IntroductionAlthough ultrasound has been used in various settings for decades, it is only in the past 10 to 15 years that critical care physicians have increasingly become aware of its usefulness. For example, critical care echocardio graphy was initially used in patients following cardiac surgery; soon it expanded to include diagnosis and monitoring in the ICU [1,2].While critical care ultrasound is seen as an indis-pensable tool in the ICU nowadays, proper training and assessment modules are still lacking in many countries. e level of competency of practitioners varies greatly - some are very experienced and knowledgeable, while others have little practical experience. International state-ments (guidelines) specifying the requirements for diff er-ent levels of competency and the scope of knowledge have been published [3,4]. ese statements acknowledge the need for establishing a unifi ed training pathway, the rationale of which mostly rests on improving the clinical skills of the physicians, hence the manage ment and care of patients. is article examines the need for establishing a proper training and assessment program but from a medical-legal perspective. e competency of healthcare pro-viders and the provision of a reasonable standard of healthcare service are inter-related, and the failure of either one has not only legal but also cost and psycho-logical implications for healthcare providers and patients. While this article is written from an Australian legal perspective, similar principles can be found in many other jurisdictions.Legal principlesDuty of doctorAustralia is a common law country. Under the common law system a medical practitioner owes two diff erent duties to patients: contractual and tortious. Breach of these duties not only renders the practitioner liable for breach of contract and negligence, respectively, but also exposes him/her to unsatisfactory professional conduct or professional misconduct under legislation [5].Contractual dutyA contract is established when a patient pays the service fee and the doctor or hospital accepts it. Upon accepting the fee, the doctor has a contractual duty to provide a AbstractMedical practitioners have a duty to maintain a certain standard of care in providing their services. With critical care ultrasound gaining popularity in the ICU, it is envisaged that more intensivists will use the tool in managing their patients. Ultrasound, especially echocardiography, can be an ‘easy to learn, di cult to manage’ skill, and the competency in performing the procedure varies greatly. In view of this, several recommendations for competency statements have been published in recent years to advocate the need for a uni ed approach to training and certi cation. In this paper, we take a slightly di erent perspective, from an Australian medical-legal viewpoint, to argue for the need to implement a critical care ultrasound certi cation program. We examine various issues that can potentially lead to a breach of the standard of care, hence exposing the practitioners and/or the healthcare institutions to lawsuits in professional negligence or breach of contract. These issues, among others, include the failure to use ultrasound in appropriate situations, the failure of hospitals to ensure practitioners are properly trained in the skills, the failure of practitioners to perform an ultrasound study that is of a reasonable standard, and the failure of practitioners to keep themselves abreast of the latest developments in treatment and management. The implications of these issues and the importance of having HOW DO WE PREPARE A GOOD PRESENTATION ON POWER POINT? Presenters: Quoc Binh + Thanh Quyen Focus on three main points: Text/picture on a slide Color of text and background Effective animations on! o n r afte d o Go Text/picture on a slide For text: To only use key words, To set size of text to be big enough, To use one or two fonts for text, Cont 1 Text/picture on a slide For picture: To support to text, or To pay attention to audience, Do not add a picture without meaning Color of text and background To contrast between background color & text color To use one or two background colors To use two or three text colors Ford Foundation Ford Foundation Effective animations Changing an Idea, Getting attention, Continuing slide Do not use too much E.A Conclusion Good seeing: Good text and picture Colorful contrast Flexible E.A Thanks for your attention! HOW DO WE COUNT? THE PROBLEM OF TAGGING PHRASAL VERBS IN PARTS Nava A. Shaked The Graduate School and University Center The City University of New York 33 West 42nd Street. New York, NY 10036 nava@nynexst.com ABSTRACT This paper examines the current performance of the stochastic tagger PARTS (Church 88) in handling phrasal verbs, describes a problem that arises from the statis- tical model used, and suggests a way to improve the tagger's performance. The solution involves a change in the definition of what counts as a word for the pur- pose of tagging phrasal verbs. 1. INTRODUCTION Statistical taggers are commonly used to preprocess natural language. Operations like parsing, information retrieval, machine translation, and so on, are facilitated by having as input a text tagged with a part of speech label for each lexical item. In order to be useful, a tag- ger must be accurate as well as efficient. The claim among researchers advocating the use of statistics for NLP (e.g. Marcus et al. 92) is that taggers are routinely correct about 95% of the time. The 5% error rate is not perceived as a problem mainly because human taggers disagree or make mistakes at approximately the same rate. On the other hand, even a 5% error rate can cause a much higher rate of mistakes later in processing if the mistake falls on a key element that is crucial to the correct analysis of the whole sentence. One example is the phrasal verb construction (e.g. gun down, back off). An error in tagging this two element sequence will cause the analysis of the entire sentence to be faulty. An analysis of the errors made by the stochastic tag- ger PARTS (Church 88) reveals that phrasal verbs do indeed constitute a problem for the model. 2. PHRASAL VERBS The basic assumption underlying the stochastic pro- cess is the notion of independence. Words are defined as units separated by spaces and then undergo statis- tical approximations. As a result the elements of a phrasal verb are treated as two individual words, each with its own lexical probability (i.e. the probability of observing part of speech i given word j). An interesting pattern emerges when we examine the errors involving phrasal verbs. A phrasal verb such as sum up will be tagged by PARTS as noun + preposition instead of verb + particle. This error influences the tagging of other words in the sentence as well. One typical error is found in infinitive constructions, where a phrase like to gun down is tagged as INTO NOUN IN (a prepo- sitional 'to' followed by a noun followed by another preposition). Words like gun, back, and sum, in iso- lation, have a very high probability of being nouns a.s opposed to verbs, which results in the misclassification described above. However, when these words are fol- lowed by a particle, they are usually verbs, and in the infinitive construction, always verbs. 2.1. THE HYPOTHESIS Tile error appears to follow froln the operation of the stochastic process itself. In a trigram model the proba- bility of each word is calculated by taking into consider- ation two elements: the lexical probability (probability of the word bearing a certain tag) and the contextual probability (probability of a word bearing a certain tag given two previous parts of ORIGINAL RESEARCH Open Access The lateral trauma position: What do we know about it and how do we use it? A cross-sectional survey of all Norwegian emergency medical services Sabina Fattah 1,2* , Guri R Ekås 1,3 , Per Kristian Hyldmo 4 and Torben Wisborg 1,5 Abstract Background: Trauma patients are customarily transported in the supine position to protect the spine. The Airway, Breathing, Circulation, Disability, and Exposure (ABCDE) principles clearly give priority to airways. In Norway, the lateral trauma position (LTP) was introduced in 2005. We investigated the imp lementation and current use of LTP in Norwegian Emergency Medical Services (EMS). Methods: All ground and air EMS bases in Norway were included. Interviews were performed with ground and air EMS supervisors. Questionnaires were distributed to ground EMS personnel. Results: Of 206 ground EMS supervisors, 201 answered; 75% reported that LTP is used. In services using LTP, written protocols were present in 67% and 73% had provided training in LTP use. Questionnaires were distributed to 3,025 ground EMS personnel. We received 1,395 (46%) valid questionnaires. LTP was known to 89% of respondents, but only 59% stated that they use it. Of the respondents using LTP, 77% reported access to written protocols. Flexing of the top knee was reported by 78%, 20% flexed the bottom knee, 81% used under head padding. Of 24 air EMS supervisors, 23 participated. LTP is used by 52% of the services, one of these has a written protocol and three arrange training. Conclusions: LTP is implemented and used in the majority of Norwegian EMS, despite little evidence as to its possible benefits and harms. How the patient is positioned in the LTP differs. More research on LTP is needed to confirm that its use is based on evidence that it is safe and effective. Background The traditional method for moving a nd transporting trauma patients has been with the patient in a supine position on a backboard to protect the spine. These are the guidelines that are taught presently in standard trau- matology courses such a s the Advanced Trauma Life Support (ATLS) and Prehospital Trauma Life Support (PHTLS) courses [1-3]. In a severely injured patient, it is essential that airways are maintained to prevent hypoxia and/or hypoventila- tion; there is a consensus that securing airways takes first priority [1-3]. Several studies have found that hypoxia is harmful in patients with traumatic brain injury (TBI) [4-8]. TBI is a major contributor to loss of life years and function years, and emergency personnel seek to reduce secondary insults to a minimum. According to interna- tional resuscitation gu idelines [9,10], the lateral-recovery position should be used when an unconscio us patient is breathing to maintain airway patency; it is further stated that “efforts to protect the cervical spine must not jeo- pardize oxygenation and ventilation ” [9 ]. The supine position may be dangerous for unconscious patients because of the risk of obstruction by soft tissue/tongue, and aspiration of blood, frank vomitus, or silent regurgi- tation of gastric content. It is theoretically possible to * Correspondence: sabina.fattah@norskluftambulanse.no 1 Hammerfest Hospital, Department of Anesthesiology and Intensive Care, Finnmark Health Trust, Hammerfest Norway Full list of author information is available at the end of the article Fattah et al. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine 2011, 19:45 http://www.sjtrem.com/content/19/1/45 © 2011 Fattah et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. tip a backboard sideways when the patient is vomiting, but in practice this may not be fast enough in the back of an ambulance en route to hospital. How to Give a Good Presentation? Yi Ma Visual Computing, MSRA (with inputs from Lidong, Moshe, and Shipeng) • Why we want to give presentations? • What is a presentation all about? • How to improve presentation? Why we want to give presentations? Reasons: Real reasons: Obligation for publication Opportunity to advertise your work Obligation for job report Opportunity to demonstrate yourself Obligation for work review Opportunity to improve self-understanding Obligation for communication Opportunity to influence others Every presentation creates an opportunity for self-advancement! What a presentation is about? Motivation: The truth is: What the problem is Why is the problem worth researching? Justification: What the approach is Why is your approach the best possible? Reward: What the solution is Why is the solution generalizable or limited? Public want to know what; intellectuals need to know why （外行看热闹，内行看门道！） How to improve your presentation content: Symptoms: Prescriptions: The same talk for all audiences A different talk for each audience Assume audience know Put yourself in the shoes of the audience Diminish work by others Stand on the shoulder of giants Describe all details flatly Select one or two essential messages ( 凸凹 有致，重点突出！ ) Your talk is as good as the most valuable message got crossed How to improve your presentation form: Symptoms: Prescriptions: Two many words on each slide One punch line per slide Slides are summary of the paper Enhance with additional visual aids Read slides as notes Slides entirely for the audience Speak from memorized notes Tell your story from the slides Practice with scripts, perform without! （练时有招，用时无招 !) How to improve presentation skills? Symptoms: Prescriptions: Not well prepared Never too much time and practice Blaming English Design in your native language Lack interest in the content Better preparation (or better research) Nervous gestures or voices Pay attention to yourself Bad answers and arguments You have the podium! How to start to improve? • Know how good or bad your presentations are (take and watch videos of your own presentation!) • Ask your colleagues to criticize (train and improve through practice talks.) • Learn from both bad and good presentations (go to every talk you can attend!) • Learning from doing (get every chance to design( 自编 ), direct( 自导 ), and perform( 自演 )!) Dexterity comes from practice （ 勤能补拙，熟能生巧！） Exert your influence through great presentations! DO WE N EED A MARRIAGE CONTRACT? D O WE NEED A MARRIAGE CONTRACT? Understanding How a Legal Agreement Can Strengthen Your Life Together MICHAEL G COCHRANE B A LL B Copyright © 2010 by Michael G Cochrane All rights reserved No part of this work covered by the copyright herein may be reproduced or used in any form or by any means—graphic, electronic, or mechanical without the prior written permission of the publisher Any request for photocopying, recording, taping, or information storage and retrieval systems of any part of this book shall be directed in writing to The Canadian Copyright Licensing Agency (Access Copyright) For an Access Copyright license, visit www.accesscopyright.ca or call toll free 1-800-893-5777 Care has been taken to trace ownership of copyright material contained in this book The publisher will gladly receive any information that will enable them to rectify any reference or credit line in subsequent editions This publication is designed to provide accurate and authoritative information in regard to the subject matter covered It is sold on the understanding that the Publisher is not engaged in rendering professional services If professional advice or other expert assistance is required, the services of a competent professional should be sought Library and Archives Canada Cataloguing in Publication Data Cochrane, Michael G (Michael George), 1953Do we need a marriage contract? : understanding how a legal agreement can strengthen your life together / Michael G Cochrane Includes index ISBN 978-0-470-73751-4 Antenuptial contracts—Canada—Popular works Husband and wife—Canada—Popular works I Title KE559.C59 2010 KF529.C59 2010 346.7101’662 C2010-900204-0 Production Credits Cover design: Adrian So Interior text design and typesetter: Natalia Burobina Cover photo: ©Getty Images/Brand X Pictures/Brian Haglwara Printer: Printcrafters John Wiley & Sons Canada, Ltd 6045 Freemont Blvd Mississauga, Ontario L5R 4J3 Printed in the Canada PC 14 13 12 11 10 CONTENTS Acknowledgements Caution about Legal Information ix xi Chapter 1: Is This Book for You? Divorce Nightmare: Don’t Let This Happen to You Why Marriages Need Contracts Terminology Chapter 2: Eyes Wide Open: Due Diligence and Relationship Building Why Due Diligence? Your Partner’s Health Criminal Problems Financial Problems Relationship Building What Makes for a Mature Relationship? Have Realistic Expectations Develop Good Problem-Solving Skills Ten Elements of Good Problem Solving 7 10 11 13 14 20 24 25 Chapter 3: Your Rights and Responsibilities to Each Other If You Are Married but Do Not Have a Marriage Contract The Significance of the Date of the Marriage What about Having Children? What about Buying Property? What about Income and Expenses? What about Medical/Dental Health Benefits? What about Income Tax Returns? What about Wills and Powers of Attorney? 29 30 31 35 37 38 38 38 Chapter 4: The Legal Consequences of Marriage: Rights and Responsibilities If You Separate When Are You separated? What Happens If We Have Children and Separate? 41 42 45 vi Custody and Access Financial Support What Happens to Property That We Owned Before We Were Married? What Is Property? Property Owned Before Marriage Property Acquired During the Marriage What If One of Us Needs Financial Support After Separation? What If We Move After Marriage? Are There Time Limits for Bringing a Claim? 52 52 53 54 61 63 63 Chapter 5: Legal Consequences of Marrying: Rights and Responsibilities If One of You Dies or Is Injured Joint Property Joint Accounts Having a Will and Not Having a Will Examples of Common Situations Powers of Attorney for Personal Care and Property Support 65 66 67 68 69 70 70 Chapter 6: Marriage Contracts: Creating Your Own Set of Rights and Obligations An Overview of a Marriage Contract Providing for Children Biological Children of the Couple A Specific Formula for Childcare When a Career Change Arrives Spousal Support, Releases, and Sunset Clauses Providing for Your Support ... contrast between background color & text color To use one or two background colors To use two or three text colors Ford Foundation Ford Foundation Effective animations Changing an Idea,... Idea, Getting attention, Continuing slide Do not use too much E .A Conclusion Good seeing: Good text and picture Colorful contrast Flexible E .A Thanks for your attention! ... use one or two fonts for text, Cont 1 Text/picture on a slide For picture: To support to text, or To pay attention to audience, Do not add a picture without meaning Color of text and background