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msmarco_v2.1_doc_01_1665493927#8_2440875173
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http://instruct.uwo.ca/earth-sci/300b-001/seg/scott.htm
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An Overview of the Geology of Nunavut
|
P0 Box 2319, Iqaluit, ND, XOA OHO, [email protected]
ARCHEAN
PROTEROZOIC
PHANEROZOIC
|
A system of northwest-trending normal faults, some of which played a role in physically controlling the deposition of the Bylot Supergroup, divides the Borden Peninsula into a series of horsts, grabens, and half-grabens interpreted to record two phases of ca. 1.27 Ga rifting and regional subsidence. Zinc and lead ore of the Nanisivik Mine is hosted in carbonate strata of the Bylot Supergroup. Up to 6000 m of correlative siliciclastic and volcanic rocks (Fury and Hecla Group) unconformably overlie Archean and Paleoproterozoic crystalline basement along the shores of Fury and Hecla Strait It has been estimated that the Bylot Supergroup/ Fury and Hecla Group may have been deposited over a period of ca. 75 million years. These rocks were gently folded and faulted prior to deposition of the overlying Phanerozoic strata. Diabase dykes, tens to hundreds of metres wide, and tens of kilometres in length, comprise the NW-trending Franklin swarm. These unmetamorphosed tholeiitic dykes are ca. 0.72 Ga.
PHANEROZOIC
Paleozoic rocks cover approximately one-third of Nunavut. Strata lying to the west and northwest of Fury and Hecla Strait are part of the Arctic Platform that continues northward onto Ellesmere Island, whereas those to the southeast underlie the Foxe Basin and represent the northern continuation of the Hudson Platform.
| 5,838 | 7,176 |
msmarco_v2.1_doc_01_1665493927#9_2440876846
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http://instruct.uwo.ca/earth-sci/300b-001/seg/scott.htm
|
An Overview of the Geology of Nunavut
|
P0 Box 2319, Iqaluit, ND, XOA OHO, [email protected]
ARCHEAN
PROTEROZOIC
PHANEROZOIC
|
These rocks were gently folded and faulted prior to deposition of the overlying Phanerozoic strata. Diabase dykes, tens to hundreds of metres wide, and tens of kilometres in length, comprise the NW-trending Franklin swarm. These unmetamorphosed tholeiitic dykes are ca. 0.72 Ga.
PHANEROZOIC
Paleozoic rocks cover approximately one-third of Nunavut. Strata lying to the west and northwest of Fury and Hecla Strait are part of the Arctic Platform that continues northward onto Ellesmere Island, whereas those to the southeast underlie the Foxe Basin and represent the northern continuation of the Hudson Platform. The earliest Cambrian strata, characterized by a thick clastic sequence, record the initial subsidence and rifling of the craton. subsequent marine inundations of the stable craton. From the Cambrian to the Silurian, thick carbonate successions record stable platform conditions; these rocks have significant potential for oil and gas reserves. From the Late Silurian to Early Devonian, much of the Arctic Platform was affected by
Caledonian orogeny;
| 6,565 | 7,627 |
msmarco_v2.1_doc_01_1665493927#10_2440878244
|
http://instruct.uwo.ca/earth-sci/300b-001/seg/scott.htm
|
An Overview of the Geology of Nunavut
|
P0 Box 2319, Iqaluit, ND, XOA OHO, [email protected]
ARCHEAN
PROTEROZOIC
PHANEROZOIC
|
The earliest Cambrian strata, characterized by a thick clastic sequence, record the initial subsidence and rifling of the craton. subsequent marine inundations of the stable craton. From the Cambrian to the Silurian, thick carbonate successions record stable platform conditions; these rocks have significant potential for oil and gas reserves. From the Late Silurian to Early Devonian, much of the Arctic Platform was affected by
Caledonian orogeny; uplift and erosion led to the deposition of a thick orogenic clastic wedge, with elevated potential for red-bed type Cu deposits. In the late Devonian, east-west compression (Ellesmerian orogeny) may have been the driving force behind the Mississippi-Valley type mineralizing event (s) that gave rise to the Zn-Pb deposits of the Polaris district in the central Arctic archipelago. In collaboration with the GSC (Calgary), the Canada-Nunavut Geoscience Office will initiate a thematic investigation of the regional dynamics of the Polaris Zn-Pb system (s) in the summer of 2000. From the Carboniferous to the Cretaceous, renewed rifting led to the formation of the Sverdrup Basin in northernmost Nunavut characterized by the deposition of a thick clastic and carbonate succession. These strata host significant reserves of gas and oil, including the past-producing Bent Horn light crude field.
| 7,176 | 8,521 |
msmarco_v2.1_doc_01_1665493927#11_2440879923
|
http://instruct.uwo.ca/earth-sci/300b-001/seg/scott.htm
|
An Overview of the Geology of Nunavut
|
P0 Box 2319, Iqaluit, ND, XOA OHO, [email protected]
ARCHEAN
PROTEROZOIC
PHANEROZOIC
|
uplift and erosion led to the deposition of a thick orogenic clastic wedge, with elevated potential for red-bed type Cu deposits. In the late Devonian, east-west compression (Ellesmerian orogeny) may have been the driving force behind the Mississippi-Valley type mineralizing event (s) that gave rise to the Zn-Pb deposits of the Polaris district in the central Arctic archipelago. In collaboration with the GSC (Calgary), the Canada-Nunavut Geoscience Office will initiate a thematic investigation of the regional dynamics of the Polaris Zn-Pb system (s) in the summer of 2000. From the Carboniferous to the Cretaceous, renewed rifting led to the formation of the Sverdrup Basin in northernmost Nunavut characterized by the deposition of a thick clastic and carbonate succession. These strata host significant reserves of gas and oil, including the past-producing Bent Horn light crude field. In the late Cretaceous to early Tertiary, renewed rifting led to alkaline volcanism and the deposition of a succession of siliciclastic rocks in northern Baffin Island, southwestern Bylot Island, as well as northern Ellesmere Island. These rocks are remnants of a succession that covered much of the Canadian Arctic archipelago, deposited as a consequence of local uplift driven by a complex series of plate adjustments related to the opening of Baffin Bay and the Labrador Sea. In northernmost Nunavut the Eureakan orogeny is characterized by compression and strike slip faulting, a consequence of the rotation of Greenland. In eastern Nunavut, a cluster of kimberlite pipes is centered on Somerset Island, with exposures on the northern Brodeur Peninsula and northwestern Baffin Island. Several of the Somerset Island pipes are known to be diamondiferous;
| 7,628 | 9,379 |
msmarco_v2.1_doc_01_1665493927#12_2440882008
|
http://instruct.uwo.ca/earth-sci/300b-001/seg/scott.htm
|
An Overview of the Geology of Nunavut
|
P0 Box 2319, Iqaluit, ND, XOA OHO, [email protected]
ARCHEAN
PROTEROZOIC
PHANEROZOIC
|
In the late Cretaceous to early Tertiary, renewed rifting led to alkaline volcanism and the deposition of a succession of siliciclastic rocks in northern Baffin Island, southwestern Bylot Island, as well as northern Ellesmere Island. These rocks are remnants of a succession that covered much of the Canadian Arctic archipelago, deposited as a consequence of local uplift driven by a complex series of plate adjustments related to the opening of Baffin Bay and the Labrador Sea. In northernmost Nunavut the Eureakan orogeny is characterized by compression and strike slip faulting, a consequence of the rotation of Greenland. In eastern Nunavut, a cluster of kimberlite pipes is centered on Somerset Island, with exposures on the northern Brodeur Peninsula and northwestern Baffin Island. Several of the Somerset Island pipes are known to be diamondiferous; they were emplaced ca. 100 Ma. In western Nunavut, diamondiferous pipes such as Jericho occur in the northern continuation of the Lac des Gras field in the northern Slave Province. Numerous other pipes have been identified on Victoria Island. In conclusion , the geology of Nunavut spans much of Earth history, and contains a wide spectrum of economic commodity types.
| 8,522 | 9,748 |
msmarco_v2.1_doc_01_1665493927#13_2440883568
|
http://instruct.uwo.ca/earth-sci/300b-001/seg/scott.htm
|
An Overview of the Geology of Nunavut
|
P0 Box 2319, Iqaluit, ND, XOA OHO, [email protected]
ARCHEAN
PROTEROZOIC
PHANEROZOIC
|
they were emplaced ca. 100 Ma. In western Nunavut, diamondiferous pipes such as Jericho occur in the northern continuation of the Lac des Gras field in the northern Slave Province. Numerous other pipes have been identified on Victoria Island. In conclusion , the geology of Nunavut spans much of Earth history, and contains a wide spectrum of economic commodity types. While Nunavut presently trails other parts of Canada in the development of these resources, ongoing and new investigations will advance our understanding of the territory.
| 9,380 | 9,920 |
msmarco_v2.1_doc_01_1665504151#0_2440884442
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http://instruct.uwo.ca/english/234e/site/guidelns/smplessy/smplessyhm.html
|
Sample Essay in MLA Format
|
Sample Essay in MLA Format
Click on the thumbnails below to see large reproductions of the sample pages. ( The essay itself is an adaptation of Samuel Johnson's Rambler 4, for March 30, 1750, on the subject of prose fiction). First Page
Research essays should not include a separate title page. Instead, insert a "header" that includes both your last name and the page number, flush with the right-hand margin, 1/2 inch (1.25 cm) below the top of the page. Approximately 1/2 inch (1.25 cm) below this (i.e., one inch (2.54 cm) below the top of the page), type the following, flush with the left margin, and each item double-spaced, and below the previous item: 1) Your full name. 2) Your instructors name. 3) Course title and number. 4) Date of submission. Double-spaced below the date of submission, centre the title of your essay;
| 0 | 835 |
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msmarco_v2.1_doc_01_1665504151#1_2440885534
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http://instruct.uwo.ca/english/234e/site/guidelns/smplessy/smplessyhm.html
|
Sample Essay in MLA Format
|
1) Your full name. 2) Your instructors name. 3) Course title and number. 4) Date of submission. Double-spaced below the date of submission, centre the title of your essay; each line of this is also double-spaced. Double-spaced below the last line of the title, begin the first paragraph of your essay. Page 1
Subsequent Pages
Continue the "header," which includes both your last name and page number, on subsequent page, numbering these consecutively. The "header" should be, again, 1/2 inch (1.25 cm) from the top of the page, and the text of your essay one inch (2.54 cm) from the top of the page. Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Endnotes
Continue the "header," which includes both your last name and page number, on each page of your endnotes, numbering these consecutively in the same series as the rest of the paper.
| 663 | 1,504 |
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msmarco_v2.1_doc_01_1665504151#2_2440886641
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http://instruct.uwo.ca/english/234e/site/guidelns/smplessy/smplessyhm.html
|
Sample Essay in MLA Format
|
each line of this is also double-spaced. Double-spaced below the last line of the title, begin the first paragraph of your essay. Page 1
Subsequent Pages
Continue the "header," which includes both your last name and page number, on subsequent page, numbering these consecutively. The "header" should be, again, 1/2 inch (1.25 cm) from the top of the page, and the text of your essay one inch (2.54 cm) from the top of the page. Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Endnotes
Continue the "header," which includes both your last name and page number, on each page of your endnotes, numbering these consecutively in the same series as the rest of the paper. The "header" should be, again, 1/2 inch (1.25 cm) from the top of the page, and the first endnote should begin one inch (2.54 cm) from the top of the page. Page 9
List of Works Consulted
Continue the "header," which includes both your last name and page number, on each page of your list of Works Consulted, numbering these consecutively in the same series as the rest of the paper. The "header" should be, again, 1/2 inch (1.25 cm) from the top of the page, and the first bibliographical entry should begin one inch (2.54 cm) from the top of the page. Page 10
| 836 | 2,067 |
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msmarco_v2.1_doc_01_1665506462#0_2440888145
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http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
Introduction to Resource Allocation
Introduction to Resource Allocation
Resource Allocation
• The issue of resource allocation in health care is complex and requires input from a number of groups/disciplines
• The need to make decisions about resourced allocation arises from the fact that the demand for health care resources is virtually infinite; the supply is much less! • We need to decide, then, how much of our resources should be used for health care and which health care needs to satisfy
• As health care becomes more successful and more technical, it also becomes more expensive
– New therapies, improved therapies
– Chronic diseases
– Aging population (contributes to increased demand)
– Economic factors
– Higher expectations (?) McGregor (1989)
Until recently: “ The principle cost involved in health services was for the comfort and support of the sick, and this cost was relatively low because patients either recovered or succumbed fairly rapidly. The interventions that medicine could make in the course of disease were so slight that a doctor could carry almost all equipment of importance around in a little black bag.” What we’ll be focusing on: • November 17: Introduction, overview of issues & problems, the Romanow report
• November 25: Macro-allocation – the case of IVF treatment
• December 2:
| 0 | 1,319 |
msmarco_v2.1_doc_01_1665506462#1_2440890730
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http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
The interventions that medicine could make in the course of disease were so slight that a doctor could carry almost all equipment of importance around in a little black bag.” What we’ll be focusing on: • November 17: Introduction, overview of issues & problems, the Romanow report
• November 25: Macro-allocation – the case of IVF treatment
• December 2: Micro-allocation – issues in organ transplantation
What are the issues? • How much funding for health care? • Who should fund what? • What to treat/fund? • How to decide what to treat/fund?
| 965 | 1,509 |
msmarco_v2.1_doc_01_1665506462#2_2440892506
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
Micro-allocation – issues in organ transplantation
What are the issues? • How much funding for health care? • Who should fund what? • What to treat/fund? • How to decide what to treat/fund? • Who should decide what to treat/fund? • How to distribute available care among individuals
What must be considered? • Ethical issues (e.g. distributive justice)
• Economic issues (e.g. cost control, efficiency)
• Medical issues (e.g. “medical necessity,” what is “health)
• Empirical issues (e.g. which treatments are effective? How effective are they?) • Social issues (e.g. values of the population in question)
Rationing vs. Allocation
• “Historically, ‘to ration’ has meant ‘to distribute equitably,’ so a notion of fairness or justice has been intrinsic to the understanding of rationing.”
| 1,320 | 2,111 |
msmarco_v2.1_doc_01_1665506462#3_2440894589
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
• Who should decide what to treat/fund? • How to distribute available care among individuals
What must be considered? • Ethical issues (e.g. distributive justice)
• Economic issues (e.g. cost control, efficiency)
• Medical issues (e.g. “medical necessity,” what is “health)
• Empirical issues (e.g. which treatments are effective? How effective are they?) • Social issues (e.g. values of the population in question)
Rationing vs. Allocation
• “Historically, ‘to ration’ has meant ‘to distribute equitably,’ so a notion of fairness or justice has been intrinsic to the understanding of rationing.” • More recently, the term has come to be associated with the idea of deciding which needs to meet
“In the United States, it has even been proposed that ‘rationing’ be used to mean ‘societal toleration of inequitable access (e.g. based on ability to pay) to services deemed necessary, as defined by reference to appropriate clinical guidelines’”
Hoffmaster, citing Hadorn & Brook, JAMA, 1991
“Levels” of resource allocation
• Macro allocation: at the level of the government. What proportion of a society’s budget will go to health care? ( federal and provinicial ) How will this money be distributed within the area of health care (e.g. diagnostic and therapeutic services, hospital budgets, drugs, physician salaries, preventive medicine, rehabilitation) ( provinicial)
•Meso allocation: hospitals and other organizations providing health care services must decide how to distribute the budget they receive from the government across their various divisions and services
– The ethical issues arising at this level of resource allocation have been less studied than the other two levels
• Micro allocation:
| 1,509 | 3,218 |
msmarco_v2.1_doc_01_1665506462#4_2440897641
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
• More recently, the term has come to be associated with the idea of deciding which needs to meet
“In the United States, it has even been proposed that ‘rationing’ be used to mean ‘societal toleration of inequitable access (e.g. based on ability to pay) to services deemed necessary, as defined by reference to appropriate clinical guidelines’”
Hoffmaster, citing Hadorn & Brook, JAMA, 1991
“Levels” of resource allocation
• Macro allocation: at the level of the government. What proportion of a society’s budget will go to health care? ( federal and provinicial ) How will this money be distributed within the area of health care (e.g. diagnostic and therapeutic services, hospital budgets, drugs, physician salaries, preventive medicine, rehabilitation) ( provinicial)
•Meso allocation: hospitals and other organizations providing health care services must decide how to distribute the budget they receive from the government across their various divisions and services
– The ethical issues arising at this level of resource allocation have been less studied than the other two levels
• Micro allocation: made in the case of individual patients, primarily by physicians: how extensive should diagnostic tests be? How aggressively to treat disease? When to discontinue rehabilitation. • Much writing on micro allocation looks at situations in which resources are scarce:
| 2,111 | 3,483 |
msmarco_v2.1_doc_01_1665506462#5_2440900270
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
made in the case of individual patients, primarily by physicians: how extensive should diagnostic tests be? How aggressively to treat disease? When to discontinue rehabilitation. • Much writing on micro allocation looks at situations in which resources are scarce: how to adjudicate between competing claims to limited resources
Rationing vs. allocation, again
• “Allocation” generally used to refer to higher level decisions that constrain the availability of resources
• “Rationing” generally used to refer to decisions about how resources that have been limited (through allocation decisions) should be used
Macro allocation: What should be funded? Who should decide? Demarcation
• A principle of demarcation is a criterion that divides a group of things into two groups. In the case of resource allocation, such a principle would be used to determine what should and should not be funded.
| 3,219 | 4,112 |
msmarco_v2.1_doc_01_1665506462#6_2440902383
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
how to adjudicate between competing claims to limited resources
Rationing vs. allocation, again
• “Allocation” generally used to refer to higher level decisions that constrain the availability of resources
• “Rationing” generally used to refer to decisions about how resources that have been limited (through allocation decisions) should be used
Macro allocation: What should be funded? Who should decide? Demarcation
• A principle of demarcation is a criterion that divides a group of things into two groups. In the case of resource allocation, such a principle would be used to determine what should and should not be funded. • The question, then, is what kind of principle should be used…
1. Cost effectiveness
• What if we fund the most cost-effective treatments? This way, we can benefit the greatest number of people
• But, this would mean that it would be more important to fund tooth capping than appendectomies. We need to figure out a way to compare dissimilar treatments. 2.
| 3,484 | 4,470 |
msmarco_v2.1_doc_01_1665506462#7_2440904607
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
• The question, then, is what kind of principle should be used…
1. Cost effectiveness
• What if we fund the most cost-effective treatments? This way, we can benefit the greatest number of people
• But, this would mean that it would be more important to fund tooth capping than appendectomies. We need to figure out a way to compare dissimilar treatments. 2. How beneficial is the treatment? • We want to fund the things that will do the most good…i.e. that give the best net benefits
• But we also need to consider the starting point. What if we have two treatments that give equal net benefits, but one treatment is for a condition that is associated with poor functioning and the other with a condition that is associated with moderate functioning? 3.
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http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
How beneficial is the treatment? • We want to fund the things that will do the most good…i.e. that give the best net benefits
• But we also need to consider the starting point. What if we have two treatments that give equal net benefits, but one treatment is for a condition that is associated with poor functioning and the other with a condition that is associated with moderate functioning? 3. Medical Necessity
• A demarcation principle based on medical necessity says that we should fund only medically necessary treatments
• Freedman and Baylis: ( a) this approach is intuitively plausible and in some cases is the only possible approach, but in other cases it “results in some obvious inequalities and distortions in government coverage practices” e.g. Jane Smith
• Freedman and Baylis: ( b) We also need a concept of medical necessity. But it’s notoriously difficult to define health…
• WHO definition: “ Health is a state of complete physical, mental and social well-being and not merely the absence of disease.”
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http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
Medical Necessity
• A demarcation principle based on medical necessity says that we should fund only medically necessary treatments
• Freedman and Baylis: ( a) this approach is intuitively plausible and in some cases is the only possible approach, but in other cases it “results in some obvious inequalities and distortions in government coverage practices” e.g. Jane Smith
• Freedman and Baylis: ( b) We also need a concept of medical necessity. But it’s notoriously difficult to define health…
• WHO definition: “ Health is a state of complete physical, mental and social well-being and not merely the absence of disease.” • Callahan: On this definition, crime, poverty and other social problems are medical problems…the definition is too inclusive
• Callahan: “ Health is a state of physical well-being” which need not be perfect but is “at least adequate, i.e. without significant impairment of function.” • But there are problems here, too: first, what about mental health?
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http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
• Callahan: On this definition, crime, poverty and other social problems are medical problems…the definition is too inclusive
• Callahan: “ Health is a state of physical well-being” which need not be perfect but is “at least adequate, i.e. without significant impairment of function.” • But there are problems here, too: first, what about mental health? Second, the elderly, people with disabilities or people with chronic health problems pose problems for this definition. Prioritizing: The Oregon approach
• Prioritization is a form of demarcation in which all candidates for funding are ranked. A line is then drawn somewhere in the list; everything above the line funded, everything below is not
• Late 1980s, early 1990s, Oregon Health Services Commission released a list of treatment/condition pairs that had been ranked by a cost-benefit calculation
• The ratings of “benefit” were determined in part through public participation
• Phone survey:
| 5,488 | 6,440 |
msmarco_v2.1_doc_01_1665506462#11_2440913290
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http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
Second, the elderly, people with disabilities or people with chronic health problems pose problems for this definition. Prioritizing: The Oregon approach
• Prioritization is a form of demarcation in which all candidates for funding are ranked. A line is then drawn somewhere in the list; everything above the line funded, everything below is not
• Late 1980s, early 1990s, Oregon Health Services Commission released a list of treatment/condition pairs that had been ranked by a cost-benefit calculation
• The ratings of “benefit” were determined in part through public participation
• Phone survey: 1,000 Oregon residents were asked to rate outcomes (effects of certain health-related states of affairs on quality of life)
• Each outcome was assigned a decrement value based on an average rating from 0 to 100 (with 0 being death and 100 being perfect health)
– E.g. wearing eyeglasses was rated 95, so given a decrement rating of -0.05
Oregon: Pros
• Public input is important in a democratic society (principle)
• Health care is meant to serve the public, so we should ask the public what they want (practical)
Oregon: Cons
• Rankings don’t always make sense: – 0.046: not being able to drive or use public transit
– 0.049:
| 5,842 | 7,068 |
msmarco_v2.1_doc_01_1665506462#12_2440915774
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http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
1,000 Oregon residents were asked to rate outcomes (effects of certain health-related states of affairs on quality of life)
• Each outcome was assigned a decrement value based on an average rating from 0 to 100 (with 0 being death and 100 being perfect health)
– E.g. wearing eyeglasses was rated 95, so given a decrement rating of -0.05
Oregon: Pros
• Public input is important in a democratic society (principle)
• Health care is meant to serve the public, so we should ask the public what they want (practical)
Oregon: Cons
• Rankings don’t always make sense: – 0.046: not being able to drive or use public transit
– 0.049: having to stay at a hospital or nursing home
– 0.5: wearing eyeglasses
• What groups of people should we ask? – Oregon asked people who were generally healthy to participate: is this discrimination or good methodology? – 0.114:
| 6,441 | 7,296 |
msmarco_v2.1_doc_01_1665506462#13_2440917875
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
having to stay at a hospital or nursing home
– 0.5: wearing eyeglasses
• What groups of people should we ask? – Oregon asked people who were generally healthy to participate: is this discrimination or good methodology? – 0.114: loss of consciousness due to seizure, blackout or coma
– 0.373: having to use a walker or a wheelchair (under one’s own control)
• BUT: -0.106: needing help to feed oneself or to go to the bathroom
• Reflection of cultural attitudes: – 0.455:
| 7,069 | 7,539 |
msmarco_v2.1_doc_01_1665506462#14_2440919571
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
loss of consciousness due to seizure, blackout or coma
– 0.373: having to use a walker or a wheelchair (under one’s own control)
• BUT: -0.106: needing help to feed oneself or to go to the bathroom
• Reflection of cultural attitudes: – 0.455: trouble with drugs or alcohol
– 0.372: having bad burns over a large area of your body
Macro Allocation: Who should pay? Who should benefit? Oregon, again
• The Oregon plan would only affect people receiving Medicaid
• But Senator John Kitzhaber, M.D., wanted the plan to ultimately serve as a template for all of Oregon & all of the U.S.
Why?
| 7,297 | 7,883 |
msmarco_v2.1_doc_01_1665506462#15_2440921381
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
trouble with drugs or alcohol
– 0.372: having bad burns over a large area of your body
Macro Allocation: Who should pay? Who should benefit? Oregon, again
• The Oregon plan would only affect people receiving Medicaid
• But Senator John Kitzhaber, M.D., wanted the plan to ultimately serve as a template for all of Oregon & all of the U.S.
Why? • 1991: 135 million Americans without any health insurance: most of these people lived in homes headed by working men or women, but didn’t qualify for Medicaid coverage (even if they lived below the federal poverty line)
• Medicare and tax policies do not reflect need: wealthy Americans receive the same benefits as the poor
• “…the cumulative effect of Medicare, Medicaid, and federal tax policy is to provide a subsidy for the cost of health care to virtually all Americans except those who are uninsured. Working Americans among the uninsured remain wholly uncovered even as they help to subsidize other Americans’ health care through their taxes” (Dougherty)
• “To be eligible for publicly subsidized health care in the United States, one must fall into a particular category based on such things as age, sex, family status, disability or disease.
| 7,540 | 8,736 |
msmarco_v2.1_doc_01_1665506462#16_2440923826
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
• 1991: 135 million Americans without any health insurance: most of these people lived in homes headed by working men or women, but didn’t qualify for Medicaid coverage (even if they lived below the federal poverty line)
• Medicare and tax policies do not reflect need: wealthy Americans receive the same benefits as the poor
• “…the cumulative effect of Medicare, Medicaid, and federal tax policy is to provide a subsidy for the cost of health care to virtually all Americans except those who are uninsured. Working Americans among the uninsured remain wholly uncovered even as they help to subsidize other Americans’ health care through their taxes” (Dougherty)
• “To be eligible for publicly subsidized health care in the United States, one must fall into a particular category based on such things as age, sex, family status, disability or disease. Just being poor is not enough…the current federal approach to access involves an artificial distinction between the ‘deserving’ poor (those who fit into a category) and the ‘undeserving’ poor (those who don’t).” ( Kitzhaber)
• Under the new (proposed) system, all Oregon residents whose incomes were below the federal poverty line would qualify for Medicaid, but only “essential” or “very important” services would be covered
– The amount of money spent would be spread wider and thinner
Do all people have a right to a basic level of health care? The Romanow Report
• Report of the Royal Commission on the Future of Health Care in Canada (headed by Roy Romanow) – released in 2002
• Found that, in general, Canadians value a universally accessible, publicly-funded health care system
• But they also worry about “sustainability”
• The Commission noted that “sustainability” requires more than a focus on money: need to ensure that sufficient resources are available (including health care providers, facilities, technologies, resources for research)
• Should guarantee timely access, quality of service, flexibility to suit changing needs
Health care in Canada
• Who pays? – We do:
| 7,883 | 9,920 |
msmarco_v2.1_doc_01_1665506462#17_2440927226
|
http://instruct.uwo.ca/philosophy/152e.old/November17.htm
|
Introduction to Resource Allocation
|
Introduction to Resource Allocation
Resource Allocation
McGregor (1989)
What we’ll be focusing on:
What are the issues?
What must be considered?
Rationing vs. Allocation
“Levels” of resource allocation
Rationing vs. allocation, again
Macro allocation: What should be funded? Who should decide?
Demarcation
1. Cost effectiveness
2. How beneficial is the treatment?
3. Medical Necessity
Prioritizing: The Oregon approach
Oregon: Pros
Oregon: Cons
Macro Allocation: Who should pay? Who should benefit?
Oregon, again
Why?
Do all people have a right to a basic level of health care?
The Romanow Report
Health care in Canada
What things are publicly funded?
Private insurance/out-of-pocket spending
What’s good about this…
What’s not good…
The BIG issue: Private, for-profit service delivery
Pro…
Cons:
A distinction:
Some questions
Sources for this Lecture…
|
Just being poor is not enough…the current federal approach to access involves an artificial distinction between the ‘deserving’ poor (those who fit into a category) and the ‘undeserving’ poor (those who don’t).” ( Kitzhaber)
• Under the new (proposed) system, all Oregon residents whose incomes were below the federal poverty line would qualify for Medicaid, but only “essential” or “very important” services would be covered
– The amount of money spent would be spread wider and thinner
Do all people have a right to a basic level of health care? The Romanow Report
• Report of the Royal Commission on the Future of Health Care in Canada (headed by Roy Romanow) – released in 2002
• Found that, in general, Canadians value a universally accessible, publicly-funded health care system
• But they also worry about “sustainability”
• The Commission noted that “sustainability” requires more than a focus on money: need to ensure that sufficient resources are available (including health care providers, facilities, technologies, resources for research)
• Should guarantee timely access, quality of service, flexibility to suit changing needs
Health care in Canada
• Who pays? – We do: health services in Canada are funded by tax revenue, by private insurance (ofte
| 8,737 | 10,000 |
msmarco_v2.1_doc_01_1665522311#0_2440929801
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
WVC Campus Map Page - WVC - Norris
Study Skills
INTRODUCTION
It is possible for all students to develop the skills necessary to be successful in college. Those who are not successfull often do not lack the intellectual ability but lack well developed study skills. To help you develop and refine your study skills the following hints are presented. Remember, in college the final responsible for your success lies with you. The instructor will provide you with the necessary information but it is your job to learn and understand it. STUDY SKILLS AND TEST TAKING STRATEGIES
In the following paragraphs you will find many different ideas and strategies for developing effective study skills. There are potentially as many different strategies used by successful students to study effectively as there are successful students. Each student must find what strategies work best for them. The information contained here is not intended to be an all inclusive list of study strategies nor is it meant to serve as a recipe for the best way to study. Instead, use this page as a source of ideas for effective studying and try different techniques.
| 0 | 1,139 |
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
STUDY SKILLS AND TEST TAKING STRATEGIES
In the following paragraphs you will find many different ideas and strategies for developing effective study skills. There are potentially as many different strategies used by successful students to study effectively as there are successful students. Each student must find what strategies work best for them. The information contained here is not intended to be an all inclusive list of study strategies nor is it meant to serve as a recipe for the best way to study. Instead, use this page as a source of ideas for effective studying and try different techniques. Each person must find what combination works best for them. If you need further assistance there are resources that may be of help to you including your instructor, counselors, and various study skills books (several are referenced at the end of this page). The following list of hints is divided into four sections: I. State of Min d - you have to make a concious effort to study effectively - it takes a lot of effort and motivation. II.
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
Each person must find what combination works best for them. If you need further assistance there are resources that may be of help to you including your instructor, counselors, and various study skills books (several are referenced at the end of this page). The following list of hints is divided into four sections: I. State of Min d - you have to make a concious effort to study effectively - it takes a lot of effort and motivation. II. Time Management - there is no fast and easy way to study, studying takes a lot of time. III. Study Skills - Note that three components are common to all effective study strategies: (1) Repetition (repeating the information in your own words / images),
(2) Effort (making a conscious effort to understand and remember the information being studied),
(3) Time (there is no quick and easy way to learn, it takes work, time, and motivation!). IV.
| 1,140 | 2,022 |
msmarco_v2.1_doc_01_1665522311#3_2440933662
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
Time Management - there is no fast and easy way to study, studying takes a lot of time. III. Study Skills - Note that three components are common to all effective study strategies: (1) Repetition (repeating the information in your own words / images),
(2) Effort (making a conscious effort to understand and remember the information being studied),
(3) Time (there is no quick and easy way to learn, it takes work, time, and motivation!). IV. Test Taking Tips - taking tests effectively so you can demonstrate what you know is a skill (just like studying). STATE OF MIND
Remember that you are here because you want to learn, nobody is forcing you to go to college. Many students think of their classes as obstacles that they have to get past. Don't create barriers to learning by thinking of your class work as an obstacle. Make an effort to remind yourself that you want to understand the material being presented!
| 1,580 | 2,495 |
msmarco_v2.1_doc_01_1665522311#4_2440934844
|
http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
Test Taking Tips - taking tests effectively so you can demonstrate what you know is a skill (just like studying). STATE OF MIND
Remember that you are here because you want to learn, nobody is forcing you to go to college. Many students think of their classes as obstacles that they have to get past. Don't create barriers to learning by thinking of your class work as an obstacle. Make an effort to remind yourself that you want to understand the material being presented! It is all part of a process preparing you to be the professional that you want to be (otherwise why are you here). Even in required courses that do not seem to apply to your goals their is valuable information. Look for the positive - the more you learn the more you will understand the world around you and the more self reliant you will be. TIME MANAGEMENT
Effective studying takes time, lots of time. It is imperative that you manage your time effectively.
| 2,023 | 2,955 |
msmarco_v2.1_doc_01_1665522311#5_2440936042
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
It is all part of a process preparing you to be the professional that you want to be (otherwise why are you here). Even in required courses that do not seem to apply to your goals their is valuable information. Look for the positive - the more you learn the more you will understand the world around you and the more self reliant you will be. TIME MANAGEMENT
Effective studying takes time, lots of time. It is imperative that you manage your time effectively. Draw out your weekly schedule and plan your study time (schedule study periods just like a class). A rule of thumb is that you should plan to study for a minimum of 2-3 hours for every unit the class is worth each week (thus for a three unit class you should plan on spending 6 - 10 hours a week studying outside of class). Don't wait and try to pack in unreasonable numbers of study hours before a test, plan ahead. Study 50 minute hours with 10 minute breaks, and don't forget to schedule in time for yourself, to work out at the gym or spend time with family members. With efficient time management you can study effectively and have a life.
| 2,496 | 3,600 |
msmarco_v2.1_doc_01_1665522311#6_2440937411
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
Draw out your weekly schedule and plan your study time (schedule study periods just like a class). A rule of thumb is that you should plan to study for a minimum of 2-3 hours for every unit the class is worth each week (thus for a three unit class you should plan on spending 6 - 10 hours a week studying outside of class). Don't wait and try to pack in unreasonable numbers of study hours before a test, plan ahead. Study 50 minute hours with 10 minute breaks, and don't forget to schedule in time for yourself, to work out at the gym or spend time with family members. With efficient time management you can study effectively and have a life. Manage your time and commit to a study schedule. Consideration of some of the following points will help you make a schedule that will work for you. Plan ahead. Mark on your calendar all deadlines for exams, papers etc... (prepare a calendarof the semester). Draw out your weekly schedule.
| 2,956 | 3,890 |
msmarco_v2.1_doc_01_1665522311#7_2440938609
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
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Study Skills
Study Skills
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Manage your time and commit to a study schedule. Consideration of some of the following points will help you make a schedule that will work for you. Plan ahead. Mark on your calendar all deadlines for exams, papers etc... (prepare a calendarof the semester). Draw out your weekly schedule. Set blocks of time aside for work, classes, and study. Remember you need time to sleep, eat, and play! so be realistic, there are only 24 hours in a day (see the week planning schedule - part of the time management supplement). Stick to your study schedule - establishing and maintaining a regular schedule of study so that you know what you are going to study and when will dramatically reduce wasted time. Create a checklist of work that must be done each week (i.e. chapters to be read...) and hang this list at your study area.
| 3,600 | 4,422 |
msmarco_v2.1_doc_01_1665522311#8_2440939694
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
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Study Skills
Study Skills
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Set blocks of time aside for work, classes, and study. Remember you need time to sleep, eat, and play! so be realistic, there are only 24 hours in a day (see the week planning schedule - part of the time management supplement). Stick to your study schedule - establishing and maintaining a regular schedule of study so that you know what you are going to study and when will dramatically reduce wasted time. Create a checklist of work that must be done each week (i.e. chapters to be read...) and hang this list at your study area. Check off items as you complete them. Utilize odd times, don't waste that hour between classes, use it to study or to take care of other tasks. The more you get done now the less you have to do later. Study as soon after class as possible while the information is still fresh in your mind, it will take more time if you wait and have to relearn it. Limit yourself to 2 hours on one subject at any one time.
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msmarco_v2.1_doc_01_1665522311#9_2440940896
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
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Study Skills
Study Skills
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Check off items as you complete them. Utilize odd times, don't waste that hour between classes, use it to study or to take care of other tasks. The more you get done now the less you have to do later. Study as soon after class as possible while the information is still fresh in your mind, it will take more time if you wait and have to relearn it. Limit yourself to 2 hours on one subject at any one time. After 2 hours for most students, their ability to concentrate will decrease as will the effectiveness of their studying. Take a break, then switch to another subject. Short, frequent study sessions are much more effective than one or two marathon study sessions. Do not procrastinate so that you have to cram! STUDY SKILLS
Once you have established a schedule to study you need to get the most out of that time.
| 4,423 | 5,241 |
msmarco_v2.1_doc_01_1665522311#10_2440941979
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
After 2 hours for most students, their ability to concentrate will decrease as will the effectiveness of their studying. Take a break, then switch to another subject. Short, frequent study sessions are much more effective than one or two marathon study sessions. Do not procrastinate so that you have to cram! STUDY SKILLS
Once you have established a schedule to study you need to get the most out of that time. Several things will help increase your effectiveness. As already mentioned, maintaining a regular schedule is one. Another is creating a comfortable environment for studying that is free of distractions. Finally there is the What and How of studying. A. What to Study:
| 4,830 | 5,510 |
msmarco_v2.1_doc_01_1665522311#11_2440942925
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
Several things will help increase your effectiveness. As already mentioned, maintaining a regular schedule is one. Another is creating a comfortable environment for studying that is free of distractions. Finally there is the What and How of studying. A. What to Study: Generally all the material that you should know for an exam is presented in lecture or in your lab work. Therefore you can use the lectures and labs as a guide to what is important and emphasize this material in your studying. To be most effective your lecture/lab notes must include all of the key points covered in lecture/lab. As an aid many instructors provide lecture outlines. These can be very helpful as a guide but should not replace good note taking.
| 5,242 | 5,971 |
msmarco_v2.1_doc_01_1665522311#12_2440943919
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
Generally all the material that you should know for an exam is presented in lecture or in your lab work. Therefore you can use the lectures and labs as a guide to what is important and emphasize this material in your studying. To be most effective your lecture/lab notes must include all of the key points covered in lecture/lab. As an aid many instructors provide lecture outlines. These can be very helpful as a guide but should not replace good note taking. DO NOT take this to imply that you do not need to read the text. Textbooks often may be thought of as a supplement to the lecture/lab that you can use to preview the material, to fill in gaps in your notes, to answer questions, and for review. They are, however, a critical component in your learning and should not be omitted. Use the text!! Note:
| 5,510 | 6,320 |
msmarco_v2.1_doc_01_1665522311#13_2440944993
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
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DO NOT take this to imply that you do not need to read the text. Textbooks often may be thought of as a supplement to the lecture/lab that you can use to preview the material, to fill in gaps in your notes, to answer questions, and for review. They are, however, a critical component in your learning and should not be omitted. Use the text!! Note: Different instructors utilize textbook information to different degrees. Some test only from lectures while others test heavily from the text (even if the text material has not been discussed). It is up to you to determine what your instructor expects of you. In either case it is rare for an instructor to discuss something that they do not think is important. If it is discussed in lecture it is important.
| 5,971 | 6,729 |
msmarco_v2.1_doc_01_1665522311#14_2440946015
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
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Different instructors utilize textbook information to different degrees. Some test only from lectures while others test heavily from the text (even if the text material has not been discussed). It is up to you to determine what your instructor expects of you. In either case it is rare for an instructor to discuss something that they do not think is important. If it is discussed in lecture it is important. The more time spent on it the more important it is. Know the terminology - if you can't speak the language...
Note and study all figures presented in lecture and lab. B. How to Study: There is no single "best" way to study. Each individual must find the best method for them.
| 6,321 | 7,005 |
msmarco_v2.1_doc_01_1665522311#15_2440946967
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
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The more time spent on it the more important it is. Know the terminology - if you can't speak the language...
Note and study all figures presented in lecture and lab. B. How to Study: There is no single "best" way to study. Each individual must find the best method for them. This may even vary for a given individual depending on the subject matter. However, three components are common to all: ( 1) repetition, (2) effort, and (3) time. Repetition is a key component necessary to move information into memory. As an absolute minimum you should plan to review the material three times, in lecture, in reviewing the lecture, and in reading the text.
| 6,730 | 7,378 |
msmarco_v2.1_doc_01_1665522311#16_2440947884
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
This may even vary for a given individual depending on the subject matter. However, three components are common to all: ( 1) repetition, (2) effort, and (3) time. Repetition is a key component necessary to move information into memory. As an absolute minimum you should plan to review the material three times, in lecture, in reviewing the lecture, and in reading the text. This should be active review during which you organize your thoughts and test yourself. Actively studying requires effort, learning is hard work. It also takes time, there are no shortcuts. The following is a compilation of many of the techniques used by successful students to study. The more of them that you can incorporate into your collection of skills the more likely you are to succeed.
| 7,006 | 7,772 |
msmarco_v2.1_doc_01_1665522311#17_2440948916
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
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Study Skills
Study Skills
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This should be active review during which you organize your thoughts and test yourself. Actively studying requires effort, learning is hard work. It also takes time, there are no shortcuts. The following is a compilation of many of the techniques used by successful students to study. The more of them that you can incorporate into your collection of skills the more likely you are to succeed. 1. Preview material to be presented prior to attending lecture or lab. read and highlight important sections of the reading (note: highlighting is like note taking, highlight only enough to remind yourself of the key information presented. if time is short - preview the material briefly to identify key terms and concepts.
| 7,379 | 8,096 |
msmarco_v2.1_doc_01_1665522311#18_2440949898
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
1. Preview material to be presented prior to attending lecture or lab. read and highlight important sections of the reading (note: highlighting is like note taking, highlight only enough to remind yourself of the key information presented. if time is short - preview the material briefly to identify key terms and concepts. This can be done in several ways: read the chapter summary. read section headings and bold type. inspect figures and read figure headings (note: at some point you should read the text in detail and highlight as above).
| 7,772 | 8,315 |
msmarco_v2.1_doc_01_1665522311#19_2440950705
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
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This can be done in several ways: read the chapter summary. read section headings and bold type. inspect figures and read figure headings (note: at some point you should read the text in detail and highlight as above). for lab: prepare a lab notebook in which you rewrite all procedures in your own words along one half of each page. Also you should prepare a data record sheet (what data should be recorded and in what form should it be presented). During lab record your notes and data along the second half of the page adjacent to each of the steps. 2.
| 8,097 | 8,652 |
msmarco_v2.1_doc_01_1665522311#20_2440951525
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
for lab: prepare a lab notebook in which you rewrite all procedures in your own words along one half of each page. Also you should prepare a data record sheet (what data should be recorded and in what form should it be presented). During lab record your notes and data along the second half of the page adjacent to each of the steps. 2. Take good lecture notes - good note taking is a valuable skill that is difficult to master. don't try to write everything that is said, just note enough to remind yourself what was discussed (your notes should be clear to you but not necessarily to anyone else). note all figures presented in lecture for later review. 3. Rewrite your lecture notes as soon as possible after the lecture (note:
| 8,315 | 9,046 |
msmarco_v2.1_doc_01_1665522311#21_2440952520
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http://instruct.westvalley.edu/norris/studyskills.html
|
WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
Take good lecture notes - good note taking is a valuable skill that is difficult to master. don't try to write everything that is said, just note enough to remind yourself what was discussed (your notes should be clear to you but not necessarily to anyone else). note all figures presented in lecture for later review. 3. Rewrite your lecture notes as soon as possible after the lecture (note: this should be an active process - do not simply re-copy your notes, think about what you are writing and write it in your own words). read through the text (or reread) and fill in the gaps in your lecture notes (some students like to take a separate set of notes from their reading and then combine their lecture and text notes). convert your notes into flash cards for review (just making them is a learning process). make up questions from your notes - this will help you to actively think about the material and may help you to predict what kinds of questions may be on the test. If you are find that no matter how hard you try you still miss parts of the lecture try taping the lecture and review the tape to fill in missing information (warning:
| 8,653 | 9,798 |
msmarco_v2.1_doc_01_1665522311#22_2440953930
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http://instruct.westvalley.edu/norris/studyskills.html
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WVC Campus Map Page - WVC - Norris
|
Study Skills
Study Skills
|
this should be an active process - do not simply re-copy your notes, think about what you are writing and write it in your own words). read through the text (or reread) and fill in the gaps in your lecture notes (some students like to take a separate set of notes from their reading and then combine their lecture and text notes). convert your notes into flash cards for review (just making them is a learning process). make up questions from your notes - this will help you to actively think about the material and may help you to predict what kinds of questions may be on the test. If you are find that no matter how hard you try you still miss parts of the lecture try taping the lecture and review the tape to fill in missing information (warning: DO NOT waste your time listening to the entire lecture again, just use it to fill in gaps in your notes. Beware of the tendancy towards reduced vigilance in lecture, just because the tape recorder is r
| 9,047 | 10,000 |
msmarco_v2.1_doc_01_1665536604#0_2440955149
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
How to Kill Lice : 4 Steps - Instructables
How to Kill Lice
By pir8p3t3 in Living Pest Control
917,424
19
72
Introduction: How to Kill Lice
By pir8p3t3
More by the author: Oh dear lord... you caught lice... Now what?! The stigma of being infested with lice should be motive enough for anyone to kill the buggers, but for some reason they are still rampant all over the world. Don't be the person everyone hates (the one who gave us all lice). Kill the little bastards before they can spread! The only acceptable answer is to wipe them out! Eradicate even the smallest and most pitiful louse! I'll show you how.
| 0 | 610 |
msmarco_v2.1_doc_01_1665536604#1_2440956259
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
Don't be the person everyone hates (the one who gave us all lice). Kill the little bastards before they can spread! The only acceptable answer is to wipe them out! Eradicate even the smallest and most pitiful louse! I'll show you how. Ask Question
Step 1: An Oz. Prevention = Lb. of Cure
People can only get lice from other people, but lice can survive away from their host for a few days. Lice require human hosts so your pets won't get lice.
| 376 | 819 |
msmarco_v2.1_doc_01_1665536604#2_2440957198
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
Ask Question
Step 1: An Oz. Prevention = Lb. of Cure
People can only get lice from other people, but lice can survive away from their host for a few days. Lice require human hosts so your pets won't get lice. Sharing clothes, hats, pillows and brushes is a no-no if you might have lice. Hugs should be careful and restrained until you are clear. Once lice are discovered, a good idea is to quarantine bed pillows or stuffed animals which might be exposed. Quarantine time should be 14 days. Brushes, combs, and hair doodads can be boiled in water for 1 minute to kill lice and eggs.
| 610 | 1,193 |
msmarco_v2.1_doc_01_1665536604#3_2440958277
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
Sharing clothes, hats, pillows and brushes is a no-no if you might have lice. Hugs should be careful and restrained until you are clear. Once lice are discovered, a good idea is to quarantine bed pillows or stuffed animals which might be exposed. Quarantine time should be 14 days. Brushes, combs, and hair doodads can be boiled in water for 1 minute to kill lice and eggs. A cycle in a hot dryer will kill off any lice and eggs on cloth. There are several products in stores which claim to be for treatment of lice, but most of these, as far as I can tell, are more likely to make you sick than to kill lice. Lice are one of the hardiest life forms you or I is likely to meet. They fall dright between cockroaches and goats on the hardiness scale, and are, for all practical purposes, immune to all poisons marketed for their destruction. ... so how do I kill them?
| 819 | 1,686 |
msmarco_v2.1_doc_01_1665536604#4_2440959638
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
A cycle in a hot dryer will kill off any lice and eggs on cloth. There are several products in stores which claim to be for treatment of lice, but most of these, as far as I can tell, are more likely to make you sick than to kill lice. Lice are one of the hardiest life forms you or I is likely to meet. They fall dright between cockroaches and goats on the hardiness scale, and are, for all practical purposes, immune to all poisons marketed for their destruction. ... so how do I kill them? Ask Question
Step 2: Advanced Hand to Louse Combat Techniques! The easy and effective ways to kill lice are with heat or combing, and I suggest a mixture of both. COMB THEM OUT! First obtain a delousing comb and a bottle of your favorite conditioner.
| 1,194 | 1,937 |
msmarco_v2.1_doc_01_1665536604#5_2440960878
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
Ask Question
Step 2: Advanced Hand to Louse Combat Techniques! The easy and effective ways to kill lice are with heat or combing, and I suggest a mixture of both. COMB THEM OUT! First obtain a delousing comb and a bottle of your favorite conditioner. Now take a nice hot shower combing the conditioner through your hair and rinsing the comb and the tips of your hair throughout to wash any lice down the drain. BURN THEM UP! Second, dry your hair with an electric hairdryer, combing it out with only 'known clean' combs or brushes. Lice can't take the heat over 110F, but neither can you! Don't hurt yourself, but get it nice, hot and dry.
| 1,686 | 2,326 |
msmarco_v2.1_doc_01_1665536604#6_2440962014
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
Now take a nice hot shower combing the conditioner through your hair and rinsing the comb and the tips of your hair throughout to wash any lice down the drain. BURN THEM UP! Second, dry your hair with an electric hairdryer, combing it out with only 'known clean' combs or brushes. Lice can't take the heat over 110F, but neither can you! Don't hurt yourself, but get it nice, hot and dry. These methods can both be done on yourself, and don't rely on you actually seeing the lice. Which is a good thing since lice are tiny and tend to be nearly the same color as the hair they hatched on. Ask Question
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
I especially suggest this electric comb if you have elementary school age kids.
| 1,937 | 2,681 |
msmarco_v2.1_doc_01_1665536604#7_2440963255
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
These methods can both be done on yourself, and don't rely on you actually seeing the lice. Which is a good thing since lice are tiny and tend to be nearly the same color as the hair they hatched on. Ask Question
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
I especially suggest this electric comb if you have elementary school age kids. It can turn a weekend long nightmare lice eradication frenzy into a 3 minute per day per child treatment. If you are careful with it, it will last for years and keep your family safe from lice. This device should be used on dry hair only, combed through according to the directions. It will kill lice and nits when used properly, and, if used daily on everyone in the house, it will eradicate an infestion in 2 weeks of daily use. These combs are about $30, but if you need one, and you know if you do, it's more than worth it.
| 2,326 | 3,209 |
msmarco_v2.1_doc_01_1665536604#8_2440964635
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
It can turn a weekend long nightmare lice eradication frenzy into a 3 minute per day per child treatment. If you are careful with it, it will last for years and keep your family safe from lice. This device should be used on dry hair only, combed through according to the directions. It will kill lice and nits when used properly, and, if used daily on everyone in the house, it will eradicate an infestion in 2 weeks of daily use. These combs are about $30, but if you need one, and you know if you do, it's more than worth it. Ask Question
Step 4: Know Thy Enemy
Some links to help you bone up on you anti-lice knowledge
http://en.wikipedia.org/wiki/Head_louse
http://www.nitpickers.com.au/life_cycle2.gif
http://www.safe2use.com/pests/lice/headlice.htm
Please go kill some lice! Ask Question
Be the First to Share
Did you make this project? Share it with us! I Made It!
| 2,682 | 3,553 |
msmarco_v2.1_doc_01_1665536604#9_2440966010
|
http://instructables.com/id/how-to-eradicate-lice
|
How to Kill Lice : 4 Steps - Instructables
|
How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
Recommendations
|
Ask Question
Step 4: Know Thy Enemy
Some links to help you bone up on you anti-lice knowledge
http://en.wikipedia.org/wiki/Head_louse
http://www.nitpickers.com.au/life_cycle2.gif
http://www.safe2use.com/pests/lice/headlice.htm
Please go kill some lice! Ask Question
Be the First to Share
Did you make this project? Share it with us! I Made It! Recommendations
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msmarco_v2.1_doc_01_1665536604#10_2440969240
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http://instructables.com/id/how-to-eradicate-lice
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How to Kill Lice : 4 Steps - Instructables
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How to Kill Lice
How to Kill Lice
Step 1: An Oz. Prevention = Lb. of Cure
Step 2: Advanced Hand to Louse Combat Techniques!
Step 3: The Ultimate in Lice Removal: the Liceguard Robi Comb
Step 4: Know Thy Enemy
Be the First to Share
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| 3,553 | 6,321 |
msmarco_v2.1_doc_01_1665543670#0_2440972758
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
Mitosis Practice Questions
Mitosis Practice Questions
This page will test how much you've retained from the mitosis page. NOTE: Since the pictures of cells used for this quiz are or the roundworm Ascaris, there are fertilization membranes surrounding the cell within. The cell itself (the part you need to worry about right now) is the circular area in the centre occupying about ½ the total area seen . An answer key is at the bottom of this page. #1. Lets warm you up: Which of the following is true of mitosis in a diploid cell? a.
It results in 2 haploid daughter cells. b.
It involves replication of the cell's DNA.
| 0 | 621 |
msmarco_v2.1_doc_01_1665543670#1_2440973781
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
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Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
#1. Lets warm you up: Which of the following is true of mitosis in a diploid cell? a.
It results in 2 haploid daughter cells. b.
It involves replication of the cell's DNA. c.
It results in daughter cells who are genetically identical, but physically smaller, than the original cell. d.
Bill Gates has way more money than all the employees and students at GRCC combined. #2. From here on in, anything is fair game. Ready?
| 448 | 870 |
msmarco_v2.1_doc_01_1665543670#2_2440974601
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
c.
It results in daughter cells who are genetically identical, but physically smaller, than the original cell. d.
Bill Gates has way more money than all the employees and students at GRCC combined. #2. From here on in, anything is fair game. Ready? Is crossing over (swapping of segments of DNA between homologous chromosomes) seen with mitosis? a.
Yes, it is a normal part of mitosis. b.
No, crossing over is not associated with mitosis. c.
Yes, but it only occurs in fetal cells. d.
None of those above.
| 621 | 1,128 |
msmarco_v2.1_doc_01_1665543670#3_2440975509
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http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
Is crossing over (swapping of segments of DNA between homologous chromosomes) seen with mitosis? a.
Yes, it is a normal part of mitosis. b.
No, crossing over is not associated with mitosis. c.
Yes, but it only occurs in fetal cells. d.
None of those above. #3. During which stage does DNA replication occur? a.
Prophase. b.
Anaphase. c.
Metaphase.
| 871 | 1,220 |
msmarco_v2.1_doc_01_1665543670#4_2440976260
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
#3. During which stage does DNA replication occur? a.
Prophase. b.
Anaphase. c.
Metaphase. d.
None of those above. #4. Which stage of mitosis is seen in the pictured cell? a.
Anaphase. b.
Prophase.
| 1,128 | 1,328 |
msmarco_v2.1_doc_01_1665543670#5_2440976861
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
d.
None of those above. #4. Which stage of mitosis is seen in the pictured cell? a.
Anaphase. b.
Prophase. c.
Telophase. d.
Interphase. #5. At what phase in the cell cycle does DNA replication occur? a.
G1.
| 1,220 | 1,429 |
msmarco_v2.1_doc_01_1665543670#6_2440977471
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
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Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
c.
Telophase. d.
Interphase. #5. At what phase in the cell cycle does DNA replication occur? a.
G1. b.
S.
c.
G0. d.
M.
#6. Which of the following is NOT correct? a.
Mitosis is produces genetically identical cells. b.
Cytokinesis is a part of mitosis
c.
Metaphase occurs before anaphase.
| 1,328 | 1,617 |
msmarco_v2.1_doc_01_1665543670#7_2440978167
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
b.
S.
c.
G0. d.
M.
#6. Which of the following is NOT correct? a.
Mitosis is produces genetically identical cells. b.
Cytokinesis is a part of mitosis
c.
Metaphase occurs before anaphase. d.
All somatic cells are produced by mitosis. #7. What is the function of centrioles? a.
To cause cytokinesis via the concentric shortening of microtubules. b.
They are required for DNA replication.
| 1,429 | 1,817 |
msmarco_v2.1_doc_01_1665543670#8_2440978962
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
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Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
d.
All somatic cells are produced by mitosis. #7. What is the function of centrioles? a.
To cause cytokinesis via the concentric shortening of microtubules. b.
They are required for DNA replication. c.
They are the structure which hold the 2 daughter chromatids together at the centromere. d.
They produce microtubules for the chromosomes to migrate along as they move to opposite poles of the cell. #8. What stage of mitosis is this cell in? a.
Anaphase.
| 1,617 | 2,076 |
msmarco_v2.1_doc_01_1665543670#9_2440979821
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
c.
They are the structure which hold the 2 daughter chromatids together at the centromere. d.
They produce microtubules for the chromosomes to migrate along as they move to opposite poles of the cell. #8. What stage of mitosis is this cell in? a.
Anaphase. b.
Telophase. c.
Prophase. d.
None of the above stages. #9. Which answer gives the stages of mitosis in proper chronological order?
| 1,817 | 2,208 |
msmarco_v2.1_doc_01_1665543670#10_2440980613
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
b.
Telophase. c.
Prophase. d.
None of the above stages. #9. Which answer gives the stages of mitosis in proper chronological order? a.
Anaphase, prophase, metaphase, telophase. b.
Metaphase, anaphase, telophase, prophase
c.
Prophase, metaphase, anaphase, telophase. d.
Interphase, prophase, metaphase, anaphase, telophase. #10. This is a picture of a cell in telophase.
| 2,076 | 2,447 |
msmarco_v2.1_doc_01_1665543670#11_2440981389
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
a.
Anaphase, prophase, metaphase, telophase. b.
Metaphase, anaphase, telophase, prophase
c.
Prophase, metaphase, anaphase, telophase. d.
Interphase, prophase, metaphase, anaphase, telophase. #10. This is a picture of a cell in telophase. a.
Correct. b.
No, this is a cell in anaphase. c.
No, this is a cell in interphase. d.
None of the above choices. #11.
| 2,208 | 2,567 |
msmarco_v2.1_doc_01_1665543670#12_2440982153
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
a.
Correct. b.
No, this is a cell in anaphase. c.
No, this is a cell in interphase. d.
None of the above choices. #11. Which is the correct sequence of stages in the cell cycle that produces a differentiated cell? ( D = cell differentiation)
a.
G1, S, G2, M, D.
b.
G1, G2, S, M, D.
c.
S, G1, G2, M, D.
d.
G1, M, G2, S, D.
#12. In prophase, the nuclear membrane disappears. a.
True, it occurs early in prophase. b.
True, it occurs late in prophase.
| 2,447 | 2,897 |
msmarco_v2.1_doc_01_1665543670#13_2440983016
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
Which is the correct sequence of stages in the cell cycle that produces a differentiated cell? ( D = cell differentiation)
a.
G1, S, G2, M, D.
b.
G1, G2, S, M, D.
c.
S, G1, G2, M, D.
d.
G1, M, G2, S, D.
#12. In prophase, the nuclear membrane disappears. a.
True, it occurs early in prophase. b.
True, it occurs late in prophase. c.
False, it is not associated with prophase. #13. Match the terms with the appropriate stages in the answer: Migration, Shortening and Thickening, Cytokinesis, Prophase. a.
Telophase, Anaphase, Prophase, centrioles forming.
| 2,567 | 3,123 |
msmarco_v2.1_doc_01_1665543670#14_2440983983
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
c.
False, it is not associated with prophase. #13. Match the terms with the appropriate stages in the answer: Migration, Shortening and Thickening, Cytokinesis, Prophase. a.
Telophase, Anaphase, Prophase, centrioles forming. b.
Anaphase, Prophase, Metaphase, microtubules. c.
Anaphase, Prophase, Telophase, centrioles forming. d.
Metaphase, Anaphase, Telophase, microtubules. #14. Which of the following is correct?
| 2,897 | 3,314 |
msmarco_v2.1_doc_01_1665543670#15_2440984802
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
b.
Anaphase, Prophase, Metaphase, microtubules. c.
Anaphase, Prophase, Telophase, centrioles forming. d.
Metaphase, Anaphase, Telophase, microtubules. #14. Which of the following is correct? a.
The chromosomes shorten and thicken during prophase. b.
The nucleolus reappears following telophase. c.
Interphase is characterized by little cellular activity, as the cell is resting to prepare for the next mitotic event. d.
All of the above. #15.
| 3,123 | 3,567 |
msmarco_v2.1_doc_01_1665543670#16_2440985650
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
a.
The chromosomes shorten and thicken during prophase. b.
The nucleolus reappears following telophase. c.
Interphase is characterized by little cellular activity, as the cell is resting to prepare for the next mitotic event. d.
All of the above. #15. Place the pictures in the correct chronological order. 1. 2. 3. 4.
| 3,314 | 3,634 |
msmarco_v2.1_doc_01_1665543670#17_2440986371
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
Place the pictures in the correct chronological order. 1. 2. 3. 4. a.
1, 2, 3, 4
b.
2, 3, 1, 4
c.
4, 1, 3, 2
d.
3, 4, 1, 2
#16. Which stage is seen in this cell? ( Note: This cell does NOT exist. It is a composite image of the fertilization shell of Ascaris and a cell of another species, but please play along and pretend it's real!)
| 3,567 | 3,902 |
msmarco_v2.1_doc_01_1665543670#18_2440987112
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
a.
1, 2, 3, 4
b.
2, 3, 1, 4
c.
4, 1, 3, 2
d.
3, 4, 1, 2
#16. Which stage is seen in this cell? ( Note: This cell does NOT exist. It is a composite image of the fertilization shell of Ascaris and a cell of another species, but please play along and pretend it's real!) a.
Prophase. b.
Anaphase. c.
Metaphase. d.
Interphase. Answer Key:
| 3,634 | 3,970 |
msmarco_v2.1_doc_01_1665543670#19_2440987857
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
|
Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
a.
Prophase. b.
Anaphase. c.
Metaphase. d.
Interphase. Answer Key: 1. C 2. B 3. D 4. A 5.
| 3,902 | 3,993 |
msmarco_v2.1_doc_01_1665543670#20_2440988349
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http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
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Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
1. C 2. B 3. D 4. A 5. B 6. B 7. D 8. C 9. C 10.
| 3,970 | 4,019 |
msmarco_v2.1_doc_01_1665543670#21_2440988796
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http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
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Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
B 6. B 7. D 8. C 9. C 10. D 11. A 12. B 13. C 14. A 15.
| 3,994 | 4,049 |
msmarco_v2.1_doc_01_1665543670#22_2440989250
|
http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Mitosis%20Practice%20Questions/Mitosis%20Practice.htm
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Mitosis Practice Questions
|
Mitosis Practice Questions
Answer Key:
|
D 11. A 12. B 13. C 14. A 15. C 16. D
Acknowledgement: This page is adapted from a similar page available at http://www.uoguelph.ca/zoology/devobio/210labs/MitosisQuiz/mitosisqframe.html
| 4,020 | 4,206 |
msmarco_v2.1_doc_01_1665548407#0_2440989836
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http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Onion%20Root%20Tip%20Mitosis/Onion%20Root%20tip%20Mitosis.html
|
Mitosis in onion root tips.
|
Mitosis in onion root tips. Interphase. The two cells at the left are in interphase. The material inside the nucleus is largely chromatin (C) which consists of the chromosomes stretched out so that individual chromosomes are not visible. The dark structure (I) represents the nucleolus. Interphase cells typically have one or more nucleoli. Prophase. Observe the condensing chromosomes (dark regions) in the cell on the left below in early prophase. Note the cell on the right below with more prominent chromosomes and having lost the nuclear envelope. Metaphase
This a very nice metaphase cell.
| 0 | 596 |
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msmarco_v2.1_doc_01_1665548407#1_2440990799
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http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Onion%20Root%20Tip%20Mitosis/Onion%20Root%20tip%20Mitosis.html
|
Mitosis in onion root tips.
|
Interphase cells typically have one or more nucleoli. Prophase. Observe the condensing chromosomes (dark regions) in the cell on the left below in early prophase. Note the cell on the right below with more prominent chromosomes and having lost the nuclear envelope. Metaphase
This a very nice metaphase cell. Observe the chromosomes (Ch) at the equator of the spindle. The spindle (S) is highly visible. especially on the lower half of the cell. Anaphase
The cell to the left is a nice mid anaphase. If you closely compare the chromosomes with the metaphase cell, you can tell that the chromosomes are now unduplicated.
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msmarco_v2.1_doc_01_1665548407#2_2440991789
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http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Onion%20Root%20Tip%20Mitosis/Onion%20Root%20tip%20Mitosis.html
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Mitosis in onion root tips.
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Observe the chromosomes (Ch) at the equator of the spindle. The spindle (S) is highly visible. especially on the lower half of the cell. Anaphase
The cell to the left is a nice mid anaphase. If you closely compare the chromosomes with the metaphase cell, you can tell that the chromosomes are now unduplicated. Telophase and Cytokinesis
The arrow is pointing to the spindle of this telophase cell. Also, there is a faint cell plate that may not show up on all monitors. In plant cells cytokinesis involves the formation of a cell plate. This is the start of the cell wall that will eventually divide the two new cells. Late Telophase.
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msmarco_v2.1_doc_01_1665548407#3_2440992795
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http://instruction.greenriver.edu/kmarr/Biology%20211/Labs%20and%20ALEs/B211%20Labs/B211%20Labs/Onion%20and%20Whitefish%20Mitosis/Onion%20Root%20Tip%20Mitosis/Onion%20Root%20tip%20Mitosis.html
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Mitosis in onion root tips.
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Telophase and Cytokinesis
The arrow is pointing to the spindle of this telophase cell. Also, there is a faint cell plate that may not show up on all monitors. In plant cells cytokinesis involves the formation of a cell plate. This is the start of the cell wall that will eventually divide the two new cells. Late Telophase. This image shows a late telophase cell near the left hand side of the image. Note that the cell plate goes almost all the way across the original cell and the reforming of the nuclear envelope.
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msmarco_v2.1_doc_01_1665550162#0_2440993683
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http://instruction.greenriver.edu/kmarr/chem%20162/Chem162%20Labs/Elements%20Sorted%20by%20Ionization%20energy/List%20of%20Periodic%20Table%20Elements%20Sorted%20by%20Ionization%20energy.asp
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List of Elements of the Periodic Table - Sorted by Ionization energy
|
To sort by atomic number or any other criteria in the columns below, go to the original Source of this page at the Israel Science and Technology website at http://www.science.co.il/PTelements.asp?s=ionization
Energy levels and sublevels
Other resources related to the Periodic Table
|
List of Elements of the Periodic Table - Sorted by Ionization energy
To sort by atomic number or any other criteria in the columns below, go to the original Source of this page at the Israel Science and Technology website at http://www.science.co.il/PTelements.asp?s=ionization
No. Atomic
Weight
Name
Symbol
M.P.
( °C )
B.P.
( °C )
Density*
(g/cm 3)
Earth crust
( % )*
Discovery
(Year)
Group*
Electron
configuration
1st Ionization
energy (eV)
2
4.0026
Helium
He
-272
-269
0.18
1895
18
1s 2
24.5874
10
20.1797
Neon
Ne
-249
-246
0.9
1898
18
[He] 2s 2 2p 6
21.5645
9
18.9984
Fluorine
F
-220
-188
1.7
0.029
1886
17
[He] 2s 2 2p 5
17.4228
18
39.948
Argon
Ar
-189
-186
1.78
1894
18
[Ne] 3s 2 3p 6
15.7596
7
14.0067
Nitrogen
N
-210
-196
1.25
1772
15
[He] 2s 2 2p 3
14.5341
36
83.8
Krypton
Kr
-157
-153
3.75
1898
18
[Ar] 3d 10 4s 2 4p 6
13.9996
8
15.9994
Oxygen
O
-218
-183
1.43
46.71
1774
16
[He] 2s 2 2p 4
13.6181
1
1.0079
Hydrogen
H
-259
-253
0.09
0.14
1776
1
1s 1
13.5984
17
35.453
Chlorine
Cl
-101
-35
3.21
0.045
1774
17
[Ne] 3s 2 3p 5
12.9676
54
131.293
Xenon
Xe
-112
-108
5.9
1898
18
[Kr] 4d 10 5s 2 5p 6
12.1298
35
79.904
Bromine
Br
-7
59
3.12
1826
17
[Ar] 3d 10 4s 2 4p 5
11.8138
6
12.0107
Carbon
C
3500
4827
2.26
0.094
ancient
14
[He] 2s 2 2p 2
11.2603
86
*
222
Radon
Rn
-71
-62
9.73
1900
18
[Xe] 4f 14 5d 10 6s 2 6p 6
10.7485
15
30.9738
Phosphorus
P
44
280
1.82
0.13
1669
15
[Ne] 3s 2 3p 3
10.4867
53
126.9045
Iodine
I
114
184
4.93
1811
17
[Kr] 4d 10 5s 2 5p 5
10.4513
80
200.59
Mercury
Hg
-39
357
13.55
ancient
12
[Xe] 4f 14 5d 10 6s 2
10.4375
16
32.065
Sulfur
S
113
445
2.07
0.052
ancient
16
[Ne] 3s 2 3p 4
10.36
33
74.9216
Arsenic
As
81
613
5.72
ancient
15
[Ar] 3d 10 4s 2 4p 3
9.7886
34
78.96
Selenium
Se
217
685
4.79
1817
16
[Ar] 3d 10 4s 2 4p 4
9.7524
30
65.39
Zinc
Zn
420
907
7.13
ancient
12
[Ar] 3d 10 4s 2
9.3942
4
9.0122
Beryllium
Be
1278
2970
1.85
1797
2
[He] 2s 2
9.3227
85
*
210
Astatine
At
302
337
1940
17
[Xe] 4f 14 5d 10 6s 2 6p 5
9.3
79
196.9665
Gold
Au
1064
2807
19.32
ancient
11
[Xe] 4f 14 5d 10 6s 1
9.2255
52
127.6
Tellurium
Te
449
990
6.24
1783
16
[Kr] 4d 10 5s 2 5p 4
9.0096
48
112.411
Cadmium
Cd
321
765
8.65
1817
12
[Kr] 4d 10 5s 2
8.9938
77
192.217
Iridium
Ir
2410
4527
22.4
1803
9
[Xe] 4f 14 5d 7 6s 2
8.967
78
195.078
Platinum
Pt
1772
3827
21.45
1735
10
[Xe] 4f 14 5d 9 6s 1
8.9587
51
121.76
Antimony
Sb
630
1750
6.68
ancient
15
[Kr] 4d 10 5s 2 5p 3
8.6084
76
190.23
Osmium
Os
3045
5027
22.6
1803
8
[Xe] 4f 14 5d 6 6s 2
8.4382
84
*
209
Polonium
Po
254
962
9.3
1898
16
[Xe] 4f 14 5d 10 6s 2 6p 4
8.417
46
106.42
Palladium
Pd
1552
2927
12.02
1803
10
[Kr] 4d 10
8.3369
5
10.811
Boron
B
2300
2550
2.34
1808
13
[He] 2s 2 2p 1
8.298
14
28.0855
Silicon
Si
1410
2355
2.33
27.69
1824
14
[Ne] 3s 2 3p 2
8.1517
26
55.845
Iron
Fe
1535
2750
7.87
5.05
ancient
8
[Ar] 3d 6 4s 2
7.9024
32
72.64
Germanium
Ge
937
2830
5.32
1886
14
[Ar] 3d 10 4s 2 4p 2
7.8994
27
58.9332
Cobalt
Co
1495
2870
8.9
1735
9
[Ar] 3d 7 4s 2
7.881
74
183.84
Tungsten
W
3410
5660
19.35
1783
6
[Xe] 4f 14 5d 4 6s 2
7.864
75
186.207
Rhenium
Re
3180
5627
21.04
1925
7
[Xe] 4f 14 5d 5 6s 2
7.8335
29
63.546
Copper
Cu
1083
2567
8.96
ancient
11
[Ar] 3d 10 4s 1
7.7264
12
24.305
Magnesium
Mg
639
1090
1.74
2.08
1755
2
[Ne] 3s 2
7.6462
28
58.6934
Nickel
Ni
1453
2732
8.9
0.019
1751
10
[Ar] 3d 8 4s 2
7.6398
47
107.8682
Silver
Ag
962
2212
10.5
ancient
11
[Kr] 4d 10 5s 1
7.5762
73
180.9479
Tantalum
Ta
2996
5425
16.65
1802
5
[Xe] 4f 14 5d 3 6s 2
7.5496
45
102.9055
Rhodium
Rh
1966
3727
12.41
1803
9
[Kr] 4d 8 5s 1
7.4589
25
54.938
Manganese
Mn
1245
1962
7.43
0.09
1774
7
[Ar] 3d 5 4s 2
7.434
82
207.2
Lead
Pb
327
1740
11.35
ancient
14
[Xe] 4f 14 5d 10 6s 2 6p 2
7.4167
44
101.07
Ruthenium
Ru
2250
3900
12.37
1844
8
[Kr] 4d 7 5s 1
7.3605
50
118.71
Tin
Sn
232
2270
7.31
ancient
14
[Kr] 4d 10 5s 2 5p 2
7.3439
83
208.9804
Bismuth
Bi
271
1560
9.75
ancient
15
[Xe] 4f 14 5d 10 6s 2 6p 3
7.2856
43
*
98
Technetium
Tc
2200
4877
11.5
1937
7
[Kr] 4d 5 5s 2
7.28
42
95.94
Molybdenum
Mo
2617
4612
10.22
1781
6
[Kr] 4d 5 5s 1
7.0924
22
47.867
Titanium
Ti
1660
3287
4.54
0.62
1791
4
[Ar] 3d 2 4s 2
6.8281
72
178.49
Hafnium
Hf
2150
5400
13.31
1923
4
[Xe] 4f 14 5d 2 6s 2
6.8251
24
51.9961
Chromium
Cr
1857
2672
7.19
0.035
1797
6
[Ar] 3d 5 4s 1
6.7665
41
92.9064
Niobium
Nb
2468
4927
8.57
1801
5
[Kr] 4d 4 5s 1
6.7589
23
50.9415
Vanadium
V
1890
3380
6.11
1830
5
[Ar] 3d 3 4s 2
6.7462
102
*
259
Nobelium
No
827
1958
102
6.65
40
91.224
Zirconium
Zr
1852
4377
6.51
0.025
1789
4
[Kr] 4d 2 5s 2
6.6339
101
*
258
Mendelevium
Md
1955
102
6.58
21
44.9559
Scandium
Sc
1539
2832
2.99
1879
3
[Ar] 3d 1 4s 2
6.5615
100
*
257
Fermium
Fm
1527
1952
102
6.5
99
*
252
Einsteinium
Es
860
1952
102
6.42
90
232.0381
Thorium
Th
1750
4790
11.72
1829
102
[Rn] 6d 2 7s 2
6.3067
98
*
251
Californium
Cf
900
15.1
1950
102
6.2817
93
*
237
Neptunium
Np
640
3902
20.2
1940
102
[Rn] 5f 4 6d 1 7s 2
6.2657
70
173.04
Ytterbium
Yb
824
1466
6.9
1878
101
[Xe] 4f 14 6s 2
6.2542
39
88.9059
Yttrium
Y
1523
3337
4.47
1794
3
[Kr] 4d 1 5s 2
6.2173
97
*
247
Berkelium
Bk
986
14.78
1949
102
6.1979
92
238.0289
Uranium
U
1132
3818
18.95
1789
102
[Rn] 5f 3 6d 1 7s 2
6.1941
69
168.9342
Thulium
Tm
1545
1727
9.32
1879
101
[Xe] 4f 13 6s 2
6.1843
64
157.25
Gadolinium
Gd
1311
3233
7.9
1880
101
[Xe] 4f 7 5d 1 6s 2
6.1501
20
40.078
Calcium
Ca
839
1484
1.55
3.65
1808
2
[Ar] 4s 2
6.1132
81
204.3833
Thallium
Tl
303
1457
11.85
1861
13
[Xe] 4f 14 5d 10 6s 2 6p 1
6.1082
68
167.259
Erbium
Er
1522
2510
9.07
1842
101
[Xe] 4f 12 6s 2
6.1077
94
*
244
Plutonium
Pu
640
3235
19.84
1940
102
[Rn] 5f 6 7s 2
6.0262
67
164.9303
Holmium
Ho
1470
2720
8.8
1867
101
[Xe] 4f 11 6s 2
6.0215
31
69.723
Gallium
Ga
30
2403
5.91
1875
13
[Ar] 3d 10 4s 2 4p 1
5.9993
96
*
247
Curium
Cm
1340
13.5
1944
102
5.9915
13
26.9815
Aluminum
Al
660
2467
2.7
8.07
1825
13
[Ne] 3s 2 3p 1
5.9858
95
*
243
Americium
Am
994
2607
13.67
1944
102
[Rn] 5f 7 7s 2
5.9738
66
162.5
Dysprosium
Dy
1412
2562
8.55
1886
101
[Xe] 4f 10 6s 2
5.9389
91
231.0359
Protactinium
Pa
1568
15.4
1913
102
[Rn] 5f 2 6d 1 7s 2
5.89
65
158.9253
Terbium
Tb
1360
3041
8.23
1843
101
[Xe] 4f 9 6s 2
5.8638
49
114.818
Indium
In
157
2000
7.31
1863
13
[Kr] 4d 10 5s 2 5p 1
5.7864
38
87.62
Strontium
Sr
769
1384
2.54
1790
2
[Kr] 5s 2
5.6949
63
151.964
Europium
Eu
822
1597
5.24
1901
101
[Xe] 4f 7 6s 2
5.6704
62
150.36
Samarium
Sm
1072
1900
7.52
1879
101
[Xe] 4f 6 6s 2
5.6437
61
*
145
Promethium
Pm
1100
3000
7.3
1945
101
[Xe] 4f 5 6s 2
5.582
57
138.9055
Lanthanum
La
920
3469
6.15
1839
3
[Xe] 5d 1 6s 2
5.5769
58
140.116
Cerium
Ce
795
3257
6.77
1803
101
[Xe] 4f 1 5d 1 6s 2
5.5387
60
144.24
Neodymium
Nd
1010
3127
7.01
1885
101
[Xe] 4f 4 6s 2
5.525
59
140.9077
Praseodymium
Pr
935
3127
6.77
1885
101
[Xe] 4f 3 6s 2
5.473
71
174.967
Lutetium
Lu
1656
3315
9.84
1907
101
[Xe] 4f 14 5d 1 6s 2
5.4259
3
6.941
Lithium
Li
180
1347
0.53
1817
1
[He] 2s 1
5.3917
88
*
226
Radium
Ra
700
1737
5.5
1898
2
[Rn] 7s 2
5.2784
56
137.327
Barium
Ba
725
1140
3.59
0.05
1808
2
[Xe] 6s 2
5.2117
89
*
227
Actinium
Ac
1050
3200
10.07
1899
3
[Rn] 6d 1 7s 2
5.17
11
22.9897
Sodium
Na
98
883
0.97
2.75
1807
1
[Ne] 3s 1
5.1391
103
*
262
Lawrencium
Lr
1627
1961
102
4.9
19
39.0983
Potassium
K
64
774
0.86
2.58
1807
1
[Ar] 4s 1
4.3407
37
85.4678
Rubidium
Rb
39
688
1.63
1861
1
[Kr] 5s 1
4.1771
87
*
223
Francium
Fr
27
677
1939
1
[Rn] 7s 1
4.0727
55
132.9055
Cesium
Cs
29
678
1.87
1860
1
[Xe] 6s 1
3.8939
104
*
261
Rutherfordium
Rf
1964
4
105
*
262
Dubnium
Db
1967
5
106
*
266
Seaborgium
Sg
1974
6
107
*
264
Bohrium
Bh
1981
7
108
*
277
Hassium
Hs
1984
8
109
*
268
Meitnerium
Mt
1982
9
Abbreviations and Definitions: No. - Atomic Number
M.P. - melting point
B.P. - boiling point
* Density of elements with boiling points below 0°C is given in g/l
* Earth crust composition average values are from a report by F. W. Clarke and H. S. Washington, 1924. Elemental composition of crustal rocks differ between different localities ( see article ). * Group: There are only 18 groups in the periodic table that constitute the columns of the table. Lanthanoids and Actinoids are numbered as 101 and 102 to separate them in sorting by group. Atomic number: The number of protons in an atom.
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http://instruction.greenriver.edu/kmarr/chem%20162/Chem162%20Labs/Elements%20Sorted%20by%20Ionization%20energy/List%20of%20Periodic%20Table%20Elements%20Sorted%20by%20Ionization%20energy.asp
|
List of Elements of the Periodic Table - Sorted by Ionization energy
|
To sort by atomic number or any other criteria in the columns below, go to the original Source of this page at the Israel Science and Technology website at http://www.science.co.il/PTelements.asp?s=ionization
Energy levels and sublevels
Other resources related to the Periodic Table
|
* Group: There are only 18 groups in the periodic table that constitute the columns of the table. Lanthanoids and Actinoids are numbered as 101 and 102 to separate them in sorting by group. Atomic number: The number of protons in an atom. Each element is uniquely defined by its atomic number. Atomic mass: The mass of an atom is primarily determined by the number of protons and neutrons in its nucleus. Atomic mass is measured in Atomic Mass Units (amu) which are scaled relative to carbon, 12 C, that is taken as a standard element with an atomic mass of 12. This isotope of carbon has 6 protons and 6 neutrons.
| 8,082 | 8,697 |
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|
List of Elements of the Periodic Table - Sorted by Ionization energy
|
To sort by atomic number or any other criteria in the columns below, go to the original Source of this page at the Israel Science and Technology website at http://www.science.co.il/PTelements.asp?s=ionization
Energy levels and sublevels
Other resources related to the Periodic Table
|
Each element is uniquely defined by its atomic number. Atomic mass: The mass of an atom is primarily determined by the number of protons and neutrons in its nucleus. Atomic mass is measured in Atomic Mass Units (amu) which are scaled relative to carbon, 12 C, that is taken as a standard element with an atomic mass of 12. This isotope of carbon has 6 protons and 6 neutrons. Thus, each proton and neutron has a mass of about 1 amu. Isotope: Atoms of the same element with the same atomic number, but different number of neutrons. Isotope of an element is defined by the sum of the number of protons and neutrons in its nucleus. Elements have more than one isotope with varying numbers of neutrons.
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List of Elements of the Periodic Table - Sorted by Ionization energy
|
To sort by atomic number or any other criteria in the columns below, go to the original Source of this page at the Israel Science and Technology website at http://www.science.co.il/PTelements.asp?s=ionization
Energy levels and sublevels
Other resources related to the Periodic Table
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Thus, each proton and neutron has a mass of about 1 amu. Isotope: Atoms of the same element with the same atomic number, but different number of neutrons. Isotope of an element is defined by the sum of the number of protons and neutrons in its nucleus. Elements have more than one isotope with varying numbers of neutrons. For example, there are two common isotopes of carbon, 12 C and 13 C which have 6 and 7 neutrons respectively. The abundances of different isotopes of elements vary in nature depending on the source of materials. For relative abundances of isotopes in nature see reference on Isotopic Composition of the Elements. Atomic weight: Atomic weight values represent weighted average of the masses of all naturally occurring isotopes of an element.
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List of Elements of the Periodic Table - Sorted by Ionization energy
|
To sort by atomic number or any other criteria in the columns below, go to the original Source of this page at the Israel Science and Technology website at http://www.science.co.il/PTelements.asp?s=ionization
Energy levels and sublevels
Other resources related to the Periodic Table
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For example, there are two common isotopes of carbon, 12 C and 13 C which have 6 and 7 neutrons respectively. The abundances of different isotopes of elements vary in nature depending on the source of materials. For relative abundances of isotopes in nature see reference on Isotopic Composition of the Elements. Atomic weight: Atomic weight values represent weighted average of the masses of all naturally occurring isotopes of an element. The values shown here are based on the IUPAC Commission determinations ( Pure Appl. Chem. 73:667-683, 2001 ). The elements marked with an asterisk have no stable nuclides. For these elements the weight value shown represents the mass number of the longest-lived isotope of the element.
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msmarco_v2.1_doc_01_1665550162#5_2441009738
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http://instruction.greenriver.edu/kmarr/chem%20162/Chem162%20Labs/Elements%20Sorted%20by%20Ionization%20energy/List%20of%20Periodic%20Table%20Elements%20Sorted%20by%20Ionization%20energy.asp
|
List of Elements of the Periodic Table - Sorted by Ionization energy
|
To sort by atomic number or any other criteria in the columns below, go to the original Source of this page at the Israel Science and Technology website at http://www.science.co.il/PTelements.asp?s=ionization
Energy levels and sublevels
Other resources related to the Periodic Table
|
The values shown here are based on the IUPAC Commission determinations ( Pure Appl. Chem. 73:667-683, 2001 ). The elements marked with an asterisk have no stable nuclides. For these elements the weight value shown represents the mass number of the longest-lived isotope of the element. Electron configuration: The distribution of electrons according to the energy sublevels (subshells) in uncharged atoms. The noble gas shown in square brackets (e.g. [He]), marks that all the subshells associated with that element are fully occupied by
| 9,462 | 9,999 |
msmarco_v2.1_doc_01_1665563369#0_2441010971
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
When
responding
to
any
adult,
you
must
answer
by
saying
“Yes
ma’am”
or
“No
sir.” Just
nodding
your
head
or
saying
any
other
form
of
yes
or
no
is
not
acceptable. Rule
2
Make
eye
contact. When
someone
is
speaking,
keep
your
eyes
on
him
or
her
at
all
times. If
someone
makes
a
comment,
turn
and
face
that
person. Rule
3
If
someone
in
the
class
wins
a
game
or
does
something
well,
we
will
congratulate
that
person. Claps
should
be
at
least
three
seconds
in
length
with
the
full
part
of
both
hands
meeting
in
a
manner
that
will
give
the
appropriate
clap
volume. Rule
4
During
discussions,
respect
other
students’
comments,
opinions,
and
ideas. When
possible,
make
statements
like,
“I
agree
with
John,
and
I
also
feel
that…”
or
“I
disagree
with
Sarah. She
made
a
good
point
I
feel
that…”
or
“I
think
Victor
made
an
excellent
observation,
and
it
made
me
realize…”
Rule
5
If
you
win
or
do
well
at
something,
do
not
brag.
| 0 | 1,334 |
|
msmarco_v2.1_doc_01_1665563369#1_2441014021
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
Rule
3
If
someone
in
the
class
wins
a
game
or
does
something
well,
we
will
congratulate
that
person. Claps
should
be
at
least
three
seconds
in
length
with
the
full
part
of
both
hands
meeting
in
a
manner
that
will
give
the
appropriate
clap
volume. Rule
4
During
discussions,
respect
other
students’
comments,
opinions,
and
ideas. When
possible,
make
statements
like,
“I
agree
with
John,
and
I
also
feel
that…”
or
“I
disagree
with
Sarah. She
made
a
good
point
I
feel
that…”
or
“I
think
Victor
made
an
excellent
observation,
and
it
made
me
realize…”
Rule
5
If
you
win
or
do
well
at
something,
do
not
brag. If
you
lose,
do
not
show
anger. Instead,
say
something
like,
“I
really
enjoyed
the
competition,
and
I
look
forward
to
playing
you
again,”
or
“good
game,”
or
don’t
say
anything
at
all. To
show
anger
or
sarcasm,
such
as
“I
wasn’t
playing
hard
anyway”
or
“You
really
aren’t
that
good,”
shows
weakness. Rule
6
If
you
are
asked
a
question
in
conversation,
you
should
ask
a
question
in
return. Me:
| 506 | 1,873 |
|
msmarco_v2.1_doc_01_1665563369#2_2441017116
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
If
you
lose,
do
not
show
anger. Instead,
say
something
like,
“I
really
enjoyed
the
competition,
and
I
look
forward
to
playing
you
again,”
or
“good
game,”
or
don’t
say
anything
at
all. To
show
anger
or
sarcasm,
such
as
“I
wasn’t
playing
hard
anyway”
or
“You
really
aren’t
that
good,”
shows
weakness. Rule
6
If
you
are
asked
a
question
in
conversation,
you
should
ask
a
question
in
return. Me: “Did
you
have
a
nice
weekend?” You: “Yes,
I
had
a
great
time. My
family
and
I
went
shopping. What
about
you?
| 1,334 | 2,029 |
|
msmarco_v2.1_doc_01_1665563369#3_2441019330
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
“Did
you
have
a
nice
weekend?” You: “Yes,
I
had
a
great
time. My
family
and
I
went
shopping. What
about
you? Did
you
have
a
nice
weekend?” It
is
only
polite
to
show
others
that
you
are
just
as
interested
in
them
as
they
are
in
you. Rule
7
“When
you
cough
or
sneeze
or
burp,
it
is
appropriate
to
turn
your
head
away
from
others
and
cover
your
mouth
with
the
full
part
of
your
hand. Using
a
fist
is
not
acceptable. Afterward,
you
should
say,
“Excuse
me.”
| 1,873 | 2,512 |
|
msmarco_v2.1_doc_01_1665563369#4_2441021449
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
Did
you
have
a
nice
weekend?” It
is
only
polite
to
show
others
that
you
are
just
as
interested
in
them
as
they
are
in
you. Rule
7
“When
you
cough
or
sneeze
or
burp,
it
is
appropriate
to
turn
your
head
away
from
others
and
cover
your
mouth
with
the
full
part
of
your
hand. Using
a
fist
is
not
acceptable. Afterward,
you
should
say,
“Excuse
me.” Rule
8
“Do
not
smack
your
lips,
tsk,
roll
your
eyes,
or
show
disrespect
with
gestures.” Rule
9
“Always
say
thank
you
when
I
give
you
something. If
you
do
not
say
it
within
3
seconds
after
receiving
the
item,
I
will
take
it
back. There
is
no
excuse
for
not
showing
appreciation.” Rule
10
“When
you
are
given
something
from
someone,
never
insult
that
person
by
making
negative
comments
about
the
gift
or
by
insinuating
that
it
wasn’t
appreciated”
Rule
11
“Surprise
others
by
performing
random
acts
of
kindness.
| 2,029 | 3,203 |
|
msmarco_v2.1_doc_01_1665563369#5_2441024265
|
http://instruction.manorisd.net/manorisd/shannon.belz/resources/55rules.pdf
|
“The Essential 55”
“The
Essential
55”
by
Ron
Clark
Rule
1
Rule
2
Rule
3
Rule
4
Rule
5
Rule
6
Rule
7
Rule
8
Rule
9
Rule
10
Rule
11
Rule
12
Rule
13
Rule
14
Rule
15
Rule
16
Rule
17
Rule
18
Rule
19
Rule
20
Rule
21
Rule
22
Rule
23
Rule
24
Rule
25
Rule
26
Rule
27
Rule
28
Rule
29
Rule
30
Rule
31
Rule
32
Rule
33
Rule
34
Rule
35
Rule
36
Rule
37
Rule
38
Rule
39
Rule
40
Rule
41
Rule
42
Rule
43
Rule
44
Rule
45
Rule
46
Rule
47
Rule
48
Rule
49
Rule
50
Rule
51
Rule
52
Rule
53
Rule
54
Rule
55
|
Rule
8
“Do
not
smack
your
lips,
tsk,
roll
your
eyes,
or
show
disrespect
with
gestures.” Rule
9
“Always
say
thank
you
when
I
give
you
something. If
you
do
not
say
it
within
3
seconds
after
receiving
the
item,
I
will
take
it
back. There
is
no
excuse
for
not
showing
appreciation.” Rule
10
“When
you
are
given
something
from
someone,
never
insult
that
person
by
making
negative
comments
about
the
gift
or
by
insinuating
that
it
wasn’t
appreciated”
Rule
11
“Surprise
others
by
performing
random
acts
of
kindness. Go
our
of
your
way
to
do
something
surprisingly
kind
and
generous
for
someone
at
least
once
a
month.” Rule
12
“Occasionally
we
may
grade
each
other’s
papers
as
a
group. When
grading
other
students’
papers,
if
you
give
someone
an
incorrect
grade,
whether
it
is
higher
or
lower
than
they
deserve,
the
amount
the
grade
differs
from
the
actual
grade
will
be
deducted
from
your
paper. The
only
marks
you
are
allowed
to
make
on
others’
papers
are
an
“X”
and
the
number
they
got
incorrect.” Rule
13
“When
we
read
together
in
class,
you
must
follow
along.
| 2,512 | 3,952 |
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