zilongwang/ReadingBank huggingface dataset:
tax-motivated profit adjustments. Thus, we expect income shifting to be associated with overinvestment. We use affiliate-level data to develop a firm-specific measure of sensitivity to tax incentives to identify income shifting firms. Using this measure, we estimate a positive relation between total consolidated investment and income shifting aggressiveness that is incremental to differences in growth opportunities and cash flow. Our findings empirically test the theory in prior literature that transfer pricing methods and tax incentives can lead to distortions in production decisions. Additionally, we extend the literature on investment distortions by documenting that routine and necessary financial decisions can also distort investment levels. level
AT in year t-1 less CEQ in year t-1, scaled by AT in year t-1. MedPEt-1 is the country-industry-year median price to earnings ratio reported by WorldScope in year t-1. CFt-1 is CFOt-1 scaled by ATt-2. LogATt-1 is the natural log of ATt-1. ROAt-1 is income before extraordinary items (IB) scaled by ATt-1. G is a firm-specific measure of sensitivity to tax rates calculated as negative one multiplied by the sum of estimated β7 and β11 from estimating the following regression using affiliate-level data: ln(i + 1) = β0 + β1*ln(TangibleAssetsit) + β2*ln(CompExpit) + β3*IndustryROAt + β4*Ageit + β5*∆GDPt + β6*∆MarketSizet + β7*Cit + β8*Lossit + β9*Lossit*Cit + β10,f*Firmf + β11,f*Firmf*Cit + β12,f*Firmf*Lossit + β13,f*Firmf*Lossit*Cit + εit. ***, **, and * represent (one-tailed) statistical significance at the 1, 5, and 10 percent levels, respectively. All variables are winsorized at 1 and 99 percent.
AGENDA DAY ONE DAY TWO Welcome Introductions Expectations Purpose of Training What is the NSSF? The Background Why is it Important? Introduction to the NSSF: Goal The Objectives The 4 Pillars Indicators of School Safety The Principles The Whole School Approach The Role of Other Stakeholders NSSF Resource Page Planning and Implementing the NSSF The 4 Building Blocks Implementation Steps Review of part one of the NSSF manual recapping day one content The NSSF Tools School Safety Diagnostic Tool School Safety Audit Checklist Incident Reporting & Recording Learner Code of Conduct School Rules Incident reporting templates Learner Confidence and Trust Staff Tools Staff Perceptions Tool Learner Tools Safety mapping Surveys School Safety Action Framework School Safety Action Plan Monitoring & Evaluation Six Steps in Monitoring the NSSF M&E Logic Monitoring & Evaluation Tools Staff Comparative Worksheets Learner Comparative Worksheets School Safety Report Safer Schools Call Centre Q&A Closure
Alliance Française de Nelson Enrolment Form French Classes for Adults – Term 3 2018 Absolute Beginners – French for Travellers - DELF A1.1 level 1.00h classes – 10 starting on Tuesday 7th of August 2018 : Fees per person according to the number of students as follows : 3 students : $183,50 – 4 students : $137,50 - 5 students : $110,00 – 6 students + : $90,00 NMIT Room S106 (entry Nile Street) Tuesdays 6.00 to 7.00 pm 07/8 14/8 21/8 28/8 04/9 11/9 18/9 25/9 02/10 09/10 Name: Phone: Email: Enrolment form to be forwarded to tutor and full amount for the term’s lessons to be paid 1 week prior to each term. Payment will be strictly on a term by term basis and refunds would only be made in the circumstances whereby Alliance Française de Nelson had to cancel classes. All the handouts provided to the students are the property of Alliance Française Nelson. In case of no show to the classes, handouts will be provided at the discretion of the teacher. Treasurer contact: Toni Chittenden Regular attendance is necessary to make progress – Please contact the tutor if you can’t attend a class on 027 962 1599. Payments can be made by online banking or by bank transfer: 02-0704-0380910-000 BNZ Alliance Française de Nelson or by cheque addressed to Alliance Française de Nelson-Tasman and given to the teacher at the beginning of the term. Reference: Night Classes T 3 2018 For further information, contact tutor: 027 962 1599 Signed:
Committee: Northern B Health and Disability Ethics Committee Meeting date: 02 August 2016 Meeting venue: Novotel Ellerslie, 72-112 Greenlane Road East, Ellerslie, Auckland Time Item of business 12:00pm Welcome 12:05pm Confirmation of minutes of meeting of 05 July 2016 12:30pm New applications (see over for details) i 16/NTB/132 ii 16/NTB/135 iii 16/NTB/126 iv 16/NTB/127 v 16/NTB/128 vi 16/NTB/129 vii 16/NTB/133 viii 16/NTB/124 4:30pm General business: Noting section 5:00pm Meeting ends Member Name Member Category Appointed Term Expires Apologies? Mrs Maliaga Erick Lay (consumer/community perspectives) 01/07/2015 01/07/2018 Present Mrs Stephanie Pollard Non-lay (intervention studies) 01/07/2015 01/07/2018 Apologies Miss Tangihaere Macfarlane Lay (consumer/community perspectives) 19/05/2014 19/05/2017 Present Mrs Phyllis Huitema Lay (consumer/community perspectives) 19/05/2014 19/05/2017 Present Mrs Kate O'Connor Lay reasoning) 14/12/2015 14/12/2018 Present Ms Shamim Chagani Non-lay (health/disability service provision) Co-opt NTA Co-Opt NTA Present Dr Nora Lynch Non-lay (health/disability service provision) 24/07/2015 24/07/2018 Present Mrs Leesa Russell Non-lay (intervention studies), Non-lay (observational studies) 14/12/2015 14/12/2018 Present Mr John Hancock Lay (the law) 14/12/2015 14/12/2018 Present Welcome
Please amend the participant information and consent form, taking into account the suggestions by the Committee (Ethical Guidelines for Observational Studies, para 6.10). This following information will be reviewed, and a final decision made on the application, by the HDEC Secretariat. 5 Ethics ref: 15/NTB/37 Health and wealth in chronic kidney disease Principal Investigator: Dr Tonya Kara Sponsor: Kidney Health Australia Clock Start Date: 19 February 2015 Dr Tonya Kara was present in person for discussion of this application. Potential conflicts of interest The Chair asked members to declare any potential conflicts of interest related to this application. No potential conflicts of interest related to this application were declared by any member. Summary of Study The Committee thanked the researcher for attending in person. Dr Kara explained that 200 children had been recruited to this in Australia and the researchers want New Zealand to be involved as they want to look at the disparity in transplant rates. Dr Kara advised that they know that chronic illness makes people poor but there is nothing objectively published to show this. Summary of ethical issues (resolved) The main ethical issues considered by the Committee and addressed by the researcher were as follows. Dr Kara explained that Starship does not look after patients over the age of 15 due to funding constraints. Dr Kara confirmed that parents will not be interviewed. The Committee advised that parents are also participants in this study as parts of the children’s questionnaires are for parents to complete. Dr Kara advised that in Australia, they found children over 10 were completing the questionnaire. The Committee advised that there needs to be a fuller PIS for children and an assent form. The Committee advised that the children’s questionnaire should be grouped into the questions that children can answer. The Committee asked if the Weschler IQ testing was part of this study. Dr Kara explained that it would not be done in this study in New Zealand but that it was part of normal clinical care. She said that this study will not have interviews or IQ testing. This was because the testing had different clinical justifications and because these were not ready in time. The Committee advised that as the participants are likely to be the same, this may be able to be submitted as an amendment rather than a separate application. Dr Kara advised that she was told to wait until after the HDEC meeting before consulting with Māori. She noted that Dr Helen Wihongi would provide consultation, along with a paediatrician in Dunedin.
The Chair opened the meeting at 12:00pm and welcomed Committee members, noting that apologies had been received from Mrs Stephanie Pollard. The Chair noted that fewer than five appointed members of the Committee were present, and that it would be necessary to co-opt members of other HDECs in accordance with the SOPs. Ms Shamim Chagani confirmed their eligibility, and were co-opted by the Chair as members of the Committee for the duration of the meeting. The noted that the meeting was quorate. The Committee noted and agreed the agenda for the meeting. Confirmation of previous minutes The minutes of the meeting of 06 October 2015 were confirmed. New applications 1 Ethics ref: 15/NTB/209 Title: HCV in Renally-Impaired Adults (EXPEDITION-4) Principal Investigator: Prof Edward Gane Sponsor: AbbVie Clock Start Date: 22 October 2015 Prof. Ed Gane and Ms Angelle Lockie were present by teleconference for discussion of this application. Potential conflicts of interest The Chair asked members to declare any potential conflicts of interest related to this application. No potential conflicts of interest related to this application were declared by any member. Summary of Study This study will consider a new treatment regime for patients with Hepatitis C and renal failure. The current treatments are unsuitable for these patients as they cause severe anemia and patients with renal failure will already have anemia. The new treatment regime involves a combination of two drugs. This combination has been tested in participants with normal renal function and it has shown good tolerability, this study aims to test this treatment in patients with renal failure. The Committee noted that this is an interesting study and that the application was well written and easy to understand. Summary of ethical issues (resolved)
(P.4.2) For future applications please delete the first sentence. (F.1.1) The Committee this should be no. The Committee does not accept that some participants who are consented and screened will not become participants if enrolment is filled during screening. Please clarify if participants can be involved in any other kinds of research or does this only mean clinical trials. Amend PIS to clarify. Is separate authorisation to access medical records required in New Zealand? Please clarify this statement in the PIS. Please explain records that are withheld from participants during study? Why is this? The Committee noted that participants can withdraw verbally, written withdrawal is not required. The Committee requested the following changes to the Participant Information Sheet and Consent Form: Please clarify for participants what an ‘anti-cancer supplement’ is. Change investigator to study doctor. Remove flip of coin to explain randomisation. Please explain timeframes in lay language. Please explain study procedures in lay language – needs elaboration. Please explain how study doctors will determine which family member will be called. Please review for American spelling – US law, terminology – ‘comfort care’. Please include severity, duration and management options for side effects / risks. Pg.12 – please explain archived tissue to participants. ‘to avoid problems at a later stage’ – please reword this (pg.12) – make it an open invitation. Pg.13 – destroying samples – in event of not being able to be destroyed? When would this occur? Please address this point. Pg.13 – remove ‘required by U.S. law’. Please use ACC statement from HDEC template. Refer to HDEC NTB on pg.15 Please include short lay language title (PIS/CF). Please review language relating to death of participants. Is insensitive. No need to withdraw in writing – verbally is sufficient Pg.10 – please explain what a local label is for participants. Genetic sub study pg.3 – insert Maori support contact details Decision This application was provisionally approved by consensus, subject to the following information being received. Please provide a separate Participant Information Sheet and Consent Form for the use of tissue for future unspecified research (Guidelines for the Use of Human Tissue for Future Unspecified Research Purposes, para 2).
Potential conflicts of interest The Chair asked members to declare any potential conflicts of interest related to this application. No potential conflicts of interest related to this application were declared by any member. Summary of Study The Committee thanked the researchers for the well written application on an important topic and congratulated them on receiving HRC funding. The Committee noted that good evidence of the peer review process had been provided. Summary of ethical issues (resolved) The main ethical issues considered by the Committee and addressed by the Researcher are as follows. The Committee questioned how participants would be identified. The Researchers explained that GPs will be approached and informed of the study and asked to send an invitation letter to any of their patients who they feel would be suitable for the study. The Researcher also noted that a previous study had recruited participants directly by accessing their medical records and stated that this was their backup plan if recruitment through GPs was not successful. The Committee noted that if it was decided to approach participants directly then an Amendment should be submitted for HDEC approval, the Researcher agreed and stated that this was their plan. The Committee questioned whether following the sending of the invitation letter if interested parents would need to phone the researchers for more information or to enrol. The Researcher confirmed that interested parents would phone the researchers and be sent a participant information sheet as well as discussing the study over the phone with the researchers. The Committee noted that participants are children 8-17 years old and that any participants aged 16 or over must provide their own consent, and younger participants who are deemed competent to provide informed consent should be asked to do so. For younger participants unable to provide their own informed consent, their parent or guardian must provide informed consent on their behalf and the child must provide assent. The Committee questioned whether the researchers believe they have suitably addressed the concerns raised in the peer review. The Researcher stated that they believe they have adequately rebutted these comments in the rebuttal provided to the committee. The Committee questioned the question regarding suicide in the questionnaire. The Researcher stated that this question was included as a means of measuring the stress levels of participants. The Committee stated that they did not believe this question is suitable or appropriate, especially as it asks for the name of this person or their relationship to the child, and request that it is removed. The Committee suggested that another standardised and validated stress measurement question or tool would be suitable to include. Summary of ethical issues (outstanding) The Committee requested the following changes to the Participant Information Sheet and Consent Form:
This application was provisionally approved by consensus, subject to the following information received. Please respond to the outstanding ethical concerns detailed above. Please amend the information sheet and consent form, taking into account the suggestions made by the Committee (Ethical Guidelines for Intervention Studies para 6.22). This following information will be reviewed, and a final decision made on the application, by Dr Nora Lynch and Miss Tangihaere Macfarlane. 10 Ethics ref: 17/NTB/97 Title: IN.PACT AV Access Study Principal Investigator: Associate Professor Andrew Holden Sponsor: Medtronic Clock Start Date: 25 May 2017 Professor Andrew Holden and Helen Knight was present in person for discussion of this application. Potential conflicts of interest The Chair asked members to declare any potential conflicts of interest related to this application. No potential conflicts of interest related to this application were declared by any member. Summary of Study This study investigates the use of a drug coated balloon compared to a standard balloon for the treatment of stenoses (narrowing of veins) within AV fistulas. Drug coated balloons are standard therapy in lower limb stenosis, it is hoped that they will also be beneficial for these patients. The Committee commended the high quality of the Participant Information Sheet. Summary of ethical issues (resolved) The main ethical issues considered by the Committee and addressed by the Researcher are as follows. The Committee questioned how participants will be recruited, that not all patients undergoing this surgery will end up being eligible for study participation and it cannot be known in advance which patients will be eligible. The Researcher explained that they will consent all willing patients before surgery and then some will not be included in the study if they do not meet the inclusion criteria. The Committee questioned whether data may be used outside of this study. The Researcher stated that the de-identified study data is sent to the study sponsor who may use this data for other research projects. The Committee noted that the study should not be stopped by the study sponsor for commercial reasons.
Please select one or more applicable Training and Readiness Accelerator (TReX) project scope areas that apply to the proposed prototype project. MODELING: Developing a physical, mathematical, or otherwise logical representation of a system, entity, phenomenon, or process to help Department of Defense (DoD) scientists, engineers, and decision makers enhance the mission effectiveness of military personnel and supporting platforms, systems, components, or materials. SIMULATION: Enhancing military capabilities by testing and refining models, operations, and doctrine over time within a simulated environment. TRAINING: Develop, demonstrate, and deliver basic and advanced training solutions to provide the knowledge and skills necessary to meet the demands of a strong and capable military in support of operational readiness. EXPERIMENTAL VALIDATION: Testing and evaluating the operational feasibility and utility of developmental testing, training, and readiness prototypes for quality assurance and mission effectiveness. MILITARY READINESS: Deliver innovative solutions and concepts to enhance soldier lethality and ensure military units are effectively manned, trained, equipped, and led to maintain a qualitative edge in combat. Readiness ensures our soldiers are capable to conduct the full range of military operations to defeat all enemies regardless of the threats they pose. Please check the following as it applies to the proposed prototype project. This project will be a . . . (Select One) Primary Pilot Test Evaluation Demonstration Agile Development Activity Used to Assess or Evaluate the . . . (Select One) Viability Application Technical Feasibility Manufacturing Feasibility Military Utility Of a . . . (Select All that Apply) Technology Process Concept End Item Effect
Committee: Northern B Health and Disability Ethics Committee Meeting date: 01 October 2013 Meeting venue: CEO Meeting Room, L3, Hocking Building, Waikato Hospital Campus Time Item of business 12.00pm Welcome 12.05pm Confirmation of minutes of meeting of 03 September 2013 New applications (see over for details) 12.30-1.00 1.00-1.30 1.30-2.00 2.00-2.30 2.30-3.00 3.00-3.30 3.30-4.00 i 13/NTB/143 ii 13/NTB/144 iii 13/NTB/145 iv 13/NTB/146 v 13/NTB/147 vi 13/NTB/148 vii 13/NTB/151 3.30pm General business: Noting section of agenda 3.37pm Meeting ends Member Name Member Category Appointed Term Expires Apologies? Mrs Raewyn Sporle Lay (the law) 01/07/2012 01/07/2015 Present Mrs Maliaga Erick Lay (consumer/community perspectives) 01/07/2012 01/07/2014 Present Mrs Mary Anne Gill Lay (consumer/community perspectives) 01/07/2012 01/07/2015 Apologies Mrs Kate O'Connor Non-lay (other) 01/07/2012 01/07/2015 Present Mrs Stephanie Pollard Non-lay (intervention studies) 01/07/2012 01/07/2015 Present Dr Paul Tanser Non-lay (health/disability service provision) 01/07/2012 01/07/2014 Present Ms Kerin Thompson Non-lay (intervention studies) 01/07/2012 01/07/2015 Present Welcome The Chair opened the meeting at 12.09pm and welcomed Committee members, noting that apologies had been received from Mrs Mary Anne Gill. The Chair welcomed David Stephens for lunch and thanked him for his time on the Committee, noting his resignation from the Northern B Ethics Committee. David expressed his enjoyment from being on the Committee and thanked the Chair. The Chair welcomed Kelly Traynor to the HDEC Secretariat.
Committee: Northern B Health and Disability Ethics Committee Meeting date: 02 July 2013 Meeting venue: Novotel Ellerslie, 72-112 Greenlane Rd East, Ellerslie, Auckland Time Item of business 12:00pm Welcome 12:05pm Confirmation of minutes of meeting of 04 June 2013 12:15pm New applications (see over for details) i 13/NTB/76 ii 13/NTB/78 iii 13/NTB/80 iv 13/NTB/81 v 13/NTB/82 vi 13/NTB/83 vii 13/NTB/84 viii 13/NTB/85 4pm Review of approved studies (see over for details) MEC/08/03/033 - Closed 5.30pm General business: Noting section of agenda 5.35pm Meeting ends Member Name Member Category Appointed Term Expires Apologies? Mrs Raewyn Sporle Lay (the law) 01/07/2012 01/07/2015 Present Mrs Maliaga Erick Lay (consumer/community perspectives) 01/07/2012 01/07/2014 Present Mrs Mary Anne Gill Lay (consumer/community perspectives) 01/07/2012 01/07/2015 Present Mrs Kate O'Connor Non-lay (other) 01/07/2012 01/07/2015 Apologies Mrs Stephanie Pollard Non-lay (intervention studies) 01/07/2012 01/07/2015 Present Dr David Stephens Lay (consumer/community perspectives) 01/07/2012 01/07/2014 Apologies Dr Paul Tanser Non-lay (health/disability service provision) 01/07/2012 01/07/2014 Present Ms Kerin Thompson Non-lay (intervention studies) 01/07/2012 01/07/2015 Present Mr Mathew Zacharias (co-opted from Southern Committee) Non-lay (health/disability service provision) 01/07/2012 01/07/2015 Present Welcome
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assist the client or the instructing solicitor to make such decisions. “genuine education al or academic discussion” means oral or written communications including the publication of notes and articles with members of the legal profession, other profession or group or members thereof which are bona fide for an educational or academic purpose. “instructing solicitor” means the solicitor from whom the barrister in question has accepted a brief or who is instructing that barrister in that brief, as the case may be, but does not include a solicitor appearing with the barrister as a joint advocate. “legal advice” includes assistance at or presiding over meetings. “legislation” includes all kinds of delegated legislation. “member” of a court, in Rule 87(j), does not include the holder of an acting commission or appointment. “opponent” means the legal practitioner appearing for the party opposed to the client, or the party opposed to the client if that party is unrepresented. “order” includes a judgment, decision or determination. “potential proceeding” means proceedings which have not been commenced but where there is information which has been publicised that such process is imminent or where there is a very real likelihood that process will be instigated. “professional” when used as a noun means a person actively engaged in an occupation generally recognised as being a profession, and includes accountants, architects, engineers, surveyors, town planners and valuers. “prosecutor” means a barrister who appears for the complainant or Crown in criminal proceedings.
The basic model was then extended to (k, n) threshold cryptography where any ‘k’ or more shares will reveal the secret image. The construction of ‘k’ out of ‘n’ visual secret sharing is similar to the basic model with one difference. That is in basic model the threshold value is n where 2.1.2 Visual cryptography for general access structures In (k,n) Basic model any ‘k’ shares will decode the secret image which reduces security level. To overcome this issue the basic model is extended to general access structures by G. Ateniese, C. Blundo, A. De Santis, and D. R. Stinson [2], where an access structure is a specification of all qualified and forbidden subsets of ‘n’ shares . Any subset of ‘k’ or more qualified shares can decrypt the secret image but no information can be obtained by stacking lesser number of qualified shares or by stacking disqualified shares. Construction of k out of n threshold visual cryptography scheme for general access structure is better with respect to pixel expansion than Basic Model 2.1.3 Visual cryptography for gray level images Previous efforts in visual cryptography were restricted to binary images which is insufficient in real time applications. Chang- ChouLin, proposed visual cryptography for gray level images by dithering techniques. Instead of using gray sub pixels directly to constructed shares, a dithering technique is used to convert gray level images into approximate binary images. Then existing visual cryptography schemes for binary images are applied to accomplish the work of creating shares. The effect of this scheme is still satisfactory in the aspects of increase in relative size and decoded image quality, even when the number of gray levels in the original image still reaches 256. 2.1.4 Recursive Threshold visual cryptography The (k,n) visual cryptography needs ‘k’ shares to reconstruct the secret image. Each share consists at most [1/k] bits of secrets. This approach suffers from inefficiency in terms of number of bits of secret conveyed per bit of
How has your agency made progress toward its targets? What challenges face your agency in making progress toward the targets? Facilities - Condition (insert brief, non-exhaustive statement on the agency’s assets within this category) What targets did your agency set? How did your agency calculate these targets? How has your agency made progress toward its targets? What challenges face your agency in making progress toward the targets? Infrastructure – Performance Restrictions (insert non-exhaustive statement on the agency’s assets within this category) What targets did your agency set? How did your agency calculate these targets? How has your agency made progress toward its targets? What challenges face your agency in making progress toward the targets? What are extenuating circumstances that impact your agency’s transit asset management?
NAME THAT DOG! Criss-Cross Puzzle by Peggy Archer Criss-Cross Clues Across 1. He might scare you 3. He likes to run and is very fast 5. He likes riding in fast cars 9. He likes to go fishing 12. He likes to gnaw at things 14. She wins the award for performing tricks 15. Yellow labs like to play in these leaves 17. Her fur is very curly 18. He sweeps the floor with these 19. She was born on the 4th of July 22. He's big, and is named for a dinosaur 23. He looks like a hot dog 24. He can escape from anything 25. She is the ruler of our house and our hearts Down 2. He knows when a thunderstorm is coming 4. He likes to go out after it rains 6. He wears a lot of dog tags 7. She likes to sit in the flowers 8. He just like his dad 10. This hound likes to sing 11. She's named for a holiday with hearts 13. Her ears look like chocolate, and she's nutty 16. He dances around like this singer 20. He hides his loot by his bed 21. He bounces up and down, like this toy 26. He's good at catching baseballs Aspen Bandit Chewy Elvis Frank Ghost Houdini Indy Jingles Kingfisher Liberty Melody Noodles Oscar Puddles Queenie Rex Snickers Thor Ump Valentine Whiskers
<Text entry> PERSONAL INFORMATION* Title:* Ms. Mr. First Name:* <Text entry> Last Name:* <Text entry> Address: <Text entry> Telephone:* <Text entry> Email:* <Text entry> CURRENT EMPLOYMENT* Name of Employer / Organization / Company:* <Text entry> Department / Division / Unit:* <Text entry>
Address: <Text entry> Start Date:* <YYYY> Type of Organization:* Academic or research institute Government agency Organization (IGO) Non-Governmental Organization (NGO) Private sector (business and industry) UN and other specialized agency of the UN Common System <Text entry> Main of Responsibility*: <Text entry> EMPLOYMENT HISTORY Name of Previous Employer: <Text entry> Department / Division / Unit: <Text Start and End Date: <YYYY - YYYY> Type of Organization:* Academic or research institute Government agency Inter-Governmental Organization (IGO) Non-Governmental Organization (NGO) Private sector (business and industry) UN and other specialized agency of the UN Common System Other: <Text entry> Main Areas of Responsibility: <Text entry> POST-SECONDARY EDUCATION BACKGROUND First Degree (e.g. B.Sc. in Microbiology)* Title:* <Text entry>
Name of academic institution:* <Text entry> Start and End Date:* From <YYYY> to <YYYY> Second Degree (e.g. M.Sc. in Microbiology) Title: <Text entry> Name of academic institution: <Text entry> and End Date: From <YYYY> to <YYYY> Third Degree (e.g. Ph.D. in Microbiology) Title: <Text entry> Name of academic institution: <Text entry> Start and End Date: From <YYYY> to <YYYY> LANGUAGE PROFICIENCY* Arabic: Chinese: English: French: Russian: Spanish: Other: <Specify> Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Professional References Please indicate the name and email of at least one professional reference Reference 1:* Name: <Text entry> E-mail: <Text entry> Reference 2: Name: <Text entry> E-mail: <Text entry> Reference 3: Name: <Text entry> E-mail: <Text entry>
Ms. Mr. First Name:* <Text Last Name:* <Text Address: <Text entry> Telephone:* <Text entry> Email:* <Text entry> CURRENT EMPLOYMENT* Name of Employer / Organization / Company:* <Text entry> Department / Division / Unit:* <Text entry> Address: <Text entry> Start Date:* <YYYY> Type of Organization:* Academic or research institute Government agency Inter-Governmental Organization (IGO) Non-Governmental Organization (NGO) Private sector (business and industry) UN and other specialized agency of the UN Common System Other: <Text entry> Main Areas of Responsibility*: <Text entry> EMPLOYMENT HISTORY Name of Previous Employer: <Text entry> Department / Division / Unit: <Text Start and End Date: <YYYY - YYYY>
Type of Organization:* Academic or research institute Government agency Organization (IGO) Non-Governmental Organization (NGO) Private sector (business and industry) UN and other specialized agency of the UN Common System Other: <Text entry> Main Areas of Responsibility: <Text entry> POST-SECONDARY EDUCATION BACKGROUND First Degree (e.g. B.Sc. in Microbiology)* Title:* <Text entry> Name of academic institution:* <Text entry> Start and End Date:* From <YYYY> to <YYYY> Second Degree (e.g. M.Sc. in Microbiology) Title: <Text entry> Name of academic institution: <Text entry> Start and End Date: From <YYYY> to <YYYY> Third Degree (e.g. Ph.D. in Microbiology) Title: <Text entry> Name of academic institution: <Text entry> and End Date: From <YYYY> to <YYYY> LANGUAGE PROFICIENCY*
Arabic: Chinese: English: French: Russian: Spanish: Other: <Specify> Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Professional References Please indicate the name and email of at least one professional reference Reference 1:* Name: <Text entry> E-mail: <Text entry> Reference 2: Name: <Text entry> E-mail: <Text entry> Reference 3: Name: <Text entry> E-mail: <Text entry>
Name of academic institution:* <Text and End Date:* From <YYYY> to <YYYY> Second Degree (e.g. M.Sc. in Microbiology) Title: <Text entry> Name of academic institution: <Text entry> Start and End Date: From <YYYY> to <YYYY> Third Degree (e.g. Ph.D. in Microbiology) Title: <Text entry> Name of academic institution: <Text entry> Start and End Date: From <YYYY> to <YYYY> LANGUAGE PROFICIENCY* Arabic: Chinese: English: French: Russian: Spanish: <Specify> Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Professional References Please indicate the name and email of at least one professional reference Reference 1:* Name: <Text E-mail: <Text entry> Reference 2: Name: <Text entry> E-mail: <Text entry> Reference 3: Name: <Text entry> E-mail: <Text entry>
Name of academic institution:* <Text entry> Start and End Date:* From <YYYY> to <YYYY> Second Degree (e.g. M.Sc. in Microbiology) Title: <Text Name of academic institution: <Text entry> and End Date: From <YYYY> to <YYYY> Third Degree (e.g. Ph.D. in Microbiology) Title: <Text entry> Name of academic institution: <Text entry> Start and End Date: From <YYYY> to <YYYY> LANGUAGE PROFICIENCY* Arabic: Chinese: English: French: Russian: Spanish: <Specify> Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Excellent Good Fair Professional References Please indicate the name and email of at least one professional reference Reference 1:* Name: <Text entry> E-mail: <Text Reference 2: Name: <Text entry> E-mail: <Text entry> Reference 3: Name: <Text E-mail: <Text entry>
CLINICAL SITES NAME OF SITE TYPE OF SITE (e.g., clinic, private practice, public health) CHARACTERISTICS OF PATIENTS (e.g., gender, age, ethnicity) EXPERIENCES AVAILABLE (e.g., acute, chronic, in-hospital)
PRECEPTORS Name and Credentials of Preceptor(s) at each site Population Focus (& Specialty, if applicable) Area of Practice Certification* Specify Type & Certifying body (as appropriate) of Practice in the or Specialty Area # Students Precepted Concurrently State Licensure/ Approval/ Recognition* 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. * Copy on file, as appropriate, or program/track has method of verifying documentation.
CLINICAL EXPERIENCE (description of sites, patient characteristics, type of experiences) # UNIQUE TO NP Population-focused AREA 1 # HOURS UNIQUE TO NP AREA 2 # HOURS RELEVANT TO BOTH population-focused AREA 1 and 2 Signature of Program Director: __________________________________________________________________________ GAP ANALYSIS FOR POST-GRADUATE NP STUDENT Name of Candidate:_______________________________________________________________________________________ New National NP Certification Sought: _______________________________________________________________________ NP National Certification Previously Completed: ___________________ School: _____________________ Yr: ________
Please note: all nominees must submit a personal profile with their submission to the NTFS. However, only successful nominees will be asked to send a revised version of their profile and to submit photographs. Deadline for submission of personal profiles All nominees to the NTFS are required to submit a 350 word profile with their nomination documents (see para. 27 of NTFS 2014 Awards Guidelines) on Tuesday 14 January 2014. Please follow the suggestions for style and content under the section Content of Personal Profiles. Please note that personal profiles will not be assessed as part of the nomination but are a required component for a complete submission to the NTFS. Deadline for submission of revised personal profiles and photographs for successful nominees The press office of the Higher Education Academy (HEA) will review profile submissions of all successful nominees and provide them with suggestions for revision on or after the 22 May 2014. All successful nominees will be asked to: Submit at least three high quality photos Review their 350 word profile in line with the suggestions made by the press office and submit a final version. Revised personal profiles and photographs of successful nominees must be received by the HEA at by 12.00 noon on Thursday 29 May 2014. Overview of deadlines Thursday 22 May 2014 – nominees will be informed of outcome. Revised profiles and photos will be requested from successful nominees Thursday 29 May 2014 – deadline for revised profiles and photos to be returned to the HEA Thursday 12 June 2014 – announcement of NTFS 2014 National Teaching Fellows and publication of profiles on HEA website Personal Profiles Background The National Teaching Fellowship Scheme is a high profile initiative that regularly attracts media attention and coverage, particularly around the time that the winners are announced (see personal profile examples). The press office of the HEA coordinates this activity, in conjunction with the press offices at the institutions of the winning nominees. This press coverage is of benefit to the winners, in terms of career profile and raising awareness of their pedagogic work, and also gives the winners’ institutions a good deal of positive publicity. We are seeking to clarify this process for the benefit of everyone involved and are therefore asking for your help.
Highfield Campus, Building 34 6 June 2016 13.00 - 16.00 Anglia Ruskin University, Cambridge campus, Lord Ashcroft Building (LAB) 215 Ania Norman LAB 215 – second floor, Lord Ashcroft Building in Cambridge. Links to maps of Cambridge and Cambridge Campus: 8 June 2016 12.00 – 14.00 Manchester Metropolitan University, All Saints Campus, Business School, Room 3.22 Please use the following booking link for the MMU event: Link to map: 20 June 2016 14.00 – 17.00 Newcastle University Mayanja Bamburgh Room is in Building 4, the Road Centre For directions on how to get to the campus more generally see here 22 June 2016 11.00 - 14.00 Queens University Belfast Elizabeth Mcdowell Building is at F on the map (it’s the Geography, Archaeology and Palaeoecology Building) and the room number is OG/33. Link to map:
Geography, Archaeology and Palaeoecology Building, Room: OG/33. 24 June 2016 14.00 – 17.00 University of Bath Momna Hejmadi 27 June 2016 12.30 – 15.30 Bangor University, Wheldon Building Nicola Kirby Wheldon Building is #44 on the campus map. Link to map: 30 June 2016 11.00 - 13.00 by University of the Arts London Red Room, Chelsea College of Arts, SW1P 4JU Booking link: Link to Map:
This 1930s cartoon depicting President Franklin D. Roosevelt holding a cord and lightbulb relates to what New Deal achievement? :D.1.g Conservation Education Rural electrification Unemployment reduction The Indian Reorganization Act 1934 attempted to :D.1.g Reverse the forced assimilation of Native Americans into white society Encourage Native Americans to give up their land claims Reinforce the Dawes Act of 1887 Define clearly tribes were federally recognized How would an African American during the Great Depression most likely have felt about the New Deal? :D.1.g Surprised, because President Franklin D. Roosevelt did not attempt to support racial equality Frustrated, because the CC and other work programs did not provide equal employment opportunities Outraged, because minorities were ineligible for benefits under federal programs Disappointed, because the TVAs Rural Electrification Program failed to bring electric power to sharecroppers Refer to the following table for questions 45-47 Unemployment Rate 8.7% 15.9% 23.6% 24.9% 21.7% 20.1% 16.9% 14.3% 19.0% 17.2% 14.6% 9.9% Based on the table, during which years would it likely have been hardest to find steady employment? :D.1.g 1930-1931 1932-1933 1936-1937 1940-1941. Based on the table, the peak unemployment rate for the span of years shown was approximately: :D.1.g 20 percent 9 percent 25 percent 99 percent
Box Plot CNS – psychotropic NTI4a – Hypnotics and anxiolytics: DDDs per 1,000 patients per day Bar Chart Box Plot Table Hypnotics and anxiolytics: DDDs/1,000patients/day Minimum Lower Quartile Median Upper Quartile Maximum NHS AYRSHIRE & 4.20 11.72 17.15 24.34 31.94
Topic D: Recording Perimeter and Area Data on Line Plots 33 min Explores utilizing the line plot to draw conclusions about perimeter and area measurements Grade 3 Module 7 PPT Facilitator Guide Review Topic D Topic E: Problem Solving with Perimeter and Area 31 min Explores solving problems involving area and perimeter using application and project based problem solving strategies Grade 3 Module 7 PPT Facilitator Guide Review E Topic F: Year in Review 27 min Reviews fundamental skills and prepare resources for maintaining learning during summer break Grade 3 Module 7 PPT Facilitator Guide Review Grade 3 Module 7 Session Roadmap Section: Introduction Time: 25 minutes In this section, you will be introduced to Grade 3 Module 7. Materials used include: 3 Module 7 PPT Grade 3 Module 7 Facilitator Guide Grade 3 Module 7 Module Overview Grade 3 Module 7 Mid-Module Assessment
Section: Topic E: Problem Solving with Perimeter and Area Time: 31 minutes In this section, you will solve problems involving area and perimeter using application and project based problem solving strategies. Materials used include: Grade 3 Module 7 PPT Grade 3 Module 7 Facilitator Guide
Focus. Participants will be able to identify the major work of each grade using the Curriculum Overview document as a resource in preparation for teaching these modules. Coherence: P-5. Participants will draw connections between the progression documents and the careful sequence of mathematical concepts that develop within each module, thereby enabling participants to cross- grade coherence in their classrooms and support their colleagues to do the same. (Specific progression document to be determined as appropriate for each grade level and module being presented.) Standards alignment. Participants will be able to articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade in order to fully implement the curriculum. Implementation. Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the of their students while maintaining the balance of rigor that is built into the curriculum. Participants will be able to articulate and demonstrate the key points discussed above. Session Overview Section Time Overview Prepared Resources Facilitator Preparation Introduction 25 min Introduces Grade 4 Module 6 Grade 4 Module 6 PPT Facilitator Guide Review Grade 4 Module 6 Topic A: Exploration of Tenths 28 min Explores the conceptual understanding of tenths as the decomposition of one 1 into 10 smaller units. Grade 4 Module 4 PPT Facilitator Guide Review Topic A Topic B: Tenths and Hundredths 29 min Explores decomposing 1 tenth into 10 hundredths and understanding the composition of a number with tenths and hundredths. Grade 4 Module 6 PPT Facilitator Guide Review B Topic C: Decimal Comparison 16 min Explores comparing decimals to hundredths using concrete contexts. Grade 4 Module 6 PPT Facilitator Guide Review Topic C
Topic D: Addition with Tenths and Hundredths 21 min Explores adding fractions with denominators of 10 and 100. Grade 4 Module 6 PPT Facilitator Guide Review Topic D Topic E: Money Amounts as Decimal Numbers 26 min Explores working with money amounts as decimals and applying fraction understanding to money. Grade 4 Module 6 PPT Facilitator Guide Review Topic E Session Roadmap Section: Introduction Time: 25 minutes In this section, you will be introduced to the 4 Module 6 focus session. Materials used include: 4 Module 6 PPT Grade 4 Module 6 Facilitator Guide Grade 4 Module 6 End-of-Module Assessment
Section: Topic A: Exploration of Tenths Time: 28 minutes In this section, you will focus on learning to develop the conceptual understanding of tenths as the decomposition of 1 one into ten smaller units. Materials used include: Grade 4 Module 6 PPT Grade 4 Module 6 Facilitator Guide 4 Module 6 Selected Problems
Scaffolding Focused: Move from Concrete to Representation to Abstract Scaffolding Focused: Give Specific Guidelines for Speaking, Reading, Writing, or Listening Session Outcomes What do we want participants to be able to do as a result of this session? How will we know that they are able to do this? Participants will develop a deeper understanding of the sequence of mathematical concepts within the specified modules and will be able to articulate how modules contribute to the accomplishment of the major work of the grade. Participants will be able to articulate and model the instructional approaches that support implementation of specified modules (both as classroom teachers and school leaders), including an understanding of how this instruction exemplifies the shifts called for by the CCLS. Participants will be able to articulate connections between the content of the specified module and content of grades above and below, understanding how the mathematical concepts that develop in the modules reflect the connections outlined in the progressions documents. Participants will be able to articulate critical aspects of instruction that prepare students to express reasoning and/or conduct modeling required on the mid-module assessment and end-of-module assessment. Participants will be able to articulate the key points listed above. Session Overview Section Time Overview Prepared Resources Facilitator Preparation Introduction 43 min Introduces Grade 6 Module 5 Grade 6 Module 5 PPT Facilitator Guide Review Grade 6 Module 5 Topic A: Area of Triangles, Quadrilaterals, and Polygons 40 min Explores the area of triangles, quadrilaterals, and other polygons through composition and decomposition. Grade 6 Module 5 PPT Facilitator Guide Review Topic A
Topic C: Slicing Solids Explores cross sections (or slices) of three-dimensional figures and the resulting to-dimensional surfaces that result from the different slices Grade 7 Module 6 PPT Facilitator Review Topic C Topic D: Problems Involving Area and Surface Area Explores strategies to solve real world problems using the distributive property and problems involving composite figures Grade 7 Module 6 PPT Facilitator Guide Review Topic D Topic E: Problems Involving Volume Explores exercising the additive property of volume for determining the volume of composite figures, irregular figures, and problems involving rates of flowing liquids Grade 7 Module 6 PPT Facilitator Guide Review Topic E Session Roadmap Section: Introduction Time: In this section, you will be introduced to Grade 7 Module 6. Materials used include: Grade 7 Module 6 PPT Grade 7 Module 6 Facilitator Guide Grade 7 Module 6 Module Overview Participant Work Packet
Topic C: Compose Numbers 11-20 from 10 and Some Ones; Represent and Write Teen Numbers 11 min Explores understanding the teen number structure using number towers and stairs K Module 5 PPT Facilitator Guide Review Topic C D: Extend the Say Ten and Regular Count Sequence to 100 15 min Explores leading students beyond teen numbers to 100 Grade K Module 5 PPT Facilitator Guide Review Topic D E: Extend the Say Ten and Regular Count Sequence to 100 19 min Explores what students have learned about teen numbers to apply it to addition sentences, part-part whole relationships, and comparison of number Grade K Module 5 PPT Facilitator Review Topic E Review 13 min Reviews the key points and reinforces the Progression Documents as a framework Grade K Module 5 PPT Facilitator Guide Review K Module 5 Session Roadmap Section: Introduction Overview Time: 20 minutes In this section, you will be introduced to A Story of Units and components of the curriculum. Materials used include: Grade K Module 5 PPT K Module 5 Facilitator Guide Grade K Module 5 Module Overview Grade K Module 4 Module Overview
Section: Lesson Time: 195 min [195 minutes] In this section, you will… Examine of the development of mathematical understanding across the module using a focus on Concept Development within the lessons. Materials used include: Clip: Common Core Video Series: Grade K Module 3 Mathematics – Lesson 1 Sprint Progressions document for GK-M3