5. Mean projections and mean student scores are calculated. Student Projection1 Student Score 1 Student Projection 2 Student Score 2 Student Projection 3 Student Score 3 Student Projection 4 Student Score 4 Student Projection 5 Your School Student Score 5 Student Projection 6 Student Score 6 Student Projection 7 Student Score 7 Student Projection 8 Student Score 8 Student Projection 9 Student Score 9 Student Projection 10 Student Score 10 Student Projection 11 Student Score 11 Student Projection 12 Student Score 12 Student Projection 13 Student Score 13 Student Projection 14 Student Score 14 Student Projection 15 Student Score 15 Student Projection 16 Student Score 16 Student Projection 17 Student Score 17 Student Projection 18 Student Score 18 Student Projection 19 Student Score 19 Student Projection 20 Student Score 20 Mean Projected Score Mean Student Score Copyright © 2003. Battelle for Kids
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The amazing opportunity to expand your Educational Cultural and Personal 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive Horizon s 3
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National Institutes of Health Office of Extramural Research Office of the Director National Institute on Aging National Institute on Alcohol Abuse and Alcoholism National Institute of Allergy and Infectious Diseases National Institute of Arthritis and Musculoskeletal and Skin Diseases National Cancer Institute National Institute of Child Health and Human Development National Institute on Deafness and Other Communication Disorders National Institute of Dental and Craniofacial Research National Institute of Diabetes and Digestive and Kidney Diseases National Institute on Drug Abuse National Institute of Environmental Health Sciences National Eye Institute National Institute of General Medical Sciences National Heart, Lung, and Blood Institute National Human Genome Research Institute National Institute of Mental Health National Institute of Neurological Disorders and Stroke Fogarty International Center National Center for Research Resources National Center on Minority Health and Health Disparities National Center for Complementary and Alternative Medicine NIH Clinical Center Center for Information Technology National Library of Medicine Center for Scientific Review National Institute of Nursing Research National Institute of Biomedical Imaging and Bioengineering No funding authority3
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National Institutes of Health Office Officeof ofthe theDirector Director National NationalInstitute Institute on onAging Aging National NationalInstitute Institute on onAlcohol AlcoholAbuse Abuse and andAlcoholism Alcoholism National NationalInstitute Institute of ofAllergy Allergyand and Infectious InfectiousDiseases Diseases National NationalInstitute Institute of ofArthritis Arthritisand and Musculoskeletal Musculoskeletal and andSkin SkinDiseases Diseases National NationalCancer Cancer Institute Institute National NationalInstitute Institute of ofChild ChildHealth Health and andHuman Human Development Development National NationalInstitute Instituteon on Deafness Deafnessand andOther Other Communication Communication Disorders Disorders National NationalInstitute Institute of ofDental Dentaland and Craniofacial Craniofacial Research Research National NationalInstitute Institute of ofDiabetes Diabetesand and Digestive Digestiveand and Kidney KidneyDiseases Diseases National NationalInstitute Institute on onDrug DrugAbuse Abuse National NationalInstitute Institute of ofEnvironmental Environmental Health HealthSciences Sciences National NationalEye Eye Institute Institute National NationalInstitute Institute of ofGeneral General Medical MedicalSciences Sciences National NationalHeart, Heart, Lung, Lung,and andBlood Blood Institute Institute National NationalHuman Human Genome GenomeResearch Research Institute Institute National NationalInstitute Institute of ofMental MentalHealth Health National NationalInstitute Institute of ofNeurological Neurological Disorders Disordersand and Stroke Stroke National NationalInstitute Institute of ofNursing NursingResearch Research National NationalInstitute Instituteof of Biomedical BiomedicalImaging Imaging and andBioengineering Bioengineering National NationalCenter Center for forComplementary Complementary and andAlternative Alternative Medicine Medicine Fogarty Fogarty International International Center Center National NationalCenter Center for forResearch Research Resources Resources National NationalLibrary Library of ofMedicine Medicine National NationalCenter Centeron on Minority Health Minority Healthand and Health HealthDisparities Disparities Clinical ClinicalCenter Center Center Centerfor for Information Information Technology Technology Center for Scientific Review
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Organizational Structure of NIH Office of the Director http://www.nih.gov/ic d National Institute on Aging National Institute on Alcohol Abuse and Alcoholism National Institute of Allergy and Infectious Diseases National Institute of Arthritis and Musculoskeletal and Skin Diseases National Cancer Institute National Institute of Child Health and Human Development National Institute on Deafness and Other Communication Disorders National Institute of Dental and Craniofacial Research National Institute of Diabetes and Digestive and Kidney Diseases National Institute on Drug Abuse National Institute of Environmental Health Sciences National Eye Institute National Institute of General Medical Sciences National Heart, Lung, and Blood Institute National Human Genome Research Institute National Institute of Mental Health National Institute of Neurological Disorders and Stroke National Institute of Nursing Research National Center on Minority Health and Health Disparities National Center for Complementary and Alternative Medicine Fogarty International Center National Center for Research Resources National Library of Medicine National Institute of Biomedical Imaging and Bioengineering No funding authority 18 18
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Level II Placements 1st Rotation 2nd Rotation FW Site 1 1 Student 1- 1st Choice 1 Student 2- 1st Choice FW Site 1 1 Student 1- 1st 0 Student 2- 1st FW Site 2 1 Student 2- 1st Choice Student 3- 2nd Choice Student 4- 3rd Choice 1 Student A- 1st Student B- 2nd choice Student C- 3rd Choice FW Site 3 1 Student 4- 1st Choice Student 5- 1st Choice Student 6- 1st Choice Student 7-2nd Choice Student 8- 2nd Choice Student 9- 3rd Choice 1 Student 2- 1st Student 3- 1st Student 4- 1st Student 5- 1st Student 6- 1st Student 7- 1st FW Site 4 0 Student 10- 1st 0 Student 11- 1st Choice FW Site 5 1 No Student 1 No Student FW Site 6 1 No Student 1 Student 11- 1st Student 12- 1st Lake Charles MC with free housing
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Why NSE? As part of the NSE Experience, you have the opportunity to… • Broaden your personal and educational perspectives • Explore and appreciate new cultures • Experience personal growth • Become more independent and resourceful • Live in a different area …all while studying at another NSE member institution 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 5
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It’s really not this bad! Office Officeofofthe theDirector Director National NationalInstitute Institute on onAging Aging National NationalInstitute Institute on onAlcohol AlcoholAbuse Abuse and andAlcoholism Alcoholism National NationalInstitute Institute ofofAllergy Allergyand and Infectious InfectiousDiseases Diseases National NationalInstitute Institute ofofArthritis Arthritisand and Musculoskeletal Musculoskeletal and andSkin SkinDiseases Diseases National NationalCancer Cancer Institute Institute Eunice EuniceKennedy Kennedy Shriver ShriverNational NationalInstitute Institute ofofChild ChildHealth Healthand and Human HumanDevelopment Development National NationalInstitute Instituteon on Deafness Deafnessand andOther Other Communication Communication Disorders Disorders National NationalInstitute Institute ofofDental Dentaland and Craniofacial Craniofacial Research Research National NationalInstitute Institute ofofDiabetes Diabetesand and Digestive Digestiveand and Kidney Diseases Kidney Diseases National NationalInstitute Institute on onDrug DrugAbuse Abuse National NationalInstitute Institute ofofEnvironmental Environmental Health Sciences Health Sciences National NationalEye Eye Institute Institute National NationalInstitute Institute ofofGeneral General Medical Sciences Medical Sciences National NationalHeart, Heart, Lung, Lung,and andBlood Blood Institute Institute National NationalHuman Human Genome GenomeResearch Research Institute Institute National NationalInstitute Institute ofofMental MentalHealth Health National NationalInstitute Institute ofofNeurological Neurological Disorders Disordersand and Stroke Stroke National NationalInstitute Institute ofofNursing NursingResearch Research National NationalCenter Center for forComplementary Complementary and Alternative and Alternative Medicine Medicine John JohnE. E.Fogarty Fogarty International International Center Center National NationalCenter Center for forResearch Research Resources Resources National NationalLibrary Library ofofMedicine Medicine National NationalInstitute Instituteofof Biomedical BiomedicalImaging Imaging and andBioengineering Bioengineering Clinical ClinicalCenter Center Understanding NIH Center Centerfor for Information Information Technology Technology Slide 10 National NationalInstitute Instituteon on Minority MinorityHealth Healthand and Health Disparities Health Disparities Center Centerfor for Scientific ScientificReview Review 8 November 2017
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UNIVERSITY Of TENNESSEE - MARTIN THE CAMPUS THAT CARES ! 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 19
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The Exchange Exploring Participation The Exchange 03/18/19 • Up to one full year • Must be full-time during exchange • The majority of placements are made in early March for the following Fall/Spring semesters National Student Exchange and rsity of Tennessee - Martin Unive 12
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Where can I get more information ? • For more information and application materials, please contact: Melanie Young, M.S.Ed. NSE Coordinator 258 Clement Hall – Student Success Center (731) 881-1598 [email protected] www.nse.or g Powerpoint template and information source: National Student Exchange 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 18
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Eligibility Eligibility • FULL-TIME enrollment at home campus at the time of application and prior to placement • Cumulative 2.5 GPA (2.75 for UT Martin) • Be a sophomore, junior or senior at the time of exchange Exploring Participation • Must be in GOOD STANDING (academic, social, and financial) • Complete campus application and selection process 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 10
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Founded in 1968, the National Student Exchange has placed over 80,000 students and has established a reputation for quality service. What is the benefit? 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 2
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Why NSE? • • • • Expand University boundaries Learn from different instructors Investigate graduate and professional schools Look for future employment opportunities “The personal growth that came with leaving my comfort zone and experiencing something new was most rewarding.” Margaret Von Dollen, Cal Poly to U of Wisconsin, River Falls 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 6
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Seismic attribute-assisted interpretation of incised valley fill episodes: A case study of Anadarko Basin Red Fork interval. Yoscel Suarez*, Chesapeake Energy and The University of Oklahoma, USA Kurt J. Marfurt, The University of Oklahoma, USA Mark Falk, Chesapeake Energy, USA Al Warner , Chesapeake Energy, USA Abstract Previous Work Discrimination of valley-fill episodes and their lithology has always posed a challenge for exploration geologists and geophysicists, and the Red Fork sands in the Anadarko Basin do not fall outside of this challenge. The goal of this study is to take a new look at seismic attributes given the considerable well control that has been acquired during the past decade. By using this well understood reservoir as a natural laboratory, we calibrate the response of various attributes to a well-understood incised valley system. The extensive drilling program shows that seismic data has difficulty in distinguishing shale episodes vs. sand episodes, where the ultimate exploration goal is to find productive valley fill sands. In 1998 Lynn Peyton, Rich Bottjer and Greg Partyka published a paper in the Leading Edge describing their use of coherency and spectral decomposition to identify valley fill in the Red Fork interval in the Anadarko Basin. Their work help them identify five valley-fill sequences in order to find optimum reservoir intervals and to reduce exploration risk . Due to the discontinuity of the valley-fill episodes the mapping of such events by using conventional seismic displays is extremely challenging. Figure 3 shows one of the stratigraphic well cross-section presented by Peyton et al where the discontinuities of this complex are evident. Figure 4 shows a seismic profile that parallels the wells cross-section highlighting the same stages. The seismic section is flattened in the Novi. Since original work done in 1998 both seismic attributes and seismic geomorphology have undergone rapid advancement. The findings of this work will be applicable to nearby active areas as well as other intervals in the area that exhibit the same challenges. Using Peyton et al’s (1998) work as a starting point we generated similar displays of conventional seismic profiles and well x-sections that will become the bases of our research efforts. Figure 8 shows the geometry and extents of the different episodes of the Red Fork incised valley system based on well data interpretation and conventional seismic displays. This map will be compared to the different seismic attributes to calibrate their response. Figure 9 (a,b) show couple of well x-sections and their corresponding seismic profiles that supported the valley-fill stages map in Figure 8. Seismic attributes have undergone rapid development since the mid 1990s. In lieu of the horizon-based spectral decomposition based on the discrete Fourier transform, we use volumetric-based spectral decomposition based on matched pursuit and wavelet transforms (e.g. Liu and Marfurt,2007) . Other edge-sensitive attributes include more modern implementations of coherence, long-wavelength Sobel filters, and amplitude gradients. Figure 10 shows a horizon slice at the Red Fork level. Note that on conventional data the channel complex is identifiable. However, the use of seismic attributes may help delineate in more detail the different episodes within the same fluvial system and better define channel geomorphology. We will compare different edge detection algorithms and the advantages and disadvantages that each of them provides to the interpreter. Also, matching pursuit spectral decomposition results will be presented as well as combinations of Relative Acoustic Impedance and semblance that provide helpful information in the interpretation of this dataset. The surveys are located in west central Oklahoma. They were shot by Amoco from 19931996 and later merged into a 136 sq.mi. survey. In 1998, Chesapeake acquired many of Amoco’s Mid-continent properties including those discussed by Peyton et al. (1998). In this study we present alternative seismic attribute-assisted interpretation workflows that show the potential information that each of the geometric and amplitude-based attributes offer to the interpreter when dealing with Red Fork valley-fill episodes in the Anadarko Basin. It is important to mention that one of the biggest challenges of this dataset is the acquisition footprint, which contaminates the data and limits the resolution of some of the seismic attributes. Geological Framework Methodology A Figure 3. Stratigraphic cross-section Red Fork valley –fill complex Figure 4. Seismic profile associated to the prior crosssection. Flattened in the Novi interval By generating horizon slices in the coherency volume they were able to identify and delineate the main geometries of the incised valley (Figure 5). The event used to generated the horizon slice is the Skinner Lime above the Red Fork interval. A’ The Pennsylvanian incised valley sequence associated with the Red Fork interval has, throughout most of its extent, three major events or facies (Phase I, II, and III) which can be differentiated by log signatures, production characteristics, and gross geometry. Two additional events (Phase IV and V) are present in the eastern and northeastern headward portion of the valley, also recognizable by log signature and gross geometry. Phase II Phase III Phase V Figure 8. Red Fork incised valley geometries and valley-fill episodes The multi phase events of the Upper Red Fork Valley system were most likely caused by repeated sea level changes resulting from Pennsylvania glacial events that were probably related to the Milankovitch astronomical cycles including the changing tilt of the earth’s axis and eccentricity of the earth’s elliptical orbit. Phase I is the earliest valley event and Phase II generally has a much wider represents the narrow, initial downcutting of the valley sequence. Where present (a considerable portion of Phase I has been eroded by later events), the rocks are generally poorly correlative shales, silts, and tight sandstones overlying a basal “lag” deposit. areal distribution (up to four miles) with a variety of valley fill facies deposited which record a period of valley widening and maturation. Logs over Phase II rocks illustrate a classic fining upward pattern and shale resistivities of 10 or more ohms. Phase III rocks record the last major incisement within the valley and occur within a narrow (0.25-.05 mile wide) steep walled system that is correlative for 70 miles. This rejuvenated channel actually represents the final position of the Phase II river before base level was lowered and renewed downcutting began. Phase III reservoirs are primarily thick, blocky, porous sands at the base of the sequence that have been backfilled, reworked, and overlain by low resistivity marine shales deposited by a major transgression which drowned the valley sequence. Figure 5. Coherency horizon slice at the Red Fork level Phase V the last event before the transgression that deposited the Pink. It’s primary significance is that it either partially or completely eroded much of the Phase III Valley event. Phase V rocks are poorly developed, non productive sand and shales which also have a characteristic log signature. end of Phase III marine shale deposition. Phase IV rocks are characterized by thin, tight, interbedded sands and shales with a coal or coaly shale near the base. This facies is interpreted as an elongated lagoon/ coal swamp or possibly bay head delta as it often extends beyond the confines of the deeper valley. The Induction log signature is a very distinct “serrated” pattern with a “hot” gamma ray near the base identifying the coal or coaly shale. Pink Lime In their workflow they also estimated the spectral decomposition. They found that the 36 Hz component best represented the different valley-fill stages (Figure 6). By combining the well-data with the information from the seismic attributes they were able to delineate the extents of the different valley –fill episodes (Figure 7) and generate and integrated interpretation of the system. Lower Red Fork II III II Middle Red Fork V a) Figure 9. a) Red Fork stratigraphic cross-section. b) Seismic profile showing the stratigraphic interpretation derived from the well data Phase IV records a modest regression at the The geological framework summary is courtesy of Al Warner. Senior Geologist at Chesapeake Energy Figure 10. Conventional seismic horizon slice at the Red Fork level. The channel discernible although signal/noise ratio is affected by acquisition footprint Figure 6. Spectral decomposition (36 Hz) horizon slice at the Red Fork level Figure 7. Spectral decomposition (36 Hz) horizon slice at the Red Fork level with interpretation. III b) II V
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Plan A Cost There are two different plans Students pay the instate (resident) tuition/fees to their host campus Cost Plan B Students pay their normal tuition/fees to their home campus Exploring Participation Some schools use only one plan, while many participate in both – UT-MARTIN participates under PLAN B ONLY. Room & meals are always paid at the host campus. Transportation costs and other school related costs are the responsibility of the student. 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 11
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Other NSE Benefits • Improve language skills • Access courses not available at home campus • Access to Honors courses • International exchange opportunities • Resident Assistant exchange “I’d do it again in a heartbeat” Nti Awakessien, University of Maine to Univ. of New Orleans 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 7
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Works Cited: • (1) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page 10. Table 1.1 Summary of different major clade groups use to classify dinosaurs, general descriptions of anatomical characteristics for each group and genus examples. • (2) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page 266. • • • • • • • • • (3) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page 267. (4) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page10. (5) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page 258. (6) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page 257. (7) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page 125. (8) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page 260. (9) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page 259. (10) Martin, Anthony J. Introduction to the Study of Dinosaurs (2006). Page 268. Farlow, James O., Surman, Brett M. K. Walters, Robert F. The Complete Dinosaur (1999) . Page 228. Currie, P.J. Tanke, D.H. “Head-Biting Behavior in Theropod Dinosaurs: Paleopathological Evidence” 1998 GAIA N 15 167-184. Bakker Robert T. “Brontosaur Killers: Late Jurassic Allosaurids As Saber-tooth Cat Analogues” 1998 GAIA N 15 145-158. • •
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Application and Placement Process • • • • • • • • Meet with academic advisor Complete UT Martin NSE application Interview with campus NSE Coordinator Attend campus pre-placement meeting Attend campus post-placement meeting Consult with financial aid officer Complete advising agreement Read, complete and return materials to host coordinator in a timely manner 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 13
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Why NSE? Low-cost options to study across state, regional, provincial and cultural borders for up to one full year. Geographically, culturally & ethnically diverse campuses and programs: • Historically Black Colleges • Hispanic Serving Colleges • Sea-Grant Universities • Private Colleges High degree of program compatibility 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 4
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“My exchange taught me that life itself is a classroom into which we must invest ourselves completely…in all circumstances and experiences.” Ashley Golder, University of New Hampshire to Humboldt State University 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 16
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Exploring Participation Cost Eligibility Exploring Participation The Exchange 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 8
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Exploring Participation • Talk to parents • Meet with campus NSE Coordinator • Study the NSE Directory • Visit www.nse.org • Review campus catalogs • Consult academic advisor • Determine if financial resources are sufficient for the exchange • Talk to financial aid officer 03/18/19 National Student Exchange and rsity of Tennessee - Martin Unive 9
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  Student #1 Student #2 Student #3 Student #4 Student #5 Student #6 Student #7 Student #8 Student #9 Student #10 Student #11 Student #12 Student #13 Student #14 Student #15   Student #16   Student #17   Student #18   Student #19   Student #20   Student #21     Techniq ue   Desig n   Presenta tion   TOTA L POIN TS 87   Creativ ity And Conce pt 87 73 100 87% 93 100 100 93 80 87 93 80 87 87 87 100 73 80 87 93 87 87 87 100 100 100 100 100 87 87 87 100 97%   85%   90%   83%   90%   100%   100 100 100 100 87 87 87 87 100 100 100 100 87 93 100 93 80 87 93 93 100 100 100 100 67 87 87 87 100%   82% 80 87 93 80 85% 87 87 93 80 87% 100 100 100 100 100% 67 93 93 87 85% 87 100 100 93 95% 87 100 100 100 97% 90% 100%   87%   100%   93%   88% The results show an overall above average achievement and consistency within each category of scoring. Based on the data, emphasis will continue in areas of technique and design. The high scores in the presentation area are credited to the formal critiques and informal presentations conducted in each design course. The rubric is shared with the students throughout the semester, making each student aware of the assessment areas and criteria. Every required deliverable is compared against the rubric by the student to determine the scoring possibilities. Students are given immediate feedback by all evaluators at the reception. A discussion by students and faculty also takes place in a classroom critique following the reception.
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4. The profiles of other students with similar performance histories are then used to create statistically reliable projected scores for each student . Student Projection1 Student Projection 2 Student Projection 3 The Pool Student Projection 4 Student Projection 5 Student Projection 6 Student Projection 7 The actual results of other students who have profiles very similar to Student One are used to create a statistical projection of where Student One is likely to be at the end of a given academic year. Student Projection 8 Student Projection 9 Student Projection 10 Student Projection 11 Student Projection 12 Student Projection 13 Student Projection 14 Student Projection 15 Student Projection 16 Student Projection 17 Student Projection 18 Student Projection 19 Student Projection 20
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