zilongwang/ReadingBank huggingface dataset:
For a given money demand, an increase in money supply will lead to an excess supply of money and thus the interest rate will fall. Note that according to this view, the interest rate and money supply move in the opposite direction. Graphically, in the real supply and demand, and the IS-LM settings, the above case can be illustrated as (2) Inflation Expectations Effect: LR and flexible P Fisher’s equation says i = r + ; and i = r + in the long-run, The nominal interest rate is equal to the real interest rate, which is independent of monetary variables, and the expected rate of inflation. If any change in money supply increases the expected rate of inflation (), or the long-run actual rate of inflation (), then there will be a change in the interest rate. The implications are as follows: Government can control only the nominal interest rate, not the real interest rate. The net impact of an increase in money supply on the nominal interest rate is the sum of liquidity and expectations’ effects. The natural question is what kind of increase in the money supply would lead to an increase in the expected or actual rate of inflation. For example, a truly once-and-for-all blip of increase in money supply does not change the expected or long-run rate of inflation. So only the liquidity effect works. 2) Three Different Kinds of Money Supply, and their impacts on Inflation and Interest Rate Real money (cash) demand has direct bearing on the social welfare. The change in real money demand is important. Real money demand is the ratio of nominal money supply to the price level. Therefore the relative movements or a relative change of the money supply and the price level determines the size of real money demand. In this analysis, we would like to see whether an increase in the money supply would be accompanied with constancy of real money demand (M/P), or with a decrease in real money demand [(M/P) ↓]. In the case, the price level increase in the same proportion as the money supply so M/P does not change. This can only happen when there is no change in nominal interest rate which determines the real money demand.
Objectives Objectives Method of Summative Evaluation Using , students will distinguish between higher and lower paying career options with 100% accuracy as observed by the teacher. Oral examination – teacher observation of presentations , students will demonstrate an understanding of the relationship between college borrowing (personal contributions, financial aid, loans) and career salary with 100% accuracy as evaluated by the teacher. Oral examination – teacher observation of oral responses Using , students will develop a college, career, and borrowing plan that place them in the “Green” with 100% accuracy on the rubric. Product evaluation – rubric Resources 1. Website - PA Career Zone 2. Graphic organizer - Money Matters: Job Salary Chart See attached 3. Website - My Smart Borrowing Graphic organizer - Money Matters: My Smart Borrowing Graphic Organizer See attached Rubric - College, Career and Borrowing Plan See attached Equipment/Materials/Software Computer with Internet access Data projector and screen Student computers or tablets Easel paper Instructional Procedures Strategy Outline Resources/ Materials Related Skills Objective 1 – Using , students will distinguish between higher and lower paying career options with 100% accuracy as observed by the teacher.
College, Career and Borrowing Plan TASK DESCRIPTION: Based on the information obtained from , students are asked to develop a college, career and borrowing plan that places them in the “green,” meaning that they are able to keep student loans to the anticipated first year salary amount or less. DIMENSIONS EXEMPLARY 5 COMPETENT 3 BEGINNING 1 College Choice The college choice is a good option for the intended major. It is affordable based on current projections of costs. The college choice is a good option for the intended major. It may not be affordable based on current projections of cost. The college choice is a poor option for the intended major. It is not affordable based on current projections of cost. Career Plan With the selected college, anticipated first year salary meets or exceeds anticipated borrowing amount. With the selected college, anticipated first year salary barely meets or narrowly misses anticipated borrowing amount. With the selected college, anticipated first year salary does not cover anticipated borrowing amount. Borrowing Plan The student demonstrates an understanding of the borrowing process and has a plan that is sufficient to keep borrowing to the amount of anticipated first year salary or less. The student demonstrates an understanding of the borrowing process and has a plan that is adequate to keep borrowing to close to the amount of anticipated first year salary. The student does not demonstrate an understanding of the borrowing process and does not have a plan that is adequate to keep borrowing to the amount of anticipated first year salary.
Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. Mapping: MSS1/L1.2 MSS1/L1.3 2.c Record time in common date formats and using 12 and 24 hour formats 2.d Add and subtract times in hours and minutes 2.e Convert units of time 3 The learner will be able to work with temperature The learner must be able to: Assessment Requirements Evidence Location 3.a Read, estimate, measure and compare temperature using common units and instruments The following assessment methods can be used in the assessment of this standard: Observation of learner practical ability Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b Read temperature scales to the nearest labelled and unlabelled division
We are mindful that 2 pieces of data that do not identify a client may do so when pieced together: eg if a client’s postcode is shared together with details of their medical condition. The data controller checks report formats to ensure that client confidentiality will not be breached by reporting and that data cannot be pieced together in this way. Sources of Data Most data is provided directly by clients. Some data is provided at the point of referral by a third party. We ask referrers to satisfy themselves that they have gained consent to share data with us. Data Transfers Personal data is never transferred from Money Advice Plus without explicit consent for information sharing from a client, and as is necessary to do work (eg with your permission we might send information required to make a referral to another agency) or in specific circumstances without consent (eg safeguarding: see our confidentiality policy). Data is never transferred outside the EU. On occasion we may contract outside agencies to process data on our behalf. We may also share data with our database support service, for the purpose of identifying systemic faults in the database. We follow our confidentiality policy and before data is shared for either of these purposes we must be satisfied that the outside agency has arrangements to securely store the data and dispose of it properly as soon as the work is completed. Retention of Data In accordance with recommended advice industry best practice all data is stored for 7 years after the end of our work with a client, except those kept longer: see below. The following are stored for 14 years: All at closure where there has been a complaint, or a case involving significant corrective action During the 7 year storage period, when a client or representative contacts us with a significant question or complaint When cases are identified by casework supervisors as concerning unusual or novel points of law, at the point of closure, or when checking closed files When a client dies and we have been unable to contact any next of kin, and we are left holding a residual estate. Clients are advised of the storage period and how to access their closed files during that time in the closing letter.
Some examples of the range of agencies offered by referring via the point-of-contact are listed below East Ayrshire Ayrshire (temporary) South Ayrshire or phone 0300 123 0900 Citrus Energy or Freephone 0800 221 8089 Energy Agency or phone 01292 521896 Financial Inclusion Team East Ayrshire Citizens Advice Bureau MacMillan Money Matters Home Energy Scotland Citrus Energy East Ayrshire Carers Centre East Ayrshire Advocacy Services Ayrshire Credit Union Sovereign Credit East Ayrshire Works In Advice Shire Housing Atrium Cunninghame Housing Association North Ayrshire Money Matters Welfare Reform Advice Team North Ayrshire Council MacMillan Money Matters Community Housing Advocacy Project North Ayrshire Citizens Advice Service Community Led Action and Support Project [CLASP] Citrus Lemon Aid 1st Alliance (Ayrshire) Credit Union ANCHO Housing Association (Irvine) Information and Advice Hub Ayrshire Housing MacMillan Money Matters Citrus Energy is a subsidiary company of Cunninghame Housing Association and offers: Home visit advice service to people in Ayrshire including those with meters Help with resetting meters and on how it works Advice on an easy switching service helping people to find cheaper energy Checking and whether people are being billed properly Help in applying for services people may be entitled to such as good schemes and discounts on your energy bills The Energy Agency works with Home Energy Scotland and offer: Home visits to vulnerable households to assess energy efficiency Benefit checks to assess entitlement to grants for help with heating Assess eligibility for assistance to Home Energy Efficiency Programmes (HEEPS) funded by the Scottish Government to assist fuel poor households Energy tariff advice and advise on how to keep home warmer The Council Housing Services and Housing Associations listed here have money advice teams to provide support to their residents
Money Matters The Euro is the official currency of the European Union. Visit xe.com for current exchange rates. Using an ATM/Debit card in automated machines is the fastest and most efficient method for obtaining cash. The exchange rate is more favorable and networks are safe and reliable. If your bank card also acts as a credit card, then it can be used for purchases at any store or shop that has the symbol of your card provider. However, the bank account in the U.S. is debited immediately and a small surcharge is often added for exchange rates. Please note that many stores do not accept American Express. Generally, any four digit PIN will work for the ATM’s abroad but you should verify. PINs with fewer or more than four digits or PINs that include letters may not work overseas. For cash advances, emergencies, and relatively purchases such as hotel stays and other travel - related expenses, credit cards are widely accepted. However, you should notify your credit card company of your abroad to find out what their policy and fees are for use overseas. Some credit cards are blocked for security measures after a second use in a foreign country.
Arthur wants a pet. His parents doubt he can take care of one. Arthur starts a pet business to prove his parents wrong. Bea and Mr. Jones by Amy Schwarz. Bea and her father switch places. He goes to school. She goes to work. Ben Goes Into Business by Marilyn Hirsch. A boy in the early 1900's makes 60 cents with a 10 cent investment at Coney Island. The Cinnamon Hen's Autumn Day by Sandra Dutton. Is it more fun to rake your own leaves or have Mr. Rabbit's lawn service do it for you? Erandi's Braids by Antonio Hernández Madrigal. Erandi's mother needs a new fishing net and also wants to buy Erandi her birthday gift, but is unable to due to their limited income. Erandi recognizes that her braids are valuable and makes a decision. The Get Rich Club by Dan Gutman. The Gift by Aliana Brodmann. A young girl cannot decide what to buy with her Hanukkah money. Her decision is touching and surprising. Isabel's Car Wash by Shelia Bair. Isabel decides to start a car wash business so she can purchase The Nelly Longhair doll, which is on sale at Murphy's Toys for ten dollars. Jerome the Babysitter by Eileen Christelow. Jerome goes on his first baby-sitting job. The kids play tricks on him. Jerome is surprised when he gets them all to bed. The Lemonade War series by Jacqueline Davies Leo and Emily's Zoo by Franz Brandenberg Leo and Emily set up their own zoo. They make people pay to get in. Things don't go well. See who helps them out.
PART 1 – GENERAL WORK Furnishing, delivery, installation and warranty of a complete synthetic turf system including drainage, synthetic turf, and resilient infill material. RELATED SECTIONS Section 02300 – Earthwork Section 321123 – Aggregate subbase REFERENCES ATSM Standard Test Methods D1577 – Standard Test Method for Linear Density of Textile Fiber D5848 – Standard Test Method for Mass Per Unit Area of Pile Yarn Floor Covering D418 – Standard Test Method for Testing Pile Yarn Floor Covering Construction D1338 – Standard Test Method for Tuft Bind of Pile Yarn Floor Coverings D1682 – Standard Method of Test for Breaking Load and Elongation of Textile Fabrics D5034 – Standard Test Method of Breaking Strength and Elongation of Textile Fabrics (Grab Test) – Standard Test Methods for Water Permeability D2859 – Standard Test Method for Ignition Characteristics of Finished Textile Floor Covering Materials D1557 – Test Method for Laboratory Compaction Characteristics of Soil Using Modified Effort. STC Suggested Guidelines for the Essential Elements of Synthetic Turf Systems PROJECT CONDITIONS Coordinate all work with the work of sections to avoid delay and interference with other work.
would get, and that he knew he didn't know how to play first base. He confronted David Justice and spoke with him honestly about his career & what Billy expected out of him. He turned down the Boston Red Sox offer because he felt he would have taken it only for the money. Self-Confidence (including emotional stability) Billy Beane Billy had the self-confidence to adopt Peter Brand's strategy and see it through, even facing the resistance of his coaches and scouts. Cognitive Ability Billy Beane Billy had the ability to realize that as a small market team, that he couldn't buy big talent and needed a different way to buy runs, which win baseball games. His judgment and analytical ability enabled him to think of baseball as a business, and not as a sport. Knowledge of the Business Billy Beane As a former player, Billy had inside knowledge, particularly about potential, talent, and other intangible traits that had been
I hold a Lasting Power of Attorney (Please provide documentation) I hold a Court of Protection Deputyship Order (Please provide documentation) Deputy/ LPA Details: Forename(s): Surname: Date of Birth: dd-mm-yyyy Proof of Deputy/ LPA details: (mark box with an X) Passport Driving License Other Clients details: (Individual whose finance you manage) Title: Forename(s): Surname: Date of dd-mm-yyyy Card Delivery Address Address: City:
The above match which was to have been played at the Red Hands ground last Sunday did not come off. Owing to a great blizzard of snow which fell the previous night, and a fierce snow shower falling at the appointed hour, the time was changed half an hour earlier. Consequently the Red Hands captain lined his team out on the field, but the O’Cahans on their appearance declined to play and did not give any reason for their not doing so. Later on a neighbouring team, the Shamrocks Ballinderry, played the Red Hands a friendly. The Moneymore men lost the points for this game at a subsequent league meeting. On Sunday 2nd April the O'Cahans entertained Ballinderry Shamrocks in Moneymore and lost out by two goals to nil. The O' Cahans played three more games in the league before eventually withdrawing in July 1916. In the Dugannon Democrat “Things I hear” reported in July 1916 that the O’Cahans Moneymore had withdrawn from the league and for sports sake it would have been better had they remained in the league. Referee's 1916 A corresponding fixture between Owen Roes Mullinahoe and Hibernian Dunamore was refereed by Mr Joseph Stewart Moneymore. The Dungannon Democrat on March 22nd 1916 read, “the above teams met on Sunday at Mullinahoe in the presence of a large crowd of spectators. At 3 o clock Mr Joseph Stewart Moneymore lined out the teams.” A report in the Dungannon Democrat on May 3rd 1916 of a game between Owen Roes Mullinahoe and Sarsfields Killybearn read, “the meeting of these teams on Sunday evening in the latter’s ground attracted a large crowd and prompt to time the referee Mr S Mc Nally, Moneymore lined out the teams.” It is reported a Mr William Ferguson from Moneymore and Mr Joseph Stewart also from Moneymore who got presented for being referee’s in the East Tyrone and South Derry League in 1916. Political events of the time meant that games and activities were diminished and we have no record of them re-emerging officially to 1934 in the South Derry League.
Name Telephone To use the following budget tables, print and fill out this worksheet by subtracting the A column from the B column to get the C column. House-hunting Trip: Potential Expenses A Benefits Due You B Your Total Estimated Cost C Your "Out of Pocket" Cost Transportation $0.00 Lodging $0.00 Meals $0.00 Childcare $0.00 Long distance charges $0.00 Incidentals $0.00 House-hunting Trip Subtotal $0.00 $0.00 $0.00 Selling A Home Potential Expenses A Benefits Due You B Your Total Estimated Cost C Your "Out of Pocket" Cost Real estate commission $0.00 Prepayment penalty $0.00 Attorney/title fees $0.00 Appraisals/inspections $0.00 Advertising $0.00 House preparation/cleaning $0.00 Other Selling A Home Subtotal $0.00 $0.00 $0.00
Rental: Out of Present Unit Potential Expenses A Benefits Due You B Your Total Estimated Cost C Your "Out of Pocket" Cost Lease cancellation fee $0.00 Cleaning/repair $0.00 Lost (unused) rent $0.00 Other $0.00 Rental Out Subtotal $0.00 $0.00 $0.00 Temporary Living Costs Potential Expenses A Benefits Due You B Your Total Estimated Cost C Your "Out of Pocket" Cost Transportation $0.00 Lodging $0.00 Meals $0.00 Incidentals $0.00 Temporary Living Subtotal $ - $ - $0.00 Household Goods Shipment Potential Expenses A Benefits Due You B Your Estimated Cost C Your "Out of Pocket" Cost Packing $0.00 Transporting goods (contractor) $0.00 Vehicle rental (Do-It-Yourself only) $0.00 Unpacking $0.00
$0.00 Buying a Home Subtotal $ - $ - $0.00 Rental: into the New Unit Potential Expenses A Benefits Due You B Your Total Estimated Cost C Your "Out of Pocket" Cost Rental deposit $0.00 Advance: month’s rent $0.00 Advance: last month’s rent $0.00 Other $0.00 Rental In Subtotal $ - $ - $0.00 Miscellaneous Potential Expenses A Benefits Due You B Your Total Estimated Cost C Your "Out of Pocket" Cost Utility deposits (minus any refund) $0.00 Household insurance (minus any refund) $0.00 Property tax (minus any refund) $0.00 Interest on bridge loan $0.00 New furnishings (minus any proceeds from yard sale) $0.00 Other one-time expenses (list) Pet Boarding (1 week) $0.00 Miscellaneous Subtotal $ - $ - $0.00 Take all the subtotals from the tables above and total them in the table below:
of bank services and associated fees. This may help you determine your needs. To get started, ask these questions: How often will you have to withdraw money from your account? Do you have enough cash available to meet a minimum balance requirement for a no-cost or interest-bearing checking account and will you be able to keep that amount in your account? Do you have time to get to the bank during banking or do you need a bank that is open nights and weekends? Would you like the option of banking online or over the phone? What to Look For When you choose a bank, you should first decide what type of bank you want to use. Once you have decided on the type of bank that best suits your needs, you can narrow your options by comparing different banks’ interest rates, fees and locations. Remember, credit unions also provide banking services. For a breakdown of the different types of banks see the table below: Type of bank Pros Cons National/regional banks Hundreds or of branches Full range of services Multiple teller machine locations Some online banking Charges for services are often higher May have large minimum balance Local/community banks More personal service Fewer branches
Non-bank banks One-stop money if you already are doing business with a financial services company Fees and loan are lower Interest rates are higher Minimum required balance may be high May offer only deposit services No ATMs Online banks Lower fees and loan rates Pay higher interest rates Real-time account updates May offset Checks and deposits must be made or by mail No ATMs
Explanations of term structure - We will look at related theories: - Expectations theory - Liquidity Preference (extension of Expectations Theory) - Preferred Habitat (extension of Expectations Theory) Expectations Theory - Key Assumption: many lenders regard short-term and long-term debt as perfect substitutes (other things equal). - Consequence for asset market equilibrium? - Over the same lending period a sequence of shorter-term assets must provide the same yield as longer-term assets - Look at this with a ‘zero coupon’ bond like a T-Bill (no coupon payment just a single payment, the argument can be extended to the more general case) - Notation: R1, R2, … RN yields on a 1-yr , 2-yr, … N-yr bond. E11 is the on a 1-yr bond issued one year from now. E12 is the on a 1-yr bond issued two years from now. EMP would be the yield on a M-year bond issued P-years from now. - Say the lender wants to save funds for two years (two year lending period):
e.g., expected future business conditions demographics (lifecycle theory of saving) business cycles, changes in risk & liquidity - post-2009 did low long-term yields reflect pessimism about economic recovery? e.g. Paul Krugman - Late-2016 to early 2017: do rising long-term yields reflect optimism about future growth? (b) Expected Inflation: - determines the difference between the real and nominal yield. - works through the Fisher effect. - often discussed as if it is a key determinant of future yields. - Expectations theory suggests that the observed term structure can be used to identify current lender expectations (yields). e.g. R1 > R2 implies that E11 > R1 : (one-year are expected to rise) i.e., the term structure can be used as a way of forecasting future rates. - Sometimes these are used to estimate expected inflation - assumes that expected real yield is constant. Liquidity Preference, Risk and Term Structure: an Extension of Expectations Theory - Long and short-term bonds are not perfect substitutes. - Liquidity preference assumes there may be preference for short-term assets. - Longer term bonds may be regarded as riskier. Why? - More exposed to inflation risk (greater uncertainty regarding future
- best prediction of tomorrow’s price is today’s price. - price change is unpredictable (random). (3) Explaining successful speculation - Success for those who obtain new information first. - could be an insider, could be the first realize something. - can profit from this new information - Chance /luck: another possible explanation of success. - Apparent success may reflect risk taking (not so successful if adjusted for risk) or fraud (Bernie Madoff) - Generally: future price movements are unpredictable and speculation will not be successful. (4) Patterns in past prices or yields will not be useful in predicting current prices or yields. - ‘Technical analysis” will be wrong: history is already built into current prices. (5) EMH is critical of “Fundamental analysis”: - current knowledge of fundamentals is already built into prices.
Use the following website to fill in the below: (pick at least one example from every page) Name of Mollusk AT LEAST TWO INTERESTING TRAITS Use the following website to view short clips of mollusk and fill in the chart below: VIDEO CLIP AT LEAST 2 INTERESTING FACTS Life in the News: Giant Pacific Octopus Animals: Octopus Mimics Flounder The Ultimate Guide: Octopus: Cuttlefish Camouflage Is It Possible: Vampire Squid
Calendar of Events 2015-2016 August 2015 Day of School September 2015 Parent-Teacher Conferences Monfort School Association (MSA) School Accountability Meeting (SAC) Fall Fundraiser October 2015 Student Count Day Monfort School Association (MSA) School Social First Quarter Ends PBIS Assembly Parent Engagement Meeting (PEM) Night November 2015 School Accountability Meeting (SAC) Monfort School Association (MSA) Thanksgiving Luncheon December 2015 Winter Concert Second Quarter Ends PBIS Assembly January 2016 Fundraiser Monfort School Association (MSA) Parent Engagement Meeting (PEM) February 2016 Parent-Teacher Conferences School Accountability Meeting (SAC) Monfort School Association (MSA) School Social Choir and Music Concert Parent Engagement Meeting (PEM) Night March 2016 Monfort School Association (MSA) Third Quarter Ends PBIS Assembly 2016 Spring Break School Accountability Meeting (SAC) Monfort School Association (MSA) Volunteer Appreciation Spring Concert Parent Engagement Meeting (PEM) Night May 2016 Staff Appreciation Monfort School Association (MSA) Fourth Quarter Ends PBIS Assembly Parent Teacher Conferences September 17, 2015, 4-8 pm September 18, 2015, 12-4 pm September 22, 2015, 4-8 pm February 4, 2016, 4-8 pm February 5, 2016, 12-4 pm February 9, 2016, 4-8 pm School Hours Monday 8:20 am – 2:15 pm Tuesday – Friday 8:20 am – 3:45 pm
Fall Fundraiser October 2016 Student Count Day, 4th Picture Day/Vision/Hearing Screening, 6th Monfort School Association School Social Quarter Ends PBIS Assembly November 2016 School Accountability Meeting (SAC) Monfort School Association December 2016 Winter Concert Second Quarter Ends PBIS Assembly January 2017 Monfort School Association February 2017 Parent Teacher Conferences, 6th, 9th School Accountability Meeting (SAC) Monfort School Association Choir and Music Concert March 2017 Monfort School Association Third Quarter Ends Spring 20th-24th PBIS Assembly April 2017 School Accountability Meeting (SAC) Monfort School Association Volunteer Appreciation, 24th-28th Spring Concert May 2017 Staff Appreciation, 1st-5th Monfort School Association Fourth Quarter Ends PBIS Assembly Parent Teacher Conferences Parent Teacher Conferences will be held on the following September 19, 2016, 12-8 pm September 22, 2016, 4-8 pm February 6, 2017, 4-8 pm February 9, 2017, 12-4 pm School Hours Monday 8:20 am – 2:15 pm Tuesday – Friday 8:20 am – 3:45 pm Office Hours Monday – Friday 7:30 am – 4:30 pm Teacher Contract Hours Monday 8:00 am – 4:30 pm Tuesday – Friday 7:30 am – 4:00 pm Daily Student Schedule Monday Tuesday-Friday Playground Supervision Begins 8:05 am Playground Supervision Begins 8:05 am
Support for safe water supply and proper sanitation facilities for schools and kindergartens in targeted dzud-effected sums of Dornod aimag and Baga-nuur district of Ulaanbaatar city 11A225 2011–12 0* N/A Bilateral United Nations Children’s Fund 3 Strengthening Water, Sanitation and Hygiene in Schools and Kindergartens of Mongolia INK111 2011–2015 1000 1000 Bilateral United Nations Children’s Fund 3 Water, Sanitation and Hygiene in Western Mongolia 11A227 2011–2013 0* 135 Bilateral United Nations Development Programme 3 Water safety plans as normal practice: policy and institutional strengthening for water safety plans mainstreaming (Phase 3) 10A390 2012–16 N/A 200 Global World Health Organization 3 Global Facility for Disaster Reduction and Recovery 2011–12 250 0* Global World Bank 3 Disaster Risk Reduction and Community Resilience 12A429 2011–2014 200 0* Bilateral International Federation of Red Cross 3 Putting children with disability at the heart of Millennium Development Goal achievement 11A224 2011–12 0* 0* Bilateral United Nations Children’s Fund 3 East Asia Infrastructure Trust Fund – promoting access to clean cookstoves in Mongolia INH466 2007-2013 N/A 200 Regional World Bank 3 Improving services to the ger districts of Ulaanbaatar INK178 2011–2014 0 400 Global Asia Foundation 3 Direct Aid Program, including: Construction of a community well to improve the living environment in Ikh zaluu bag (Community Development Center Erdenet non-government organisation) Strengthening Primary Eye Care services in Hovsgol Province (International Centre for Eyecare Education) Repair and improve maintenance and protection of pasture hand-wells in Uvurkhangai (risk-free animal husbandry center) Overcoming discrimination and stigma to combat HIV/AIDS in Mongolia (Youth for Health, Together non-government organisation) Permaculture Education Resources and Materials (ADRA Mongolia) Construction of a community water kiosk (Bayankhongor Community Development Center) Toolkit for health volunteers network (Mongolian Association) DA1 Ongoing 39 39 Global Australian Government Department of Foreign Affairs and 3
[no comment] All sessions are very useful. [no comment] [no comment] Last under Content, the form asks ‘Was there anything not included in the workshop that needs to be? If so, what is it?’ Comments were: Nothing particular. None. [no comment] Most of the things were included. [no comment] [no comment] [no comment] No. No. [no comment] Included everything about LEGS. [no comment] [no comment] Satisfaction The form asks, ‘Overall, how would you rate this course? The response was: Satisfaction evaluation Poor 0 Adequate 0 Good 0 Very good 13 In response to ‘Any further comments’, comments were: No particular comment. Now lots of homework to do, got some “pressure” to do well ☺ Thanks for the great training. [no comment] [no comment] No. [no comment] No. No, please conduct more training for Mongolians. [no comment] I am very much satisfied with this course. A half day sightseeing tour. David and Emma, Ashish, please keep in touch with us for further trainings by different organisations and our next cooperation.
Prevent and Reduce: violence (GBV), and HIV/AIDS and exploitative prostitution in mining communities HIV/AIDS and other healthy lifestyle issues considered to be important. Requests were made from UNFPA, NCGE and gender based NGOs into developing more information and capacity of stakeholders to engage with these issues Community engagement on regional development and government service delivery See engagement and participatory processes option described in Governance Annex. LOW PRIORITY Social Impact Assessment regulations Could be fitted in with other Governance activities Mining companies and Corporate Social Responsibility Most of the companies in the South Gobi region have international standards and audits of CSR programs. More could be done to partner with private sector on joint based
Support with technical assistance for conducting activities to ensure multi-stakeholder participation in River Basin Administration; Support organizing National Conference in order to develop further multi-stakeholder cooperation in water resource management; Conclusion & Next steps 2030 Work plan draft must be discussed by WS#1, WS#2 and WS#3 members particularly how to accomplish it effectively and efficienty.
This was too easy Monica thought as she boldly stepped along amongst the men. At the door Toby looked out to be certain that no other Faculty members were around. Ushering her out she danced in the hallway joyously. She had completed her task. Ryan stepped through last and walked over to her with her clothing. She started to reach for them when he pulled them away. "Not so fast. I dare you to lean against the lockers and let all of us suck on your nipples." She brightened up and literally walked backwards until she felt cool steel on her ass. The boys crowded around her as she lifted her breasts up for each of them to take turns tenderly sucking and tugging on her nipples. She loved every second of it. After Ryan took his turn he moved his lips up her flesh to kiss her neck all the way in to her lips. She kissed him warmly. As their lips parted he whispers, "I dare you to kiss the crotches of every guy who helped you today." Her eyes shimmer as the guys hear his dare. Without waver she crouches before Ryan and kisses his jeans covering his erection. The other eleven boys took turns moving in for her lips to kiss their tented denim. Once done she stands up and dances in a circle. "Can I get dressed now?" Monica giggles. Before Ryan can comply the two girls from class, "Stacy" and " Gina" duck amid the boys. "We want in on this." Gina chuckles. Ryan puckers toward Monica who shivers and raises her tits once more. Both girls ease in and suck on her nipples. Once done they give Monica a kiss on the cheek laughing and agreeing this was, "SO COOL." As the girls step back Ryan clears his throat, "Forgetting something?" With an evil glare toward him Monica crouches in front of Stacy and literally kisses her devils triangle. Gina came next. This made the two girls blush again and hug Monica. After the separation Ryan handed Monica her clothes. Getting dressed in the hallway caught the glances of over a dozen other students. Everyone enjoyed the view. "See what you can accomplish when you set your mind on it?" Ryan smirks. The boys each offer her a warranted gratitude for her show as well as their extra
Monica DiGiulio Marcella Lane, Media, PA 19063 C: 4844377707 E: monicacd1@hotmail.com MD Translation/ Interpretation Specialies - Legal - Business - Medicine - Social Protection – Financial - Social Media – Marketing - TV and Entertainment - Banking - Technical - Technology - Voiceover Languages Spanish - Native Italian – Italian Consulate in Caracas, Venezuela 1991 English – St Donato’s School, Philadelphia, PA 1983 Portuguese – Centro de Estudos Brasileiros, Caracas, Venezuela 1993 Price List Interpreting Services: two hour minimum Translation Services: minimum charge (400 words) Education Universidad Católica Andrés Bello Juris Doctor — 1990-1995 Universidad Católica Andrés Bello Major in Spanish Literature — 1989-1990 Experience Senior Spanish Linguist / Chase Glossary Manager JP Morgan Chase Wilmington, DE — 2005 - Present Responsible for the Spanish translation, editing and proofreading of legal and marketing communications. Utilized SDL Trados Software for translations and developed Translation Memories for different Lines of Businesses. Managed, supervised and maintained the Spanish One of Glossary update process. Developed and documented the Spanish Writer's Toolkit and Voice of Chase Style Guide. Supervised adherence to Glossary, Guide as well as the Spanish Writer's Toolkit to ensure that all Spanish language communications match these guidelines. Assisted in coordinating the Quality Assurance Panel to ensure that documents are translated accurately. Worked closely with Legal and Compliance Teams to obtain Legal approval for Legal Disclosures, Cardmember Agreements and other communications across all Lines of Businesses.
Parent Education Advocacy Leadership Center (the PA Parent Center), a state-wide Housing Options workgroup, and am a past member of the Advisory Council of the PA Academy of Family Physicians Medical Home Project. Current Position on your Deaf-Blind Project: Family Consultant, PaTTAN Pennsylvania Deaf-Blind Project Percentage of time you are paid to work on your State Deaf-Blind Project: Part-time Briefly describe what the family activities/ initiatives are in your state: Family Support: (year round) Annual Family Learning Conference (June) Annual Secondary Transition Conference (July) Low Incidence Institute (August) Open Hands Open Access Intervener Learning Modules (school year) Transition: (ITTI) Interdisciplinary Transition Team Initiative (school year) What are your top 3 or 4 things that you feel most confident with your skills that you would be willing to share with the group? Supporting families by providing information and resources.
System: Coherent Instructional System Structure: Planning for Quality Instruction Process Name: Monitor Planning Teams School-level District-level Purpose of the process: To monitor and increase the collective capacity of planning teams through observation and feedback cycles. Who is responsible for monitoring this process? Assistant Principal Action Step Position Responsible Link to applicable tool(s)/resource(s) Action Step Completion Date Research and develop schoolwide process for planning team observation/feedback cycles Assistant Principal Provide professional learning on planning team observation/feedback cycle for all instructional leaders (administrators, instructional coaches and/or grade-level or department chairs) Assistant Principal (Uncommon Schools) Conduct inter-rater reliability observations to assure consistency of feedback Assistant Principal Distribute monitoring caseload across all instructional leaders Principal Develop observation schedule Assistant Principal (Uncommon Schools) Develop schoolwide rubric of effective practices for planning teams Instructional Coach (Solution Tree) Develop planning team feedback form Instructional Coach (All Things PLC) Develop feedback tracker to document progress over time Instructional Coach (Uncommon Schools) (TNTP) Define and communicate expectations for the planning team observation/ feedback process to faculty Assistant Principal Initiate planning team observation/ feedback cycles and monitor fidelity Assistant Principal
Click on My Current Course Schedule to complete or Click on Completed Courses and Events to retrieve the date you completed it. Conflict of Interest: click here to create Log into the system using your vunetid and password Under My Disclosures click on Create Disclosure to the right of the box Signed Job Description: click here to access, print, and sign: VUMC Policy Review in the Learning Exchange: Click here to access: Click on My Current Course Schedule to complete or Click on Completed Courses and Events to retrieve the date you completed it. I certify that the information and competency data I submitted are true and accurately reflects my work and abilities to function as a monitor technician on my unit or area. I understand that my ongoing professional growth is my responsibility and that I will notify my educator or assistant manager if I have further training needs. I agree to submit additional competency assessment data if requested by the Management Team. Employee: _______________________ _________________________ Date: ____________ (print last name, first) (signature)
Techniques for monitoring customer feedback Email Advantages •Inexpensive •Able to reach large numbers of customers quickly What else? Disadvantages •Low response rate •Not able to customers who don’t use email What else? EMAIL Surveys Advantages •Quick snap shop •Customers more likely to complete What else? Disadvantages •Doesn’t give you the full picture What else? Full-Length Surveys Advantages •Gives you the full picture What else? Disadvantages •Customers less likely to complete What else? Online Advantages •Inexpensive What else? Disadvantages •Low response rates What else? Face to Face Interviews Advantages •Expensive What else? Disadvantages
Brunenberg 2007. Netherlands, randomised controlled trial. Cost effectiveness of an programme in hypertensive patients Medication events monitoring systems (MEMs) include a ‘smart pill’ container with a cap linked to a microchip that sounds an alert when it is time to take the medication. However, such devices are expensive and the study found no clear evidence that MEMs are cost effective. Studies with implications for cost effectiveness Boeni 2014. Swiss. Systematic review of 30 studies. Effect of drug reminder packaging on medication adherence Overall, the studies showed a positive effect of drug reminder packaging on adherence and clinical outcomes. However, poor reporting and important gaps limit the drawing of firm conclusions (see critique below). Drug reminder packaging had a significant effect on adherence in a geriatric population [30], for chronic mental illness [31] and for cardiovascular disease [40]. Drug reminder packaging offers a broad field of application and is mostly used for polypharmacy. As a consequence, generalisable clinical outcomes like morbidity or rates would provide viable and comparable results rather than measures of disease-specific clinical parameters. Only two trials investigated such outcomes [44,58], with one showing that drug reminder packaging significantly reduced the mean hospitalisation rate (a study carried out in 2000 – Boeni et al 2014, ref 44). Critique: CRD* and the authors note that the overall methodological quality of the studies included is poor and thus evidence for the effect of drug reminder packaging on adherence is low. Mahtani 2011. UK. Cochrane review of 12 studies. Reminder packaging for improving adherence to medications Reminder packaging increased the proportion of people taking their medications when measured by pill count; however, this effect was not large. Some evidence was found that reminder packaging may be beneficial in improving clinical outcomes such as blood pressure. The authors concluded that reminder packaging for certain individuals may represent a simple method for improving the adherence to medications; further research is needed to improve the design and targeting of these devices. Connor 2004. New Zealand. Systematic review of 15 randomised trials (12 of unit-of-use packaging). Do fixed-dose combination pills or unit-of-use packaging improve adherence? A systematic review. Unit-of-use packaging (MDS) is likely to improve adherence in a range of settings, but the limitations of the available evidence means that uncertainty remains about the size of these benefits.
rather than individuals or as a clinical assessment tool. It should be noted that Church and colleagues (2008) discovered that the predictive validity of the CATSO was not addressed. However, the researchers indicated that future studies would be needed to better understand views on sex offenders (Church, et. al., 2008). Procedure An online survey tool, Survey Monkey.com© (1999) was used to administer the online questionnaire. With access to Survey Monkey©, the questionnaire tool was reconstructed onto the survey format. The researcher sorted the registry on issue date of nursing license from newest to oldest. The dates were then separated into five categories; category 1, 1955-1965; category 2, 1966-1976; category 3, 1977-1987; category 4, 1988-1998; and category 5, 1999-2009. Upon further deduction from the registry, 20% of the nurses from each category were compiled to balance the age groups. Once the nurses were randomly selected from the public records, a mailed postcard sent to their listed address invited them to participate in an online survey. Participants were informed on the postcard that the online survey was anonymous and solely based for a doctorate student’s research. A reminder postcard was also mailed at a later date (see Appendices D and E for both postcards). All postcards had information regarding contacting researcher via email. Participants were to login with a web address to access the survey through Survey Monkey©. Once on the specified site, informed consent was
Outcomes are the short and medium-term effects of an investment’s outputs that can be achieved within the timeframe of the investment and/or aid investment plan. Outputs are the products, and services that result from a development investment. These are delivered to parties external to the Department of Foreign Affairs and Trade. Indicators are a quantitative or qualitative variable that forms a simple and reliable means to measure achievement, to reflect the changes expected from an investment, or to help assess the performance of a development actor. It is important that with each of these indicators, you take a baseline measurement before you begin the program so that any improvements or reductions can be accurately measured. Table 1: Organisational change – child protection outcomes, outputs and indicators Example Outcomes or Outputs Example Indicators General A reduction in child abuse and exploitation due to use of adequate child safe recruitment and practices by organisation is achieved. % of personnel working with or in contact with children recruited using child-safe recruitment practices % of job descriptions that include specified of contact with children Staff and volunteers working with, or in contact with children are aware of their roles and responsibilities in implementing the organisation’s child protection policy and measures. % of staff working with or in contact with children who have participated in child protection training % of personnel signed onto child protection policy (CPP) and code of conduct (CoC) % of personnel with demonstrated knowledge of their roles and responsibilities in implementing the CPP and CoC in performance review % of staff and volunteers who have effectively managed a disclosure or report of child abuse or breach of CoC Organisational child protection audit demonstrates good application of child protection measures and standards % increase in reports of child abuse and/or breach of CoC made by personnel Children involved in the organisation are aware of staff and volunteers’ roles and responsibilities in implementing the organisation’s child protection policy and measures. # of children aware of organisation’s CPP and CoC Child-friendly reporting mechanisms are put in place. # of protection reports made by children and young people Safe, age-appropriate WASH facilities are provided. # of schools, clinics, etc. with WASH facilities separated by gender and adult/child
Notes - SBM Notes – UBM Notes – Trainee Target Setting – focused on pupil progress Notes - SBM Notes – UBM Notes – Trainee Ensure that the school has been thanked for their co-operation in the visit. Give the school an open opportunity to give us constructive feedback.
Prompt questions and criteria to support the Quality Assurance visit How did the UBM support the SBM? What activities are undertaken on a UBM visit? What is the quality of the feedback and does it relate directly to the criteria in the lesson observation guidance and the grade descriptors? Are targets SMART? The following table is helpful in considering the impact for different aspects of support: Aspect High impact Low impact Identification and support of individual learning needs Highly effective identification of the trainees’ individual learning needs through use of observation, dialogic feedback and comprehensive evaluative assessment techniques e.g. checking marked work against progress. Excellent support provided through guidance to SBM, – clear target setting, customised support (as appropriate).Trainees enabled to discuss and debate, evaluate and reflect and therefore make better than expected progress. Good identification of individual training needs through observation and dialogic feedback analysis techniques. Some evidence of other assessment techniques. e.g. Marked work. Good individual support evident through work with SBM. Most trainees making better than expected progress as a result of support Some identification of individual learning needs through observation. Some individual support evident through feedback. A more didactic approach rather than a discussion. Support is sufficient to enable learners to make progress – not necessarily to match their potential. Insufficient or no identification of individual trainees’ learning needs. Little evidence of effective observation analysis or use of dialogic assessment techniques. Insufficient or no support of learning needs in lesson – support for SBM insufficiently developed and insufficient training opportunities highlighted even though clearly needed
Guidelines for Pain and Distress in Laboratory Animals: Responsibilities, Recognition and Alleviation. From the NIH ARAC: Protocol: ______________________________ PI: ___________________________________ Date ID Appearance Natural Behavior Hydration Clinical Signs Provoked Behavior Initials