitrogenous base –ribose) Functions of the macromolecules must be included Create a song, rap, or poem about the macromolecule. You must have at least 3 verses and a beat. Make sure you have included the function of each in your song. Create a children’s book about the macromolecule in your body. Make sure you include illustrations, definitions, and functions. It should be easy enough to be understood by an elementary age student. NEEDS TO BE VERY COLORFUL! Create a video describing the 4 macromolecules regarding the structure and function. You MUST be in the video, and it cannot be a based on a power point presentation. You must turn in a digital copy as well. Write a letter (about 2 pages typed or about 4 hand written) as if you are a nutritionist writing a letter to a patient about living a heathier lifestyle. Include the macromolecules that your patient will need in his/her diet, and why they are important. Create a comic for the macromolecules. This comic should explain in detail each molecule and include pictures as examples for each one and the pictures of the structure. Function of each molecule must be included. The different macromolecules could be the characters in your comic book.
Biology Vocabulary: Macromolecule monomer polymer carbohydrate monosaccharide Polysaccharide protein amino acid lipid peptide bond fatty acid nucleic acid nucleotide DNA RNA glucose Rubric: 0 5 10 15 18 20 Analogy, Creativity, and overall design Not completed Minimal effort Design is still lacking the minimal requirements An average design. Minimum requirements met Exceeding the minimal requirements demonstrated good design. Demonstrated very creative and original design 0 20 20 30 40 50 Structure and Function of your macromolecules Not completed Minimal understanding Lack of function and structural understanding Structures and function are present but with error Most structures and function are correct All are correct Use of vocabulary 0 7 15 21 27 30 Less than 4 vocabulary words were used. 4-5 words were used. 6-8 words were used 9-11 of the required words were used correctly 12-15 words were used correctly All 16 words were used and demonstrated understanding.
f.o.c. for Ct: t U'(Ct) – (1+r)t= 0 so using the similar condition for t+1 the following holds between t an t+1: t (1+r)t U'(Ct) = t+1(1+r)t+1U'(Ct+1) U'(Ct) =  (1+r) U'(Ct+1) define:  = 1/(1+) where  = rate of time preference U'(Ct) = (1+r) U'(Ct+1) (1) (1+) - this implies: Ct<Ct+1 if r> (assuming U''<0). Ct>Ct+1 if r< (assuming U''<0). Ct=Ct+1 if i.e. trend in consumption over time depends on size of the rate of time preference vs. rate of interest. - height of the consumption-time profile depends on available financial resources. Romer considers a special case (Constant-relative-risk-aversion utility): which gives: (see equation (1) above) where slope of C profile over time depends on r vs.  and the preference parameter . - Empirical studies often suggest that consumption growth is not very
- Make our usual technical assumptions about the production function: Positive marginal products: ∂F/∂L≡FN>0, ∂F/∂K≡FK>0 Diminishing returns: ∂2F/∂K2≡FKK and ∂2F/∂N2≡FNN<0 - Also assume “constant returns to scale” i.e. raise all inputs by the same proportion and output rises by that proportion. So where z is some constant: z∙Yt = F(z∙Kt, z∙Nt) Let: z=1/Nt Then the production function can be written in per worker terms: Yt/Nt = F(Kt/Nt ,1) or: yt = F(kt,1) (y=Y/N, k=K/N) notice : ∂y/∂k = FK - Lastly assume the “Inada conditions” hold: lim FK = 0 lim FK = ∞ k→∞ k→0 - Consequences of technical assumptions: Inada conditions will push outcomes away from extremes (0 or infinite k): convenient! Are they true? No empirical evidence! (don’t see these extremes) Diminishing returns: return to k investment declines in level of k. - Plausibility? Two stories: - high ‘k’ then each unit of K has little N to work with
or: This linear difference equation is stable if: or if: sFK(k*,1) < n+(as in the diagram above) Comparative statics in the Solow model: How does the steady state change? - Exogenous parameters: s, n,  and any parameters of F(k,1). (1) Rise (fall) in s: k and y both rise (fall). (2) Rise (fall) in n or : k and y both fall (rise). (3) Shift up (down) in F: k and y both rise (fall). picture: rise in F is like a rise in s except y=F(k,1) shifts up as well) Why might one country have a high level of y and another a low y?
- This model has a steady state when: Kt+1/Kt - ’t+1/Nt’ =0 (k’ and y’ will be unchanging) So: s∙Yt/Kt -  - n -  = 0 or s∙yt’ - ( + n + )kt’= 0 (multiply above by Kt/Nt’) - In this steady state y’, k’ are not changing (Y, K and N’ all grow at the rate n+). - But y=Y/N and k=K/N are growing at the rate . - Do economies settle into a steady-state of this last sort? - Living standards grow at the rate of technological progress. - Barro and Sala-i-Martin (2004) : argue that long-term US growth is well approximated by something like this. - Can the model explain differences across countries or across time? - For reasonable production function estimates: differences in ‘k’ do not appear to be the critical factor. - Is it technology (or its growth rate)? or something the model misses? (see Romer Ch. 1 discussion; Solow’s growth accounting exercise) Appendix: the AK Model - Drops the diminishing returns to capital assumption from Solow. - Production: Yt =AKt A = a constant (reflects state of technology)
Graph the resource constraint with kt+1= 0 : kt+1= F(kt) -kt - ct = 0 so: ct = F(kt) -kt is the kt+1= 0 locus (see graph) (locus: slope of locus is F'(k) - =0 at Golden rule k (kGR); >0 below Golden rule k <0 above Golden rule k.) - How does k evolve? on the kt+1= 0 locus investment just offsets depreciation. - if above the k=0 curve: ↓k (c so high can’t replace depreciating capital) - if below the k=0 curve: ↑k (c low enough that k rises) - kmax: is the maximum sustainable level of k (here c=0 and F(kmax)=kmax). - How does c evolve at different starting points? - Take the Euler equation: - What does it say about the ct+1=0 locus? ct+1=0 if ct+1=ct the Euler eqn then says: [F'(kt+1) + (1- or: F'(kt+1)=  - so ct+1=0 at the level of k where F'(kt+1)= (call this k*) i.e. ct+1=0 locus is a vertical line at k*.
4. Solve the linearized version of the model for the model’s recursive law of motion. - recursive law of motion gives the values of the variables determined in the model conditional on past values and the values of exogenous variables. 5. Simulations: calculate impulse responses and moments (variances and correlations). - impulse? a shock (change in a parameter or exogenous variable) - impulse response? dynamic response of the model’s endogenous variables to the shock. Describes their adjustment to the shock. - moments? moments of the model’s endogenous variables. - how variable are they? how are they correlated? - interest? how do these moments compare to moments in data for real-world economies? - We want to illustrate the procedure with an example. A Simple Model from Uhlig: Growth Model with Optimization - Uhlig sets this up as a planner’s problem (pp. 6-10). - Fundamental theorems of welfare economics: planners solution can be achieved by a competitive equilibrium. (Uhlig shows this for this model: pp. 11-12) - Notation: C – consumption; K – capital; N – labour; Y – output; F – production function; Z –productivity factor;  – random productivity shock variable. - The model uses specific forms for the utility function and the production function. This is necessary if the model is to be used in simulations.
FG syn, Lujan syn MED12 XL 13% males with clinical diagnosis of FG syn Sotos syn-2, Marshall-Smith syn NFIX AD 4% patients with Sotos-like features10 Sotos syn NSD1 AD 90-93% of non-Japanese patients w/ Sotos syn 63% Japanese patients w/ Sotos syn Borjeson-Forssman-Lehmann syn (BFLS) PHF6 XL 56% males with BFLS Gorlin syn PTCH AD 72% of patients with Gorlin syndrome PTEN-related autism and Macrocephaly, Cowden syn (CS), Bannayan-Riley-Ruvalcaba syn (BRRS) PTEN AD 2-17% of patients with autism spectrum disorders and macrocephaly 81% of patients with CS 71% of patients with BRRS Lujan syn, FG syn, Nonsyndromic X-linked intellectual disability UPF3B XL ~1% X-linked intellectual disability -If this is a request is for a gene panel, then please describe why a single gene test is not as useful. Because of the significant clinical overlap and phenotypic heterogeneity of disorders causing syndromic macrocephaly, it can be difficult to make a clinical diagnosis, particularly in infancy. Additionally, variants in a single gene may be associated with a broad spectrum of clinical presentations (clinical heterogeneity).Therefore, a multi-gene panel is very useful in helping to establish the cause of syndromic macrocephaly.
33. Economic theories: AACSB: Analytic Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-02 Describe the role of economic theory in economics. Topic: Theories, principles, and models 34. Which of the following is a correct statement? AACSB: Analytic Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 01-02 Describe the role of economic theory in economics. Topic: Theories, principles, and models 35. In constructing models, economists: AACSB: Analytic Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 01-02 Describe the role of economic theory in economics. Topic: Theories, principles, and models
Difficulty: 2 Medium Learning Objective: 01-06 Apply production possibilities analysis; increasing opportunity costs; and economic growth. Topic: Production possibilities model Type: Table 117. Refer to the tables. Opportunity costs of producing military goods are: AACSB: Reflective Thinking Blooms: Understand Difficulty: 2 Medium Learning Objective: 01-06 Apply production possibilities analysis; increasing opportunity costs; and economic growth. Topic: Production possibilities model Type: Table 118. Refer to the tables. Opportunity costs are: AACSB: Reflective Thinking Blooms: Understand Difficulty: 2 Medium Learning Objective: 01-06 Apply production possibilities analysis; increasing opportunity costs; and economic growth. Topic: Production possibilities model Type: Table
Answer: D 17) Which of the following sequence of events follows an expansionary monetary policy? A) r↑ ⇒ I↓ ⇒ AE↓ ⇒ Y↓. B) r↑ ⇒ I↑ ⇒ AE↓ ⇒ Y↑. C) r↓ ⇒ I↑ ⇒ AE↑ ⇒ Y↑. D) r↓ ⇒ I↓ ⇒ AE↓ ⇒ Y↓. Answer: C 18) Which of the following sequence of events follows a rise in the discount rate? A) r↓ ⇒ I↓ ⇒ AE↓ ⇒ Y↑. B) r↑ ⇒ I↓ ⇒ AE↓ ⇒ Y↓. C) r↓ ⇒ I↑ ⇒ AE↑ ⇒ Y↑. D) r↑ ⇒ I↑ ⇒ AE↑ ⇒ Y↑. Answer: B 19) Which of the following sequence of events follows an expansionary fiscal policy? A) AE↑ ⇒ Y↑ ⇒ Md↓ ⇒ r↓ ⇒ I↓ ⇒ AE↓. B) AE↑ ⇒ Y↑ ⇒ Md↑ ⇒ r↑ ⇒ I↓ ⇒ AE↓. C) AE↓ ⇒ Y↓ ⇒ Md↓ ⇒ r↓ ⇒ I↑ ⇒ AE↑. D) AE↓ ⇒ Y↑ ⇒ Md↓ ⇒ r↓ ⇒ I↓ ⇒ AE↓. Answer: B 20) Which of the following sequence of events follows an increase in net taxes? A) AE↑ ⇒ Y↑ ⇒ Md↑ ⇒ r↑ ⇒ I↑ ⇒ AE↑. B) AE↓ ⇒ Y↑ ⇒ Md↓ ⇒ r↑ ⇒ I↓ ⇒ AE↓. C) AE↑ ⇒ Y↑ ⇒ Md↓ ⇒ r↓ ⇒ I↓ ⇒ AE↓.
The 10th European Conference of the International Labour and Employment Relations Association University of Amsterdam 20-22 June 2013 Regulating Ageing and Work (Work in progress – not for citation) Therese MacDermott, Macquarie Law School Macquarie University, Australia 1. INTRODUCTION The need to more fully utilize the economic potential of older workers is a key social policy concern in many developed countries, both in the European Union and elsewhere. However, overcoming barriers to the participation of older workers and implementing pro-active measures to facilitate and sustain the participation of older workers presents particular regulatory challenges. While equality and non-discrimination principles apply to workplace age discrimination, the area is not necessarily perceived in the same way as other attributes subject to equality legislation. In addition, the human rights case for proscribing age discrimination is not always on its own an adequate motivational factor for employers to deal with systemic age discrimination or to implement pro-active measures. This need to deal with workplace age-related issues is often portrayed as more appropriately a subject of economic labour market regulation, rather than a core human rights concern and a social rights issue. Regulating ageing at work does involves broad economic and fiscal factors such as how to manage an ageing population, dealing with skills shortages, determining the appropriate timing of access to superannuation and pensions, and the need to maintain a broad tax base of working persons to meet future community costs. These factors point to the need to extend the participation of mature age workers in paid employment and to minimize workplace discrimination against mature age workers. They also require specific legislative responses in other areas such as social security laws, taxation systems, and superannuation and pension entitlements. However many countries struggle to set in place the appropriate balance between prohibitions on discriminatory conduct and incentives to implement pro-active measures to facilitate and sustain the participation of older workers. This paper examines measures introduced in a variety of countries to deal with the regulation of ageing and work. It critiques both soft law and hard law approaches to regulation in this area, and assess the impact of these various strategies in a comparative context. It looks at recent endeavours to secure better compliance and attitudinal change within workplaces through regulatory structures that provide incentives for the voluntary adoption of positive measures, underpinned by proscriptive requirements. Finally, assesses the interaction between equality law regimes and other legislative areas such as social security laws, taxation systems, and superannuation and pension entitlements within the complex regulatory arrangements necessary to deal with ageing and work.
Name ______________________________________________ Date __________________ Class ___________________ Macromolecules –Notes Organizer Carbohydrates Building Blocks (Monomers): Function: Examples: Additional Info: Lipids Building Blocks: Function: Examples: Additional Info: Proteins Building Blocks: Function: Examples: Additional Info: Nucleic Acids Building Blocks: Function: Examples: Additional Info:
Carbohydrates 1:2:1 OSE - Short term energy storage - Structure (cell walls & exoskeletons) Monosaccharide -Glycogen -Chitin -Cellulose -Glucose fructose galactose -sucrose lactose maltose Lipids No fixed ratio Possible answers vary - Long term energy storage - Insulates body - Cushions body organs Triglyceride (Glycerol + 3 fatty acids) Fats, Waxes, Oils, Steroids Protein No fixed ratio ASE -Transports O2 -Structural support -Enzymes -Receptors (cell membranes) - Defense Amino Acids (20) Hemoglobin Catalase Antibodies Keratin (hair, nails) Actin/Myosin (muscles) Nucleic Acids No fixed ratio Possible answers vary - Instructions for making proteins - Genetic information passed from parent to offspring Nucleotide (5-C sugar + phosphate + nitrogen base) DNA RNA
Macromolecules Project Instructions: Read through the options below and chose ONE idea. Project is due: Tuesday January 20th . Late assignments will NOT be accepted Options Create a 3D structure of the four different types of macromolecules. The structure does not have to include the individual atoms of the molecule but just the major monomer connected to each other. You can use repeating blocks of “small” items to build your macromolecule. The macromolecules must be labeled (with individual parts such as Phosphate – nitrogenous base – ribose). Functions of the macromolecules must be included Create a song or rap about the macromolecules. You must have at least 2-4 verses and a beat. You must hand in a recorded version as well as a written version. Create a children’s book about the macromolecules, water, vitamins and minerals in our body. Make sure you include illustrations, definitions and make it easy enough to be understood by an elementary age student. At least 10 pages. Must research 2 vitamins and 2 minerals. Create a Youtube video describing the four different types of macromolecules regarding the structure and function. You MUST be in the video and cannot be based on a power point presentation. Write a letter (2 pages typed or 4 pages handwritten) as if you are a nutritionist writing to a patient about living a healthier lifestyle. Include the necessary biological molecules that your patient needs to keep his/her body in homeostasis. Create a comic for the macromolecules. This comic should explain in detail each molecule and include pictures as examples for each one and pictures of the structure. Function of each molecule must be included. The different macromolecules could be the characters in your comic book.
Rubric Creativity and Overall Design 0 2 4 6 8 10 Not Minimal effort in design Design in still lacking the minimal An average design. Minimum met Exceeding minimal requirements Very creative and original Structure and function of 0 6 12 18 24 30 Not complete Minimal Lack of function and structural Structures and function are present but with error Most structures and function are correct All are correct Point value: 40 points in the Test/Projects category
Using the water pipette put approximately 2 mL of distilled water into the tube labeled S-. Using a clean transfer pipette, put approximately 2 mL of starch solution into the S+ test tube. Add 3 drops of Lugol’s solution to the S+ and S- tubes. Record the color in Table 1. Nucleic acids Label two microcentrifuge tubes NA+ and NA-. Using a 200 μL micropipette, put approximately 25 μL of distilled water into the microcentrifuge tube NA-. Using a p200 micropipette and clean pipette tip, add 25 μL of Lambda DNA to the NA+ tube. Using a clean pipette tip, add 25 μL of GelGreen® solution to NA+ and NA- tubes. ▲ Important: Be sure to use a new tip for each test solution. Gently mix the solutions and observe them under a UV light or blue LED light. Record the color in Table 1. ▲ Caution: Use the appropriate protective gear when using a UV light. Table 1: Macromolecule Tests Tube Type Macromolecule Label Description Contents Test Reagent Color Change Observed Lipids L+ Lipids Distilled water and vegetable oil Sudan IV solution L- Negative control, lipids Distilled water Sudan IV solution P+ Protein BSA solution (protein) Biuret solution
Macromolecule Jigsaw Poster Rubric Excellent (20 /10) Strong (15 / 8) Fair (10 / 5) Weak (5 / 2) Missing (0) Building Blocks (20) Includes all elements, name of monomer, detailed illustration Includes all information but needs more detail Missing one component Missing two or more components Missing from poster Supply (20) Includes a detailed description of how we obtain it Includes all information but needs more detail Missing one component Missing two or more components Missing from poster Examples and Functions (20) Two examples with functions described in detail Includes all information but needs more detail Missing one component Missing two or more components Missing from poster Impact on Health (20) Includes a detailed description on impact on health Includes all information but needs more detail Missing one component Missing two or more components Missing from poster Neatness (10) Extremely neat and easy to read Neat and easy to read Moderate neatness, slightly difficult to read Not neat, difficult to read Unable to read Colorful (10) Bright and very colorful Colorful Moderate Color Very little color No color Total Points Helpful websites (in addition to my.hrw.com): Below are some helpful websites to get you started: (Encyclopedia) ** Enter what you’re looking for in the search box (Med Encyclopedia) (Nutrition) (Dietary Basics) http://www.cdc.gov/nutrition/everyone/basics/ (Carbohydrates) http://ehealthmd.com/content/what-fiber (Protein Deficiency) (Dietary Deficiencies) Deficiencies.html (Lipids)
Two types of shocks can hit the economy. An aggregate demand shocks is some event other than a policy change that shifts the aggregate demand curve. Examples include changes in foreign demand changing net exports, or a new type of credit card that impacts money demand. A price disturbance is some event that shifts the price adjustment relationship. Disturbances can be temporary or permanent. Since monetary and fiscal policy also shift the aggregate demand curve, in order to determine the effect of a shock we have to know what will be the change in monetary and fiscal policy. Price level shocks. Oil cartel; Firms make a mistake on expectations and increase prices; Union gets an excessive settlement. Economic Shocks. Investment function intercept changes. Change in money demand for a given level of income or interest rate. While most economists agree on the desirability of maintaining aggregate demand, there is disagreement on the means by which this is done. Disagreements center on: The effectiveness of a governmental policy especially in a world of changing expectations, the difficulty at predicting when a policy is needed (recognition lag) and problems in implementing the policy in a timely manner (implementation lag). Monetarists agree that monetary policy has an effect on real variables in the short run. In the long run prices adjust and the effect wears off. The problem is the monetary policy occurs with a long and variable lag. Politics. Monetary policy can lead to inflation, especially when monetary policy decisions are made in a political setting. Assume an upward price shock. Policies that increase the money supply in response to a price shock are called accommodative policies. These put less pressure on prices to fall than nonaccommodative policies that hold the money supply fixed and put maximum pressure on prices to fall. While treating policy variables as exogenous has long been the tradition, another view would treat them as endogenous or the function of some policy rule. There is a controversy over how much cost is incurred by not smoothing out the cycle. Tobin & Okun stress that the costs are larger than Lucas and others. A recession may have the benefit of making firms leaner, however. There is no comparable mechanism for the public sector.
claim damages. Device Reason Who uses Prerequisites Effect Capacity Some persons not capable of contracting Party without capacity (mental incapacity, infants) Status of incapacity Depending on nature of incapacity Contract void Contract voidable Contract unenforceable Misrepresentation One party misled other party Party who was misled Erroneous factual statement inducing contract Contract rescinded Sometimes tort damages Mistake (one or) both parties mistaken about assumptions (or terms) Mistaken party Usually common mistaken assumption before k Sometimes mistake about other’s identity Contract void (usually) Some law saying contract is voidable Duress One party coerced by other to contract Coerced party Illegitimate threat Contract voidable (historically, void) Undue influence One party dominated by other Dominated party Relationship of undue influence leading to questionable contract Contract voidable Unconscionability Contracting circumstances unfair and tantamount to fraud Weaker party One party taking unfair advantage of position of other Contract voidable or subject to judicial adjustment Illegality Public policy disapproves of some contractual situations One or both parties, depending on type of illegality Formation or performance of contract prohibited by statute or common law Contract void or unenforceable Limitations of actions Must bring claim within statutory period Either party, as a defence Limitation period has expired Obligations unenforceable in court
MONETARY POLICY EXPANSIONARY OMO buy potential accommodating monetary policy discount rate reserve requirement CONTRACTIONARY OMO sale discount rate reserve requirement [ UNIT VI ] International Economics r in county X r in the U.S., relative to country X capital outflow from country X OR capital inflow to the U.S. demand for dollar denominated financial assets D$ appreciation of the US$ relative to the X$ from (e1 – e2) r in county X r in the U.S., relative to country X capital inflow to country X OR capital outflow from the U.S. demand for dollar denominated financial assets D$ depreciation of the US$ relative to the X$ from (e1 – e2) [Typical International Goods (Current Account) Question]: [HINT] If forced to use S$, it should respond to ΔrGDP. [TRUTH] Goods questions are S$. Appreciation of the $ relative to the from e1 –e2 $ denominated goods become relatively more expensive » D$ [truth » S$] ( denominated goods become relatively less expensive) X M Depreciation of the $ relative to the from e1 –e2 $ denominated goods become relatively less expensive » D$ [truth » S$] ( denominated goods become relatively more expensive) X M
R15: The system should allow user to decline invitation R16: The system should show user the statistic in the chart tab R17: The system should allow user to update his profile. R18: The system should allow user to log out. Requirement Traceability Table: Login Plan Event Activity Activity Add Friend Activity Delete Friend Activity Chart Profile Home Identifiers R1 X R2 X R3 X R4 X R5 X R6 X R7 X R8 X R9 X R10 X R11 X R12 X R13 X R14 X R15 X R16 X R17 X R18 X
Instructions Definitions All risk management is to be conducted in accordance with AS/NZS ISO 31000:2009, a ‘Risk Register’ template has been provided to you on page 2 (in line with ISO 31000) This template allows you to list event risks and score them in accordance with the tables provided, giving you a risk rating to be presented with your event application. (Consequence score x Likelihood score = Risk Level) Inherent Risk Anything that may or could happen that is considered detrimental to the event activities participants, organisers or spectators Control Controls are measures currently in place at the time of assessment to reduce the likelihood and/or consequence of the risk Treatment Action Plan (TAP) A plan formulated for the selected treatments to ensure they are fully and properly implemented Residual Risk Level A final rating of the Consequence x likelihood = Level of Risk after all controls have been put in place Heat Map Consequence Likelihood Insignificant 1 Minor 2 Moderate 3 Major 4 Catastrophic 5 Almost Certain 5 Medium risk (5) High risk (10) Very High risk (15) Very High risk (20) Very High risk (25) Likely 4 Low risk (4) Medium risk (8) High risk (12) Very High risk (16) Very High risk (20) Possible 3 Low risk (3) Medium risk (6) Medium risk (9) High risk (12) Very High risk (15) Unlikely 2 Low risk (2) Low risk (4) Medium risk (6) Medium risk (8) High risk (10) Rare 1 Low risk (1) Low risk (2) Low risk (3) Low risk (4) Medium risk (5) Consequence Rating Likelihood Rating Level Descriptor Level Descriptor 5 Catastrophic One or more fatalities or severe injuries - hospitalisation. Front page Media. Likely Financial and Legal implications. 5 Almost Certain It is expected to occur during this event 4 Major Significant injuries requiring hospital treatment. Media attention. Possible Financial and Legal implications. 4 Likely Will probably occur during this event (once per year) 3 Moderate Medical treatment injury. May appear in the Media. Possible adverse publicity. Minor Financial and Legal implications. 3 Possible Might occur (perhaps every 2 – 5 years) 2 Minor Minor injuries requiring First Aid treatment. Unlikely to appear in the Media. Little or no adverse publicity. 2 Unlikely Could occur (perhaps every 5-10 years)
Inherent Risk (What can happen if no controls are in place) Consequence Likelihood Inherent Risk Level (Level #) Controls Implemented (List of measures to prevent a incident occurring) Consequence (with controls) Likelihood (with controls) Residual Risk Level (Level #) Treatment Action Plans (list of measures to reduce the degree of harm if accident occurs)
performing a two-finger swipe up increases magnification. Speech Features ZoomText Mac now includes speech and reading support for on-screen text, webpages, or your clipboard contents. Each of the speech features are described below. Focus Echo Focus Echo speaks on-screen items as you navigate and use your applications. Text