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Health care provided in refugee camps is not always of adequate quality and quantity, and people in transit may not be available for long-term treatments. The poor living conditions and the high population density in most camps can propagate communicable diseases. An Organisation for Economic Co-operation and Development study in 23 countries showed that first-generation immigrant students have much lower scores than do local students; second-generation immigrant students do slightly better. Migrant children may be experiencing school for the first time in the host country at an age when their peers have already been in school. Besides the stress of adapting to a new country, migrant children must catch up to become integrated in their new schools. Some migrant children do not have access to education in their host country, especially if they are undocumented. Because indigenous self-determination is explicitly limited by the right of states to territorial integrity, the representation of indigenous groups in parliament is a powerful symbol of self-determination and of inclusion more widely an estimated 705. In Guatemala nonindigenous children average twice as many years of schooling as indigenous children. Income-generating opportunities are more difficult to access when indigenous young people have low educational attainment. Calls for self-determination through self-government have been at the forefront of the relationship between states and indigenous communities since the mid-20th century. Because indigenous self-determination is explicitly limited by the right of states to territorial integrity, the representation of indigenous groups in parliament is a powerful symbol of self-determination and of inclusion more widely. In some cases, indigenous peoples have established their own parliaments or councils that act as consultative bodies-for example, the Sami people of Finland, Norway and Sweden. In other cases, such as the Maori in New Zealand, parliamentary seats are allocated for indigenous representatives. Statistics on sexual orientation are scarce, especially in countries where same-sex sexual acts are illegal or socially invisible. In Australia 3 percent of the adult population self-identified as gay, lesbian or "other" in 2014. Unlike other minorities the lesbian, gay, bisexual, transgender and intersex community is often hidden. Sexual minorities may not disclose their identity for fear of legal punishment, social abuse, hostility and discrimination by society or by close friends and family members. Because differences in sexual orientation are not openly recognized in many societies, data on discrimination are not widely available, and evidence-based policymaking is difficult. For 25 countries with data, attitudes towards the lesbian, gay, bisexual, transgender and intersex community have become more tolerant since the 1990s (figure 2. Social acceptance has increased as the adoption of antidiscrimination legislation has moved forward. Where intolerance remains high, legislation is critical to pushing back against hostile and discriminatory behaviour that limits the choices of a large global population. Older people Given that many countries have an ageing population, what are the deprivations facing older people? By 2020 the number of people ages 60 and older will be greater than the number of children under age 5. Without adequate health systems, social protection, and work and retirement schemes in place, older people are deprived of opportunities to maintain and expand their capabilities. They also suffer from prejudicial attitudes and discriminatory policies and practices, often referred to as ageism. Pensions may be unavailable to women who have performed unpaid care work for much of their lives or who have worked in the informal sector. Older men are more likely to have pensions as a benefit of their paid formal work. This can be a source of fulfilment but also takes a physical toll and may come with little recognition. Deprivations suffered in old age are generally accumulated through the lifecycle particularly women, are also constrained by psychological and physical abuse that reduces their sense of security and dignity. A HelpAge International study found that two-thirds of older people who experience emotional, economic and physical abuse in Moldova are women.

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Their occupational choices are limited due to social and cultural constraints, inherent gender bias in the labor market, and lack of supportive facilities such as child care, transport, and accommodation in the formal sector of the labor market. As a result of discrimination against female labor, women are concentrated in the secondary sector of labor market. Women are overwhelmingly concentrated in the agriculture sector, which employs 79 percent of female labor force as compared with 57. Situational Analysis of Women in Pakistan 9 economically active rural women work on their own family farms. Women workers in the informal sector, especially home-based piece rate workers, work longer hours for low wages under conditions of job insecurity. Anecdotal evidence indicates that women have borne the brunt of the social costs of recession and structural adjustment measures in Pakistan. Inflation, high unemployment, and increasing poverty have put enormous pressure on women to contribute to family income. During the adjustment programs there has been a rise in the level of female unemployment and a decline in levels of self-employment (Table 5). Table 5: Selected Labor Force Statistics by Gender, 1987-1994 (percent) 1987­1988 Female Male Civilian labor force Self-employed Unemployed Source: See footnote 11. A microlevel survey of 1,000 rural households conducted in 1995 in Punjab found that only 36 women owned land in their own name, while only 9 of them had control over it. The specific sectoral programs include education, training, and skill development of women; promotion of female labor-based industries. Some of them are exclusively applicable to the tribal areas and others are applicable throughout the country. The Constitution of Pakistan includes three distinct judicial systems that function alongside the ordinary judicial system, i. Various amendments in the Constitution during the martial law period of 1977­1986 introduced these parallel judicial systems, which are causing great confusion in the country. On the Gender-role ideology other hand, there are several discriminatory Capital accumulation based on exploitation of gender, laws that negatively impact on women. Women have unequal rights under the citizenship laws, in which citizenship through descent is guaranteed only through a father, and which give the foreign wife of a Pakistani man the right to acquire citizenship, with no corresponding right for the foreign husband of a Pakistani woman. Instead the evidence of four Muslim males of good reputation was required in such 16 17 Planning Commission (1998), "Women and Development," Ninth Five-Year Plan, p. This also created a situation where women could be charged for adultery if they reported rape but could not prove it. The Law of Evidence promulgated in 1984 denigrated women by reducing the value of the testimony of two women equal to one man in financial transactions. The laws of evidence, Qisas and Diyat, institutionalize the compensation or blood money for crimes including murder and bodily harm. Today, the majority of women in prison have been charged under the Hudood Ordinance. The data collected for one year from one police station show that out of 113 cases registered, 94 were zina (adultery) cases. The report of the Inquiry of the Commission for Women (1997) clearly states that this legislation must be repealed as it discriminates against women and is in conflict with their fundamental rights. The Government has made no commitment to implement the recommendations of the report. The equality enshrined in formal laws is negated by customary practices that allow the male members of the family to sell, buy, and exchange women as commodities and kill and murder them in the name of honor. Due to their dependent socioeconomic status, the suffering of women litigants is enormous. Complicated legal procedures compounded by gender biases of judiciary and law enforcing agencies, delays, high cost of court fees, and corruption of the judiciary, make it extremely difficult for women to enter into litigation to get justice for themselves (Box 4). Farzana Bari (1998), Voices of Resistance: the Status of Shelters for Women in Pakistan, Islamabad, p. At the level of representation, in the present National Assembly, women comprise 3 percent of the total membership (7 out of 217) and about 0.


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If you scrub a major case (an "M"), you are expected to pre-round on that patient the following morning and write a progress note (standard surgical note). You are expected to stay until 5p to see consults that may be called in, feel free to sit on the medical student call room and read. Occasionally you may be allowed to attend a different service for the day, see "Can I change my schedule? Students will be assigned one 5-10 min educational talk during this service (you may pick the topic). On your last day, find out what time the next student should arrive in the morning and get a patient list for him/her. If for some reason this is not possible you may page the resident, but they prefer that the students handoff to one another. If you happen to be on Oncology on a "slow" day your resident may send you to another service. Night Float & Weekend Call Night Float: the expectation for Night Float is that you will be awake and alert all night. Nights often present the best opportunity for medical students to participate in vaginal deliveries! Just like L&D, you will be writing progress notes, mag checks, and scrub cesarean deliveries. The nurse will distribute a printed patient list as soon as the residents and attending arrive and the attending will assign patients for you to see. Patients in clinic are commonly there for: annual exams, urogyn complaints, prenatal care, postpartum visits, and post-op visits. Maternal Fetal Medicine: One afternoon (Tuesday or Thursday) while you are on Ambulatory. Page the attending the day before to confirm (she may have you come in the morning if there are only a few patients scheduled for the afternoon). You will attend all cesarean sections and vacuumassisted deliveries that occur during your shift to evaluate the neonate. Early in the rotation make copy of the student schedule to post in call room, it will make life easier for everyone. You may swap shifts with another student if need be, but be sure to ask permission from the chief residents involved and e-mail Emily so she is aware of the change. From time to time you there will not be many (or any) patients to care for on a particular service. It polite to ask the students on the service what activities you can participate in. If assigned to Onc and there are no patients, your resident may send you to Gyn, in which case you may scrub cases not already selected by medical students on that service (check with the other students! If assigned to Gyn and there are no patients, your resident may send you to Ob, in which case you may 86 scrub cesarean sections not attended by students on that service (check with the students! If assigned to L&D and there are few patients you may help the midwives in triage. All of the templates will have "Medical Student Note" in large red font at the top. If you ask nicely you may be allowed to write a post-op note or delivery note under the supervision of a resident. Avoid copying previously 87 written notes; it is better to create a new note and write from scratch, though you may use the previous note as a reference. Bring your "student vote" sheet with the names of the resident and attending that most contributed to your education. The security office will likely be closed, but if you pick up the phone outside the door someone will be there to assist you shortly. Turn left when you reach a door marked: Once inside, turn right and the F4834 conference room is on your left. Sheldon Dining Room (Room#G1320) the Sheldon Dining Room is in the basement of Towsley Center. If you go to the basement, it is around the corner from the Sheldon Auditorium entrance.

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Adopting progressive but feasible policies to educate girls can make countries significantly less vulnerable to natural disasters. This study estimates that deaths due to disaster could be reduced 60 percent by 2050 if 70 percent of all twenty- to thirty-nine-year-old women were to complete lower secondary school. In general, societies with higher levels of education have fewer disaster-related deaths, even after controlling for income levels. A study of 151 countries over time found that the income or wealth levels of a country are not always the largest determining factor in its ability to cope with natural disasters. Education levels were significantly correlated with fewer deaths and less damage due to disaster. Based on a study of 2000 households in 2009, households with a head who had secondary education had fewer shocks. The Economics of Population Policy for Carbon Emissions Reduction in Developing Countries. On the positive side, since the first version of this book was written in 2004, there has been true progress: the number of girls out of primary school has been virtually cut in half. This means that since 2000, the number of out-ofschool girls has nearly halved, and enrollment has increased by 8 percent. Today, women and girls more than fifteen years old spend, on average, seven years in school, compared with five years in 1990. The Crisis Remaining And yet, amid this progress, there remain tens of millions of lost dreams, wasted potential, and denied opportunity because tens of millions of girls are still being deprived of their basic right to an education. In 2010, the poorest women in rural areas in both low- and lower-middle-income countries had spent less than three years in school. In the thirty-five countries that are affected by crises today, there are at least 14 million refugees and internally displaced children between the ages of three and fifteen. Only half these children go to primary school, and only a quarter attend lower secondary school, with girls being especially hard hit. The World Bank has a comprehensive database on global education, EdStats /datatopics. Today, though the vast majority of children in many countries are in school, millions of girls in the developing world are not. From these data, we know that, globally, there are more than 62 million girls who should be in primary and lower secondary school but are not. This number grows significantly if early education is included, which applies to girls who should be enrolled in preprimary school but are not, and similarly for upper secondary. Basic education is most often understood to comprise the essential foundational levels of education, to which every child around the world has a right. A school-age girl can be counted as not enrolled in school in three main ways: She never had any opportunity to attend school, and hence has never made it to the school door. She entered school but dropped out early, unable to build on her initial education. She started school much later than the required age, and thus missed important learning in her early years. Girls who make it into school, but at later than the required age, are described as overage students. Frequently, their learning is truncated by late entry and early leaving during adolescence. There are global measures capturing the overage student population in school in the developing world. Depending on where a girl is born, she has a very different likelihood of being able to enroll in primary or lower secondary school. In many countries, children enter school at a late age, leave early, and sometimes reenter after much time has passed. There are two main methods for calculating how many children are in and out of school. This can be calculated for different education levels, such as for primary school or lower secondary school.

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Researching Sexual Violence Against Women: Methodological and Personal Perspectives. Putting Women First: Ethical and Safety Recommendations for Research on Domestic Violence Against Women. These women are not represented at any time as trafficked women and, as such, not included in numbers representing respondents. The two other women were from Laos trafficked to Thailand and their experiences are represented in the text. Conceptual frameworks Introduction the relationship between public health and violence against women is increasingly being recognised. To gain a fuller appreciation of the health risks and challenges of service provision to women who have been trafficked, three frameworks that illustrate some of the risk and health dimensions have been developed for this study. The frameworks draw on larger bodies of work in related areas, such as migration, violence against women, and service delivery to marginalised and vulnerable groups. The research strategy and analysis of the study findings incorporate concepts from each of these frameworks. Conceptual framework 1: Stages of the trafficking process Destination stage Risks and Abuse Affecting:! Physical health Sexual health Mental health Substance abuse and misuse Social health: isolation, exclusion Economic well-being Occupational and environmental health Access to health information and care! Absence of attention to health by all law enforcement, immigration and justice officials Absence of official health-related procedures Absence of victim-sensitive procedures Reprisals by trafficking agents resulting from contact with authorities Anxiety, trauma resulting from contact with authorities, evidence-giving or trial proceedings Unsafe, inhumane deportation and return procedures Retrafficking, retribution and trauma associated with deportation Travel and transit stage! Personal history, interpersonal violence Experience with home country health services and health education and promotion Epidemiological and socio-economic conditions of the country! This type of information may enable women to better defend their health when they need to. This chronological perspective also corresponds to public health models of prevention that delineate primary, secondary, and tertiary levels of intervention: 1. Tertiary prevention: aimed to respond once the problem is evident and already causing harm. These interventions might include, for example, public health promotion strategies aimed at providing information on reproductive and sexual health, symptoms associated with infectious diseases, mental health and related symptoms, or health risks associated with migration, including trafficking and legal rights to health services in other countries. Secondary prevention takes place later during the destination stage where women might be offered screening for infections, treatment for newly emerging health problems, and referral to assistance or information that may help avert further harm. Finally, tertiary prevention represents interventions implemented during the integration and reintegration stage, when, for the majority of women, physical, sexual and psychological problems have manifested and they require significant care and support. Pre-departure stage; Travel and transit stage; Destination stage; Detention, deportation and criminal evidence stage; and Integration and re-integration stage. This framework draws on literature and models developed to examine health and migration. Similarly, each stage of the trafficking process offers different opportunities and challenges for health interventions. The second conceptual model (above) recognises that women trafficked into sex work share the vulnerabilities of several marginalised or socially excluded populations:! Conceptual framework 3: (see overleaf) Health risks, abuse and consequences the risks and abuses faced by trafficked women are rarely singular in nature. They are often combined in a calculated manner to instil fear and ensure compliance with the demands of the traffickers, pimps and employers. Women are physically beaten to force them to have sex, raped as a psychological tactic to intimidate them into future submission, isolated to disable them psychologically, and economically deprived to create a reliance on traffickers. Women who try to rebel or reclaim portions of their independence are beaten or financially penalised ­ and sometimes both. In addition to health complications caused directly by violence and intimidation, trafficked women also face health risks associated with their social, legal, and gender marginalisation, i. The third framework was conceived to delineate this range of health risks and consequences faced by women who have been trafficked. The forms of risk and abuse and the corresponding health consequences associated with trafficking include: 1. Women who have been trafficked are liable to suffer types of abuse, stress, depression and somatic consequences similar to those experienced by female victims of violence; the alienation, disorientation felt by migrant women; and the physical, psychological and sexual work-related risks of exploited labourers and exploited sex workers. Placing trafficked women at the centre of the four overlapping spheres that represent these vulnerable populations serves to emphasise the multiplicity and complexity of their needs.


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When caffeine is consumed on a habitual basis, the persistent stimulation of the stress reaction causes chronic stress on the body with symptoms such as anxiety, irritability and insomnia. On pages 183 I explain the damage that is done to every organ system when there are high levels of stress hormones flowing through the body on a long term basis. It damages the stomach lining, liver, kidneys and is even suspected of causing birth defects. Because caffeine is an acidic substance, it leaches calcium from the bones which will exacerbate osteoporosis. There are some people who use the Scripture in 1 Timothy 4 v 1 ­ 5 as an excuse to eat whatever food they like whether it is healthy or not because they believe that the food is sanctified when they pray a blessing over it. God revealed to us in Scripture what foods are healthy and what foods are harmful. Jesus never prayed for food to be blessed so that it would receive an additional characteristic or to change its nature before it was eaten. If it is food that was designed by the Creator to be eaten, it is already blessed. If we consume foods that contain processed carbohydrates, heated fats, refined sugar and preservatives that are harmful to the body, then there would be a need for the food to be sanctified or made holy or clean. However with all the prayers that have been said for unhealthy foods, never has a chocolate cake been changed into a fruit or vegetable or provided the nutritional value and health benefits to the body that healthy foods provide. Nor have the adverse effects of consuming the wrong foods at the wrong times been corrected by praying a blessing over the food. Remember that anything that is not real food is treated as a foreign toxic poison by the body. Initially your body will attempt to eliminate it through the lymphatic system and digestive system. However, as processed foods continue to be consumed on a habitual basis the body does not manage to eliminate the river of toxins that are flowing through it and so it will store them. The build-up of toxins inside body cells has a degenerative effect, putting the body into a state of illness. Only when you find a diet that not only leaves out some, but all harmful foods will you experience the best health possible. As you know from part 1 of this book, a healthy brain leads to a healthy body and the healthier you become, the more intelligent you become! The most important aspect in your journey of healing is dealing with the toxic thinking behind the disease you suffer from and renewing your mind. However what you eat affects your ability to think and renew your mind effectively. Therefore I am going to share a few points with you about what your brain needs to function as best as it possibly can. These are principles to help you feed your brain and feed your What you eat affects your ability to think intelligence. You need to eat an adequate amount of protein as your body needs protein to grow, build and repair tissue. Amino acids (the building blocks that make up protein) are needed to make the chemical messengers (called neurotransmitters) that transmit information quickly and efficiently, thus improving your ability to think. In this state of mind, you are obviously not going to be able to renew your mind very well. The amino acids that your brain needs for effective thinking can be found in natural foods such as fruit, vegetables, meat, fish, poultry. They are a complete food with an excellent source of proteins and fats and they contain all the essential nutrients you need. The myth that eggs are bad for you came from research that was done 70 years ago which was funded by a Cereal business to prove that eggs are high in bad cholesterol. This is invalid because the research was done using dried egg yolk powder which is oxidized and is toxic to blood vessels. Lecithin in eggs is used to make a chemical messenger called acetylcholine which helps with memory building and intelligence. So eggs are a very good way of replacing that special type of fat in a nerve cell. Make sure that the eggs you consume are from organic, free range and non-animal fed chickens. For most people the taste of a raw egg is not desirable so adding it to a milk shake or smoothie would give you the benefits without the taste.

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Enforced requisites: course 131A, and Civil Engineering M20 or Computer Science 31 or Mechanical and Aerospace Engineering M20. Introduction to numerical computing/analysis; analytic formulations versus numerical solutions; floating-point representations and rounding errors. Constrained optimization; applications of optimization to engineering design, modeling, and data analysis. Basics of graph theory, including trees, bipartite graphs and matching, vertex and edge coloring, planar graphs and networks. Emphasis on reducing real-world engineering problems to graph theory formulations. Mathematical modeling of physical control systems in form of differential equations and transfer functions. Design problems, system performance indices of feedback control systems via classical techniques, root-locus and frequency-domain methods. Statespace methods of linear system analysis and synthesis, with application to problems in networks, control, and system modeling. Topics include fundamental properties of electrical activity in neurons; technology for measuring neural activity; spiking statistics and Poisson processes; generative models and classification; regression and Kalman filtering; principal components analysis, factor analysis, and expectation maximization. Requisites: course 131A or Civil and Environmental Engineering 110 or Mathematics 170A or Statistics 100A, Computer Science 33. Foundations for modeling data sources, principles of operation of common tools for data analysis, and application of tools and models to data gathering and analysis. Topics include statistical foundations, regression, classification, kernel methods, clustering, expectation maximization, principal component analysis, decision theory, reinforcement learning and deep learning. Cell-site and mobile antennas, cell coverage for signal and traffic, interference, multipath fading, ray bending, and other propagation phenomena. Transmission lines description of waveguides, impedance matching techniques, power dividers, directional couplers, active devices, transistor amplifier design. Theory and design of modern microwave systems such as satellite communication systems, radar systems, wireless sensors, and biological applications of microwaves. Capstone design course, with emphasis on transmission line-based circuits and components to address need in industry and research community for students with microwave and wireless circuit design experiences. Design of radio frequency transceivers and their building blocks according to given specifications or in form of openended problems. Introduction to advanced topics related to projects through lecture and laboratories. Creation by students of end-to-end systems in application context, managing trade-offs across subsystems while meeting constraints and optimizing metrics related to cost, performance, ease of use, manufacturability, testing, and other real-world issues. Design of radio frequency circuits and systems, with emphasis on both theoretical foundations and hands-on experience. Design of radio frequency transceivers and their building blocks according to given specifications or in form of open-ended problems. Development of solid foundation on essential principles of photonics from ground up with minimum prior knowledge on this subject. Topics include optical properties 96 /Electrical and Computer Engineering of materials, optical wave propagation and modes, optical interferometers and resonators, optical coupling and modulation, optical absorption and emission, principles of lasers and light-emitting diodes, and optical detection. Topics include optical waveguides, optical fibers, optical couplers, optical modulators, lasers and light-emitting diodes, optical detectors, and integrated photonic devices and circuits. Fundamentals of detection of light for communication and sensing, as well as conversion of light to electrical energy in solar cells. Introduction to radiometry, semiconductor photodetectors, noise processes and figures of merit, thermal detectors, and photovoltaic solar cells of various types and materials. Interpretation of analog-signaling aspects of digital systems and data communications through experience in using contemporary test instruments to generate and display signals in relevant laboratory setups. Possible projects include lasers, optical communication, and biomedical imaging and sensing. Advanced systems design integrating communications, control, and signal processing subsystems. Student teams create high-performance designs that manage trade-offs among subsystem components, including cost, performance, ease of use, and other real-world constraints.

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Danger Likely it is detached up on applying traction during active management of the third stage of labour. Velamentous insertion of the cord It is inserted into the memberans some distance from the edge of the placenta. Danger the vessles may tear with cervical dilatation and would result in sudden blood loss. Bipartite Placenta Two complete and separate lobes are present, each with a cord leaving it. Succenturiate lobe of placneta Battledore inseration of the cord Circumvallate placenta Velamentous insertion of the cord Bipartite Placenta Figure 11. Anatomical variations of placenta and cord insertion (Adele pillitteri,1995) 48 Placenta infarction Placental infarction occurs when the blood supply to an area of the placenta is blocked and tissue necrosis results. It appears most commonly on the maternal surfaces and most often associated with vascular disease of the utero- placental unit secondary to maternal hypertension. As the infarct at area becomes necrotic, fetal circulation is reduced because blood flow through the placenta will decrease. However, if the circulation through the rest of the organ is sufficient, a fetus may survive when as much as 20% to 30% of the placenta is infracted. Placental tumors (Haemongiomata of the Placenta) these tumors are relatively common, being found in approximately 1 percent of all placentas. Most tumors are small and without clinical significance but a few are large and associated with hydraminious, antepartum hemorrhage and premature labour. The Umblical Cord the umblical cord or funis extends from the fetus to the placenta and transmits the umblical blood vessles, two arteries and one vein. The whole cord is covered in a layer of amnion continuous with that covering the placenta. Urine volume dose not increase although glomerular filitration rate increase because of reabsorption. Venous pressure No change in the upper body 54 - Increase in the lower extermities enlarged Decrease venous return to the heart increases pressure and results in edema. Summary of Pulmonary changes Changes to volume Tidal volume increase by 35-50% Residual volume decreased by 20% Expiratory reserve volume decrease by 20% So increase Tidal volume and decrease Residual vloume incrased alveolar ventilation by 65%. Functional respiratory changes include A slight incrase in respiratory rate 50% increase in minute ventilation 40% increase in minute tidal volume Progressive increase in oxygen consumption (15-20% above non pregnant level by term) 55 3. Incresed glycogen content in the wall secondary to the effect of estrogen Increases vascularity and change the colour to purpleFold increases by term Uterus ­ Upper part fundus and body change in to upper uterine segment 56 - Lower part cervix and isthmus change in to lower uterine segment - Weight increases from 60gm to l kg at term, volume 10ml to 5 litres. It is usually occurs in the morning but can occur any time during the day, aggravated by smelling of food. Management: Reassure the mother Small frequent meals (dry meals) Reduce fatty and fried containing foods. Progesterone relaxes the cardiac sphincter of the stomach and allows reflex of gastric contents into esophagus. Heart burn is most troublesome at 30-40 weeks gestation because at this stage is under pressure from the growing uterus. Pica: - this is the term used when mother craves certain foods of unnatural substances such as coal, soil. Management: Seek medical advice if the substance craved is potentially harmful to the unborn baby. Constipation: Progestrone causes relaxation and decreased peristaltic activity of the gut, which is also displaced by the growing uterus. Management: Increase the intake of water, fresh fruit, vegetables and ruphages in the diet. Fainting: - In early pregnancy fainting may be due to the vasodilation occuring under the influence of progesterone before there has been a compensatory increase in blood volume. The weight of the uterine contents presses on the inferior venacava and slows the return of blood to the heart. Manageemnt: Avoid long period of standing Sit or lie down when she feels slight dizziness She would be wise not to lie on her back except during abdominal examination 7. Varicositis- Progesterone relaxes the smooth muscles of the veins and result in sluggish circulation.

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Discussion of 6-sigma process, one effective design and manufacturing methodology, to ensure system reliability, maintainability, and supportability. Principles of architecting through analysis of architecture designs of major existing systems. Discussion of selected elements of architectural practices, such as representation models, design progression, and architecture frameworks. Trust is placed in information systems to behave properly, but cyber threats and breaches have become routine, including penetration of financial, medical, government, and national security systems. To build systems that can protect confidentiality, integrity, and availability involves more than composing systems from network security, computer security, data security, cryptography, etc. One can use most secure components, and resulting system could still be vulnerable. Skills learned ensure that systems are architected, designed, implemented, tested, and operated for specific levels of trust. Aspects include assessing vulnerability and risk for systems, establishing protection principles, and using them as guide to formulate system architectures; translating architecture into system design and verifying correctness of design; and constructing and following trusted development and implementation process. Lectures and readings to provide students with conceptual framework and vocabulary. In group project students learn how to package, compartmentalize, and integrate smaller efforts while being constrained to meet schedules. How to understand needs of users, analysis of requirements and derived requirements, creation of various system architecture products, and design and integration of various components into systems that perform these functions and services. System assurance addresses confidence that systems meet specified operational requirements based on evidence provided by applying assurance techniques. Introduction, investigation, and analysis of framework of assurance to accomplish total system assurance. Introduction to strategic and operating issues and decisions involved in managing enterprises. Conceptual framework and set of analytical tools provided to enable students to better understand why processes behave as they do. Integration of both theory-to introduce essential conceptual building blocks in accounting and finance-and empirical practice-to emphasize how these theories are actually implemented in real world. Cases, comprehensive problems, and recent events presented to provide students with as much hands-on experience in applying material presented as possible. Engineers who have design responsibilities must understand how legal system in some instances protects their designs and in other instances stands as obstacle to what would otherwise be most efficient design choice. Engineers with management responsibilities must understand intellectual property law implications for everything from pricing to strategic partnerships. Examination of intellectual property law, not only by learning fundamental rules associated with patent, copyright, trademark, and trade secret protection, but by studying business strategies that these rules support. Examples and case studies to be taken from across content, technology, and pharmaceutical industries. Coverage of wide variety of spreadsheet models that can be used to solve business and engineering problems, with emphasis on mastery of Excel spreadsheet modeling as integral part of analytic decision making. Managerial models include data modeling, regression and forecasting, linear programming, network and distribution models, integer programming, nonlinear programming, and Monte Carlo simulation. Problems from operations, finance, and marketing taught by spreadsheet examples and describe general managerial situations from various industries and disciplines. Exploration of knowledge, attributes, skills, and strategies necessary to succeed communicatively in workplace, with focus on business presentation skills, visual and verbal persuasion skills, and interpersonal communication skills. Topics in starting and developing high-tech enterprises and intended for students who wish to complement their technical education with introduction to entrepreneurship. Theory and application of quantitative methods in analysis and synthesis of engineering systems for purpose of making management decisions. Optimization of outputs with respect to dollar costs, time, material, energy, information, and manpower. Influences of human relations, laws, social sciences, humanities, and fine arts on development and utilization of natural and human resources. S/U or letter (471A) grading; In Progress (471B) and S/U or letter (471C) grading.

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If students apply any of Civil and Environmental Engineering 110, Electrical and Computer Engineering 131A, Mathematics 170A, or Statistics 100A toward major requirements or another minor, then no other course from that set may be applied toward the minor requirements. A minimum of 20 units applied toward the minor requirements must be in addition to units applied toward major requirements or another minor. All minor courses must be taken for a letter grade (unless not offered on that grading basis), and students must have a minimum grade of C­ in each and an overall C (2. The requirement is satisfied by mastering the contents of five undergraduate courses or equivalent: Computer Science 180, two courses from 111, 118, and M151B, one course from 130, 131, or 132, and one course from 143, 161, or 174A. Competence in any or all courses in breadth requirements may be demonstrated in one of three ways: 1. Students complete a core curriculum and an elective course and are strongly encouraged to participate in undergraduate research as early as possible in one of the many groups offering research opportunities in bioinformatics. Required Lower-Division Courses (17 units minimum): Computer Science 32 or Program in Computing 10C, Life Sciences 3 or 7A, Mathematics 33A, 61. Eight units of either Bioinformatics 199 or Graduate Study For information on graduate admission, see Graduate Programs on page 26. Comprehensive Examination Plan In the comprehensive examination plan, at least five of the nine courses must be 200series courses. No units of 500-series courses may be applied toward the comprehensive examination plan requirements. No specific courses are required, but a majority of both the total number of formal courses and the total number of graduate courses must consist of courses offered by the Computer Science Department. In addition, the following upperdivision courses are not applicable toward graduate degrees: Chemical Engineering 102A, 199, Civil and Environmental Engineering 108, 199, Computer Science M152A, Thesis Plan In the thesis plan, seven of the nine courses must be formal courses, including at least four from the 200 series. The thesis is a report on the results of student investigation of a problem in the major field of study under the supervision of the thesis committee, which approves the subject and plan of the thesis and reads and approves the complete manuscript. While the problem may be one of only limited scope, the thesis must exhibit a satisfactory style, organization, and depth of understanding of the subject. By petition and administrative approval, a minor field may be satisfied by examination. Satisfactory completion of an equivalent course at another university with a grade of B­ or better 3. After passing the preliminary examination and coursework for the major and minor fields, the student should form a doctoral committee and prepare to take the University Oral Qualifying Examination. Anderson Graduate School of Management offer a concurrent degree program that enables students to complete the requirements for the M. Major Fields or Subdisciplines Artificial intelligence; computational systems biology; computer networks; computer science theory; computer system architecture; graphics and vision; data science computing; and software systems. Thus the central scientific question of artificial intelligence is how intelligent behavior can be reduced to information processing. Since even the simplest computer is a completely general information processing device, the test of whether some behavior can be explained by information processing mechanisms is whether a computer can be programmed to produce the same behavior. The predominant research paradigm in artificial intelligence is to select some behavior that seems to require intelligence on the part of humans, to theorize about how the behavior might be accounted for, and to implement the theory in a computer program to produce the same behavior. Analysis of tasks, such as playing chess or proving theorems, that require reasoning about relatively long sequences of primitive actions, deduc- Course Requirements Normally, students take courses to acquire the knowledge needed to prepare for the written and oral examinations and for conducting Ph. To satisfy the major field requirement, students are expected to attain a body of knowledge contained in five courses, as well as the current literature in the area of specialization. In particular, students are required to take a minimum of three graduate courses in the major field of Ph. Guidelines for course selection in each major field are available from the departmental Student Affairs Office. Students are required to satisfy the major field requirement within the first nine terms after enrolling in the graduate program. Each minor field normally embraces a body of knowledge equivalent to two courses, at least one of which is a graduate course. The paper can be either a research paper containing an original contribution or a focused critical survey paper. The paper should demonstrate that the student understands and can integrate and communicate ideas clearly and concisely. It should be approximately 10 pages singlespaced, and the style should be suitable for submission to a first-rate technical conference or journal.


  • https://www.niaid.nih.gov/sites/default/files/Trans-NIH-Hep-B-Strategic-Plan-2019.pdf
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  • https://www.researchsquare.com/article/rs-1912/v1.pdf
  • https://slpemad.files.wordpress.com/2015/04/essentials-of-adhd-assessment-for-children-and-adolescents-sparrow-elizabeth-p-erhardt-drew.pdf
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