PUC Schools

The Electric Industry Landscape is undergoing significant changes due to the increased use of intermittent renewable resources at both the bulk-power and distribution levels, the emergence of new technologies, and the increased participation of distributed and demand-side capabilities in power system operations. Two major complementary developments are gaining momentum to help address the challenges associated with the emerging industry landscape: a new distribution system operator (DSO) construct and the transactive energy (TE) systems framework.

Ad Libitum1 April 2014Dream of a SuicideJo Persoon-Gundy, MDJo Persoon-Gundy, MDFrom Burbank, California.Search for more papers by this authorAuthor, Article, and Disclosure Informationhttps://doi.org/10.7326/M14-0039 Audio Reading - “Dream of a Suicide” Audio. Michael A. LaCombe, MD, Annals Associate Editor, reads "Dream of a Suicide," by J. Persoon-Grundy. Your browser does not support the audio element. Audio player progress bar Step backward in current audio track Play current audio trackPause current audio track Step forward in current audio track Mute current audio trackUnmute current audio track 00:00/ SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareFacebookTwitterLinkedInRedditEmail What does it mean?That I dreamed youtall and whole.Strong, straight and well,with a practiced patter:sharp as a cutting remark.You would think it was funny, too,that you were gay in my dream.Completely, limp-wristedly,a flamingo in style,violently fashionable.You wore a silver jumpsuit,like a mirrored disco ball,and had a bowl haircut,(What were you thinking?)and grinned like a shark.What does it mean?That I dreamed you a future,and it was FABulous.Did I dream you an afterlife?A beauty school dropout, frankie avalon heaven?And oh, ... Author, Article, and Disclosure InformationAffiliations: From Burbank, California.Current Author Address: Jo Persoon-Gundy, MD; e-mail, [email protected]com. PreviousarticleNextarticle Advertisement Audio Reading - “Dream of a Suicide” Audio. Michael A. LaCombe, MD, Annals Associate Editor, reads "Dream of a Suicide," by J. Persoon-Grundy. Your browser does not support the audio element. Audio player progress bar Step backward in current audio track Play current audio trackPause current audio track Step forward in current audio track Mute current audio trackUnmute current audio track 00:00/ FiguresReferencesRelatedDetails Metrics 1 April 2014Volume 160, Issue 7Page: 498KeywordsForecastingSuicide ePublished: 1 April 2014 Issue Published: 1 April 2014 Copyright & PermissionsCopyright © 2014 by American College of Physicians. All Rights Reserved.PDF downloadLoading ...

An anthropomorphic pediatric phantom (5-yr-old equivalent) was used to determine organ doses at specific surface and internal locations resulting from computed tomography (CT) scans. This phantom contains four different tissue-equivalent materials: Soft tissue, bone, brain, and lung. It was imaged on a 64-channel CT scanner with three head protocols (one contiguous axial scan and two helical scans [pitch = 0.516 and 0.984]) and four chest protocols (one contiguous axial scan and three helical scans [pitch = 0.516, 0.984, and 1.375]). Effective mA s [= (tube current x rotation time)/pitch] was kept nearly constant at 200 effective mA s for head and 290 effective mA s for chest protocols. Dose measurements were acquired using thermoluminescent dosimeter powder in capsules placed at locations internal to the phantom and on the phantom surface. The organs of interest were the brain, both eyes, thyroid, sternum, both breasts, and both lungs. The organ dose measurements from helical scans were lower than for contiguous axial scans by 0% to 25% even after adjusting for equivalent effective mA s. There was no significant difference (p > 0.05) in organ dose values between the 0.516 and 0.984 pitch values for both head and chest scans. The chest organ dose measurements obtained at a pitch of 1.375 were significantly higher than the dose values obtained at the other helical pitches used for chest scans (p < 0.05). This difference was attributed to the automatic selection of the large focal spot due to a higher tube current value. These findings suggest that there may be a previously unsuspected radiation dose benefit associated with the use of helical scan mode during computed tomography scanning.

and hard of hearing students, to name just two, assistive listening devices and video captioning facilities. Some administrators may choose to use unqualified people because they cost less. It is cynical to hire uncertified people when the underlying motive is to deny employees professional compensation. Uncertified people should be required to become qualified through some route or another. As a school board official, I must caution that the "cheapest route" in acquiring human resources has become an open invitation to labor organizations to step in and resolve issues of this kind. The American Federation of Teachers has already begun to state reservations over policies of full inclusion. Any educational program should include qualified teachers, availability of staff, and adequate resources for services for students. Policies of "full inclusion" in many cases mitigate against these basic requirements . Only a full continuum of placement opportunities, inclusion being one option, and educational policies based on the needs of each child, will suffice for students who are deaf or hard of hearing. Co-enrollment As an Inclusion Model Carl J. Kirchner, Executive Director, and teachers and parents at TRIPOD and Burbank Unified School District Burbank, California Changing the learning environment . The themes and practices of what we have variously called integration , mainstreaming, and most recently inclusion, have not resolved the difficulty of placing deaf and hard of hearing students within the regular classroom using the support services of interpreters, speech/language specialists, and other "deaf ed" support personnel. Fragmentation not only of services (no one knowing who is in charge!), but also of the pipeline for direct communication access to the learning milieu , is in stark contrast to time-proven pedagogical parameters of (a) direct communication access to the information source, (b) peer group involvement (social and intellectual), and (c) curriculum consistency. Each of these parameters is compromised when deaf and hard of hearing students are placed in the regular environment without addressing the underlying educational issue - the need to effectively change the learning environment without changing the methodology. TRIPOD was established ten years ago as a challenge to the status quo in the education of deaf and hard of hearing children, introducing what today we might call a co-enrollment infusion strategy. The intent was not to modify curricula or introduce new methods of instruction. Instead, the intent was to change the environment in which learning takes place. This strategy places deaf and hard of hearing students on an equal footing with their hearing peers instead of becoming merely "foreign visitors" in the regular class. This strategy involves: (a) establishment of "co-enrollment" classes at a local elementary school site; (b) reduction in the number of regularly enrolled hearing students in the "coenrollment " classes (c) employment of a teacher of the deaf (deaf, hard of hearing, or hearing) as a team teacher (teaming with a "regular" credentialed teacher in teaching the entire class), and (d) use of SIGN by teachers and students within a Total Communication environment. At the present time, 108 deaf, hard of hearing, and hearing students are enrolled in the TRIPOD/BUSD program . The program extends from Parent Infant/Toddler through the eighth grade, and is located on a local elementary and middle school site. The basic skills and academic achievement test scores of these students are considerably above what is normally expected for deaf and hard of hearing children at their ages. Team teachers' observations. The teachers involved in TRIPOD were invited to contribute their observations to this article. In keeping with their roles as team teachers, each team collaborated in making many observations, including those that follow:. Deaf students meet age-appropriate expectations academically and socially, and still have a deaf peer group. A (co-enrollment) program benefits hearing kids greatly if curriculum isn't altered for the hearingimpaired students. The best lessons are taught not by the team teachers, but by children. Sometimes the deaf students take the lead; other times the lead is taken by their signing hearing counterparts. Team teaching benefits both the teachers and the students. The teachers have someone to plan with, share ideas and support. Students have two people to talk with, share ideas, confide in, receive attention. Both hearing and deaf...

CHRISTENSON, JAMES A. and JERRY W. ROBINSON. Community Development in America (Ames, Iowa: The Iowa State University Press, 1980). LINEBERRY, ROBERT L. (ed.), The Politics and Economics of Urban Services, Contemporary Social Science Issues 43 (Beverly Hills, California: Sage Publications, Inc., 1978, 160 pp.). ROBERTS, HAYDEN, Community Development: Learning and Action (Toronto: University of Toronto Press, 1979, 201 pp.), cloth $15.00/paper $6.50. BERGER, PETER L., and RICHARD J. NEUHAUS, To Empower People: The Role of Mediating Structure in Public Policy (Washington, D.C.: American Enterprise Institute, 1976, 45 pp.), $2.50 paper. BLAIR, JOHN P. and DAVID NACHMIAS (eds.), Fiscal Retrenchment and Urban Policy, Volume 17, Urban Affairs Annual Reviews (Beverly Hills: Sage Publications, Inc., 1979, 310 pp.), $25.00 cloth/$8.95 paper. CANTANESE, JAMES A. and W. PAUL FARMER (eds.), Personality, Polities and Planning (Beverly Hills, California: Sage Publications, 1978, 232 pp.), $15.00 cloth. CORALEY, DEMETRIOS, City Governments and Urban Problems (Englewood Cliffs, New Jersey: Prentice Hall, 1977, 448 pp.).