Plain Language Word List
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Creating Words: Is Lexicography for You? Lexicographers Decide Which Words Should Be Included in Dictionaries. They May Decide T
Creating Words: Is Lexicography for You? Lexicographers decide which words should be included in dictionaries. They may decide that a word is currently just a fad, and so they’ll wait to see whether it will become a permanent addition to the language. In the past several decades, words such as hippie and yuppie have survived being fads and are now found in regular, not just slang, dictionaries. Other words, such as medicare, were created to fill needs. And yet other words have come from trademark names, for example, escalator. Here are some writing options: 1. While you probably had to memorize vocabulary words throughout your school years, you undoubtedly also learned many other words and ways of speaking and writing without even noticing it. What factors are bringing about changes in the language you now speak and write? Classes? Songs? Friends? Have you ever influenced the language that someone else speaks? 2. How often do you use a dictionary or thesaurus? What helps you learn a new word and remember its meaning? 3. Practice being a lexicographer: Define a word that you know isn’t in the dictionary, or create a word or set of words that you think is needed. When is it appropriate to use this term? Please give some sample dialogue or describe a specific situation in which you would use the term. For inspiration, you can read the short article in the Writing Center by James Chiles about the term he has created "messismo"–a word for "true bachelor housekeeping." 4. Or take a general word such as "good" or "friend" and identify what it means in different contexts or the different categories contained within the word. -
Primer to the Internal Medicine Subinternship
Primer to the Internal Medicine Subinternship A Guide Produced by the Clerkship Directors in Internal Medicine EDITOR: Heather E. Harrell, MD University of Florida College of Medicine ASSOCIATE EDITORS: Meenakshy K. Aiyer, MD University of Illinois College of Medicine at Peoria Joel L. Appel, DO Peter Gliatto, MD Wayne State University School of Medicine Mount Sinai School of Medicine Gurpreet Dhaliwal, MD Michelle Sweet, MD University of California, San Francisco Rush Medical College School of Medicine of Rush University INTRODUCTION Welcome to your internal medicine subinternship. We are delighted that you have joined us for this short period when you will have your first taste of what internship will be like and will experience more of what internal medicine has to offer. Regardless of your future career path, we wish you the most stimulating, rewarding, and transforming experience possible over the coming weeks. The information in this booklet has been produced through the collaboration and consensus of internal medicine subinternship directors across the country, most of whom have spent many years teaching, evaluating, and advising students. It should help fill in some common gaps in the formal medical curriculum as you begin your internship. A complimentary resource for your subinternship is the CDIM Internal Medicine Subinternship Curriculum and CDIM Internal Medicine Subinternship Training Problems, which cover more traditional medical topics commonly encountered during the internal medicine subinternship. It is available free of charge online at: www.im.org/Resources/Education/Students/Learning/CDIMsubinternshipCurriculum/Pages/defa ult.aspx Please note information provided by your subinternship director should take precedence over these suggestions. -
Character-Word LSTM Language Models
Character-Word LSTM Language Models Lyan Verwimp Joris Pelemans Hugo Van hamme Patrick Wambacq ESAT – PSI, KU Leuven Kasteelpark Arenberg 10, 3001 Heverlee, Belgium [email protected] Abstract A first drawback is the fact that the parameters for infrequent words are typically less accurate because We present a Character-Word Long Short- the network requires a lot of training examples to Term Memory Language Model which optimize the parameters. The second and most both reduces the perplexity with respect important drawback addressed is the fact that the to a baseline word-level language model model does not make use of the internal structure and reduces the number of parameters of the words, given that they are encoded as one-hot of the model. Character information can vectors. For example, ‘felicity’ (great happiness) is reveal structural (dis)similarities between a relatively infrequent word (its frequency is much words and can even be used when a word lower compared to the frequency of ‘happiness’ is out-of-vocabulary, thus improving the according to Google Ngram Viewer (Michel et al., modeling of infrequent and unknown words. 2011)) and will probably be an out-of-vocabulary By concatenating word and character (OOV) word in many applications, but since there embeddings, we achieve up to 2.77% are many nouns also ending on ‘ity’ (ability, com- relative improvement on English compared plexity, creativity . ), knowledge of the surface to a baseline model with a similar amount of form of the word will help in determining that ‘felic- parameters and 4.57% on Dutch. Moreover, ity’ is a noun. -
Extending the Cure: Policy Responses to the Growing Threat Of
RAMANAN LAXMINARAYAN and ANUP MALANI with David Howard and David L. Smith EXTENDING THE CURE Policy responses to the growing threat of antibiotic resistance EXTENDING THE CURE RAMANAN LAXMINARAYAN and ANUP MALANI with David Howard and David L. Smith EXTENDING THE CURE Policy responses to the growing threat of antibiotic resistance © Resources for the Future 2007. All rights reserved. LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA Laxminarayan, Ramanan. Extending the cure : policy responses to the growing threat of antibiotic resistance / by Ramanan Laxminarayan and Anup Malani ; with David Howard and David L. Smith. p. ; cm. Includes bibliographical references. ISBN 978-1-933115-57-3 (pbk. : alk. Paper) 1. Drug resistance in microorganisms—United States. 2. Drug resistance in microorganisms—Government policy—United States. I. Malani, Anup. II. Title. III. Title: Policy responses to the growing threat of antibiotic resistance. [DNLM: 1. Drug Resistance, Bacterial—United States. 2. Anti-Bacterial Agents—United States. 3. Drug Utilization—United States. 4. Health Policy—United States. QW 52 L425e 2007] QR177.L39 2007 616.9`041—dc22 2007008949 RESOURCES FOR THE FUTURE 1616 P Street, NW Washington, DC 20036-1400 USA www.rff.org ABOUT RESOURCES FOR THE FUTURE RFF is a nonprofit and nonpartisan organization that conducts independent research—rooted primarily in economics and other social sciences—on environmental, energy, natural resources, and public health issues. RFF is headquartered in Washington, D.C., but its research scope comprises programs in nations around the world. Founded in 1952, RFF pioneered the application of economics as a tool to develop more effective policy for the use and conservation of natural resources. -
Role, Responsibility and Patient Care Activities for Trainees
SUPERVISION POLICY Roles, Responsibilities and Patient Care Activities of Clinical Fellows Training Program in Clinical Cardiac Interventional Cardiology UWMC, HMC, VAMC, NWH Definitions Resident: A physician who is engaged in a graduate training program in medicine (which includes all specialties, e.g., internal medicine, surgery, psychiatry, radiology, nuclear medicine, etc.), and who participates in patient care under the direction of attending physicians (or licensed independent practitioners) as approved by each review committee. Note: The term “resident” includes all residents and fellows including individuals in their first year of training (PGY1), often referred to as “interns,” and individuals in approved subspecialty graduate medical education programs who historically have also been referred to as “fellows.” As part of their training program, residents are given graded and progressive responsibility according to the individual resident’s clinical experience, judgment, knowledge, and technical skill. Each resident must know the limits of his/her scope of authority and the circumstances under which he/she is permitted to act with conditional independence. Residents are responsible for asking for help from the supervising physician (or other appropriate licensed practitioner) for the service they are rotating on when they are uncertain of diagnosis, how to perform a diagnostic or therapeutic procedure, or how to implement an appropriate plan of care. Attending of Record (Attending): An identifiable, appropriately-credentialed and privileged attending physician who is ultimately responsible for the management of the individual patient and for the supervision of residents involved in the care of the patient. The attending delegates portions of care to residents based on the needs of the patient and the skills of the residents. -
Attending Physician XII SC – Gastronenterology Clinical
• COOK COUNTY-HEALTH Human Resources & HOSPITALS SYSTEM 750 S. Wolcott Room: G-50 Job Code: ------6547 Chicago, IL 60612 CC-HHS Grade: ------K FLSA: Exempt Standard Job Description Job Title Department Attending Physician XII-SC Gastroenterology-Clinical Job Summary The Attending Physician XII in the Department of Gastroenterology (GI) is responsible for patient care especially in relation to GI and Liver Disorders. Performs and supervises GI procedures. Participates in the education of Residents and Fellows. This position is exempt from Career Service under the CCHHS Personnel Rules. Typical Duties • Provides consultation and follow-up to patients with gastroenterological problems at Cook County Health & Hospitals System (CCHHS), including GI Clinics • Provides liver consultations to patients at Cook County Health & Hospitals System (CCHHS) • Educates and guides Residents and Fellows in appropriate management of gastroenterological problems • Performs emergency assignments, as needed • Provides services at Provident and/or Oak Forest, as needed • Provides on-call services Reporting Relationships Reports to the Medical Division Chair XII Minimum Qualifications • Doctor of Medicine (MD) or Doctor of Osteopathy Medicine (DO) from an accredited college or university • Licensed physician in the State of Illinois, or have the ability to obtain licensure prior to the start of employment • Successful completion of an Accreditation Council for Graduate Medical Education (ACGME) accredited in Gastroenterology • Successful completion of an Accreditation -
Basic Morphology
What is Morphology? Mark Aronoff and Kirsten Fudeman MORPHOLOGY AND MORPHOLOGICAL ANALYSIS 1 1 Thinking about Morphology and Morphological Analysis 1.1 What is Morphology? 1 1.2 Morphemes 2 1.3 Morphology in Action 4 1.3.1 Novel words and word play 4 1.3.2 Abstract morphological facts 6 1.4 Background and Beliefs 9 1.5 Introduction to Morphological Analysis 12 1.5.1 Two basic approaches: analysis and synthesis 12 1.5.2 Analytic principles 14 1.5.3 Sample problems with solutions 17 1.6 Summary 21 Introduction to Kujamaat Jóola 22 mor·phol·o·gy: a study of the structure or form of something Merriam-Webster Unabridged n 1.1 What is Morphology? The term morphology is generally attributed to the German poet, novelist, playwright, and philosopher Johann Wolfgang von Goethe (1749–1832), who coined it early in the nineteenth century in a biological context. Its etymology is Greek: morph- means ‘shape, form’, and morphology is the study of form or forms. In biology morphology refers to the study of the form and structure of organisms, and in geology it refers to the study of the configuration and evolution of land forms. In linguistics morphology refers to the mental system involved in word formation or to the branch 2 MORPHOLOGYMORPHOLOGY ANDAND MORPHOLOGICAL MORPHOLOGICAL ANALYSIS ANALYSIS of linguistics that deals with words, their internal structure, and how they are formed. n 1.2 Morphemes A major way in which morphologists investigate words, their internal structure, and how they are formed is through the identification and study of morphemes, often defined as the smallest linguistic pieces with a gram- matical function. -
Learning About Phonology and Orthography
EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning. -
Matrix for Health Care Provider Types*
Matrix for health care provider types* Attending physician Authorize payment of Provide compensable Provide compensable Establish impairment status (primarily temporary disability medical services for medical services for findings responsible for and release the aggravation of injury initial injury or illness (permanent disability) treatment of a patient) patient to work or illness Type A attending physician Yes Yes Yes Yes Yes » Medical doctor » Doctor of osteopathic medicine » Oral and maxillofacial surgeon » Podiatric physician and surgeon Type B attending physician Yes, for a total of 60 consecutive Yes, unless the total of 60 Yes, 30 days from the date of No, unless the type B attending No, unless authorized by » Chiropractic physician days or 18 visits, from the date consecutive days or 18 visits from the first visit with any type B physician is a chiropractic attending physician and under a » Naturopathic physician of the initial visit on the initial the date of the initial visit on attending physician on the initial physician. written treatment plan. claim with any Type B attending the initial claim with any Type B claim, if within the specified 18 » Physician assistant (Note: Physician assistants are physician. attending physician has passed. visit period. not required to have a written Or, if authorized by an attending treatment plan.) physician and under a treatment plan. (Note: Physician assistants are not required to have a written treatment plan.) Emergency room physicians No, if the physician refers Yes An ER physician who is No, if the patient is referred to a Yes the patient to a primary care not authorized to serve as primary care physician. -
Linguistics 1A Morphology 2 Complex Words
Linguistics 1A Morphology 2 Complex words In the previous lecture we noted that words can be classified into different categories, such as verbs, nouns, adjectives, prepositions, determiners, and so on. We can make another distinction between word types as well, a distinction that cuts across these categories. Consider the verbs, nouns and adjectives in (1)-(3), respectively. It will probably be intuitively clear that the words in the (b) examples are complex in a way that the words in the (a) examples are not, and not just because the words in the (b) examples are, on the whole, longer. (1) a. to walk, to dance, to laugh, to kiss b. to purify, to enlarge, to industrialize, to head-hunt (2) a. house, corner, zebra b. collection, builder, sea horse (3) c. green, old, sick d. regional, washable, honey-sweet The words in the (a) examples in (1)-(3) do not have any internal structure. It does not seem to make much sense to say that walk , for example, consists of the smaller parts wa and lk . But for the words in the (b) examples this is different. These are built up from smaller parts that each contribute their own distinct bit of meaning to the whole. For example, builder consists of the verbal part build with its associated meaning, and the part –er that contributes a ‘doer’ reading, just as it does in kill-er , sell-er , doubt-er , and so on. Similarly, washable consists of wash and a part –able that contributes a meaning aspect that might be described loosely as ‘can be done’, as it does in refundable , testable , verifiable etc. -
Canadian Medical Association Code of Ethics 1965
CANADIAN MEDICAL ASSOCIATION CODE OF ETHICS 1965 Transcribed from the original by A Keith W Brownell MD, FRCPC and Elizabeth “Libby” Brownell RN, BA April 2001 INTERNATIONAL CODE OF MEDICAL ETHICS OF THE WORLD MEDICAL ASSOCIATION Duties of Doctors in General 1. A DOCTOR MUST always maintain the highest standards of professional conduct. 2. A DOCTOR MUST NOT allow himself to be influenced merely by motives of profit. 3. THE FOLLOWING PRACTICES ARE DEEMED unethical: 4. a. Any self advertisement except such as is expressly authorized by the national code of medical ethics. 5. b. Taking part in any plan of medical care in which the doctor does not have professional independence. 6. c. To receive any money in connection with services rendered to a patient other than the acceptance of a proper professional fee, or to pay any money in the same circumstances without the knowledge of the patient. 7. UNDER NO CIRCUMSTANCES is a doctor permitted to do anything that would weaken the physical or mental resistance of a human being except from strictly therapeutic or prophylactic indications imposed in the interest of the patient. 8. A DOCTOR IS ADVISED to use great caution in publishing discoveries. The same applies to methods of treatment whose value is not recognized by the profession. 9. WHEN A DOCTOR IS CALLED UPON to give evidence or a certificate he should only state that which he can verify. Duties of Doctors to the Sick 10. A DOCTOR MUST always bear in mind the importance of preserving human life. 11. A DOCTOR OWES to his patient complete loyalty and all the resources of his science. -
Resident Supervision Policy Supervision of the Medical House
Medical House Staff Training Program Columbia University Medical Center NewYork-Presbyterian Hospital Resident Supervision Policy Supervision of the medical house staff in both inpatient and outpatient settings seeks to balance the need for appropriate attending physician supervision with the progressive responsibility and autonomy graduate medical residents must demonstrate by the conclusion of their training experience. Supervision of activities on the medical service falls under three broad categories depending upon the complexity of the clinical situation and/or training experience. For the purpose of defining the overall supervision policy, and based on HCFA and NYSDOH guidelines, supervision is defined as follows: 1) General Supervision: Supervision is furnished under the attending physician's overall direction and control, but the attending physician's presence is not required during the procedure or patient encounter. 2) Direct Supervision: Supervision is by an attending physician whose direct physical presence is either in the office suite or immediately available to furnish assistance and direction throughout the performance of a procedure or during a patient encounter. It does not mean that the attending physician must be present in the room when the procedure or encounter is taking place. 3) Personal Supervision: (also called Visual Supervision) Supervision by an attending physician who is in attendance in the room while the procedure or encounter is taking place. Patients admitted to the hospital fall under two broad designations, "private" and "service". Private patients have an attending of record who generally has had a long history of involvement with the specific patient and assumes professional responsibility for the care of the inpatient.