Interrupted (1999)
Janoc Florez
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'Girl Interrupted' (1999). A brilliant film about a girl who is sent by her parents into a psychiatric hospital (with Angelina Jolie, Winona Rider and Whoopi Goldberg) and how she gets out, both physically and emotionally.
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Type B interrupted aortic arch associated with other extracardiac and intracardiac congenital lesions is a lethal defect. Surgical management with a one- or two-stage approach is complex, difficult and associated with high morbidity and mortality. Between January 1996 and December 1999, 5 consecutive patients with type B interrupted aortic arch were operated on. The group included 3 girls and 2 boys weighing from 2.4 kg to 3.5 kg (mean 2.84 kg) and aged from 4 to 35 days (mean 15 days). All patients underwent a primary reconstruction of the aortic arch and one-stage repair of the associated heart defects. Two patients developed symptoms of mild aortic arch narrowing 7-12 months postoperatively. Balloon angioplasty of the obstructed site was successfully carried out in one of the patients. In the second child, angioplasty was not successful and surgery was used. All the patients survived and are being followed-up. This experience supports a strategy of primary one-stage repair of IAA type B, including direct anastomosis for aortic arch reconstruction, and all associated heart anomalies in the neonatal period.
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Keywords: urban, 5307, full, ssw, small system, vehicles available in annual maximum service, vams, service, consumed, supplied, unlinked passenger trips, passenger miles traveled, vehicle revenue miles, actual vehicle miles, vehicle revenue hours, actual vehicle hours, time service begins, time service ends, average weekday, am peak service, pm peak service, midday service, vehicles operated in maximum service, voms, deadhead, deadhead miles, deadhead hours, scheduled service, typical saturday, typical sunday, typical weekday, sponsored service, days of service operated, strikes, interrupted service, service statistics, services provided, transit riders
Exhibit 6.4 presents information about the amount of mathematics instruction given to eighth-grade students in the TIMSS 1999 Benchmarking jurisdictions and the comparison countries. Since different systems have school years of different lengths (see Exhibit R3.6) and different arrangements of daily and weekly instruction, the information is given in terms of the average number of hours of mathematics instruction over the school year as reported by mathematics teachers. Canada provides 150 hours per year, on average, and the United States 144 hours, compared with the international average of 129 hours. Benchmarking entities with teachers reporting more than 150 hours of mathematics instruction per year were the Jersey City Public Schools, South Carolina, North Carolina, the Delaware Science Coalition, and the Fremont/Lincoln/Westside Public Schools. Interestingly, the teachers in the Naperville School District and the First in the World Consortium reported the least amount of mathematics instructional time (114 hours) per year. Among the reference countries, the percentage of instructional time at the eighth grade that was devoted to mathematics ranged from 17 percent in the Russian Federation to nine percent in Chinese Taipei and the Netherlands. Among the Benchmarking jurisdictions, the percentage ranged from 18 percent in North Carolina to 11 percent in Indiana, Pennsylvania, and First in the World.
As shown in Exhibit 6.5, teachers of about half the students, on average internationally, reported that mathematics classes meet for at least two hours per week but fewer than three and a half. For another one-third of students, classes meet for at least three and a half hours but fewer than five. On average, eighth graders in the United States spend more time in mathematics class per week (typically three and a half to five hours) than do their counterparts internationally. This pattern of more classroom time held for nearly all of the Benchmarking entities, with the exception of the Chicago Public Schools and Naperville (primarily two to three and a half hours), and North Carolina and the Jersey City Public Schools (primarily five hours or more).
The data, however, reveal no clear pattern between the number of in-class instructional hours and mathematics achievement either across or within participating entities. Common sense and research both support the idea that time on task is an important contributor to achievement, yet this time can be spent more or less efficiently. Time alone is not enough; it needs to be spent on high-quality mathematics instruction. Devoting extensive class time to remedial activities can deprive students of this. Also, instructional time can be spent out of school in various tutoring programs; low-performing students may be receiving additional instruction.
Videotapes of mathematics classes in the United States and Japan in TIMSS 1995 revealed that outside interruptions like those for announcements or to conduct administrative tasks can affect the ow of the lesson and detract from instructional time.(2) As shown in Exhibit 6.6, on average internationally about one-fifth of the students (21 percent) were in mathematics classes that were interrupted pretty often or almost always, and 28 percent were in classes that were never interrupted. In Japan and Korea, more than half the students were in mathematics classes that were never interrupted compared with only 10 percent in the United States. In the United States, nearly one-third of the eighth graders were in mathematics classes that were interrupted pretty often or almost always. If anything, the teachers in most of the Benchmarking jurisdictions reported even more interruptions than did teachers in the U.S. nationally. The jurisdictions with more than 15 percent of students in classrooms that were never interrupted were Illinois, the First in the World Consortium, Montgomery County, and Naperville. Conversely, the jurisdictions with the highest percentages of students in classrooms almost always interrupted (17 to 18 percent) were the public school systems of Chicago, Jersey City, Miami-Dade, and Rochester. Students in mathematics classrooms that were frequently interrupted had substantially lower achievement than their counterparts in classrooms with fewer interruptions.
The detailed annotations from RepeatMasker are in the RepeatMasker track. Thistrack shows fragments of original repeat insertions which have been interruptedby insertions of younger repeats or through local rearrangements. The fragmentsare joined using the ID column of RepeatMasker output.
In pack or full mode, each interrupted repeat is displayed as boxes(fragments) joined by horizontal lines, labeled with the repeat name.If all fragments are on the same strand, arrows are added to thehorizontal line to indicate the strand. In dense or squish mode, labelsand arrows are omitted and in dense mode, all items are collapsed tofit on a single row.
Items are shaded according to the average identity score of theirfragments. Usually, the shade of an item is similar to the shades ofits fragments unless some fragments are much more diverged thanothers. The score displayed above is the average identity score,clipped to a range of 50% - 100% and then mapped to the range0 - 1000 for shading in the browser.
UCSC has used the most current versions of the RepeatMasker softwareand repeat libraries available to generate these data. Note that theseversions may be newer than those that are publicly available on the Internet.
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