Reasonable Course Research Articles

ON STRUCTURAL-SEMANTIC FEATURES OF COMPLEX SENTENCES OF HETEROGENEOUS SUBORDINATION WITH A CAUSAL COMPONENT IN THE SCIENTIFIC STYLE OF THE RUSSIAN LANGUAGE (based on mathematical texts)

All works of scientific style, in particular, in the style of exact sciences, contain a large number of complex sentences. Many of them are multi-component. Of particular interest for the study are the constructions of heterogeneous subordination. They have large “pictorial” means, making it possible to convey the author’s complicated thought in a form that is easy enough for perception. The complex structure breaks down into separate components, allowing the reader to follow the course of logical reasoning, which is of key importance when reading and thinking about sophisticated mathematised texts. However, it would be a mistake to imagine the studied constructions as simply separate predicative parts composed with each other. A complex sentence, built from many components, is a complex “organism” with its own syntactic relations, with a common modality and a predominant connection of structural parts. The subject of this article is constructions consisting of only three components – the main part, the causal subordinate clause and the subordinate clause of the indivisible type. In the style of exact sciences, the causal component makes it possible to clearly establish the cause-and-effect relationship between phenomena, and the entire structure promotes an adequate understanding of complex scientific thought, focusing the reader’s attention on the important points of the presentation of the material. The study was conducted on a number of works by famous modern mathematicians. Their books and textbooks are written in classical mathematical language and are deservedly popular with students and young scientists. In the studied constructions, the causal component can be combined with the component of the indivisible type in different ways. Almost always, the causal component precedes the subordinate clause of the indivisible type and is joined by the conjunctions as and since. When a pronominal-conjunctional correlative subordinate clause acts as a component of the indivisible type, the causal meaning of the entire construction is significantly enhanced. Explanatory and substantive-attributive subordinate clauses lose their independence and are strongly united with the main one in structure and meaning. The construction of the studied constructions turns out to be harmonious: the theme-rheme division of a sentence almost always corresponds to the division of the construction into a subordinate causal clause and a complex main clause. This helps the reader correctly determine the vector of movement of the author’s thought.

SNMMI Procedure Standard/EANM Practice Guideline for Brain [18F]FDG PET Imaging, Version 2.0.

PREAMBLEThe Society of Nuclear Medicine and Molecular Imaging (SNMMI) is an international scientific and professional organization founded in 1954 to promote the science, technology, and practical application of nuclear medicine. The European Association of Nuclear Medicine (EANM) is a professional nonprofit medical association that facilitates communication worldwide between individuals pursuing clinical and research excellence in nuclear medicine. The EANM was founded in 1985. The EANM was founded in 1985. SNMMI and EANM members are physicians, technologists, and scientists specializing in the research and practice of nuclear medicine.The SNMMI and EANM will periodically define new guidelines for nuclear medicine practice to help advance the science of nuclear medicine and to improve the quality of service to patients throughout the world. Existing practice guidelines will be reviewed for revision or renewal, as appropriate, on their fifth anniversary or sooner, if indicated.Each practice guideline, representing a policy statement by the SNMMI/EANM, has undergone a thorough consensus process in which it has been subjected to extensive review. The SNMMI and EANM recognize that the safe and effective use of diagnostic nuclear medicine imaging requires specific training, skills, and techniques, as described in each document. Reproduction or modification of the published practice guideline by those entities not providing these services is not authorized.These guidelines are an educational tool designed to assist practitioners in providing appropriate care for patients. They are not inflexible rules or requirements of practice and are not intended, nor should they be used, to establish a legal standard of care. For these reasons and those set forth below, both the SNMMI and the EANM caution against the use of these guidelines in litigation in which the clinical decisions of a practitioner are called into question.The ultimate judgment regarding the propriety of any specific procedure or course of action must be made by the physician or medical physicist in light of all the circumstances presented. Thus, there is no implication that an approach differing from the guidelines, standing alone, is below the standard of care. To the contrary, a conscientious practitioner may responsibly adopt a course of action different from that set forth in the guidelines when, in the reasonable judgment of the practitioner, such course of action is indicated by the condition of the patient, limitations of available resources, or advances in knowledge or technology subsequent to publication of the guidelines.The practice of medicine includes both the art and the science of the prevention, diagnosis, alleviation, and treatment of disease. The variety and complexity of human conditions make it impossible to always reach the most appropriate diagnosis or to predict with certainty a particular response to treatment.Therefore, it should be recognized that adherence to these guidelines will not ensure an accurate diagnosis or a successful outcome. All that should be expected is that the practitioner will follow a reasonable course of action based on current knowledge, available resources, and the needs of the patient to deliver effective and safe medical care. The sole purpose of these guidelines is to assist practitioners in achieving this objective.

Integrating the Treisman Model and Math Circles Improves Student Performance in Introduction to Advanced Mathematics

We describe a lecture-free problem-solving Mathematical Communication and Reasoning (MCR) course that helps students succeed in the Introduction to Advanced Mathematics course. The MCR course integrates elements from Uri Treisman's Emerging Scholars workshop model and Math Circles. In it students solve challenging problems and form a supportive cohort. Analysis of course grades of students identified for intervention in the Introduction to Advanced Mathematics course showed significant improvement. The number of non-passing grades (F through C−) decreased by more than 50%, while the number of desirable grades (B− through A) increased by more than 50%. We offer insights from our experience for readers interested in developing such a course at other institutions.

The Relationship of Mathematical Reasoning to Mathematics Achievement and Academic Excellence

This study aimed to investigate the relationship between mathematical reasoning and achievement in mathematics, and extend this to its correlation as a higher cognitive ability with various academic subjects in general, particularly across different levels of academic performance efficiency. The study employed a descriptive correlational approach with a sample of 106 twelfth-grade secondary school students. The sample was divided into three groups based on academic performance efficiency. The study sought to answer the following questions(1)What is the extent and direction of the correlation between mathematical reasoning as a higher cognitive qualitative ability, and achievement in mathematics as educational content? (2)To what extent does the extent and direction of this correlation vary between mathematical reasoning variables and achievement in mathematics across different levels of academic performance in this subject? (3)What is the extent and direction of the correlation between mathematical reasoning and achievement in different academic courses?(4)To what extent do the extent and direction of correlation relationships vary between mathematical reasoning variables and different academic courses across varying levels of academic performance in these courses? Naturally, these questions were addressed by verifying the validity of the following scientific hypotheses:Hypothesis1There is a strong correlation between mathematical reasoning (as a higher cognitive ability) and achievement in mathematics, as presented to fourth-grade secondary school students. Hypothesis2: The correlation between mathematical reasoning and achievement in mathematics varies in strength and weakness across different levels of academic performance efficiency in this subject.Hypothesis3:There is a strong correlation between the variable of mathematical reasoning and various academic subjects in general. However, the correlation is stronger between this ability and scientific subjects compared to subjects with linguistic or humanistic nature.Hypothesis4:The extent of correlation relationships (both strong and weak) between mathematical reasoning and different academic courses varies across different levels of academic achievement efficiency in general. The results of this study revealed the validation of all these hypotheses except for the third hypothesis, which was partially validated.The most significant findings from this study have highlighted a set of important indicators that shed light on the nature of non-cognitive factors behind academic excellence in general and specifically in mathematics, as presented in our context previously.

107 Should All Medical Students Receive Clerking Simulation Teaching?

Abstract Aim Simulation-based teaching for clerking hospital admissions is not routinely offered in medical school curricula. The Advanced Clinical Reasoning (ACR) course was developed to improve confidence and clinical proficiency in managing surgical and medical patients by allowing students to work through simulated cases in a safe environment. Method The ACR course was optional and face-to-face, consisting of six surgical and six medical simulated cases. The session was divided into practice forming management plans, simulated referrals, and discussion of answers. Students completed pre-course, immediate post-course and six-week post-course questionnaires and knowledge tests. Results Qualitative confidence forming management plans significantly increased post-session and at 6 weeks (p <0.00001), as did preparedness for an acute surgical shift (p <0.00001). The mean knowledge test score pre-session was 64%, which increased significantly to 77% immediately after the course (p = 0.0003) with a significant increase from baseline sustained at 6 weeks (p = 0.0012). 100% of students would recommend the course to another student, with 88% keen to repeat the course with a different case. Conclusions There was statistically significant qualitative and quantitative improvement in both confidence and knowledge after the course, which remained six weeks later. This supports previous research that simulation teaching has excellent outcomes and should be utilised more widely in medical school curricula. The future of this project is to conduct a remote course with a similar sample size to compare outcomes for face-to-face and remote teaching.

Curry, dialectic and the modal ontological argument

AbstractA course of dialogical reasoning involving the atheist and the theist reveals a connection between the Curry phenomenon and the step‐wise construction of a sound version of the modal ontological argument. The exercise is both adversarial and cooperative as the participants are committed to the norms of shared truth‐seeking, respect for one's opponents and a desire to continue the dialectic for as long as possible. The theist relies on the interaction between the properties of a Curry‐style sentence and the structure of implication in order to show that the atheist's own commitments imply Anselm's principle (God necessarily exists if He actually exists at all). As Anselm's principle and the possibility premise are the only assumptions required for the modal ontological argument it follows that the theist has, given the norms of the dialogue, a winning strategy against the atheist. This follows since the possibility premise is granted by the atheist as part of their commitment to the norms governing the dialectic though the theist in virtue of those same norms must accept that God is at best maximally perfect in the light of the argument from evil and the Stone paradox.

Investigation of artificial intelligence methods for detecting brain tumor

Brain tumors are debilitating, and can cause a shorter life in case not analyzed early adequately. Fake bits of knowledge (AI) can offer help to overcome the issue of bring and time in diagnosing brain tumors. There are two sorts of Brain tumor classification: pituitary and glioma The proposed models are associated with a dataset of 1,800 MRI pictures comprising two classes of investigation; glioma tumors and pituitary tumors. To realize a reasonable treatment course of action, classification of brain tumors is an incredibly fundamental step after detection. A dataset comprising 1,800 MRI pictures comprising two classes of investigation, pituitary tumor, and glioma tumors, was utilized to classify brain tumors: pituitary tumor and glioma tumor. It is essential to classify brain tumors after area in arrange to be able to characterize a successful treatment arrangement. This term paper focuses on amplifying the level and viability of utilizing AI Algorithms. In afterward a long time, the utilization of fake experiences (AI) is surging through all circles of science, and no address, it is revolutionizing the field of neurology. The application of AI in helpful science has made brain disease estimates and areas more exact and correct.

Student Performance and Perceived Effectiveness and Management of CUSTAR 425 (Customs & Tariff) Course

With the objective to produce efficient workforce, the primordial goal of the Bachelor of Science in Customs Administration (BSCA) educational program is to produce ethical and socially responsible customs broker professionals whose skills and competence conform to, and are compliant with, international standards and best customs practices (CHED, 2017). Prior to putting all the basic and fundamental knowledge of customs into practice, students ought to attend a technical course to review the essential aspects of the customs profession. As such, this course serves as a preparation for students in taking the Customs Broker Licensure Examination (CBLE). At the Asian Institute of Maritime Studies (AIMS), this is covered under the Customs and Tariff (CUSTAR 425) course. There are essential aspects that may affect the performance of students in engaging with this course: learning materials, and effective professors. Right (2018) reiterated that learning materials are crucial to the success of student achievement while the biggest opportunity for faculty members to impact, inspire, and engage students (Koproske, 2016) is by mapping concrete skills and outcomes to the syllabi in order to help their departments systematically measure and improve the learning experiences of their students over time. This led the researchers to examine the performance, effectiveness and management of the Customs and Tariff course (CUSTAR 425) of AIMS. Applying the tenets of descriptive-survey design, the study gathered data from 198 BSCA students of AIMS who were enrolled in CUSTAR 425 during SY 2015-2016 to 2017-2018. Employing total enumeration as sampling technique, all members of the population were measured in terms of their performance (using final grade as data) in CUSTAR 425, as well as their assessment on the effectiveness and management (utilizing a self-made questionnaire) of the above course. With the aid of SPSS (version 23), data were derived using mean (for grades) and average weighted mean (for effectiveness and management). In terms of performance, majority of the students earned “Good” grades (83 to 85) in CUSTAR 425 while the effectiveness of the course was also favorably rated by the respondents specifically on the following indicators: Course Content (M=4.12) and Course Materials (M=3.94). However, though generally perceived that the Course Timeline aspect have helped them in preparing for the exam, a fraction of students however thought otherwise (neutral and/or disagree) as indicated by the slightly low mean of 3.78. Perhaps, two issues can be raised on this part: insufficient time allotted to complete the course; or, time management skill of students. Lastly, yielding a composite mean of 4.20 (Agree), the students generally agreed that the Customs Administration Department has efficiently managed the CUSTAR 425 course. In consideration of the results, it is recommended that the Customs Administration Department shall strategically set reasonable course timeline to facilitate learning and enhance students’ knowledge. Perhaps, course topics shall also be revisited and calibrated in order to streamline course contents and make fit with the allotted timeline. Students who are planning to take a licensure examination are also advised to enhance their time management skills and learn to properly schedule their school activities especially extending priority to requirements that need more time and attention. Lastly, AIMS, through the Customs Administration Department, shall maintain the good management of the course as majority of its elements was favorably assessed.

The practical and educational value of scleral buckling with chandelier illumination.

To compare the surgical results in cases of primary rhegmatogenous retinal detachments between standard scleral buckling (SSB) and scleral buckling with chandelier illumination (SBC) and to analyse the differences in SBC surgical results between an experienced ophthalmologist and inexperienced ophthalmologists. Consecutive surgical case series of 155 eyes that underwent scleral buckling were retrospectively reviewed and divided into four groups: SSB performed by an experienced ophthalmologist (n = 54), SBC performed by an experienced ophthalmologist (n = 52), SBC performed by inexperienced ophthalmologists (n = 40) and SSB performed by inexperienced ophthalmologists (n = 9). Then, these four groups were compared. No significant differences were observed between SSB and SBC procedures both performed by the experienced ophthalmologist with regard to demographics, preoperative findings, contents of the surgery, intraoperative complications, retinal reattachment, postoperative findings and postoperative complications. Between SBC performed by the experienced ophthalmologist and SBC performed by the inexperienced ophthalmologists, no significant differences were found regarding intraoperative complications, retinal reattachment, postoperative findings and postoperative complications. Between SSB and SBC procedures both performed by the inexperienced ophthalmologist, a significant difference was found regarding intraoperative complications. There were no significant differences in surgical results between SSB and SBC when both were performed by the experienced ophthalmologist. In addition, the surgical results were equal between the experienced ophthalmologist and the inexperienced ophthalmologist as far as SBC was concerned. Learning scleral buckling skills by using SBC is a reasonable course of action for inexperienced ophthalmologists.

Instructional Decision Making in a Gateway Quantitative Reasoning Course

Many educators and professional organizations recommend Quantitative Reasoning as the best entry-level postsecondary mathematics course for non-STEM majors. However, novice and veteran instructors who have no prior experience in teaching a QR course often express their ignorance of the content to choose for this course, the instruction to offer students, and the assessments to measure student learning. We conducted a case study to investigate the initial implementation of an entry-level university quantitative reasoning course during fall semester, 2018. The participants were the course instructor and students. We examined the instructor’s motives and actions and the students’ responses to the course. The instructor had no prior experience teaching a QR course but did have 15 years of experience teaching student-centered mathematics. Data included course artifacts, class observations, an instructor interview, and students’ written reflections. Because this was a new course—and to adapt to student needs—the instructor employed his instructional autonomy and remained flexible in designing and enacting the course content, instruction, and assessment. His instructional decision making and flexible approach helped the instructor tailor the learning activities and teaching practices to the needs and interests of the students. The students generally appreciated and benefited from this approach, enjoyed the course, and provided positive remarks about the instructors’ practices.

Research on the Application of Knowledge Mapping Technology in Vocational Skills Training Demand Forecasting and Curriculum Designing

Abstract Due to the differences in individual qualifications, training duration, etc., the current vocational skills training is less efficient and cannot rationally arrange the training process and course content design etc. In this paper, we have constructed a model for predicting vocational skills training demand using knowledge mapping and knowledge tracking technology. First, a matrix is constructed to obtain the implicit relationship between knowledge. Reduce the influence weights with time intervals according to the theory of the forgetting curve. Modify the alignment scores of the attention mechanism to pay more attention to the relevant knowledge interactions in the sequence determined by the relationship coefficient g. Comparative analysis of the model and practical application reveals that the model in this paper has a better classification effect and better reflects the deeper recursive relationship and structure between knowledge points. When the professional teacher recommends the knowledge point C, the SVD model predicts the training demand of the trainees only 72.33%, while the model of this paper predicts 94.17% accuracy, which is highly compatible with the judgment of the professional teacher and more accurately identifies the training demand of the majority of trainees for the knowledge point C. The model provides a more scientific and reasonable curriculum and also provides a better classification of knowledge points. The model provides a more scientific and reasonable course design idea. Under the gradual course arrangement, the mastery of the knowledge points of the 20 trainees all shows a steady improvement trend. From the highest score of no more than 17 points in the first week to the 16th week at the end of the semester, all the trainees scored more than 70 points, which maximized the training efficiency. This study develops a reasonable course design based on the relationship between knowledge points, which can ensure gradual and interrelated progress and improve training efficiency and quality.

THEORY OF UNIFORM RISE/FALL OF A PHYSICAL BODY IN A MOVING MEDIUM

Well production collection and preparation systems play an important role in the separation of oil, gas and water. Proper control of the parameters of gas separators and settling tanks is a key task for their efficient operation. In this paper, the determination of the performance of separators and settling tanks is considered, and special attention is paid to the boundary conditions for maximum efficiency of the separation process. At the moment, the calculation of the performance of gas separators and various settling tanks is carried out according to formulas derived in the twentieth century, and the scientific world does not question their reliability or the reliability of their conclusion. And in order to either prove the reliability of these calculations, or to refute them, an analysis of work was carried out to determine the performance of separators and settling tanks. At the beginning of the work there is a description of how productivity is calculated in the modern world. After that, a discussion is held about the reliability of these calculations, where in the course of reasoning, logical arguments are given about the erroneous conclusions of past calculations. So it was found out that the main assumption in the previous calculations was the use of the absolute velocity of the body in determining the resistance force of the medium, while it was necessary to use the relative velocity of the body, namely the velocity of the body relative to the medium. The following are the new boundary conditions, the solution of this problem, and the conclusions obtained.But the most interesting are the further discussions in the work, during which answers to the questions are given: how and at what speed will the oil particle move in the gas environment of the gas separator at different ratios of forces acting on the particle. Thus, it was concluded that the relative velocity of a body floating freely in a liquid or gaseous medium always tends to a certain constant value, which is numerically equal to the critical velocity of the medium, that is, such a speed at which a particle of oil would be stationary relative to the earth with a moving medium. In this case, the absolute velocity of the body (particles of oil, water, gas) will be equal to the vector difference between the velocity of the medium and the critical velocity of the medium. Combining the obtained conclusions, a new theory about the motion of bodies in a moving medium is created.

Prevalence and predictors of statistics anxiety among sociology and social work students

Anxiety in the context of quantitative reasoning courses is a complex and highly prevalent problem, particularly among students majoring in the arts, humanities, and social sciences. Gaining an accurate understanding of the anxiety levels experienced by students enrolling in statistics courses can be regarded as one of the most important factors affecting students’ learning and achievement in these courses. In the current study, the Statistical Anxiety Rating Scale was applied to explore the prevalence and predictors of statistics anxiety among sociology and social work undergraduate students at Sultan Qaboos University (n=142). The results show that almost 71% of the examined students had experienced some aspects of statistics anxiety, with sociology students scoring noticeably higher than social work students. The leading predictors of higher statistics anxiety levels found in this study were as follows: test and class anxiety (80.2%) and interpretation anxiety (79.1%). Moreover, Welch’s test results show significant gender differences, with female students reporting higher levels of anxiety across all subscales than their male counterparts. Finally, some practical strategies of reducing statistics anxiety are discussed.
 Keywords: Statistics anxiety, gender differences, sociology, social work, Oman

Teaching Clinical Reasoning inthe Preclinical Period.

Developing the clinical reasoning skills necessary to becoming an astute diagnostician is essential for medical students. While some medical schools offer longitudinal opportunities for students to practice clinical reasoning during the preclinical curriculum, there remains a paucity of literature fully describing what that curriculum looks like. As a result, medical educators struggle to know what an effective clinical reasoning curriculum should look like, how it should be delivered, how it should be assessed, or what faculty development is necessary to be successful. We present our Introduction to Clinical Reasoning course that is offered throughout the preclinical curriculum of the Uniformed Services University of the Health Sciences. The course introduces clinical reasoning through interactive lectures and 28 case-based small group activities over 15 months.The curriculum is grounded in script theory with a focus on diagnostic reasoning. Specific emphasis is placed on building the student's semantic competence, constructing problem lists, comparing and contrasting similar diagnoses, constructing a summary statement, and formulating a prioritized differential diagnosis the student can defend. Several complementary methods of assessment are utilized across the curriculum. These include assessments of participation, knowledge, and application. The course leverages clinical faculty, graduate medical education trainees, and senior medical students as small group facilitators. Feedback from students and faculty consistently identifies the course as a highly effective and engaging way to teach clinical reasoning. Our Introduction to Clinical Reasoning course offers students repeated exposure to well-selected cases to promote their development of clinical reasoning. The course is an example of how clinical reasoning can be taught across the preclinical curriculum without extensive faculty training in medical education or clinical reasoning theory. The course can be adapted into different instructional formats to cover a variety of topics to provide the early learner with sequential exposure and practice in diagnostic reasoning.

Instructor perspectives on quantitative reasoning for critical citizenship

AbstractA tertiary course in Quantitative Reasoning (QR) has the potential to develop key practical and intellectual skills for citizenship, such as critical thinking, problem solving, quantitative literacy, and oral and written communication. In this article, we present research conducted on four instructors of such a QR course for students enrolled in a wide variety of nonscience degree programs at a university in the United States. The course used a student-inquiry approach to proportional reasoning, probability, statistical reasoning, and mathematical modeling. The findings are framed by a 5 C model of QR, which entails Critical thinking to link real-world Contexts to mathematical Concepts supported by student Collaboration and QR Competencies. The research addressed the questions of how university instructors support student development of the skills needed for critical citizenship and how this support relates to the 5 C model. We found that three of the four instructors viewed critical thinking as a central goal of the QR course and as supporting citizenship education. All four engaged students in tasks designed to develop a combination of skills associated citizenship, including critical thinking, self-questioning, collaboration, and communication. The discussion addresses such issues as the course’s merits and challenges, student engagement, the relative importance of the five Cs, the importance of instructional autonomy, and recommendations for related professional development and future research.

A Preliminary Report on Students’ Reflections about Their Learning in an Active Learning Classroom

In the past decades, College Algebra has become a big hurdle for students to graduate or further pursue STEM or related careers. For most of the student population, College Algebra is a terminal course and only a small portion of students take it for further mathematics courses. The traditional content of College Algebra does not serve either group of students well (Mathematical Association of America, 2004; Mathematical Association of America & National Council of Teachers of Mathematics, 2012). In recent years, at a large Hispanic-serving university, the course design for liberal arts students has been changed. An active-learning curriculum has been implemented, namely Quantitative Reasoning. This curriculum engages students with opportunities to learn math concepts from relevant everyday sources and even their own personally collected data. Students build their own understanding of mathematics by relevant data-based situations experienced through preview activities designed to prepare students for class, collaboration in class discussion and discovery through relevant problem situations, and practice activities extending learning after each lesson. The purpose of this study was to investigate student perceptions of their learning outcomes from an active-learning structured course. That is, what impact does a course design with pre-assignment tasks, authentic problem solving through collaboration in class, and practice assignments after lessons have on diverse student populations in a quantitative reasoning course?

International EANM-SNMMI-ISMRM consensus recommendation for PET/MRI in oncology

PreambleThe Society of Nuclear Medicine and Molecular Imaging (SNMMI) is an international scientific and professional organization founded in 1954 to promote the science, technology, and practical application of nuclear medicine. The European Association of Nuclear Medicine (EANM) is a professional non-profit medical association that facilitates communication worldwide between individuals pursuing clinical and research excellence in nuclear medicine. The EANM was founded in 1985. The merged International Society for Magnetic Resonance in Medicine (ISMRM) is an international, nonprofit, scientific association whose purpose is to promote communication, research, development, and applications in the field of magnetic resonance in medicine and biology and other related topics and to develop and provide channels and facilities for continuing education in the field.The ISMRM was founded in 1994 through the merger of the Society of Magnetic Resonance in Medicine and the Society of Magnetic Resonance Imaging. SNMMI, ISMRM, and EANM members are physicians, technologists, and scientists specializing in the research and practice of nuclear medicine and/or magnetic resonance imaging.The SNMMI, ISMRM, and EANM will periodically define new guidelines for nuclear medicine practice to help advance the science of nuclear medicine and/or magnetic resonance imaging and to improve the quality of service to patients throughout the world. Existing practice guidelines will be reviewed for revision or renewal, as appropriate, on their fifth anniversary or sooner, if indicated. Each practice guideline, representing a policy statement by the SNMMI/EANM/ISMRM, has undergone a thorough consensus process in which it has been subjected to extensive review. The SNMMI, ISMRM, and EANM recognize that the safe and effective use of diagnostic nuclear medicine imaging and magnetic resonance imaging requires specific training, skills, and techniques, as described in each document. Reproduction or modification of the published practice guideline by those entities not providing these services is not authorized.These guidelines are an educational tool designed to assist practitioners in providing appropriate care for patients. They are not inflexible rules or requirements of practice and are not intended, nor should they be used, to establish a legal standard of care. For these reasons and those set forth below, the SNMMI, the ISMRM, and the EANM caution against the use of these guidelines in litigation in which the clinical decisions of a practitioner are called into question.The ultimate judgment regarding the propriety of any specific procedure or course of action must be made by the physician or medical physicist in light of all the circumstances presented. Thus, there is no implication that an approach differing from the guidelines, standing alone, is below the standard of care. To the contrary, a conscientious practitioner may responsibly adopt a course of action different from that set forth in the guidelines when, in the reasonable judgment of the practitioner, such course of action is indicated by the condition of the patient, limitations of available resources, or advances in knowledge or technology subsequent to publication of the guidelines.The practice of medicine includes both the art and the science of the prevention, diagnosis, alleviation, and treatment of disease. The variety and complexity of human conditions make it impossible to always reach the most appropriate diagnosis or to predict with certainty a particular response to treatment.Therefore, it should be recognized that adherence to these guidelines will not ensure an accurate diagnosis or a successful outcome. All that should be expected is that the practitioner will follow a reasonable course of action based on current knowledge, available resources, and the needs of the patient to deliver effective and safe medical care. The sole purpose of these guidelines is to assist practitioners in achieving this objective.

The power of uptake: Negative emotions and the (neo)liberal limits of imagination in transitions to justice and peace

To effectively challenge the bland determinism of liberal peace intervention models, scholars and practitioners have called for more courageous and creative peacebuilding approaches. In support of this agenda, the article offers a critical reading of transitional justice scholarship to elucidate the co-constitutive function between the politicization of emotions, their attempted socialization, and the perpetuation of liberal rationalities in transitions to justice and peace. Mobilizing the feminist concept of “uptake” it argues that the liberal vision of peace and its implicit biases toward negative emotions are retained and reproduced in the temporal, institutional, and ideological dimensions of liberal interventions. With its focus on the micro-level, the concept of “uptake” can help us to observe how they shape the emerging emotional environment in transitions. It foregrounds how dominant visions of order assert themselves by providing pragmatic opportunities for reasonable courses of action to shape people’s grievances—thus stifling their potential to inform more challenging practices and conversations. The article aims to support the emergence of a more diverse language and culture of peace by illustrating what a sensitivity for the power of uptake entails and how it can be mobilized to creatively confront the limits of a (neo)liberal vision of peace.

Exchange Rate and Manufacturing Sector Performance in Nigeria

This study examined the impact of exchange rates on the performance of the manufacturing sector in Nigeria between 1990 and 2020. Using canonical cointegrating regression (CCR) framework, the result obtained showed that exchange rate devaluation constrains manufacturing sector while exchange rate fluctuation hampers manufacturing output. The study indicated that price increase leads to decline in the manufacturing sector, the study recommends among other things the need to formulate policies that align with the exchange rate to the actual needs of the manufacturing sector. The study further suggests that change in exchange rate management strategy should be allowed to run a reasonable course of time. Jettisoning strategies at will and on frequent basis has implication for exchange rate and obvious consequence for a sector that depends on foreign inputs

Complex sentences of heterogeneous subordination with one conditional component in the scientific style of the Russian language (based on texts of mathematical works)

In the scientific style of the Russian language, of particular interest are multicomponent complex sentences of heterogeneous subordination. They allow decomposing a complex idea into components and conveying it to the addressee intelligibly, which is very important in the texts of mathematical works. However, such constructions cannot be considered as a “mechanicalˮ coupling of different sentences – it is an integral communicative unit that has a single modality in which the dominant syntactic connection can be distinguished. The most productive construction in the scientific style is a three-component complex sentence of heterogeneous subordination, where the main part is combined with a component of an indivisible structure (object, attributive, pronominal-conjunction correlative clauses) and one conditional clause. In the text of mathematical works, where the course of logical reasoning is of great importance, the conditional part helps to identify the connection between two situations, to clearly structure scientific thought, and it contributes to the implementation of the text-forming function of such constructions. The material for the study was the works of famous mathematicians of the 20th – 21st century, the authors of a number of scientific papers and textbooks in the field of algebraic and differential topology, the presentation style of which is considered classical in the scientific community. The article explores various cases of combining a conditional and a component of an indivisible structure in one complex sentence. Structural and semantic features of constructions with prepositive, interpositive and postpositive conditional components are considered. The most pronounced conditional semantics is manifested in the first case; while in the latter case, the conditional clause acquires an additional, restrictive connotation. The subordinate part of the indivisible type loses its independence, becomes like a semi-predicative unit and closely merges with the main part. In a complex sentence, two organising centres are created – in the main clause and in the conditional clause. Thus, it turns out that the multicomponent syntactic construction is in a state of equilibrium, where the complex main clause is balanced by the conditional subordinate part. Such a division coincides with the actual division of the sentence and is easier for the reader to perceive.