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$ slabtop Active / Total Objects (% used) Active / Total Slabs (% used) Active / Total Caches (% used) Active / Total Size (% used) Minimum / Average / Maximum Object OBJS ACTIVE USE OBJ SIZE 11600 4303 37% 0.13K 2928 1246 42% 0.48K 4355 2535 58% 0.28K 219 219 100% 4.00K 4128 3485 84% 0.16K

Components of the nervous system required for normal function; their anatomy; physical signs indicating the presence of a lesion in each component; and the common patterns in which things go wrong

empirical observation that the increases in circuit density appeared to be continuing with a one-year doubling time. Although Moore s Law was initially considered to be well represented by an annual or 12-month doubling rate, by the time the 1990s rolled around, more data had accumulated, and it was possible to determine a more accurate estimate of past and continuing growth in the density of transistors on semiconductor chips. An 18-month doubling time was seen to be a much better re ection of the actual and projected growth rates. And so, it became commonly accepted that Moore s Law re ected the empirical observation of an 18-month doubling time in the complexity of semiconductor chips and, perhaps more importantly, of the computing power represented by a given cost. Moore not only observed the past rate of growth in chip capacity, but he also used the observed growth rates to project future growth. It is common now for technology planners and prognosticators to use Moore s Law to predict continuing growth in chip capacity, with a doubling time of 18 months. The Moore s Law observation has seen the capacity of memory chips rise from one thousand bits in 1971 to one million bits in 1991 and to one billion bits by 2001. The billion-bit semiconductor memory chip represents an extraordinary growth in capacity of nine orders of magnitude, and a similar growth rate has also been experienced in the capability of microprocessor chips to process data. The microchip is a marvel of connected circuits that amplify current and turn switches on and off. Just as the origins of the Mississippi can be traced to a stream in northern Minnesota, the origin of microchips can be traced to the workbench of Thomas Edison at Menlo Park, New Jersey.

The Ethical Grid is used widely to teach ethics to health professionals, but is not always employed to its full potential To use the Grid most effectively a teacher should: 1 Introduce the Grid by rst explaining its underpinning philosophy of health Ideally the teacher should outline the foundations theory of health, and build up the four blue boxes as she does so24 Once students have grasped the blue boxes philosophical basis the teacher should add the Grid s outer layers one by one 2 Allow students time to expose their initial thoughts and prejudices Explain that the best use of the Grid is to challenge these biases it is easy to use it unre ectively to con rm them, and this is a danger users should constantly appreciate 3 Be clear that the best use of the Grid requires a very speci c question or hypothesis.

Since every block of j is a union of blocks of i , H is a union of blocks of i and H H = means that H is one of these blocks Thus, H H If j > i, we obtain the reverse inclusion This allows us to conclude that HC is indeed a hierarchy Of course, Theorem 4 could be stated in terms of chains of equivalences; we give this alternative formulation for convenience Theorem 5 Let S be a nite set and let ( 1 , , n ) be a chain of equivalence relations on S such that 1 = S and n = S Then, the collection of blocks of the equivalence relations r , that is, the set 1 r n S/ r , is a hierarchy on S Proof The proof is a mere restatement of the proof of Theorem 4.

4 Explain how the Grid works, using at least one real life example, before allowing students to work with it themselves 5 Emphasise that it is the user, not the Grid, who does the analysing This means that for each case the user must de ne afresh what each box means (What are the risks What does bene t mean in this case Which harm should be minimised And so on) 6 If using group work, appoint one member of the group as a neutral chairperson, to report back and to keep the others focused on the Grid A neutral chairperson is also recommended if the Grid is used in teams and case conferences in actual cases 7 Suggest that the chairperson takes notes of the deliberative process.