zilongwang/ReadingBank huggingface dataset:
Interview Rubric Excellent interview: You should get a job offer! Average interview: You could get called back, but it is not certain. Interviewing skills need significant improvement: You would not get this job. First Impressions Your appearance is professional; you are wearing a business suit. You greet and shake hands with your interviewer correctly. Your conversation is enthusiastic and engaging. You look nice, but you do not wear a suit. Your greeting is appropriate, but you forget to shake hands with your interviewer. Your conversation is enthusiastic and engaging. Your attire is unprofessional: You wear jeans or shorts to the interview. You do not greet or shake hands with your interviewer. Your conversation is not energetic. Interview Content You are knowledgeable about the organization and position. You display poise and confidence. You relate your skills to the job very well. You are knowledgeable about the position, but not about the organization. You display adequate confidence in your answers. You state your skills, but do not adequately relate them to the job. You are not knowledgeable about the position or organization. You are not confident in answering questions about yourself. You do not state the skills you have to do the job. Interview Skills / Techniques You have excellent eye contact with your interviewer (without staring). Your language and grammar are appropriate. (No use of "um".) You at the correct speed. You have adequate eye contact with your interviewer. Your language and grammar are adequate. You use "um" and other inappropriate terms, but not enough to disrupt the interview. You speak a little too quickly or too slowly. You look at the floor or ceiling when speaking. Your grammar and language are inappropriate. You speak too quickly or too slowly. Closing You successfully convey your interest in the position. You ask appropriate questions. You thank the interviewer. You convey some interest in the position. You are not prepared to ask questions. You thank the interviewer. You do not show any interest in the position. You do not ask any questions. You do not thank the interviewer. by Amy Diepenbrock. Courtesy of the National Association of Colleges and Employers, copyright holder. .
Q & A with FACHIG 2014-15 PEPFAR Grantee SSH Team: How did you first learn about the SSH program? FACHIG Director: A friend of mine who had attended one of the Food for Thought sessions at the Public Affairs Section told me about the SSH program and encouraged me to pursue it since they thought it would be a good opportunity for our Trust. I then went onto the embassy’s website page at and under “Resources” I clicked on the Ambassador’s Special Self-Help Program page. There was all the information that I needed to know about the program. SSH Team: Where did you learn about how to apply? FACHIG Director: On the SSH webpage. I downloaded the application form and followed the guidelines and instructions on how to apply for SSH funding. SSH Team: Were the application requirements and evaluation criteria easy to understand? FACHIG Director: Our main focus as an organization is farming, so we are always looking for opportunities that have something to do with agriculture. However, having gone through the clear application requirements, we opted for PEPFAR funding because it fit well with the four components of our proposed project: HIV/AIDS awareness, behavior change, nutrition, and income generation. SSH Team: How did you formulate your project proposal? Whom did you consult with to design the project? FACHIG Director: When we had gathered all the information the SSH program from the U.S. Embassy website, we brainstormed on possible project ideas. We saw this as an opportunity to use our existing tool on behavior change that we had acquired from a previous project. We also googled tips for writing a winning proposal. We went on to pitch our ideas to the farmers that are board members for FACHIG Trust. They liked our ideas, so we applied for the SSH Program PEPFAR funding opportunity. SSH Team: How would you describe the process? Was it open and transparent? FACHIG Director: It was a long process with a lot of back and forth between the SSH team and our organization. When we submitted our project proposal, they acknowledged receipt of our proposal and, after some time, they asked us for more detailed information regarding our Trust and the proposed project. They requested quotations for the materials and equipment we intended to purchase under the proposed project. The SSH team also conducted a site visit to establish our existence and to seek more clarity regarding the proposed project proposal.
Q. How and why did you initially become involved in the CSPA? I was a Customs Officer and a Trainer in the Department based at Prestwick Airport. I was also Branch Chair of the CPSA Glasgow and Clyde Branch. I served in the Department for twenty six years. Upon taking early retirement in 1995, I went and played trains with Scotrail, and then became an extra for TV and movies working my way up until I had an Equity card and the title of ‘walk-on’. (Sounds like I was on a lead). When I was ‘resting between parts’, I think it was because of my Trade Union involvement that an ex colleague recommended me to the Chair of the Glasgow Group, and the rest is history Q. As you look ahead to 2018 and beyond what do you see as CSPA priorities? As I look around the Alliance Nationally, it is quite alarming to see so many groups closing with some ‘in care’. Somewhere in the region of 28 groups in England and Wales have closed, and now one in Scotland. It is the remit of all groups to recruit, and has been since the conception of the Alliance. In Scotland since the 1950s. We have to seriously look at who and how we recruit, and extend our membership to other organisations, and maybe also consider amalgamation. We are a campaigning and lobbying organisation, but perhaps it’s time to become a bit more political in our approach. Q. How do you see deepening member engagement? It is a constant battle to keep members informed and up to date with everything that is going on both in Westminster and Holyrood, which makes this is a very difficult question in many ways because by the time the information reaches the majority of membership it’s usually out of date. At present the only way information can reach members is in the Pensioner magazine or if they attend group meetings, as I email all Group Secretaries. You can’t force people to use computers, which would, no doubt make things in Scotland a lot easier. This would certainly deepen member’s engagement with the Branch, as it would open up a whole new horizon, especially as we have a Scottish
Interview Assessment Form / Role Name Candidate details Candidate: Job reference: Date and time: Location: Panel: Interview Summary Panel commentary: Total score: To offer: Yes or No Test Results: Notice required: Holidays booked: Evidence rating: Little or no evidence to meet requirements Evidence meets requirements Evidence exceeds requirements Skill/Knowledge/Experience Questions Response Score Populate with essential criteria for the role ie CUSTOMER AWARENESS Stakeholder engagement Proactive development Populate with questions specific to the essential criteria ie Who do you anticipate would be your key stakeholders within this role? Notes on candidate’s response 1,2 or 3
Algebra Name: ______________________________ Systems of Linear Inequalities Interpreting Solutions to Problems Complete the following. Trevor always leaves a tip of between 7% and 22% for the server when he pays for dinner. This can be represented by the system of inequalities shown below, where y is the amount of tip, and x is the cost of dinner. y > 0.07x y < 0.22x Which of the following is a true statement? When the cost of dinner (x) is $15, the amount of tip (y) must be between $3.30 and $10.50. When the cost of dinner (x) is $30, the amount of tip (y) must be between $2.10 and $6.60. When the amount of tip (y) is $7, the cost of dinner (x) must be between $10 and $31. When the amount of tip (y) is $1.32, the cost of dinner (x) must be between $6 and $13. 2. Tony wants to plant at least 40 acres of corn. He wants at least 200 acres of corn and soybeans. This can be represented by the system of inequalities shown below, where x represents the number of acres of soybeans, and y represents the number of acres of corn. x + y > 200 y > 40 Which of the following is a true statement? When Tom plants 50 acres of corn, the acres of soybeans must be between 100 and 150. When Tom plants 75 acres of corn, the acres of soybeans must be between 40 and 125. When Tom plants 65 acres of corn, the acres of soybeans must be at least 135. When Tom plants 40 acres of corn, the acres of soybeans must be at least 140.
Divide resumes into three groups: Definitely interview: The applicant’s resume meets initial and in-depth screening criteria. There does not seem to be any red flags. Possibly interview: The candidate may meet qualifications, but additional inquires are necessary to gather further information. Do not interview: The candidate does not meet qualifications. An interview will not be conducted with the applicant. Send a letter/email thanking the applicant for applying for the position but that s/he did not meet the minimum job requirements.
DATA-GRAPH-SUMMARY MATCH ACTIVITY DATA-GRAPH-SUMMARY MATCH ACTIVITY The data represent the number of fat grams in food purchased from a fast food restaurant. The graph shows that the amount of fat grams range from 0 grams to approximately 25 grams. There are a few items with zero grams of fat, most likely diet soda. However, most of the items have over 10 grams of fat.
DATA-GRAPH-SUMMARY MATCH ACTIVITY The data represent the number of calories in a serving of different brands of ice cream and yogurt. The graph illustrates that ice cream generally has more calories. Seventy-five percent of the ice cream brands have more than 250 calories. In contrast, seventy-five percent of the yogurt brands is below 170 calories. Furthermore, the median number of calories for yogurt is approximately 150 calories compared to nearly 300 calories for ice cream. We can also see from the graph that ice cream brands have more variation in calories than yogurt. DATA-GRAPH-SUMMARY MATCH ACTIVITY Ice Cream Versus Yogurt - Calories Per Serving Ice Yogurt 0 10 11 12 0, 5, 5, 5 13 0, 5, 5 14 0, 0 0 15 0, 0, 5, 5 16 0 17 0 0 18 0 19 0 20 21 22 23 24 5, 0 25 0 0 26 5, 5, 5 27 28 29 0, 0 30 0 31
It is critical that you connect your CAPI machine at the end of day that you work. This will send information back to the office about the incentives and will ensure that they are activated as quickly as possible. The list of retailers where Love2shop vouchers can be redeemed changes regularly. Please consult for the latest list of retailers where they can be used. At the time of publication of instructions, the gift cards were valid at the following locations: General Merchandise & Department Stores Argos Boots Debenhams HMV House of Fraser Littlewoods Clearance Matalan* The Original Factory Shop TK Maxx Toys 'R' Us TJ Hughes WHSmith* Wilko £-Stretcher Fashion & Footwear Bhs* Blue Inc Bonmarche Boux Avenue Brantano Greenwoods Bootmaker Lakeland Leather Matalan* New Look Oasis Officers Club Peacocks Petroleum Principles* River Island Select Shoe Zone Slaters & Simpson Store Twenty One The Edinburgh Woolen Mill Warehouse Specialist Retailers Chelsea FC Megastore Denby Eason Euronics* LFC Optical Express Ryman* Semichem Superdrug The Perfume Shop The Works Waterstones Walmsley's Watches & Jewellery
Beaverbrooks Ernest Jones Fraser Hart Goldsmiths H.Samuel ROX Diamonds & Thrills Leslie Davis Mappin & Webb Watches of Switzerland Sports, Outdoor & Motoring American Golf DW Sports Fitness Halfords* Segkind - Segway Experience Days Sporting Pro Home Improvement & Soft Furnishings Bensons for Beds Homebase Ponden Home Interiors Robert Dyas The Linen Warehouse Yorkshire Co. Babies & Childrenswear Babies 'R' Us Early Learning Centre Mothercare Food & & Spice Bella Italia Cafe Rouge Druckers Vienna Patisserie Hard Rock Cafe* Iceland* Laithwaites* Patisserie Valerie Spaghetti House* Planet Hollywood* The Gourmet Society Thorntons West Cornwall Pasty Co. Leisure & Pleasure The Alton Towers Resort* Blackpool Pleasure Beach Britannia Hotels* Champneys Chessington World of Adventures* Drayton Manor* Gulliver's Theme Parks Hastings Hotels LEGOLAND Discovery Centre Manchester* LEGOLAND Windsor* Lightwater Valley* London Bridge Experience London Madame Tussauds* Marriott Hotels* Pontin's Red Letter Days Ripley's Believe It or Not! London Silverstone Rally School SpaSeekers Tenpin Thomas Land* THORPE PARK* Unique Track Days Warwick Castle* Wookey Hole Cave *Restrictions to some retailers
Interview Form Candidate Name: Date: Intro/check in (5-10 min) Purpose/outcome (2 min) Needs (5 min) What he/she knows already What excites/interests them What they want to accomplish in 1-2 years Your story (3 min) Recap helicopter tour (5-10 min) Interview (1 hr) Next steps (5-10 min) Candidate Needs: Tenacity – The preference to overcome challenges through pure hard work Area of life Hardest Work Experience(physically/mentally) How long did it last? What was so difficult about it? Why did they stop/not stop? End Result
Score______ Attainment – The preference to set and hit goals Goal Why Important Time Frame Steps Taken End Result Score____ Problem Solving - Ability to find solutions to problems and look at challenges in a positive attitude Problem in a previous job unassisted How did they react? Who solved it? Thought process to “figure it out” Steps Taken End Result Score_____ Precision – Preference to pay attention to details and deliver error-free work
How well prepared have they been for you at each step? How did they plan and take care of details in their previous jobs? How do they manage their current finances? Specifics and examples How do they manage time? Specifics and tools. of this vehicle – go outside with them at end of interview. Score______ Values – Alignment with company values Company Values Situation Why important to them Result/What learned: Value #1: #2: Value #3: Value #4: Score_____ Instrumental – Ability to come across to others as highly competent and presentable Eye Contact, Handshake Confidence, Appearance Ability to recite past experience in great detail and stories For sales only: How do they sell a pen?
Score_____ Leadership – Natural preference, and if required the ability, to be in a leadership role Area of Life How did they get the opportunity – did they seek it out? Responsibilities Did they engage in any conflicts? Reaction when values crossed Key lessons learned Score_____ Fundamental - The ability to stay in pursuit of a goal despite obstacles and challenges Area of Life/Goal Why important Stress/Obstacle Feelings/What did it look a picture Taken End Result Score_____ Introspection - Preference to objectively view themselves and accurately see their strengths and weaknesses What do they believe they are really good at? What do they believe they are not good at (opportunities to improve on) What mistakes would they correct if they could (bring up examples) What did they learn from these experiences?
What will I need to bring? Your original qualifications and a photocopy. Where is my interview going to be held? The interviews are held at our Brayford Campus. Please report to the Student Support Centre on the ground floor of the Minerva Building at 13:15 on the day of your interview where a member of staff will greet you. Please see link below for directions. How do I get to the university? We have provided . Are parents welcome? Yes. Whilst interviews take place, parents are welcome to visit the campus, view the sights of Lincoln or wait in one of the campus eateries. You can expect the interview process to run from 13:15-16:30. Is there any parking available? The University does not have onsite parking available; however, across from the campus there is a retail park with pay and display parking, or NCP car parks within a five-minute walk. When do I find out if I have been offered a place? Please keep checking your UCAS Track after your interview for the outcome. I can no longer attend the interview that I have accepted, what do I do? Please contact our administration team via email at to request an alternative date. Please note that non-attendance to an interview without any communication to the administration team at the email address provided shall result in your application to the programme being withdrawn. Any further questions or have issues attending an interview? Please contact our administration team via at If you have any additional requirements that we need to make for you to be able to attend the interview, please let us know as soon as possible so that we can make the necessary arrangements.
Interview Question Preparation Question Selection Criteria (Can be more than one) What we are looking for in an answer Example: This position involves building effective relationships with a number of different stakeholders. Can you give an example of you have managed competing interests? What were the challenges and how did you overcome them? Influencing and negotiation skills Communication skills Understanding different interests – what is important to them and why? Demonstrating strategies to manage stakeholder interests Regular and effective communication Negotiation and influencing skills – achieving compromise
INDIAN INSTITUTE OF SCIENCE EDUCATION AND RESEARCH KOLKATA Mohanpur – 741246, Nadia, West Bengal, INDIA Website: www.iiserkol.ac.in Evaluation of Applicant by Selection Committee 1. Name of the Department : 2. Proposed Faculty as Host : 3. Name of Applicant : 4. Mode of Selection : 5. Date of Interview : Evaluation of Committee members : (Host) Remarks (use separate sheet, if required) (Signature) HoD or Nominee Remarks (use separate sheet, if required) (Signature) DoFA / DoRD or Nominee Remarks (use separate sheet, if required) (Signature) Enclosures ( check list ) Application Form of the Applicant Curriculum of the Applicant List of Publications of the Applicant Future Research Proposal of the Applicant Three (3) Recommendation Letters of the Applicant
TEXT 2- UJF108A-UJM108A This interview took place in Cape Haitian during the 2007-2008 holiday seasons. The two youngsters, the boy R and the girl J were completing the last year of primary school (sixième fondamenale). The interviewer a male secondary school teacher followed the general pattern of interviews with junior consultants: family situation, description of a typical day and leisure activities. Watching telenovelas is a favorite activity and, although the summaries are hard to follow for persons not familiar with the plots of these serials, the youngsters’ recall of the numerous characters is impressive. Also noteworthy are the consultants’ familiarity with traditional folktales (kont or blag), in his case, a Bouqui and Malice story, the main characters in the most popular stories. Finally, a phenomenon that has both social and linguistic implications is the popularity of rap and its most famous group, B.C. Barricade. Interesingly, rap seems to be a vector for the introduction of English loanwords. From a linguistic perspective, note the high frequency of front rounded vowels and post-vocalic /r/, typical features of the frenchified variety of HC termed kreyòl swa, a variety of the language that Haitians exposed to French, as is the case for urban youngsters, would be able to move up . [KONSANTMAN (0:36)] K. Ou menm kòman ou rele? R. Rudlen. K. Se Rudlen ki sa? R. -----. (silence) K. Se nan ki ane ko w fèt? R. Mil nèuf san katreven sèz. (pause) K. Ki kote w fèt? R. Balenbe. (pause) K. yo rele papaw? R. Jaksòn -----. (pause) K. Kòman yo rele manmanw? R. Bleèd -----. (pause) K. E nan ki lekòl, ke ou ye?
Administrative: Report writing, case management (file review, consultation, charting), and staffing Sample Weekly Schedule: Monday Tuesday Wednesday Thursday Friday 7:30 Journal Club Staffing Group Supervision Report Writing 8:00 Professional Development Seminar 8:30 Testing Inpatient Consult Testing 9:00 Assessment Seminar 10:00 11:00 Psychotherapy Seminar 12:00 Outpatient Therapy 1:00 Topical Seminar 2:00 Outpatient Consult 3:00 Outpatient Therapy Outpatient Therapy Administrative/ Note Writing Report Writing 4:00 5:00
Where are you with your current job search? Are you actively interviewing with other companies/positions? If you are, what stage of the process are you at? What are you looking for in your next position? What is going to keep you motivated and engaged? Based on the requirements of this position, what transferable skills do you feel you have that makes you a qualified candidate?
Interview Process Successful short listed candidates will undertake the following interview process: Reference requests prior to interview Headteacher and Chair of Governors to visit their own school setting and to observe them teach an EYFS lesson and during child initiated time. Formal interview at Joydens Wood Infant School followed by an observed interview by the ‘School Council’.
Where does social language fit in? How and when do the ELP Standards acknowledge the role of social language? Social language has a role. This is the closest the ELP Standards gets to social language (BICS). We need to think about language in the context of what (constructing meaning?) The language used in the classroom may be very informal, but is in service of getting at the lesson. 3 speak and write about grade-appropriate complex literary and informational texts and topics What this standard refers to (+): Standard 3 focuses on ability to USE LANGUAGE TO summarize key ideas and to organize/develop topics and experiences. This standard purposely is not restricted to formal presentations – we want students to express ideas during informal classroom discourse too. Emphasize how to use language to do these certain elements…. What to do with Lower ELP? Teachers sometimes ask, “What is How do we use them to describe students’ readiness for speaking and writing tasks. What does writing look like at this grade? Need samples of ELL student writing along the ELP samples. Approach the standards through the lens of student work. Analyze and pick apart the skills that a student needs to master to participate in the curriculum….From there….focus on the standards From there, approach the proficiency levels 4 construct grade-appropriate oral and written arguments/claims and support them with reasoning and evidence What this standard refers to (+):
DOMAIN: Competent Workforce (L74 – L88) L80 Support staff are trained to recognize signs and symptoms of illness. . DOMAIN: GOAL DEVELOPMENT AND IMPLEMENTATION (L86 – L88) CERTIFICATION INDICATORS: DOMAIN: PLANNING AND QUALITY MANAGEMENT (C1-C6) Certification indicators related to planning and quality management DOMAIN: COMMUNICATION (C7 – C8) DOMAIN: SUPPORTING AND ENHANCING RELATIONSHIPS (C9 – C12) DOMAIN: CHOICE, CONTROL AND GROWTH (C13, C14, C15, C18 – C21, C51, C52, C53, C54) DOMAIN: CAREER PLANNING, DEVELOPMENT, AND EMPLOYMENT (C22 – C39) DOMAIN: MEANINGFUL AND SATISFYING DAY ACTIVITIES (C40 – C45) DOMAIN: ACCESS AND INTEGRATION (C16, C17, C46 – C50) Topic: Topic: Topic: INTERPRETATIONS TO THE PROCESS Topic: Topic: Topic:
CITY OF OXNARD HOUSING DEPARTMENT [***INSERT DEPARTMENT NAME***] _____________________________________ William E. Wilkins, Housing Director _____________________________________ [***INSERT NAME, TITLE***] APPROVED AS TO FORM _____________________________________ Stephen M. Fischer, Interim City Attorney APPROVED AS TO CONTENT _____________________________________ Juliette Dang, Grants Coordinator EXHIBIT A OF SERVICES EXHIBIT B SCHEDULE OF SERVICES EXHIBIT C PROGRAM BUDGET
Proficiency Rubric – Intermediate Low – level 3 PRESENTATIONAL SPEAKING/WRITING AREAS OF FOCUS EXCEEDS INTERMEDIATE LOW 3 MEETS EXPECTATIONS INTERMEDIATE LOW 2 ALMOST MEETS EXPECTATIONS INTERMEDIATE LOW 1 DOES NOT MEET EXPECTATIONS PRESENTS PERSONALLY RELEVANT INFORMATION USING SENTENCES AND A SERIES OF SENTENCES What language students use Can create with language, expressing own opinion with language in a basic way with simple sentences and some strings of sentences Can create most accurately in the present tense Can begin to make choices of phrase, image or content to maintain the attention of audience What information students present Can present on everyday topics, topics of interest, and topics that have been studied Can use sufficient vocabulary to provide information and limited explanation Who can understand the students Can be understood by people who are accustomed to interacting with language learners What strategies students use Can use the following strategies most of the time: Presentational Speaking: Self-correct Simplify Presentational Writing: Graphic organizers Reference resources Last updated: 05/26/2013
Round 3 Round 3 - () received a bye () (Bye) Novice - 55 1st Place - Timothy Schmidt of Eureka 2nd Place - Max Ramasar of Polson 3rd Place - Kean Coulter of Wolfpack Wrestling 4th - Brooke Yeadon of Kalispell 1st Place Match 1st Place Match - Timothy Schmidt (Eureka) won by fall over Max Ramasar (Polson) (Fall 2:14) 3rd Place Match 3rd Match - Kean Coulter (Wolfpack Wrestling) won by fall over Brooke Yeadon (Kalispell) (Fall 2:00) Novice - 60 1st - Blake Lancaster of Eureka 2nd Place - Garrett Bosch of Evergreen 3rd Place - Carson Orr of Libby 4th Place - Luc Cheff of Ronan 1st Place Match 1st Match - Blake Lancaster (Eureka) won by decision over Garrett Bosch (Evergreen) (Dec 7-1) 3rd Match 3rd Match - Carson Orr (Libby) won by decision over Luc Cheff (Ronan) (Dec 4-2) Novice - 65 1st Place - Landree Aurand of Whitefish 2nd Place - Douglas Letcher of Eureka 3rd - Teague McElwee of Polson 4th Place - Arne Troy of Columbia Falls Little Guy 1st Place Match
Academic Integrity: Students are obligated to refrain from acts that they know or, under the circumstances, have reason to know will impair the academic integrity of the University and/or the School of Law. Violations of academic integrity include, but are not limited to: cheating; plagiarism; misuse of library materials; use of another’s book or study materials without consent; unapproved multiple submissions; material misrepresentation of one’s academic history or standing; misrepresentation of any academic matter; intentionally giving another student false or inaccurate information about class requirements; inappropriate discussion of exams; and misrepresenting or falsifying class attendance reports. [Reference to School of Law Honor Code http://law.ubalt.edu/template.cfm?page=477 ] Disability Policy If you are a student with a documented disability who requires an academic accommodation, please contact Karyn Schulz, Interim Director of Disability Support Services at 410-837-4141 or via email at . Course Plan The following is a rough guide to the pace at which the material will be covered. It may be adjusted as the course progresses. More specific reading assignments will be provided each week in advance. References are to the text, Vagts, Dodge, and Koh, Transnational Business Problems, 4th ed. (2008). Class 1 – Introduction: Transnational Lawyering. Reading: Chapter I (A). Class 2 – International Dispute Resolution – US and Foreign Courts. Reading: Chapter I (B) (1-4). 3 – International Dispute Resolution – Arbitration. Reading: Chapter I(B)(5). Class 4 – Transnational Law: Transnational law and Customary Int’l Law. Reading: Chapter II (A & B). Class 5 – Transnational Law, Treaties, and Extraterritorial Application of Antidiscrimination Law. Reading: Chapter II (C & D(1)). Class 6 – Transnational Law: Extraterritorial Application of Anti-trust Law. Reading: Chapter II (D)(2). Class 7 – World Economic Environment: Intro and Trade. Reading: Chapter III (A & B).
Class 8 – World Economic Environment – Trade & Monetary System. Reading Chapter III (B & C). 9 – Corporate Actors: The Nationality of Corporations and Foreign Corporations. Reading: Chapter IV (A & B). Class 10 – Corporate Actors: The Multinational Enterprise Reading Chapter IV (C). Class 11 – International Tax: Reading: portions of Chapter V. Class 12 – Wrapping up theory, discussion, and preparation for problems. Class 13 & 14 – Problem 1 - Transnational Sales Reading: Problem 1. Class 15 & 16 – Problem 2 – Agency and Distribution Agreements Reading: Problem 2. Class 17 & 18 – Problem 3 – Licensing Agreement Reading: Problem 3. Class 19 & 20 – Problem 4 – Establishment of an Operation Abroad. Reading: Problem 4. Class 21 & 22 – Problem 5 – Mergers and Acquisitions. Reading: Problem 5. Class 23 & 24 – Problem 6 – International Joint Ventures. Reading: Problem 6. Class 25 & 26 – Problem 7 – Development Agreements. Reading: Problem 7. 27 & 28 – Problem 8 – International Debt Instruments. Reading: Problem 8.
This will count as a vocabulary test grade Chapter 1 • unsullied • sonorous • meandered Chapter 2 • trough • amalgam • permafrost • derelict • oxidized • anomaly • opaque • amphibious • environs • enigmatic Chapter 3 • hyperkinetic • itinerant • estranged • nomadic • unencumbered • emancipated Chapters 4–7 • intermittent • emasculated • indolently • espoused • desiccated • endemic • unalloyed • surfeit Chapters 8–10 • hubris • requisite • contrived • theatrics • equanimity • sinewy • enigmatic • compulsive • copious • circuitous • labyrinth • flamboyant • ephemeral • overwrought • callow romantic • esthete • atavistic • incendiary • brush name • penchant Chapters 11–13 • taciturn •mercurial • entrepreneurial • nuance • inequities • incorrigible • monomania • clemency • lenity • choler •indignation • sanctimonious •hypocrite • obliquely • anomalous • idiosyncratic • extemporaneous • insurrectionists • abbreviated trip • recalcitrant squint • delineating • keening • • fatuous Chapters 14 and 15 • melodramatic • zeal • exfoliated • demarcates • gauzy reverie • desideratum • penitent • inebriated • phantasmagoria • madrigal • extricated • recumbent • chutzpah • epiphany • volition • malevolent Chapters 16–18 • Rubicon • perambulation • autonomy • claustrophobic • lacerations • malevolent • coppice • repertoire • resilience • moral absolutism • feral • precipitous • insidiously Epilogue • epilogue • anomalous Journal Prompts: Journal #1 We know from Jim Gallien that Chris McCandless, or “Alex,” was, by Alaskan standards, somewhat unprepared for his journey into the wilderness. Gallien said that McCandless’ pack looked far too small for such an adventure, and that his boots were junk. However, he seemed
Introduction​ (adapted for v3) Latest update: 3/30/18 M.K. Roy For original Python 2 version, see: Google’s​ website​ Contents What​ Mathematical ​ Notation​ ​ in​ ​ Python​ Parentheses​ Assigning Values to Variables and Testing Values Relational Operators Programs​ Control Structures: Conditional​ Control Structures: Programming​ Python​ Working with Data in Python ​ Summary What​ Python​ Programs ​ are​ ​ behind​ ​ that ​ power​ ​ the​ ​ applications​ ​ write ​ programs​ ​ to​ ​ solve​ ​ interesting​ ​ problems.​ For​ A ​ Reference​ ​ Doc​ ​ for​ ​ Python​ ​ can​ ​ be​ ​ found​ ​ here Mathematical​ Python​ ​ in​ ​ math​ ​ class.​ ​ Test​ ​ the examples​ indicate​ ​ Operator Symbol Example​ Example​ Explanation Exponent ** >>>​ 7**2 49 >>>​ 2**4 16 Repeated multiplication Modulo % >>>​ 10​ 1 >>>​ 24​ 4 Remainder​ division Division / >>>​ 19​ 3.8 >>>​ 21​ 5.25 Divides,​ preserves decimals 3 how​ of​ that​ to​ Python,​ in​ the​ with​ can Python programs you​ you​ all​ Python is​ a​ that​ (​ ) create​ and​ that​ will​ you​ Python each Python in​ uses​ mathematical​
Integer Division // >>>​ 19​ >>>​ 21​ // 5.0 truncates decimals Parentheses​ Parentheses​ Python​ to ​ understand​ ​ ​ parentheses​ ​ affect​ ​ ​ Examples: >>>​ 6​ 11 8 >>>​ 2​ 17 25 >>>​ 2 18 Remember: Be​ need​ Be​ Assigning Values to Variables and Testing​ Values Using Relational Operators Python​ ‘==’ to test for equality. The ‘=’ symbol does NOT mean equality, but assignment or “gets the of”. More complex logic may be constructed using logical operators as well (and / or). Example​ Example​ Example​ an​ sure​ the​ to​ the​ In​ Python to​
elif ​ guess​ ​ ​ print​ ("Too​ ​ print​ ("Too​ Control Structures: Programming​ Python​ “loop”​ ​ while a ​ specified​ ​ condition​ ​ ​ true.​ ​ Run​ ​ ​ “blastoff”​ ​ ​ ​ ​ Example: while ​ ​ >=​ ​ 0:​ ​ print​ ​ print​ ("Blastoff!") We​ ​ hundred​ ​ ​ ​ variable​ ​ ​ we ​ counter​ Note: Not initializing x or counter (assigning a starting value for each) before the loop begins will produce an error (why?).​ ​ ​ Example: x​ counter​ while ​ x​ ​ <​ ​ 100:​ ​ x​ ​ ​ ​ ​ #It is important to NOT indent the next statement. It is not part of the loop. print​ ("There​ "multiples​ Another popular type of loop in which the iteration (repetition) is controlled by counting or enumeration is a for loop. ​ ​ Example: performs​ =
description therefore can be made to a standard suitable for a radio listener or podcast thereby automatically meeting the needs of visually impaired students. If a quality description is a core element of the resource's metadata then the resource is far more likely to be discovered and reach a wider audience, perhaps drawing more to the project it is embedded within. Another simple example is the use of video transcripts; far easier to translate into other languages and search, and if pre-scripted (thereby providing the accessibility option by default) the narrative is often far more focussed on the topic, a higher quality of output is generated for all. Programme approaches to accessibility For a project to meet its accessibility requirements it needs to consider users with disabilities as equal stakeholders to the generic "students" that were probably quoted in the project specification: a project may have assumed that identifying "students" alone was sufficient, using this broad descriptor in its inclusive sense. By recognising "students with disabilities" as separate stakeholders their needs can be addressed with some equivalence, i.e. not as a small fraction of the wider population and therefore an equivalent small fraction of the effort available, a 'bolt-on' solution. The irony is that to solve the requirements for this stakeholder group alone all other non-disabled students are catered for: two tasks collapse into one. For many projects it has often been thought efficient to create the resources first, then tackle the additional requirements for a series of appropriate "special needs", be it a visual or hearing impairment, or a learning disability like dyslexia. Planning for this retro-fitting is easier, there is no plan! However, it is expensive in terms of time and effort; and difficult to complete in a compressed time-scale towards the end of the project, when the funding is becoming exhausted, as well as the staff. Accessibility is not a process of fine tuning, it's a design principle; there is no reason why this content should not be understood for what it is by anyone who meets it. It is a far easier solution to direct a little effort during the design stage and realise that many other barriers and issues will be removed in this way before they can grow to become difficult hurdles towards the end. are many sources of information for solving most digital delivery problems already available in the JISC network, including those from JISC TechDis, where a pedagogical approach to the application of inclusive
Referring back to characteristics from Activity 1 in this module, you may believe McCandless is a narcissist. Here are some questions to help you understand this term better. Ask a question: What do you think narcissist means? Word Associations: Of these four options, which word is synonymous with narcissist and why? Derivation: Where have you heard this word before? Who do you know like this? Describe a person you is narcissistic. What behaviors make you think they exhibit this characteristic? Idea Completions: Always needing attention and changing clothing to look his best all day long, it was obvious. . . . Reading (Chapters 1-7) Activity 10: First Reading As you journey through each section of the text, keep your notes, questions, and observations in your Into the Wild notebook. Each assigned reading section will have its own questions to answer, but you will do certain tasks throughout the book. Some of these activities require you to maintain a geographical record of where and when McCandless is in the book. Another is to keep track of the literary quotations that Krakauer uses in his epigraphs. Because you are studying McCandless’s personality to discover why he made the decisions he did, you will keep a log of McCandless’s personality traits. Reading Chapters 1 and 2: The Beginning and the End Note the epigraphs that begin each of these chapters. One is by a friend of Chris McCandless and the other is by McCandless himself, followed by a quotation from White Fang, by Jack London. In your notebook, make note of all the maps that begin the text. What is your assessment of Chris McCandless so far? Keep notes as you read, ask questions of the text, and write down your reactions. Reading Chapter 3: Home Jot down your thoughts on the following questions: What was Westerberg like? What kind of character did he have? What was McCandless like? What kind of character did he have? Would you have liked to know him? Why did McCandless calling himself Alex? Did this make a difference in how he related to people? Reading Chapters 4–7: The Journey
Importance of this story on story of McCandless – “I knew that people sometimes died climbing mountains. But at the age of twenty-three, personal mortality – the idea of my own death – was still largely outside my conceptual grasp.” (pg. 151). – McCandless’s declaration of independence – “Deliberate living” – “He was right in saying that the only certain happiness in life is to live for others…” (pg. 169) – The mistakes he made (Chapter 17 – End) – Identification of moose – Pot. Seed (potato seed) –
National Standard for User-applied Labelling of Injectable Medicines, Fluids and Lines Intra-arterial Type of label Example Instructions Syringes (and bags with additives Graduations on syringe scale to remain visible after label placement. ‘Flag’ label for smaller syringes. Catheter (line) label/Route Label near the port on the patient side. Invasive monitoring lines should be identified for route even if they are not intended for medicine administration. To be read in conjunction with the National Standard for User-applied Labelling of Injectable Medicines, Fluids and Lines, 2015. Commonwealth of Australia 2015
Intra-Deanery Transfer Application Form Name Current address Telephone number Mobile telephone number Email address Date of Appointment to GPST Current Scheme GMC Number Requested Scheme(s) Do you have any geographical restrictions as to where you can work in the requested scheme(s)? If yes, please give details. Expected date of completion of GPST Date you wish transfer to take place TRAINING REQUIREMENTS: Please confirm how much further training (whole time equivalent) you will require in order to complete your GP training from the Requested transfer date(in months) GP TRAINING REQUIREMENTS: Please confirm how much further training (whole time equivalent) you will require in order to complete your GP training from the Requested transfer date(in months) Hospital POSTS COMPLETED AS PART OF GP Training (Please include any periods of sick leave (over 10 days in one ST year) and maternity/paternity leave) Specialty (please include hospital or practice name): If LTF time please supply percentage Start Date End Date
TABLE OF CONTENTS MISSION STATEMENT CODE OF CONDUCT CONTACT INFORMATION 2 STAFF INFORMATION 3 PROGRAM OVERVIEW PLAYER AND TEAM REGISTRATION 4 ELIGIBILITY 5 CAPTAIN’S RESPONSIBILITIES 7 PARTICIPANT SAFETY 7 DEFAULTS FORFEITS 8 GAME CANCELLATIONS AND POSTPONEMENTS 9 SPORTSMANSHIP 10 PROTESTS 13 EQUIPMENT AND UNIFORM PLAYOFF INFORMATION PARKING PLAYER AND TEAM AWARDS 14
Coaches Mrs. Golden Mr. McRoberts Mr. Shaw Contact us via email at: Intramural Activities Offered at Smitha Volleyball 4-Way Volleyball Fast Tracks Hoops for Heart Ultimate Frisbee Indoor Soccer ► Students do not have to dress out for intramurals; however, students do have to bring appropriate shoes to participate. ► Students do not have to sign in, but once the students are in the gym they may not leave unless there is an emergency. ► The teacher will organize the teams based on what activity is taking place on the given morning. ► The students will have unlimited access to the gym water fountain, and the locker room will be used for bathroom breaks. SCHEDULE Monday – Friday 8:00AM until 8:45AM
Intramural Research Grant Program Registration Form Overview Applicants must register for the Intramural Research Grant Program competition to be eligible to submit a Full Application to the Intramural Research Grant Program competition. Applicants are advised to review the Canadian Blood Services’ Intramural Research Grant Program Guidelines to ensure alignment of their proposed project with the program objectives, research priorities, and eligibility criteria. An administrative review of the Registration Form will be performed by Centre for Innovation staff to assess that basic eligibility criteria have been met. Information provided in the Registration Form will be used to assist with peer review planning. The completed Registration Form must be delivered to Canadian Blood Services by 11:59 PM December 15 2017. Instructions It is the applicant’s responsibility to ensure that all documents are delivered by the deadline. No late submissions will be accepted. Applicants are encouraged to submit their Registration Form in advance of the deadline as administrative review will be performed within five (5) business days of receipt of the Registration Form. All documents must be delivered by email to . The submitted Registration Form must include the following documents: Completed Registration Form: Ensure that all fields are complete, including the required signature, before submitting the Registration Form. Identified page and space limitations must be adhered to. Sections of the form that exceed the identified limits will not be considered. No appendices may be added to the Registration Form.
Covers puncture site with sterile dressing Documents time and location of injection (cc) Verbalizes need to observe patient for desired effect and adverse side effects (cc) Verbalizes the signs & symptoms of an improving patient Verbalizes the & symptoms of a worsening patient Consult with medical direction for additional doses of IM epinephrine Actual Time Ended: __________ TOTAL /33 Critical Criteria (cc #) ___ Failure to take or verbalize appropriate PPE precautions 1 ___ Failure to identify acceptable injection site 2 ___ Contaminates equipment or site without appropriately correcting situation 3 ___ Failure to adequately dispel air resulting in the potential for air embolism 4 ___ Injects improper medication or dosage 6 (wrong medication, incorrect amount, administers at an inappropriate rate) ___ Recaps needle or failure to dispose/verbalize disposal of syringe and needle in proper container 7 ___ Failure to observe the patient for desired effect and adverse side effects after administering medication 8 ___ Failure to manage the patient as a competent EMT 9 ___ Exhibits unacceptable affect with patient or other personnel 10 ___ Uses or orders a dangerous or inappropriate intervention 11 Comments: The student was Successful Unsuccessful in this
OR Central Medical Emergency Clipboard Questions Name of sick or injured person UW workplace of person Date and time Recorder’s name What parts of your body are affected? indicate on the figure, add any notes left right When did the symptoms How did the problem occur? Location where problem occurred? What have you done so far to treat this? Is there anything else you’d like us to know? Emergency contact name and phone # Any other information Check off any actions taken ____ CPR chest compressions ____ Called 911 ____ CPR assisted breathing ____ ORC management informed / name: _________________ ____ Defibrillation ____ Other: ____ Compression for bleeding
What do you see as the added benefit from attending the Intrapreneur programme? (Word limit 400 words) Challenge team (names, roles and organisations, including your User Representatives): Name e-mail Role Organisation User or user representative Challenge Lead name: Role: Organisation: contact number: Once completed please submit your application to by noon on Friday 5th Oct 2018. Applications received after this time will unfortunately not be considered. All applicants will be notified on 15th Oct 2018.
Date ________________ Part B Reason for referral: Salutations: Preamble/context: Dear colleague, Macro to insert last consultation Thank you, Dr. XXX (insert your name here) Problems - This needs to be auto pulled from the GP system Relevant SH & FH: Date to be included Smoking status Alcohol Occupation Ethnicity Veteran? Freetext: Detail which might assist timely discharge: Single Code Entry: Tobacco consumption Single Code Alcohol consumption Single Code Entry: Occupations Single Code Entry: Ethnic category - 2001 census Single Code Entry: Military veteran Medication – Date to be included. The GP’s need to have the option to EDIT this once it has been populated. Allergies – Date to be included . The GP’s need to have the option to EDIT this once it has been populated. Useful values: BP Single Code Entry: O/E - blood pressure reading Date Pulse rate Single Code Entry: O/E - pulse rate Height Single Code Entry: O/E - height Weight Single Code Entry: O/E - weight BMI Single Code Entry: Body mass index HbA1C Date Please embed any attached items here.
INTRAVENOUS GTN PRESCRIPTION FORM: INFUSION Pre – thrombolysis and for 24 hours post - thrombolysis Target systolic BP: 161-180mmHg If systolic BP is >180 If systolic BP is between 161-180 If systolic BP is Between 140-160 If systolic BP is <140 Increase the GTN infusion rate by 5 micrograms/ min Continue current infusion rate Reduce the GTN infusion rate by 5 micrograms/ min Stop the GTN infusion Doctor’s Sign: Date: Intended start time: Haemorrhagic stroke (started within 6 hours of stroke onset) Target systolic BP: 130 -140mmHg If systolic BP is >140 If systolic BP is between 131-140 If systolic BP is Between 120-130 If systolic BP is <120 Increase the GTN infusion rate by 5 micrograms/ min Continue current infusion rate Reduce the GTN infusion rate by 5 micrograms/ min Stop the GTN infusion Doctor’s Sign: Bleep: Date: Intended time: Daily senior physician review to confirm that ongoing GTN infusion is appropriate Date: Drs signature: