zilongwang/ReadingBank huggingface dataset:
Which parts of your itinerary worked well? When do you think it might be useful to plan an itinerary again? Who might plan itineraries or pathways in their jobs? Assessing learning Sources of evidence could include: itineraries of excursion day floor plans of museum showing pathway clarification and justification of choices reflection sheets visitors’ guides. When making judgments, teachers consider whether the student has: read, recorded and calculated with 12-hour time interpreted calendars and simple timetables related to daily activities interpreted and created maps and plans used a range of mapping conventions described locations using major compass points, angles and grids given directions using major compass points, angles and grids. Links This investigation could be connected to core learning outcomes from another key learning area — for example, Studies of Society and Environment. Studies of Society and Environment Continuity and Change TCC 3.5 Students describe various perspectives based on the experiences of past and present Australians of diverse cultural backgrounds. Students gather information about: leisure activities of past generations scientific and technological advances cultural diversity of ’s early settlers the effects of the First and Second World Wars. For more information, refer to the elaborations in the Years 1 to 10 Studies of Society and Environment Sourcebook Guidelines, which are available online from the QSA website: www.qsa.qld.edu.au Acknowledgment Grateful acknowledgment is made to the staff of for their help in the co-development of this investigation.
INVESTIGATION MATHEMATICS Level 5 Town planning Topics Space Shape and line Location, direction and movement Outcomes S 5.1, S 5.2 Investigation You are a town planner and one of your tasks is to design and build a model of the centre of a planned city. The centre must meet the needs of a small community, be useful to its citizens and use a variety of shapes to provide an interesting landscape. You will be required to present your design and model to an audience. Overview The following table shows how this investigation is organised in phases associated with thinking, reasoning and working mathematically. Thinking, reasoning and working mathematically 7 1. Identifying and describing 2. Understanding and applying 3. Communicating and justifying Introducing the investigation Students: clarify the requirements of the culminating presentation investigate features of planned city centres. Looking at the local area Students: examine their local area to identify building shapes and locations. Looking at a planned city Students: locate and examine planned cities to develop an understanding of town planning. Applying the knowledge Students: begin to design their own city precinct use knowledge of scale to create a plan of the city centre. Building the model Students: construct scale models of buildings examine the properties of shapes use compass bearings to describe the outlook and location of buildings. Presenting the model to the class Students: justify their choices of materials and overall designs refer to mandatory building regulations discuss the scale and size of the proposed city centre. Feedback Students: receive feedback from their teacher, peers and others.
Number concepts The world around me ’s wealth Health and safety What learning contexts would be appropriate for the age, experience and local community environments of students? How can existing school and community events be incorporated into the mathematics program? How can students be given opportunities to negotiate the contexts for learning? What implications might the school mathematics program have for different cultural and social groups in the community and how might these be managed? Which learning contexts connect to outcomes from other key learning areas? How can students’ mathematical experiences in contexts inside and outside the school be taken into account? Addition and subtraction The world around me Media and me Multiplication and division ’s people Media and me Patterns and functions Communicating Being responsible Equivalence and equations Communicating Being responsible Length, mass, area and volume Science at work Helping the environment Cultural celebrations Time Democracy in Media and me Chance Communicating Health and safety Data Science at work ’s people Health and safety Shape and line Designing the future Cultural celebrations Location, direction and movement The world around me Helping the environment Step 5: Adopt an investigative approach. Frame the contexts for learning as investigations. In mathematics, investigations are developed from purposeful contexts for learning and should be framed in terms of a problem to be solved, a question to be answered, a significant task to be completed or an issue to be explored. The table below shows an example of how the contexts identified for Term 1 in Step 4 have been framed as investigations. Further information about sample investigations and ideas for investigations can be found in the support materials or on the QSA website www.qsa.qld.edu.au. Year 7 — Term 1 (Level 4) Investigations Issues to be considered when planning investigations
The prohibition in subsection (A) of this section shall not apply in any case where the following requirements are satisfied: The specific nature of the contract transaction and the nature of the officer’s or employee’s interest in the contract are publicly disclosed at a meeting of the governing body of the city or city agency. The disclosure is made a part of the official record of the governing body of the city or city agency before the contract is executed. A finding is made by the governing body of the city or city agency that the contract with the officer or the employee is in the best interests of the public and the city or city agency before the contract is executed. The finding is made a part of the official record of the governing body of the city or city agency before the contract is executed. Any violation of this section shall constitute a Class A misdemeanor, and upon conviction, the court may void any contract entered into in violation of this section. Additionally, violation of this section shall be grounds for removal from office or employment with the city in accordance with any applicable provisions of state law and ordinances, rules or regulations of the city. COMMENT SECTION 7: Sections 165 and 237 of the Kentucky Constitution and KRS 61.080 establish specific prohibitions against holding incompatible offices. In addition to the specific offices made incompatible by the cited laws, instances of incompatibility may also arise under the common law. Knuckles v. Board of Education of Bell County, 114 S.W.2d 511, 514 (Ky. 1938). KRS 61.090 provides that the acceptance of an incompatible office operates to vacate the first office. Actually, entering upon the duties of the second office constitutes "acceptance" of the office. Adams v. Commonwealth, 268 S.W.2d 930, 932 (Ky. 1954). See Chapter 7 of the 2015 City Officials Legal Handbook for more information on what is an incompatible office. SECTION 7. Incompatible Offices. Pursuant to Section 165 of the Kentucky Constitution, no officer or employee of the city may also be a state officer, deputy state officer or member of the General Assembly or may fill more than one (1) municipal office at the same time, whether in the same or a different city. Pursuant to KRS 61.080, no city officer may also hold a county office. In addition, the statute also states that the following city and consolidated local government offices are incompatible with any other public office:
Officers or employees whose job descriptions or whose actual duties involve: The negotiation, authorization, or approval of contracts, leases, franchises, revocable consents, concessions, variances, special permits, or licenses; The purchase, sale, rental, or lease of real property, personal property, or services, or a contract for any of these; and The obtaining of grants of money or loans. COMMENT SECTIONS 24 AND 25: The ethics ordinance should include filing procedures for the financial disclosure statements. Statements should be filed annually on a form developed by the Ethics Board or by regulations promulgated by the enforcement agent no later than the date specified by the ordinance, with a provision for an extension of the deadline for justifiable reasons. Candidates for elected city office should be required to file within a specified period after the filing date or the date of nomination. New officers and employees should be required to file their initial statements within a specific period after the date of appointment or employment. SECTION 24. When to File Statements and Amended Statements. The initial statement of financial interests required by this section shall be filed with the Ethics Board, or the administrative official designated as the custodian of its records by the Ethics Board no later than _____ p.m. _____________, 20__. All subsequent statements of financial interest shall be filed no later than _____ p.m. _____________ each year, provided that: An officer or employee newly appointed to fill an office or position of employment with the city or a city agency shall file his or her initial statement no later than thirty (30) days after the date of the appointment. A candidate for city office shall file his or her initial statement no later than thirty (30) days after the date on which the person becomes a candidate for elected office. The Ethics Board may grant a reasonable extension of time for filing a statement of financial interests for good cause shown. In the event there is a material change in any information contained in a financial statement that has been filed with the Board, the officer or employee shall, no later than thirty (30) days after becoming aware of the material change, file an amended statement with the Board.
ACADEMIC HONORS National Merit Scholar, 1969 Freshman James Scholar, University of Illinois, 1969 Graduated from University of Illinois with High Honors and with Distinction in Sociology, 1973 University of Illinois Foundation Fellowship in Sociology, 1975-76 1993 Winner of the Michael J. Hindelang Award of the American Society of Criminology, for the book that made "the most outstanding contribution to criminology" (for Point Blank: Guns and Violence in America). Awarded Named Professorship, Florida State University, 2012. Nominated for University Teaching Award, Florida State University, 2014. TEACHING POSITIONS Fall, 1991 to Professor, College of Criminology and Criminal Justice, present Florida State University Fall, 1984 to Associate Professor, School of Criminology, Spring, 1991 Florida State University. Fall, 1979 Assistant Professor, School of Criminology, to Spring, 1984 Florida State University. Fall, 1978 to Instructor, School of Criminology, Spring, 1979 Florida State University. COURSES TAUGHT Criminology, Applied Statistics, Regression, Introduction to Research Methods, Law Enforcement, Research Methods in Criminology, Guns and Violence, Violence Theory Seminar, Crime Control, Assessing Evidence, Survey Research, Research Design and Causal Inference. DISSERTATION
2001 "Measures of gun ownership levels for macro-level violence research." Presented at the Annual Meetings of the American Society of Criminology, Atlanta. 2001 “The effects of gun ownership levels and gun control laws on urban crime rates.” Presented at the Annual Meetings of the American Society of Criminology, Chicago. 2003 (with Tomislav V. Kovandzic) "The effect of gun levels on violence rates depends on who has them." Presented at the Annual Meetings of the American Society of Criminology, Denver. 2003 (with KyuBeom Choi) “Filling in the gap in the causal link of deterrence.” Presented at the Annual Meetings of the American Society of Criminology, Denver. 2004 (with Tomislav Kovandzic) “Do violent crime rates and police strength levels in the community influence whether individuals own guns?” Presented at the Annual Meetings of the American Society of Criminology, Nashville. 2004 (with Jongyeon Tark) “Resisting crime: the effects of victim action on the outcomes of crime.” Presented at the Annual Meetings of the American Society of Criminology, Nashville. 2004 (with Jongyeon Tark) “The impact of self-protection on rape completion and injury.” Presented at the Annual Meetings of the American Society of Criminology, Nashville. 2004 (with Kyubeom Choi) “The perceptual gap phenomenon and deterrence as psychological coercion.” Presented at the Annual Meetings of the American Society of Criminology, Nashville. 2005 (with Jongyeon Tark) “Who resists crime?” Presented at the Annual Meetings of the American Society of Criminology, Toronto. 2005 (with Jongyeon Tark and Laura Bedard) “Crime and marriage.” Presented at the Annual Meetings of the American Society of Criminology, Toronto. 2006 (with Shun-Yang Kevin Wang)“Organized gun trafficking, ‘crime guns,’ and crime rates.” Presented at the Annual Meetings of the American Society of Criminology, Los Angeles. 2006 “Are police officers more likely to kill black suspects?” Presented at the Annual Meetings of the American Society of Criminology, Los Angeles. 2007 (with Shun-Yang Kevin Wang) “The myth of big-time gun trafficking. ”Presented
Participant, Seton Hall Law School Conference on Gun Control, March 3, 1989. Debater in Intelligence Squared program, on the proposition “Guns Reduce Crime.” Rockefeller University, New York City, October 28, 2008. Podcast distributed through National Public Radio. Further details are available at . Subject of cover story, “America Armed,” in Florida State University Research in Review, Winter/Spring 2009. Grants reviewer, Social Sciences and Humanities Research Council of Canada, 2010. Named one of “25 Top Criminal Justice Professors” in the U.S. by Forensics Colleges website (http://www.forensicscolleges.com/), 2014.
Breton, Andre. "The First Manifesto of Surrealism." 1924. Freud, Sigmund. "Fetishism." In The Complete Psychological Works of Sigmund Freud, Standard Edition, Vol. 21. Edited by James Strachey. W. W. Norton & Company, 1976. Greenberg, Clement. "Avant-Garde and Kitsch." Partisan Review, 1939. Marinetti, F. T. "The Founding Manifesto of Futurism." Le Figaro, 1909. Mulvey, Laura. “ Visual Pleasure and Narrative Cinema” Screen 16.3 Autumn (1975): pp. 6-18. Nochlin, Linda. "The Imaginary Orient." In The Politics of Vision: Essays on Art and Society. Westview Press, 1991. Owens, Craig. "The Discourse of Others: Feminists and Postmodernism." In Beyond Recognition: Representation, Power, and Culture. Edited by Scott Bryson, et al. University of California Press, 1994. Said, Edward. Orientalism. London: Penguin Books, 1977. Many of the above articles appear in three excellent collected volumes of works (below), see amazon.com for the tables of contents: Harrison, Charles, and Paul Wood, eds. Art in Theory 1900-2000: An Anthology of Changing Ideas. 2nd ed. Blackwell Publishing, 2002. Foster, Hal, Rosalind Krauss, et al. Art Since 1900: Modernism, Antimodernism, Postmodernism, Vols. 1&2. 2nd ed. Thames and Hudson, 2011. Frascina, Francis, and Jonathan Harris, eds. Art in Modern Culture: An Anthology of Critical Texts. Phaidon Press, 1994. 305 Rubric In-class writing assignments Excellent (10) Very Good (9-7) Average (6-5) Poor (4-2) Unacceptable (1-0) Content -Major points are stated clearly and are well supported by detailed course concepts. All information is relevant to thoroughly answering the Major points are stated clearly and are somewhat supported by course concepts. Most information is relevant to answering the Points are stated and somewhat supported by course concepts. Some information is relevant to answering the The points stated are not really supported by course concepts. The information is largely not relevant to answering the The points stated are not supported by course concepts. The information is not relevant to answering the question(s).
submit documentary proof. Even the report from FCS on which the plaintiff relied on heavily found a number of payments and lack of proof thereof questionable. [54] It was further put to the plaintiff that she received money from Inland Revenue/Ministry of Finance, an amount of NAD 528 791.63 for input VAT claimed by the third defendant and the plaintiff kept it for herself. Plaintiff agrees that the registered vendor was the third defendant and said monies were paid into the account of Medibuild Investment CC held at Standard Bank, which was the plaintiff’s account, which she had sole control of. Plaintiff confirmed that at the time the plaintiff was not registered with Receiver of Revenue as VAT vendor and could not remember whether such amount was ever transferred into her personal account. Mr Namandje put it to the witness that if she was not personally registered, then she was not entitled to the input VAT that she claimed at the relevant time. Plaintiff answered in the affirmative. Therefore the second defendants contends that such money belongs to the 3rd Defendant and plaintiff defrauded the third defendant. [55] It is the Plaintiff’s case that she used the money from Ministry of Finance for construction costs, which is the money she is still claiming from the defendants. It is the plaintiff’s evidence that when the first and second defendants resigned in May 2005, she was the sole owner of the third defendant and the VAT refund from Ministry of Finance was for construction costs as she conducted her construction business through the CC/third defendant. It was emphasized on behalf of the second defendant that there is no evidence to show that the money received from Ministry of Finance, which belonged to the third defendant, was used for construction on behalf of the third defendant or the plaintiff’s other constructions which she was busy with. [56] It was determined under cross examination that while the plaintiff was the sole member of the third defendant, she used the CC/third defendant for her other projects and constructions costs. Plaintiff was questioned as to whether income was generated in respect of these other projects and she answered in the affirmative. It was then put to her that this means the third defendant made income but there are no books or records to
Use: This rubric is intended for grading an in-class creative essay asking students to respond to an ethical scenario in 30 minutes. The grading point value is 8 points Category 2 1 0 A. Quality of Evaluation and Response to Scenario (content) Provides thoughtful, logical evaluation of the scenario. Provides a thoughtful, logical response to the scenario. Provides general evaluation of the scenario. Provides a general response to the scenario. Lacks evaluation of the scenario. Provides unclear response to scenario or lacks a response. B. Persuasive Argument (content) Response is highly persuasive and maintains reader’s attention. Response is mildly persuasive and makes sense to the reader. Response is not persuasive and is difficult to understand. C. Grammar, Usage, and Mechanics (writing) Response has 3 or less errors in grammar, usage, and mechanics. Response has 4-6 errors in grammar, usage, and mechanics. Response has 7 or more errors in grammar, usage, and mechanics. D. Organization (writing) Response paragraphs are well organized with clear topic sentences and supporting sentences. There are effective transitions between paragraphs. Response paragraphs have appropriate topic sentences and supporting sentences. There are some transitions between paragraphs. Response paragraphs have ineffective or no topic sentences and supporting sentences. There are ineffective or no transitions between paragraphs. Creative Essay ________/8 Additional Comments:
– 1A Prof. Christine Klein Spring 2018, Law 5400, Section 1A (§079D) – 4 credits Date Topic Casebook Reading Jan. 9 What Can Be Owned? 1-14 Jan. 10 “ ” 14-30 Jan. 11 What Does Ownership Mean? 30-55 Jan. 16 Discussion Skills Practice 55-56 56-68 Jan. 17 Private Property Public Property 321-26 326-38 Jan. 18 Commons Property 338-55 Jan. 23 “ ” Property Rights in Water Skills Practice 355-58 TBA 362-64 Jan. 24 Gifts Skills Practice 61-75 118-20 Jan. 25 Gifts (cont.) Finders Adverse Possession 75-82 82-94 94-98 Jan. 30 “ ” 98-118 Jan. 31 Present Estates 127-44 Feb. 1 Defeasible Estates 144-58 Feb. 6 Future Interests 158-67 Feb. 7 Five Rules 167-86 Feb. 8 Review Feb. 13 Practice Exam Feb. 14 The Lease 191-206 Feb. 15 Rights and Duties 206-28 Feb. 20 Maintaining the Premises Nondiscrimination Discussion 229-39 239-45 246-47 Feb. 21 Concurrent Ownership 253-68 Feb. 22 “ ” 269-88
Feb. 27 “ ” Marital Property 288-98 298-306 Feb. 28 “ ” The Real Estate Transaction The Real Estate Contract 306-13 369-81 381-85 Mar. 1 Statute of Frauds Equitable Conversion The Property’s Physical Condition 386-91 391-97 399-406 SPRING BREAK Mar. 13 “ ” Mortgages and Foreclosure 405-07 407-19 Mar. 14 “ ” Title Security 419-23 423-36 Mar. 15 Title Insurance Discussion Introduction to the Recording System 436-41 441-46 451-59 Mar. 20 Chain of Title The Recording Acts 460-67 467-73 Mar. 21 The BFP 473-81 Mar. 22 Enrichment Lecture – Insights Overview of Easements TBA 489-93 Mar. 27 Express Easements Implied Easements Prescriptive Easements 494-99 499-506 506-14 Mar. 28 Equitable Enforcement Scope, Assignment, Termination 514-15 515-29 Mar. 29 Conservation Easements Real Covenants 529-37 545-52 Apr. 3 Equitable Servitudes 552-64 Apr. 4 Termination and Nonenforcement Common Interest Communities 564-78 579-90 Apr. 5 Trespass and Nuisance 595-616 Apr. 10 Introduction to Zoning Nonconforming Use 635-46 646-57 Apr. 11 What Can Be Regulated? 657-78 Apr. 12 Eminent Domain 687-708
Honors and Prizes 2007-2011 Honors: Surgery, Medicine, Pediatrics, Radiology, Neurology, Psychiatry, Human Disease, Microbiology University of California San Diego School of Medicine, La Jolla, CA Academic and clinical excellence 2012 Intern of the Year St. Mary’s Medical Center, San Francisco, CA Clinical excellence Report of Local Teaching and Training Teaching of Students in Courses: 2013 Perioperative Simulation Empowering Discovery / Gateway to Excellence (EDGE) Program, Massachusetts Institute of Technology Undergraduate students Shapiro Simulation and Skills Center, BIDMC Half-day simulation workshop and debriefing 2015 Perioperative Simulation Course Simulation Based Pathophysiology, Harvard Medical School, First year medical students Harvard Medical School Simulation Center Formal Teaching of Residents, Clinical Fellows and Research Fellows: 2013 Practice-based Learning, Improvement and Practice Categorical interns in anesthesia BIDMC One-week, full-time learning and immersive, hands-on experience 2015 Simulation based training of acute Chest trauma, and intra-operative management Anesthesia Residents and Fellows Shapiro Simulation and Skills Center, BIDMC 2015 Simulation based training of the difficult patient, ethical dilemma in end of life care Anesthesia Residents and Fellows Shapiro Simulation and Skills Center, BIDMC 2016 Emergency Airway Management McGaw Simulation Center, Surgical Residents and Fellows Northwestern Local Invited Presentations: No presentations below were sponsored by outside entities. 2012 Failed tracheal intubation / Morbidity and Mortality Conference Department of Anesthesia, Critical Care and Pain Medicine, Beth Israel Deaconess Medical Center, Boston, MA
Bibliography Primary Sources Bologna Declaration (2001) Joint declaration of the European Ministers of Education, Bologna. Budapest-Vienna Declaration of the European Higher Education Area (2010), Budapest – Vienna. Bergen Communiqué (2005) ‘The European Higher Education Area - Achieving the Goals. Communiqué of the Conference of European Ministers Responsible for Higher Education’, Bergen. Berlin Communiqué (2003) ‘Realising the European Higher Education Area’. Communiqué of the Conference of Ministers responsible for Higher Education’, Berlin. Bucharest Communiqué (2012) ‘Making the Most of Our Potential: Consolidating the European Higher Education Area’, Bucharest. ESU & EI (2010a) Student-Centred Learning: An Insight into Theory and Practice, Brussels: European Students' Union and Education International. ESU & EI (2010b) Survey Analysis Time For Student Centered Learning, Brussels: European Students' Union & Education International. ESU (2016) Contribution of the European Students’ Union (ESU) to the public consultation on a renewed Modernisation Agenda for Higher Education in the European Union, 1 March 2016, Brussels: European Students’ Union. EUA (2003) Graz Declaration: the role of the universities to 2010 and beyond, Leuven, 4 July 2003, Brussels: European University Association. EUA (2016) EUA’s Response to the Consultation on the Revision of the EU’s Modernisation Agenda, March 2016, Brussels: European University Association. European Commission/EACEA/Eurydice (2012) The European Higher Education Area in 2012: Bologna Process Implementation Report, Luxembourg: Publications Office of the European Union. European Commission/EACEA/Eurydice (2015) The European Higher Education Area in 2015: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union. European Commission (2003) ‘The role of the universities in the Europe of knowledge’, COM(2003) 58 final, Brussels: European Commission. European Commission (2005) ‘Mobilising the brainpower of Europe: enabling universities to make their full contribution to the Lisbon Strategy’, COM(2005) 152 final, Brussels: European Commission. European Commission (2006) ‘Delivering on the Modernisation Agenda for Universities:
concerns that we can’t escape especially in terms of most Christians particular vocations are going to be in this line. So we must be able to feel comfortable, if you will, with the state and understand that it is a legitimate thing in itself with which we can conscientiously cooperate. That, of course, is the whole emphasis in the Bible, wherever Christians are addressed in terms of this responsibility. State in elsewhere in the Bible So if you look at 1 Timothy 2:2 or if you look at, what is it, 2 Peter, wherever the verse is in there, wherever. Then the people of God are being exhorted to respect to the state. It’s that we should have a respectful attitude toward the state, in Romans 13, as the minister of God. These are wonderful passages. Jeremiah 29 and the state The one in Jeremiah 29, you remember that? Here are the Israelites and they’ve been living in this theocracy thing, but because it was a covenant of works and they broke the covenant. Here comes the point of exile, days of Jeremiah, when God says to them “no longer my people.” The whole corporate nation is driven out, the covenant is done with for the moment, He will renew it for a while afterwards but meanwhile exile and off you go to the common. So here are God’s people no longer in this theocratic holy kingdom situation. Now they find themselves in Babylon in this common grace context and how are they supposed to behave? What should be their relationship towards Babylon? Babylon, God’s instrument to exile them. What should their
Pacific Northwest Women’s Studies Association Conference Pullman, WA April 19-20, 1991 Effective Meetings Staff Development Workshop, Perkins Library, Duke University November 1988 State Documents Study Circle North Carolina Library Staff Development Program 1988 PRESENTATIONS The Future of Libraries: Musings, Thoughts, and Guesses Senior University Class Frank Tobey Jones, a non-profit Continuing Care Retirement Community January 28, 2008 Reference This! Exploring Career Paths of a Reference Librarian Panel Member Sponsored by the WLA Reference Interest Group for the Information School, University of Washington January 25, 2006 Librarians Tell All! (With Carole Svensson) Fall Faculty Workshop Teaching and Learning with Technology University of Washington Tacoma September 25, 2002 Best Practices Faculty Panel Teaching and Learning Online Symposium Sponsored by UW Tacoma Arts and Lectures, UW Tacoma Information Technology, and UW Bothell Information Services October 18, 2000 Caught in the Web: Research and Uncritical Use of the Internet and Electronic Resources, with UW Tacoma librarians Joan Norton & Scott Spooner, and UW Systems Specialist Tim Bostelle Colloquium for Information and Inquiry in an Age of Technological Abundance University of Washington Tacoma April 22, 1998
Figure A4. Information asymmetry factor analysis excluding tangible assets and bid-ask spread. Variable Predicted correlation with info asymmetry Factor 1 Factor 2 Factor 3 KMO Firm size – 0.7658 -0.0410 -0.0037 0.6735 Time since IPO – 0.4968 0.2029 0.0051 0.7783 No. of Analysts – 0.1820 -0.0104 0.0672 0.6514 No. of prior stock offers – 0.5127 0.2284 -0.0005 0.7391 Return volatility + -0.5667 0.1758 0.0093 0.7266 Discretionary accruals + -0.4470 0.1940 -0.0103 0.7694 KMO overall 0.7227 Eigenvalue 1.6174 0.1636 0.0047
Name of Assessment used for the following areas: Type or Form of Assessment Brief Description of Assessment, including indicated information obtained from Assessment When Assessment is Administered 1 Content- GPA Cumulative GPA Summative Numerical computation of grades based on quality points earned divided by credit hours completed Ongoing throughout program and at the end of the program 2 Knowledge of Learner/Learning Environments Feedback on Practicum Formative Written feedback on performance with students and teachers Feedback from the final field experience. In addition, course grades for classes specific to this area are used. 3 Knowledge and Effective Use of Professional Practices Feedback on Practicum Formative Written feedback on performance with students and teachers Feedback from the final field experience. In addition, course grades for classes specific to this area are used. 4 Professional Responsibility and Overall Proficiency
U.S. Japan China View of knowledge Measurable and manageable entity Largely tacit and contextual Largely tacit and contextual Key assumption Knowledge is mostly objective and can be made explicit Knowledge is mostly subjective and socially dependent Knowledge includes both objective and subjective elements Knowledge management roles Knowledge workers capture, codify, and share knowledge from experience Everyone creates and shares knowledge as an integral part of socialization Senior management and trusted supervisory staff are repositories of knowledge Knowledge management goals Profits are paramount and result from improved productivity People are paramount (social consensus) Pragmatic (profits and people) Communities of practice Achieving acceptance in industry despite resistance to changing work rules, particularly in unionized Old Economy Industries Widespread in application; seen in both Kaizen (internal) and Keiretsu (external) knowledge sharing Limited by one-way flow of information (superior to subordinate) and by difficulties in building trust in short-term contractual relationships. Example U.S. auto industry develops for knowledge exchange Toyota encourages knowledge sharing by its business partners Chinese partners share knowledge and look beyond their industries Table 1: Comparative views of knowledge Source: Adapted from Burrows et al, (2005) Lin and Germain (2003) examined the architecture of State-Owned-Enterprises (SOE) in order to study how the use of knowledge on customer and market can improve platform
Education Trained to fight 7, 14, 21 ages 7 – when he leaves home 14 – he works with a knight and reaches the rank of squire, he practices fighting 21 – he becomes a knight They learn the code of chivalry (morals, values, know how to correctly cut a knights meat) Not just fighting - a school as well Weapons and Equipment Horse Saddle Stirrups Caltrops Crossbow Shield War Games Tournaments – mock (fake) battles which could be bloody and fierce Knights in Feudal Society Code of Chivalry Loyalty to the 3 Earthly feudal lord His heavenly lord His chosen lady They should be loyal, brave, honest, courageous, and noble They were to help the weak and the poor as part of the code Castle Life They receive money and land for their military service They spent at least 40 days of combat service a year Life was violent as there was constant fighting Massive stone castles replaced those made out of wood They were used as a fortress Romantic Love Epic poems about love and heroic deeds Love songs Troubadours sing about romance Glorify romance Gave a fake image of the knights and the women
Policy Council Members Broadway Cai, Houng Zhou Li, Wan Mei Yan, Mimi Wu, Hui Fang Yan, Xian Yun Rong, Jin Feng Geary Li, Qi Tong Gao, Mei Ai Lau, Wendy Du, Jie North Beach Cheung, Ching Ki Xu, Ling Zhi Al-Yassiry, Shereen Lin, Christy Richmond Tran, Donabelle Yondon, Oyunchimeg Connor, Nathaniel Du, Xiao Xuan Sunset Lau, Tiffany Cheng, Jenny Ningrum, Widya Di, Yu Hong St. Luke Liu, Chun Gui Li, Hai Wei Zhong, Feng Ming Tan, Zhu Ai Jiang, Yu Ling Li, Qiao Lian TKL Marduli, Lucy Chen, Vicky Qixian Rainbow Tang, Shuang Zhu Wu, Yi He Li, Yan Wen Feng, Jing Jun Kai Ming Head Start Staff NAME POSITION Calvit, Easter Program Director Dang, Jeff Finance Manager Dong, Sabrina HR Manager Sequeira, Fatima Executive Assistant Sequeira, Guillermo Maintenance Worker/Courier Wei, Eda Accounting Clerk Yang, Jerry Executive Director Yeung, Wing Administrative Coordinator
Table 1: Summary of the Main Variables Variable Definition Literature Downloads The number of times an application has been downloaded. Operating System (OS) The various Operating systems for this research, Android, iOS & Zune. Price The monetary cost for a consumer to acquire a particular application (€). Lui et al. (2012) Month The different months of the year 2013. Monetization Type The manner in which a consumer can obtain a specific application. Ghose, (2012) Had Free/Paid Period Whether the application in its past had been free or had to be purchased. Ghose et al. (2006) Kapil et al. (2004) Is Local Whether an application is only intended for the local Dutch market. ResearchMoz, 2014 Paid Whether an application is paid for or free with initial download. Lui et al. (2012) Kapil et al. (2004) Category The group a particular application belongs to.
To enhance dental care there needs to be support for the MCNs, clinical support groups and electronic referrals systems so that patients experience a whole care pathway and DCPs are able to view patients NHS numbers and view patient history. This will ensure patient safety and quality assurance and DCPs will be able to peer review. TE brought the presentation to a close by informing the group of 2 leaflets that will become available with the report. Both are currently in draft form and are titled ‘Getting NHS Dental Care’ and Understanding Dental Care Charges’. The leaflets will become available at the end of March 2016. They will be distributed dental practices, SH also suggested they are distributed to GPs, health visitors, social workers and education sector. 23. Website – Kent and Medway and Surrey and Sussex No update. 24. Any other Business (AOB) None declared. 25. Next Meeting Dates See below. Kent & Medway 2016 DLPN Meeting Details 2016 Dates - Main DLPN Wharf House Medway Wharf Road Tonbridge, Kent, TN9 1RE Time 08/06/16 Medway 1 & 2 10.30am – 12.30pm 14/09/16 Medway 1 & 2 10.30am – 12.30pm 07/12/16 Medway 1 & 2 10.30am – 12.30pm Surrey & Sussex 2016 DLPN Meeting Details: 2016 Dates - Main DLPN York House 18-20 Massetts Road Horley, Surrey, RH6 7DE Time 9/06/16 Kent Room 14.00 – 17.00 15/09/16 Kent Room 14.00 – 17.00 08/12/16 Kent Room 14.00 – 17.00 Minutes taken and produced by Gemma Michael
PRESSURE CUSHION REFERRAL FORM (Page 1 of 2) To be completed by a G.P., District Nurse or Therapist. Service site locations; Millbrook Healthcare Millbrook Healthcare Inca House Unit 1 Wotton Road Ambley Green Ashford Gillingham Kent Kent TN23 6LL ME8 ONJ Contact details; 0330 124 4485 Email; Secure Email; NHS No: *Please complete all boxes to avoid unnecessary delays* Client Details Title: Mr / Mrs / Miss / Ms / Master OTHER : Forenames: Surname: Date of Birth: Full client postal address: Postcode: Alternative Contact/Address/Details: Name & Relationship to Client: Address/Details: Postcode: Telephone No: Mobile No: E-Mail: Telephone No: Mobile No: E-Mail: GP Name: Address: Telephone Number: Nature of disability / any relevant information: Patient Height/Weight: Height (cm): Weight (Kg): History of Pressure Area(s) 1 Skin Condition: No Problem Red Grazing / Broken Areas Open Sore 2 Please specify grade of pressure sore: (Refer to wound classification sheet) Grade: 3 Please specify Waterlow score: (refer to Waterlow score chart) Score:
COURSE CONTENT / CALENDAR Fall 2011 OST 1100 KEYBOARDING & DOCUMENT FORMATTING (Subject to change by the instructor to meet the needs of the students.) There is considerable work to be completed in this class. It is easy to fall behind. Most students spend 2-5 hours completing their work. You may use the computer lab in the library or any of the other computer rooms when they are available, or you may work at home or at a local library. See instructor for help with working at home. Part One: Week 1 starting Mon 8/22/11 Due Sun 8/28/11 Unit 1: Keyboarding: The Alphabet Complete all exercises in Lessons 1 through 5 Week 2 starting Mon 8/29/11 Due Sun 9/4/11 Unit 2: Keyboarding: The Alphabet Complete all exercises in Lessons 6 through 10 Monday, Sept 5—Labor Day (campus closed) Week 3 starting Mon 9/5/11 Due Sun 9/11/11 Unit 3: Keyboarding: Numbers and Symbols Complete all exercises in Lessons 11 through 15 Week 4 starting Mon 9/12/11 Due Sun 9/18/11 Unit 4: Keyboarding: Numbers and Symbols Complete all exercises in Lessons 16 through 20 IMPORTANT: Ask for the study guide for the Part 1 Exam Week 5 starting Mon 9/19/11 Due Sun 9/25/11 In class Part 1 Exam (Cannot use textbook or notes.) Objective Test: Covering Lessons 1-20 Reminder: You must have completed all lessons to this point or you will lose points on this test. Complete the Ten-Key Numeric Keypad exercises Ten-Key Numeric Keypad Supplementary Lessons Enrichment Supplementary Lesson Begin working on Lessons 21 through 25 (just the drills). The instructor will lecture on the Word Processing work next week. Part Two: Week 6 starting Mon 9/26/11 Due Sun 10/2/11 Unit 5: Word Processing and Email Complete all exercises in Lessons 21 through 25 Did you complete the Ten-Key Numeric Keypad and Enrichment
Community Member, Community Group or Community Agency Committee Nomination Form PLEASE NOTE THAT NOMINEES WILL BE REQUIRED TO ATTEND AN INFORMATION SESSION ON TUESDAY 13 MARCH 2018. DETAILS WILL BE PROVIDED AT A LATER DATE. PERSONAL DETAILS Last Name First Date of Birth Street Address Suburb Postcode Phone (BH) Phone (Mobile) Email Address Where did you hear about the call for nominations: The Leader Knox Council Website Knox Council Facebook Page Knox Multicultural Letter to community group/organisation Other (please specify)
Period of notice: Reason for leaving: Section 5 Membership of professional body – if successful, we will ask you to provide evidence of membership. Name of professional body Level of membership Specific responsibilities, for example, chairperson Date of entry Section 6 Qualifications and training – if successful, we will ask you to provide evidence of qualifications achieved. Please give details of all the qualifications you have achieved starting with the most recent. Continue on a separate sheet if needed. Qualification Level, for example GCSE, NVQ, BSc Date achieved or expected to achieve Training – please give details of any training and development activities you have completed that you feel are relevant to your application. Continue on a separate sheet if needed. Training activity Duration Date
Period of notice: Reason for leaving: Section 5 Membership of professional body – if successful, we will ask you to provide evidence of membership. Name of professional body Level of membership Specific responsibilities, for example, chairperson Date of entry Section 6 Qualifications and training – if successful, we will ask you to provide evidence of qualifications achieved. Please give details of all the qualifications you have achieved starting with the most recent. Continue on a separate sheet if needed. Qualification Level, for example GCSE, NVQ, BSc Date achieved or expected to achieve Training – please give details of any training and development activities you have completed that you feel are relevant to your application. Continue on a separate sheet if needed.
Section 8 Criminal convictions Even though you are required to disclose any ‘unspent’ criminal convictions in line with the Rehabilitation of Offenders Act 1974, we will not necessarily exclude you from employment if you have a criminal record. We will treat the information you provide as strictly confidential and we will only take this into account when the conviction is relevant. Do you have any unspent convictions? Yes No If you have said ‘Yes’ above, please detail offence(s) including date(s) and sentence(s). Continue on a separate sheet if needed. You are required to give details of all criminal convictions even if they are ‘spent’ for certain jobs. If this applies to the post you are applying for, we will clearly indicate this in the supporting information and you must complete the questions below. Do you have any ‘spent’ convictions? Yes No If you have said ‘Yes’ above, please detail offence(s) including date(s) and sentence(s). Continue on a separate sheet if needed. Section 9 Immigration, Asylum and Nationality Act 2006 Are you subject to immigration control? Yes/No
MFR FSR Standard Sign Design Catalogue Item #: Kilometre Board Type 3 Fi-008-11 Substrate: Aluminum (0.081) 5052-H38 Conforming to ASTM B209M No. Sides: Double Sided Size: 30 cm X 30 cm or 45 cm X 45 cm Font: ClearviewHwy (4-B) Reflectivity: ASTM Type 1 Overlaminate: Optional 3M 1160 UV/Anti-Graffiti guard or equivalent Border: inset 1 cm / width 1.25 cm Corner Radius: 38mm Hole Diameter: 12mm dia Hole Mount: Side Mount Special instructions: Provide the following when ordering: Dimension – Select: 30 x 30 cm or 45 x 45 cm kilometre location(s)/range required (note starting km and interval, eg “every 2nd km”) Km Anti-graffiti Select: 3M 1160 UV /Anti-Graffiti guard or equivalent or Not Required Proofs to be provided by supplier for MFR approval Provide the following electronic file to the sign fabricator:
a summary of their medical record and request access to more detailed records. Please ask at reception for a password and login details, a valid e-mail address is required for this service and you may be asked to provide proof of identity. You can also sign up at reception for our free text appointment reminder service. Friends & Family Test. Please fill in a response form at the F & F Booth (Table and Chair) in the downstairs waiting area or go onto our website at www.kirtonmedicalcentre.nhs.uk to give us your feedback. No personal details needed. We have to submit a monthly report to NHS England so your contributions will be very much appreciated. Practice Closure. The practice will be closed for Christmas holidays: Saturday 23 December 2017 Sunday 24 December 2017 Monday 25 December 2017 Tuesday 26 December 2017 Saturday 30 December 2017 Sunday 31 December 2017 Monday 1 January 2018
1. Instructions for Submitting Responses 1.1 Responding to the Solicitation: Follow these instructions carefully. Provide your response to each item requested. If the information requested does not apply to the Vendor’s situation, then enter “N/A”. 1.2 Published Procurement Information: The University publishes procurement information, including updates and award information, on The Illinois Procurement Bulletin / Public Institutions of Higher Education (“Bulletin”) (). Official solicitation documents are found or referenced on this website. Procurement information may not be available in any other form or location. Vendor is responsible for monitoring the Bulletin. The University will not be held responsible if Vendor fails to receive the optional email notices. 1.3 Solicitation Contact: The individual listed below shall be the single point of contact for this solicitation. Unless otherwise directed, do not discuss this solicitation, directly or indirectly, with any University employee other than the Solicitation Contact. Suspected errors in the solicitation should be immediately reported to the Solicitation Contact. The University shall not be held responsible for information provided by any person other than the Solicitation Contact. Only information provided in writing shall be binding on the University. Solicitation Contact: Kent Clapsaddle Phone: 815-753-6107 University Name: Northern Illinois University Email: clapsaddle@niu.edu Street Address: Lowden Hall 107 Fax: 815-753-6800 City, State, Zip: DeKalb, IL 60115 1.4 Vendor Questions / University Responses: All questions / concerns regarding this solicitation, including specifications, other than those raised at any conference held regarding this solicitation, must be in written form and submitted to the Solicitation Contact no later than March 13, 2015, at 4:00 pm CDT. Questions received and University responses may be posted as an addendum to the original solicitation on the Bulletin; only these written responses to questions shall be binding on the University. Vendors are responsible for monitoring the Bulletin for addenda and other updates. 1.5 Site Visits: TBD Mandatory Attendance: Yes, if visits are requested Location: Northern Illinois University DeKalb, IL Campus
Key Management Interoperability Protocol Profiles Version 1.4 OASIS Standard 22 November 2017 Specification URIs This version: (Authoritative) Previous version: (Authoritative) Latest version: (Authoritative) Technical Committee: Chairs: Judith Furlong (), Tony Cox (), Editors: Tim Hudson (), Robert Lockhart (), Additional artifacts: This prose specification is one component of a Work Product that also includes: Test cases: and . Related work: This specification replaces or supersedes: Key Management Interoperability Protocol Profiles Version 1.3. Edited by Tim Hudson and Robert Lockhart. Latest version: . This specification is related to: Key Management Interoperability Protocol Specification Version 1.4. Edited by Tony Cox. Latest version: . Key Management Interoperability Protocol Test Cases Version 1.4. Edited by Tim Hudson and Mark Joseph. Latest version: . Key Management Interoperability Protocol Usage Guide Version 1.4 Edited by Indra Fitzgerald and Judith Furlong. Latest version: . Abstract: This document is intended for developers and architects who wish to design systems and applications that conform to the Key Management Interoperability Protocol specification.
SHALL support the following Client-to-Server [KMIP-SPEC] operations: Create [KMIP-SPEC] SHALL support the following Message Encoding [KMIP-SPEC]: Cryptographic Algorithm [KMIP-SPEC] with values: 3DES AES Object Type [KMIP-SPEC] with value: Symmetric Key Key Format Type [KMIP-SPEC] with value: Raw Transparent Symmetric Key MAY support any clause within [KMIP-SPEC] provided it does not conflict with any other clause within this section 5.7.4 MAY support extensions outside the scope of this standard (e.g., vendor extensions, conformance clauses) that do not contradict any KMIP requirements. Basic Symmetric Key Foundry Mandatory Test Cases KMIP v1.4 SKFF-M-1-14 See . SKFF-M-2-14 See . SKFF-M-3-14 See . SKFF-M-4-14 See . Intermediate Symmetric Key Foundry Mandatory Test Cases KMIP v1.4 SKFF-M-5-14 See . SKFF-M-6-14 See . SKFF-M-7-14 See . SKFF-M-8-14 See .