...decade, mobile phone use increased to almost 100% prevalence in many countries of the world. Evidence for potential health hazards accumulated in parallel by epidemiologic investigations has raised controversies about the appropriate interpretation and the degree of bias and confounding responsible for reduced or increased risk estimates. data sources: Overall, I identified 33 epidemiologic studies in the peer-reviewed literature, most of which (25) were about brain tumors. Two groups have collected data for ≥ 10 years of mobile phone use: Hardell and colleagues from Sweden and the Interphone group, an international consortium from 13 countries coordinated by the International Agency for Research on Cancer. data synthesis: Combined odds ratios (95% confidence intervals) from these studies for glioma, acoustic neuroma, and meningioma were 1.5 (1.2–1.8); 1.3 (0.95–1.9); and 1.1 (0.8–1.4), respectively. conclusions: Methodologic considerations revealed that three important conditions for epidemiologic studies to detect an increased risk are not met: a) no evidence-based exposure metric is available; b) the observed duration of mobile phone use is generally still too low; c) no evidence-based selection of end points among the grossly different types of neoplasias is possible because of lack of etiologic hypotheses. Concerning risk estimates, selection bias, misclassification bias, and effects of the disease on mobile phone use could have reduced estimates, and recall bias may have...
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...permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written permission of the publisher. This McGraw-Hill Create text may include materials submitted to McGraw-Hill for publication by the instructor of this course. The instructor is solely responsible for the editorial content of such materials. Instructors retain copyright of these additional materials. ISBN-10: 1121789048 ISBN-13: 9781121789043 McGraw-Hill Create™ Review Copy for Instructor Espinoza. Not for distribution. Contents 1. Preface 1 2. Methods, Standards, and Work Design: Introduction 7 Problem-Solving Tools 27 3. Tex 29 4. Operation Analysis 79 5. Manual Work Design 133 6. Workplace, Equipment, and Tool Design 185 7. Work Environment Design 239 8. Design of Cognitive Work 281 9. Workplace and Systems Safety 327 10. Proposed Method Implementation 379 11. Time Study 413 12. Performance Rating and Allowances 447 13. Standard Data and Formulas 485 14. Predetermined Time Systems 507 15. Work Sampling 553 16. Indirect and Expense Labor Standards 585 17. Standards Follow-Up and Uses 611 18. Wage Payment 631 19. Training and Other Management Practices 655 20. Appendix 1: Glossary 685 21. Appendix 2: Helpful Formulas 704 22. Appendix 3: Special Tables 706 23. Index 719 iii McGraw-Hill Create™ Review Copy for Instructor Espinoza. Not for distribution. Credits 1. Preface:...
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...sales promotional use. For information, please email special sales@mitpress.mit.edu or write to Special Sales Department, The MIT Press, 55 Hayward Street, Cambridge, MA 02142. A This book was set in L TEX by the authors. Printed and bound in the United States of America. Library of Congress Cataloging-in-Publication Data Mohri, Mehryar. Foundations of machine learning / Mehryar Mohri, Afshin Rostamizadeh, and Ameet Talwalkar. p. cm. - (Adaptive computation and machine learning series) Includes bibliographical references and index. ISBN 978-0-262-01825-8 (hardcover : alk. paper) 1. Machine learning. 2. Computer algorithms. I. Rostamizadeh, Afshin. II. Talwalkar, Ameet. III. Title. Q325.5.M64 2012 006.3’1-dc23 2012007249 10 9 8 7 6 5 4 3 2 1 Contents Preface 1 Introduction 1.1 Applications and problems . 1.2 Definitions and terminology 1.3 Cross-validation . . . . . . . 1.4 Learning scenarios . . . . . 1.5 Outline . . . . . . . . . . . 2 The 2.1 2.2 2.3 2.4 xi 1 1 3 5 7 8 11 11 17 21 24 24 25 26 27 28 29 33 34 38 41 48 54 55 63...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community, citizenship and pastoral role (see learning units 2 to 7) Section 3: Knowledge, skills, values and attitudes pertaining to the handling of crises and trauma in adolescent learners (see learning units 8 to 11) Section 4: Knowledge dealing with the religious world of the Senior Phase and FET learner (see learning unit 12) (iv) SECTION 1 A THEORETICAL FRAMEWORK LEARNING...
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