Our Journey INTERVIEWS & OBSERVATIONS Name Specialty Procedure/Interview Dr. Deanna Sasaki-Adams Cerebrovascular Neurosurgery Interview Dr. Paul Mounsey Electrophysiology Interview Dr. Sten Solander Interventional Neuroradiology Interview Dr. George Stouffer Interventional Cardiology Catheterization, Coronary Artery Fistula Coiling Dr. Andy Kiser Cardiothoracic Surgery CABG, Heart Transplant Dr. Janet Rubin Endocrinology Interview Dr. Sarah Maddison Obstetrics & Gynecology Interview Dr. Nancy Chescheir Obstetrics & Gynecology Interview Dr. John Thorpe Obstetrics & Gynecology Interview Dr. Martin Muth Obstetrics & Gynecology Interview Dr. John Steege Obstetrics & Gynecology, Advanced Laparoscopy Interview Siddhartha Rao Interventional Cardiology Fellow Interview Thyroid Patient Interview Dr. Alice Chuang Gynecology TEAM STRATEGY NEED Obstetrics &NEED & DYNAMICS Jeff Wilson STATEMENT 2 STATEMENT Patent Attorney 1 NEED STATEMENT 3 C-Section, Interview DECISION CHOSEN CRITERIA NEEDS Interview BUDGET & FUTURE STEPS
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PLACEMENT HOW? Placement Placement Test Test Transfer Transfer Credits Credits SAT SAT or or ACT ACT Scores Scores High High School School AP AP Scores Scores (Mathematics) (Mathematics) WHAT TO DO? Take Take placement placement test test on on any any campus campus at at Testing Testing Center. Center. Accuplacer Accuplacer MATH MATH can can be be taken taken twice. twice. Students Students who who wish wish higher higher placement placement must must then then “appeal”. “appeal”. Appeal Appeal is is request to take a pencil-and-paper type test on material from the course they request to take a pencil-and-paper type test on material from the course they placed placed into. into. Bring Bring transcript transcript showing showing general general education education math math credits credits from from another another college college or or university university to to CCBC CCBC for for evaluation. evaluation. If If completed completed in in Maryland, Maryland, the the highest highest level level developmental math course, Intermediate Algebra can be used for placement. developmental math course, Intermediate Algebra can be used for placement. Placement Placement by by SAT SAT MATH MATH score score of of 500 500 or or higher higher (or (or by by ACT ACT MATH MATH score score 21 21 or or higher) places the student into an entry-level general education math course higher) places the student into an entry-level general education math course (MATH (MATH 111, 111, 125, 125, 131/2/3, 131/2/3, 135, 135, 163). 163). For For higher higher placement, placement, the the student student must must take take Accuplacer MATH. MATH. Accuplacer Students Students with with documentation documentation of of AP AP math math scores scores of of 3, 3, 4, 4, or or 5 5 from from high high school school can can be awarded college credit and placement according to this chart. be awarded college credit and placement according to this chart.
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Disclosure Statements This presentation has been prepared by NantHealth, Inc. (the “Company”) for informational purposes only and not for any other purpose. Nothing contained in this presentation is, or should be construed as, a recommendation, promise or representation by the presenter or the Company or any director, employee, agent, or adviser of the Company. This presentation does not purport to be all-inclusive or to contain all of the information you may desire. Information provided in this presentation speaks only as of the date hereof. The Company assumes no obligation to update any information or statement after the date of this presentation as a result of new information, subsequent events or any other circumstances. These materials and related materials and discussions may contain forward-looking statements that are based on the Company’s current expectations, and projections and forecasts about future events and trends that the Company believes may affect its business, financial condition, operating results and growth prospects. Forward-looking statements are subject to substantial risks, uncertainties and other factors, including but not limited to (1) the structural change in the market for healthcare in the United States, including uncertainty in the healthcare regulatory framework and regulatory developments in the United States and foreign countries; (2) the evolving treatment paradigm for cancer, including physicians’ use of molecular information and targeted oncology therapeutics and the market size for molecular information products; (3) physicians’ need for precision medicine products and any perceived advantage of our solutions over those of our competitors, including the ability of our comprehensive platform to help physicians treat their patients’ cancers; (4) our ability to generate revenue from sales of products enabled by our molecular and biometric information platforms to physicians in clinical settings; (5) our ability to increase the commercial success of our sequencing and molecular analysis solution; (6) our plans or ability to obtain reimbursement for our sequencing and molecular analysis solution, including expectations as to our ability or the amount of time it will take to achieve successful reimbursement from third-party payors, such as commercial insurance companies and health maintenance organizations, and government insurance programs, such as Medicare and Medicaid; (7) our ability to effectively manage our growth, including the rate and degree of market acceptance of our solutions; and (8) our ability to offer new and innovative products and services, attract new partners and clients, estimate the size of our target market, and maintain and enhance our reputation and brand recognition. The Company undertakes no obligation to update any forward-looking statements, whether as a result of new information, future events or otherwise, except as required by applicable law. No representation or warranty, express or implied, is given as to the completeness or accuracy of the information or opinions contained in this document and neither the Company nor any of its directors, members, officers, employees, agents or advisers accepts any liability for any direct, indirect or consequential loss or damage arising from reliance on such information or opinions. Past performance should not be taken as an indication or guarantee of future performance, and no representation or warranty, express or implied, is made regarding future performance. We own or have rights to trademarks and service marks that we use in connection with the operation of our business. NantHealth, Inc. and our logo as well as other protected brands. Solely for convenience, our trademarks and service marks referred to in this presentation are listed without the (sm) and (TM) symbols, but we will assert, to the fullest extent under applicable law, our rights or the rights of the applicable licensors to these trademarks, service marks and trade names. Additionally, we do not intend for our use or display of other companies’ trade names, trademarks, or service marks to imply a relationship with, or endorsement or sponsorship of us by, these other companies. We have indicated with (TM) symbols where these third party trademarks are referred to in this presentation. This presentation includes certain financial measures not based on accounting principles generally accepted in the United States, or non-GAAP measures. These non-GAAP measures are in addition to, not a substitute for or superior to, measures of financial performance prepared in accordance with GAAP. Confidential Copyright © Do not distribute 6
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Understanding the Equity Summary Score Methodology 2 3. Calculate – The normalized analysts’ recommendations and the accuracy weightings are combined to create a single score. For the largest 1,500 stocks by market capitalization, these scores are then forcibly ranked against all the other scores to create a standardized Equity Summary Score on a scale of 0.1 to 10.0 for the 1,500 stocks. This means that there will be a uniform distribution of scores provided by the model thereby assisting investors in evaluating the largest stocks (in terms of Understanding the Equity Summary Score Methodology Provided By 2 capitalization), which typically make up the majority of individual investors’ portfolios. Finally, smaller cap stocks are then slotted into this distribution without a force ranking, and may not exhibit the same balanced distribution. The Equity Summary Score and associated sentiment ratings by StarMine are: 0.1 to 1.0 ‐ very bearish 1.1 to 3.0 ‐ bearish 3.1 to 7.0 ‐ neutral 7.1 to 9.0 ‐ bullish 9.1 to 10.0 ‐ very bullish Other Important Model Factors:  An Equity Summary Score is only provided for stocks with ratings from four or more independent research providers.  New research providers are ramped in slowly by StarMine to avoid rapid fluctuations in Equity Summary Scores. Indep. research providers that are removed from Fidelity.com will similarly be ramped out slowly to avoid rapid fluctuations. Notes on Using the Equity Summary Score: The Equity Summary Score and sentiment ratings are ratings of relative, not absolute forecasted performance. The StarMine model anticipates that the highest rated stocks, those labeled “Very Bullish” as a group, may outperform lower rated groups of stocks. In a rising market, most stocks may experience price increases, and in a declining market, most stocks may experience price declines  Proper diversification within a portfolio is critical to the effective use of the Equity Summary Score. Individual company performance is subject to a broad range of factors that cannot be adequately captured in any rating system.  Larger differences in Equity Summary Scores may lead to differences in future performance. The sentiment rating labels should only be used for quick categorization. An 8.9 Bullish is closer to a 9.1 Very Bullish than a 7.1 Bullish.  For a customer holding a stock with a lower Equity Summary Score, there are many important considerations (for example, taxes) that may be much more important than the Score.  The Equity Summary Score by StarMine does not predict future performance of underlying stocks. The Equity Summary Score model has only been in production since August 2009 and therefore no assumptions should be made about how the model will perform in differing market conditions. Understanding the Equity Summary Score Methodology Provided By 3 How has the Equity Summary Score performed? Transparency is a core value at Fidelity, and that is why StarMine provides Fidelity with a view of the historical aggregate performance of the Equity Summary Score across all covered stocks each month. You can use this to obtain insight into the performance and composition of the Equity Summary Score. In addition, the individual stock price performance during each period of the Equity Summary
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DEN 219/229 Reflection Journal Rubric GRADING Criteria Reflective Student Aware Student Reflective Novice BelowExpectations Clarity Language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation makes sense to an uninformed reader. The learning experience being reflected upon is relevant and meaningful to student and course learning goals. Minor, infrequent lapses in clarity and accuracy. There are frequent lapses in clarity and accuracy. Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately. The learning experience being reflected upon is relevant and meaningful to student and course learning goals. Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader. Most of the reflection is irrelevant to student and/ or course learning goals. The reflection demonstrates connections between the experience and material from other courses, but lacks relevance and depth. There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/ or learning experiences. Student makes attempts at applying the learning experience to understanding of self, others, and/ or course concepts but fails to demonstrate depth of analysis. There is some attempt at self-criticism, but the selfreflection fails to demonstrate a new awareness of personal biases, etc. No attempt to demonstrate connections to previous learning or experience. Student’s language is clear and expressive Relevance The learning experience is relevant and meaningful to student. Interconnections The reflection demonstrates connections between the experience and material from The reflection demonstrates other courses; past connections between the experience and material from experience; and/ or personal goals. other courses. Analysis The reflection moves beyond simple description of the experience Self-criticism Ability of the student to question their own biases, stereotypes, preconceptions, and/ or assumptions. The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/ or course concepts. The reflection demonstrates student attempts to analyze the experience but analysis lacks depth. The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/ or assumptions and define new modes of thinking as a result. The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. Adapted from University of Iowa, Office of Service Learning Reflection does not move beyond description of the learning experience(s). No attempt at selfcriticism.
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