zilongwang/ReadingBank huggingface dataset:
VINOBA BHAVE UNIVERSITY, HAZARIBAG UNIVERSITY DEPARTMENT OF MATHEMATICS LECTURE PLAN Name : Dr. P. K. Manjhi Designation : Asstt. Professor Semester/Paper : I/I FOUNDATION COURSE IN MODERN ALGEBRA(CBCS) Sl. No. Topic/Chapter No. of Classes Classes in a Week Remark 1 Groups : Normal and Subnormal series, Isomorphism theorems, Jordan-Holder theorem, Solvable groups, Nilpotent groups. 12 6 2 Group action, orbit -stabilizer theorem, orbit decomposition, Sylow’s theorems (proofs using group actions). 12 6 3 Canonical Forms – Similarity of linear transformations. Invariant subspaces. Eigen values and Eigen vectors, Reduction to diagonal and triangular forms. Nilpotent transformations index of nilpotency. Invariants of nilpotent transformation. The primary decomposition theorem. 12 6 4 Field theory-Extension fields, finite extention, Algebraic and transcendental extensions, splitting fields- existence and uniqueness, Separable and inseparable extension, Normal extensions. 12 6 5 Finite fields. Primitive elements. Algebraically closed fields. Automorphism of extensions. Galois extension. Fundamental theorem of Galois theory. 12 6
Price Quantity 5. Changes in Market Equilibrium Step 1. Draw the supply and demand diagram Step 2. Identify the factor that change the market Step 3. Which side of the market got affected, D or S? Increase or decrease? Step 4. Indicate the change in the diagram Step 5. Report the change in equilibrium price and equilibrium quantity Case 1. How would an increase in income affect the restaurant meals market? Case 2. What would happen to the cheese market if the price of milk increases?
Student Engagement, e.g. Builds active learning experiences into the plan Opportunities are provided for students to engage in the learning experience (e.g. ask questions, discuss with neighbour, etc.) Input and feedback is sought from students disagree disagree agree strongly somewhat somewhat strongly Comments Presentation skills, e.g. Voice can be clearly heard, varied, appropriate speed Uses cues to convey energy and enthusiasm Non-verbal communication (eye contact with the whole audience, body posture, movement) Media well integrated into the session: selected media add value to students’ learning PowerPoint slides (if used) do not dominate good skills demonstrated with chosen media disagree disagree agree strongly somewhat somewhat strongly Comments
“Caesar cipher” 有一個問題. 怎麼可以猜猜看了呢?4 所以你會找到在信息裡面使用最多的字母, 字母’t’, 還是字母’e’. “Caesar cipher” yǒu yīgè wèntí. Rúguǒ yǒurén qièqǔ nǐ de xìnxī, nàme tāmen kěyǐ cāicè nǐ zhuǎnyíle duō yuǎn. Rúguǒ tāmen cāi duìle, tāmen jiù zhīdào xìnxī de nèiróngle, yīnwèi tāmen kěyǐ dú dào wénběn. Zěnme kěyǐ cāi cāi kànle ne? Yīnwèi yīngwén yǒu chángcháng shǐyòng de zìmǔ, suǒyǐ nǐ huì zhǎodào zài xìnxī lǐmiàn shǐyòng zuìduō de zìmǔ, ránhòu cāi cāi zhège zìmǔ shì zìmǔ'd', zìmǔ't', háishì zìmǔ'e'. Lìng yīgè xiǎngfǎ: Nǐ zhǐyào zuò yīgè zìmǔ pǐpèi. Dàn rénmen hái kěyǐ gēnjù chángcháng shǐyòng de zìmǔ cāicè tā. Slide 20: Another attempt: make a random matching of letters. The Spartans wrapped leather containing letters around a long rod. If the width of the rod was correct, it spelled a word, but if the width was incorrect, then it wouldn’t make sense. People can still attack these methods by looking for the most common letters, though. 另外一個例子用不同的方法加密: 2“Spartan” Lìngwài yīgè lìzi yòng bùtóng de fāngfǎ jiāmì: Suíjī jìnxíng zìmǔ de pǐpèi. “Spartan” de jūnduì shǐyòng cháng de gān, zài tā zhōuwéi bāo shàng pígé. Pígé shàng yǒu zìmǔ. Rúguǒ nǐ de gān yǒu zhèngquè de kuāndù, nàme nǐ kěyǐ yuèdú zhège xìnxī. Rúguǒ kuāndù bùduì, jiù bùnéng yuèdú tā. Dànshì, huàirén háishì kěyǐ jìsuàn zìmǔ pínlǜ. Slide 21: Let’s try something different. 我們來試試另外一個. Wǒmen lái shì shì lìngwài yīgè. jìn yuè
méiyǒu guānxìle. Nǐ kěyǐ zuò hěnduō jìsuàn, ránhòu huí gěi yuánbǎn de rén, suǒyǐ tā/tā huì xiāochú zàoyīn, nà nǐ zài zuò hěnduō jìsuànle. Yòng zhège xiǎngfǎ kěyǐ dédào”homomorphic encryption”, dànshì tā hái zài hěn màn. Slide 64: The idea is based on the following observation: you can send something that you interpret as zero but other people don’t. For example, both midnight and noon are zero on a clock. If you didn’t know how many hours a clock had, though, then you wouldn't know that 0, 12, and 24 were all the same thing. So you send the data in one way, but interpret it differently yourself. This is the basis of Gentry’s idea. Zhège xiǎngfǎ shǐyòng yǐxià kāishǐ diǎn: Nǐ kěyǐ fāsòng biérén nǐ jiěshì wèi děngyúlíng de shùjù, dànshì rúguǒ tāmen yòng tāmen yòng zìjǐ de jiěshì, nà tāmen bù zhīdào tā děngyúlíng. Lìrú: Wǔyè hé zhōngwǔ zài shízhōng shàng doū shì língdiǎn, dànshì rúguǒ bié de rénlèi bù zhīdào nǐ de shízhōng yǒu shí'èr gè xiǎoshí, nà tāmen yě bù zhīdào líng, shí'èr, hé èrshísì dōu shì yīyàng shíjiānle. Suǒyǐ wǒmen fāsòng shùjù jǐ rén yīgè biǎoshì, dànshì wǒmen zìjǐ duì shùjù de jiěshì shì bùtóng de. Zhè jiùshì Gentry xiǎngfǎ de jīchǔ. Slide 65: There are now LOTS of zeros, so we can pick a different way to write zero each time we send a message. Someone would have to figure out that these are all zero to recognize it. Of course, this pattern is too simple (like “Caesar Cipher”), so people in the middle can recognize it. dé xuǎn zhái dǒng rènshí móshì nándù
Lecture #14—Acquired Characteristics and Epigenetics Soon after Darwin published his books, most scientists accepted that evolution had occurred. But there were two major mechanisms explaining how that change through time had occurred: Lamarck’s Principle of Acquired Characteristics (characteristics acquired during an organism’s lifetime could be passed on to its offspring; Darwin and Wallace’s Principle of Natural Selection (organisms with the most favorable characteristics would survive and they would pass on their traits to their offspring). This argument has lasted over and hundred years and still continues. This lecture highlights major experiments that shed light on the debate. Note that in Lamarck’s view the environment can directly affect the heredity of the organism. That is not true in Darwin’s model. Instead, 3 factors affect the heredity in today’s model: Mutation provides new genes, crossover and sexual reproduction mixes all alleles into new combinations, i.e. produces variations among individuals. The environment plays a role by selecting out some organisms (most fit) and not others by natural selection. If this process goes on for a long time the species will gradually change. Here are the key experiments that we describe in the lecture. Can you describe them? Sexual Selection Experiments on giraffes. August Weisman’s rat experiments. Paul Kammerer’s Experiments on midwife toads Trofim Lysenko’s experiments on wheat in Russia Epigenetics studies Terms/Concepts to Define Jean-Baptiste Lamarck Acquired characteristics Sexual selection August Weismann Natural Selection Paul Kammerer Midwife toad
Power = 1- = P(reject |) = P( = = = , 2. 1st scenario, Normal population, is known. Test statistic : At the significance level , we reject if Power = P(reject |) = P( = = = , The derivation of the remaining two scenarios is very similar to that of the first pair of hypotheses too and is thus omitted. 3. 1st scenario, Normal population, is known. Test statistic : At the significance level , we reject if Power = P(reject |) = P( = = =
Step 9: Add the cut off line by double clicking on the chart and under “Chart Tools” click on “Select Data” and Click on “Add” under the “Legend Entries” side of the pop up box and under “Series Values” highlight cells E9 through E16 and then click on “OK” and in the “Select Data Source” box click on “OK” and “OK” again. Step 10: Format the cutoff line. Right click on the line you just created and select “Format Data Series” and under “Marker Options” select “None”. Under “Line Color” select “Solid Line” and change the color to “Black”. Lastly, under “Line Style” change the width to 2pt. and change the “Dash Type” to “Round Dot”. Your graph should now look like this. Step 11: Highlight 80% of errors. Change the color of the bars to grey for the categories Wrong Size to Other which will help to highlight the 3 error types that account for 80% of the errors. Double click on the graph and then double click on the bar for “Wrong Size” and click on the bar one more time to highlight only that bar now right click and select “Format Data Point” and under “Fill” select ‘Solid Fill” and change the color to grey. Follow these steps to change the bar color for the remaining bars. Now your chart should look like this. Step 12: Final touches. We like to keep things as simple as possible, so we want to simplify the line by eliminating the boxes on it.
Tide pools where hot/cold, wet/dry cycles readily occur Hydrothermal vents in the ocean. Volcanic hot springs pools with hot/cold, wet dry cycles Organic molecule readily polymerize into complex chains in the right conditions (heating, chilling, drying, etc.). Also in solution organic molecules will combine into droplets simulating some cellular activities. But a cell has yet to be created. The sequence that has been suggested is this one Where this occurred on Earth is not known but an organic soup of molecules might have developed in puddles along the primordial sea. Recently, it has been suggested that the right conditions might have been in hydrothermal vents in the ocean. The key step in this process was the development of molecules that could reproduce themselves like DNA or RNA. Once that occurred then natural selection would have followed; molecules that could best survive and compete of nutrients (building blocks) would best leave copies of themselves. RNA has been suggested as being most likely to have been the first self-replicator; it is smaller and (it promotes the production of more of itself). DNA is much larger and thus more complex and more stable. Terms/Concepts to Define Big Bang Theory Stromatolites Chemical Fossils Divine Creation Panspermia Directed Panspermia Spontaneous Generation
void inorder(tree_pointer ptr) { /* inorder treetraversal */ if (ptr){ inorder(ptr->left_child); printf(“%d”, ptr->data); indorder(ptr->right_child); } } Each step of the trace shows the call of inorder, the value in the root, and whether or not the printf function is invoked (Figure 5.17). Since there are 19 nodes in the tree, inorder() is invoked 19 times for the complete traversal. The nodes of figure 5.16 would be output in an inorder as A/B*C*D+E PREORDER TRAVERSAL Visit a node, traverse left, and continue (Program 5.2). When you cannot continue, move right and begin again or move back until you can move right and resume. The nodes of figure 5.16 would be output in preorder as +**/ABCDE POSTORDER TRAVERSAL Visit a node, traverse right, and continue (Program 5.3). When you cannot continue, move left and begin again or move back until you can move left and resume. The nodes of figure 5.16 would be output in postorder as AB/C*D*E+
Use the Descriptive Statistics data file. Click on DATA, then Data Analysis, then Descriptive Statistics. For input range, select ALL data. You should see the screen below. Since we include the labels in first row make sure to check that option. For the output option which is the place where excel will enter the results select O1 or you can select a new worksheet or even new workbook. Check “Summary statistics” and the press OK. You will get the following: While the whole descriptive statistics cells are selected go to Format – Cells to change all numbers to have one decimal point. When you get the ‘format cells’ window, select the following: Click OK. All numbers should now have one decimal as follows: Now we know something about our data. The average student in this sample is 25.2 years, has a SAT score of 1848.9, got a grade of 80.4, is 66.4 inches tall and reads the newspaper 4.9 times a week. We know this by looking at the ‘mean’ value on each variable. Mean is the sum of the observations divided by the total number of observations. It is the most common indicator of central tendency of a variable. If you look at the last two rows: “Sum” and “Count” you can estimate the mean dividing “Sum” by ”Count” (sum/count). You can also calculate the mean using the function below (IMPORTANT: All functions start with the equal “=” sign):
Animal Kingdom: organisms that are eukaryotic multicellular, heterotrophic feed by ingestion The phylogenetic relationships shown below is largely based on DNA evidence because the fossil evidence is too poor to show the details. You need to know this hereditary tree and be able to explain the key criteria biologists use to organize the tree this way. This major apparent spurt in evolution occurred in just ~50 million years in the Cambrian period. Animal Evolution Multicellularity originated many times independently. It seems to have evolved simply by cells staying together after they have divided, rather than two different cells joining up. The advantage of multicellarity is that the organism is much larger and harder to capture as prey. Also, if cells stay together and live in groups they can specialize for different functions (e.g. eating, movement, reproduction, etc.). All phyla except the Porifera (Sponges) have specialized tissues or organs. What caused the Cambrian Explosion? The DNA evidence indicates that although many phyla suddenly appear for the first time in the Cambrian, they had really evolved well before this period but the groups were small and soft bodied and did not fossilize well. But what happened to cause the sudden appearance? Possible Causes of the Cambrian Explosion: (i.e. sudden appearance of large animals with skeletons) Environment:
2. Why do we find so many dinosaur fossils in the Western USA and Canada? 3. What is the key evidence suggesting that dinosaurs are not poikilothermic? 4. What is the relationship between body temperature and metabolism? How does this relationship determine the amount of food that an animal must consume? 5. Reptiles use 1/10 the amount of food that is used by a similar sized mammal. Why is this the case? 6. List three things that non-avian dinosaurs and birds have in common? 7. Creationists have long used bird flight and feathers to denigrate evolution. They use the irreducible complexity argument. Evaluate the following argument: They say in order for flight to occur there had to be complex flight feathers. And these feathers had to be fully formed (half feathers won’t do it), so perfect feathers and flight had to both come into existence together at once—by intelligent design. Biologists cannot provide a satisfactory explanation using gradual evolution, so the creation model is by default correct. 8. Using the reptile phylogeny shown below answer the following: Is the evolution of homeothermy in mammals and birds a homology or homoplasy? What about a 4 chambered heart? An amnion?
Terms/Concepts to Define: Ardipithecus Prosimian Anthropoids Hominids Foramen magnum Simians Bipedal Can you answer these questions? There are many different “races” of humans with different physical and physiological features. Using what you know about evolution how could these differences have developed? How could scientists have determined that Ardi lived 4.4 MYA? Draw a diagram of the phylogeny of the great apes. List 3 characteristics that humans share with the prosimians. Name 3 anatomical changes that occurred when humans became bipedal. Why should we expect that the position of the foramen magnum will tell us if a mammal is 4-legged or 2-legged? Draw a graph showing the relationship between brain size and body weight in primates and indicate where humans fall on this scale. Draw a cladogram showing the relationships of these organisms: H. neanderthalensis, H. habilis, H. sapiens, H. erectus, A. afarensis and Ard.
Lecture #9—Evidence from Anatomy and Embryology This lecture continues describing evidence showing that evolution has occurred. The anatomy and embryology of animals are two topics that were well studied even in ancient times. The trends that are obvious even to early scholars were hard to explain with the Creation Model, except to say that the Creator simply designed organisms this way. The Evolution Model, however, clearly predicts that such trends should occur. Anatomical Principles: The concept of homology is critical to understand. Closely related organisms have similar structures which they inherited from their common ancestor (e.g. the skeleton of vertebrates are very similar). So we see that the forelegs of birds, mammals, reptiles, amphibians, and some fish all have the same pattern (humerus, ulna, radius, carpals, metacarpals, and phalanges) The Creation Model which says these animals are separate creations does not explain this similarity, but the Evolution Model does; the animals all have a common ancestor that had this bone arrangement. Superficial similarities in appearance that are not homologous (i.e. they have not inherited the structure from a common ancestor) are called analogous structures or homoplasies. An example would be the bat wing and the insect wing; they are built very differently and have evolved separately. It is important to know that the fossil record shows this evolutionary sequence: Consequently, when we study the anatomy of these animals we should expect to find trends that reflect this temporal sequence. Thus, we see this in the circulatory system (heart) where fish have a 2 chambered heart, amphibians 3, reptiles 3.5, and birds and mammals 4. Respiration trends are clear: fish have gills, amphibians have gills and lungs, reptiles have simple lungs, and birds and mammals have complex lungs. You should be able to describe this in some detail. Vestigial Structures are anatomical structures that do not appear to have a function or have a reduced one. This does not make sense to believers in the
In the case of the electron propagator each current has a photon which is summed with the vertex and the propagator has it’s own sum over q, so no further sums have to be done to get a scalar result for the matrix element probability. q is often written as e) Add an integral over the internal four momentum d4q/(2)4 and a four dimensional delta function for each vertex and use one to integrate over the internal four momentum and cancel the other since it corresponds to overall four momentum conservation. f) antisymmetrization. Crossed diagrams will exist for identical sets of particles in the final state. The second diagram will get a negative sign (Fermi statistics). Diagrams can have their electrons moved from the initial to the final state where they occur as a positron producing an equivalent in probability diagram ( a type of crossing symmetry). To have a consistent convention you have to be careful about the signs in those cases. 1) Electron and positron annihilation to photons. For electron positron annihilation to photons you have two identical particles in the end state and thus you get two diagrams. There is no relative minus sign between the diagrams since the photons are not fermions. Consider the non-crossed diagram Note the matrix element must give a scalar result for the probability of the electron and positron to annihilate. However how to calculate this is not obvious since the epsilon polarization vector are 3x1 and we have to take the dot product of those with the gamma Matrix. For the full matrix element. Consider this in the ultra relativistic limit where we can neglect the mass of the electron The first term squared. Note that we take the complex conjugate of the ... as one unit since that type of term must be a scalar. Group the photon terms separately. To do this we move the through the and gamma matrix terms which introduces a negative sign for each one, 7.138. The negative signs cancel out.
Right Ventricle Semilunar Valve Pulmonary Arteries Lungs Pulmonary Veins Left Atria Atrioventricular (AV) Valve (bicuspid) Left Ventricle Semilunar Valve Aorta Body Circulatory Schemes Cardiac Cycle: Diastole Atrial Systole Ventricular Systole Contract Valves Time Function Cardiac Output: Two Factors: Average Human:
Evolution of the Vertebrate Heart Two Chambers: Two Chambers plus Septa: Three Chambers: Four Chambers: Human Heart Anterior and Posterior Vena Cava Right Atria Atrioventricular (AV) Valve (tricuspid) Right Ventricle Semilunar Valve Pulmonary Arteries Lungs Pulmonary Veins Left Atria Atrioventricular (AV) Valve (bicuspid) Left Ventricle Semilunar Valve Aorta Body Circulatory Schemes
PERSON SPECIFICATION – Teaching and Scholarship Band 8 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training Postgraduate degree in relevant discipline Recognised professional accreditation (where appropriate) A minimum requirement to be at Associate Fellow level as represented within the UK Professional Standards Framework with the expectation of being at Fellow level within 2 years from commencement of the post Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: A clear understanding of the opportunities and challenges associated with collaborative educational provision with partner institutions Excellence in teaching from peer review, from student assessment/feedback, from examination results, from external examiner reports and from teaching awards Evidence of reputation nationally and emerging internationally for professional practice, scholarship and pedagogic development, reflected in substantial output, level of innovation and impact on the education and development of the discipline and profession Track record of attracting research funds Previous engagement with external education partners and experience of collaborative provision development/delivery. Application Interview Other Skills and Knowledge Evidence of:
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PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training Applicants will need at least a Masters degree in a relevant management focused subject and relevant professional experience Recognised professional accreditation where appropriate Preference will be given to candidates holding PhDs / close to completion in a relevant field and / or with significant professional experience in the supply chain industry. Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate, degree apprenticeships and postgraduate levels in a variety of teaching Track record of attracting research funds Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups An extensive knowledge and understanding of undergraduate and postgraduate (Department or discipline) An ability to communicate complex conceptual ideas to widely divergent audiences Application Interview Other Personal Qualities Evidence of: A positive contribution to University activities and initiatives including open days, Application Interview
PERSON SPECIFICATION – Teaching and Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent in Microbiology, Genetics or a Forensic Science relevant subject Recognised professional accreditation (where appropriate) Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Experience of microbiology teaching and interest in genetics, proteomics, and/or forensic science Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate and postgraduate level in a variety of teaching An emerging track record of high quality research output, with publications in factor journals Have research experience in the Department’s main research themes Supervision of undergraduate and postgraduate research projects Involvement in applying for research funding Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups An extensive knowledge and understanding of undergraduate A creative research vision for development, implementation and delivery of successful research projects Application Interview Other
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Excellence in teaching from peer review, from student assessment/feedback, from examination results, from external examiner reports and from teaching awards Experience of providing direct care to patients within the operative setting Advanced anaesthetic, resuscitation (ILS) experience Simulation experience Experienced of Post Anaesthetic Care Skills and Knowledge Includes abilities and intellect Evidence of active contribution and influence in the following areas: Departmental /Faculty course development, assessment examinations, recruitment, etc. Effective management of resources Specialist knowledge of pre and perioperative practice Able to design, deliver and evaluate teaching and learning To have the potential to become a research active member of staff participating in the REF exercise (Research Excellence Framework) through production of high impact publications and research outputs in line with Faculty strategy Evidence of active contribution and influence in the following areas: Accreditation of courses by professional bodies Membership of Departmental Teaching Committee or equivalent Acting as a visiting examiner at other Institutions Involvement with external quality audit or assessment Service as an advisor on teaching and learning in the local community Knowledge of quantitative and statistical methods in health care An established record of research publications and experience of Application Interview Other
PERSON SPECIFICATION – Teaching and Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent in Sports Coaching and Performance or a relevant discipline Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Recognised professional accreditation (where appropriate) Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate and postgraduate level in a variety of teaching methods An emerging track record of high quality research output, with publications in factor journals Have research experience in the subject group’s main research themes Supervision of undergraduate and postgraduate research projects Scientific journal peer reviewing Previous experience of leading modules in the area of sport, health and exercise science Previous experience of consultancy and enterprise activity Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups An extensive knowledge and understanding of undergraduate and postgraduate sports coaching and performance (performance A creative research vision for development, implementation and delivery of successful research projects Membership of Teaching Committee or equivalent Acting as visiting examiner at other institutions Application Interview Other
analysis, coaching pedagogy or related areas) An ability to communicate complex conceptual ideas to widely divergent audiences Involvement with external quality audit or assessment Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc and expectation to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary Continuous Professional Development An enthusiasm to provide students with a high quality and positive learning experience The aspiration to undertake high quality research in sports coaching and performance Application Interview Other
Social Choices of Health Care Aging Population Access to Health Care Quality of Care Conflicts of Interest Health Care’s Ethical Dilemmas Continuing Challenges Discussion Questions With so many different stakeholders in the healthcare system, many with powerful political lobbies, it is understandable that the government was unable, until the passage of the ACA, to address the problems of cost, access, and quality. What are your views about government’s versus the market’s role in reshaping the system? Employers and the public have had deep concerns about the ever-increasing costs of health care. However, physicians, hospitals, and other providers continue to express displeasure with requirements and restrictions imposed by managed health plans. In the reformed system, what combination of factors might promote the public’s freedom of choice in healthcare providers, given opportunities with Health Insurance Exchanges? Hospitals and other healthcare institutions, whether voluntary or for-profit, need to be financially solvent to survive growing market pressures. How is this “bottom line” focus changing the nature of the U.S. healthcare system? The typical relationship of patient to physician used to be one of deference by the patient to a more knowledgeable authority. Why is it now extremely important for patients take a more proactive role in their medical care? Healthcare planners could be effective and efficient if they used the concept of the natural history of disease and the levels of prevention to design services that intervene at the weakest link in the chain of progression of specific diseases. Instead, most focus on high-tech solutions to preventable problems, even though experts know that high-tech solutions do not address health disparities, the major causes of diseases and disabilities. What characteristics of the medical care culture hinder the prevention focus? Increasing costs and declining populations caused many rural hospitals to shift from to ambulatory care and, sometimes, long-term care services. Regulations regarding staffing and other service requirements are relaxed in rural settings. Is a two-tiered system of care being created that denies rural citizens access to the same quality of care available in urban areas? The practice of medicine has undergone dramatic change. Physicians are now accountable for costs and patient care outcomes by organizations that pay for care, and their performance track records are exposed to increasing public scrutiny. In your opinion, given these evolving developments, will the attractiveness of medicine as a career decline, stay the same, or increase? Consider the rationale for your opinion.
tending to restore m to its equilibrium position. This force, called the restoring force or return force, is proportional to the displacement x when x is not large: F = –k x i^ where k, the constant of proportionality, is called the spring constant or stiffness factor, and i^ is the unit vector in the positive x-direction. The minus sign indicates that the restoring force is always opposite in direction to the displacement. By Newton’s second law Eqn. (1.2) can be written as where k/m = return force per unit displacement per unit mass. called the angular frequency of oscillation. 1.6 SIMPLE HARMONIC MOTION (SHM) If the restoring force of a vibrating or oscillatory system is proportional to the displacement of the body from its equilibrium position and is directed opposite to the direction of displacement, the motion of the system is simple harmonic and it is given by Eqn. (1.3). Let the initial conditions be x = A and x = 0 at t = 0, then integrating Eqn. (1.3), we get x(t) = A cos t where A, the maximum value of the displacement, is called the amplitude of the motion. If T is the time for one complete oscillation, then The general solution of Eqn. (1.3) is where C and D are determined from the initial conditions. Euqation (1.6) can be written as Where C = A D = A sin . The amplitude for the motion described by Eqn. (1.7) is now A=(C2D2) and the angular frequency is is uneffected by the initial conditions. The angle the phase angle or phase constant or epoch is given by =tan-1 (D/C) where chosen 0≤≤ 2π.
RECRUITMENT REPORT POST Nature of Contract Fixed Term Date advertised 16/02/2018 Advertising Media (Publications/Websites) UCC Website, Universityvacanies.com & jobs.ac.uk Closing date for receipt of applications 20/03/2018 Number of applications received: 20 Date of shortlisting 09/04/2018 Number of candidates shortlisted for interview Internal 0 External 6 Date of Seminars and Interviews Seminars 15/05/2018 Interviews 15/05/2018 Candidate Appointed Dr Maurizio Mancini Date successful candidate notified 21/05/2018 Date successful candidate accepted 22/05/2018 Start date of position 27th August 2018
Competency Framework for Lecturer Roles at NUIG Academic Excellence Leadership Excellence Organisational Excellence CORE Excellence in Research The Lecturer furthers their discipline and contributes to the body of knowledge in their area through planning, carrying out and publishing/ disseminating their own high quality research, building and leading research groups and providing supervision and support for postgraduate students to enable them to produce quality research. They keep up to date with relevant developments in their field and network and collaborate with others, both internally and externally, to optimise the value and relevance of the research being produced and to maximise the School’s/Discipline’s ability to attract research funding. CORE Personal Effectiveness The Lecturer is enthusiastic about their discipline and is committed to making their best personal contribution through employing excellent planning and organising, communication and decision making skills to achieve their goals and through working hard and being flexible in order to meet the multiple and changing demands of the Lecturer role. CAPACITY TO DEVELOP Strategy & Vision The Lecturer should contribute to the strategic development of the discipline by developing a strong awareness of the wider environment, how the discipline is developing and how the School/Discipline can develop in the long term to optimise its contribution. He /She must have the ability to make a strong case for the development of new programmes or engaging in joint programmes or collaborations that they feel will add long term value to the School/Discipline. CORE Excellence in Teaching The Lecturer develops and delivers quality teaching programmes which engage and inspire students at all levels and maximises their learning. They are confident in using a range of teaching techniques, are open to innovations in teaching and are focused on continually developing their own teaching skills. CAPACITY TO DEVELOP Leading Others The Lecturer must work well with others, providing leadership and direction to students, colleagues and support staff in relation to projects or areas of work that they are leading on. They effectively encourage, support and manage the contributions of others to deliver results for the discipline and to ensure that high standards are met. DEVELOPING Collegiate & Community Contribution The Lecturer values and engages in a collegiate approach to working with others, within their own discipline, school and university and also within the wider external community. S/he actively seeks to build effective networks and is willing to contribute their time and expertise to a range of broader university wide or community projects.
Weekly lecture plan of Supply Chain Management for M. Com. IV Semester January III week SCM Concepts and Importance, SCM vs physical distribution approach. Integrating Inbound and Outbound Logistics IV week Customer Focus in Supply Chain, Supply Chain and customers satisfaction, SCM and profitability. Role of SCM in a firm and Economy. February I week SCM and Marketing mix, Coordination functions of SCM. SCM- Total cost concept, System Approach in SCM II week Marketing Channels- Function, type and role. Integrating marketing channels and marketing mix; marketing channels and retailing strategies. III week Supply chain as value delivery system, Vender Relationship, Distribution Channel Design, Information Flow in Supply Chain. IV week Inter-functional coordination, Inter-corporate cooperation. System Element of SCM. March I week Transportation- Considerations in selecting the right mode, Multimodal Transportation; Documentation II week Warehousing- types, site selection and management; Material Handling, customers services strategy and practices. Order processing III week Product and Process Design for SCM. SCM and Information Technology, I-T enabled SCM IV week Inter-firm Integration: Implementations Issues, Application of ERP, JIT and Quality Management, Optimization of Supply Chain. April I week Third party logistics- an overview. SCM in the Indian Environment. II week Presentations&Test Prof. Narendra Singh References: Chopra, Sunil, Peter Meindl and Dharamvir Kalra, Supply Chain Management, Pearson Prentice Hall. Altekar, Rahul, V., Supply Chain Management, Prentice Hall of India Kachru, Upendra, Exploring Supply Chain, Excel Books Bhat, K., Shridhara, Logistics and Supply Chain Management, Himalaya Publishing House
Week 11 Evaluation Prof. Tejinder Sharma MC 401 IT and E-Commerce Week 1 Introduction to E-commerce: Meaning of electronic commerce, business applications of e-commerce, comparison with traditional commerce; Week 2 Business models in E-commerce – e-shops, e-procurement, e-auctions, value chain integrators, Week 3 information brokerage, telecommunication, collaboration platforms, etc.; Week 4 Electronic payment system; Week 5 E-Banking –concept, operations. Online fund transfer – RTGC, ATM, etc., Online share market operations. Week 6 Online marketing, Web-based advertising – concept, advantages; Types of online advertisements; Search engine – as an advertising media, search engine optimisation – concept and techniques; Week 7 Email marketing; Social Networking and marketing – promotion, opinion formulation, etc.; Viral Marketing, Week 8 E-retailing-concept, advantages, limitations; CRM and Week 9 Information Technology, Tools to conducting online research – secondary research, online focus groups, web based surveys, data mining from social networking sites; Cloud computing – Week 10 Concept, uses in business; Enterprise Resource Planning; Security issues in e-commerce - Online frauds, Privacy issues; Week 11 Cyber laws including Information Technology Act.; Evaluation Prof. Tejinder Sharma