zilongwang/ReadingBank huggingface dataset:
Pharmacies must list prices for ALL FORMULAS ON THIS PAGE. Powder Ready to Feed (RTF) Liquid Concentrate Case Size (UPC) Price Size (UPC) Size (UPC) Price Size (UPC) Price Boost (any flavor) 8 oz. 6-Pack (041679674000) Boost Kid Essentials 1.0 Cal (any flavor) 8.25 oz. 4-Pack (041679950968) EleCare for Infants w/ DHA & ARA 14.1 oz. (070074535111) Enfamil Nutramigen w/ Enflora 12.6 oz. (300871239418) Enfamil Nutramigen Quart (300870499011) 13 oz. (300870498014) Enfamil EnfaCare 12.8 oz. (300870019448) 8 oz. 6-Pack (300875102985) 2 oz./48/case (300871390010) Ensure (any flavor) 8 oz. 6-Pack (070074407111) Neocate Infant w/DHA & ARA 14.1 oz. (749735025956) Neocate Jr (any flavor) 14.1 oz. (749735017906) Pediasure Grow & Gain (any flavor) 8 oz. 6-Pack (070074620503) Pediasure Grow & Gain w/ (any flavor) 8 oz. 6-Pack (070074582214) Pediasure 1.5 Cal (any flavor) 8 oz./24/case (070074564098) Pediasure Peptide 1.0 Cal (any flavor) 8 oz./24/case (070074564111) Similac Expert Care Alimentum 12.1 oz. (070074647128) Quart (070074575131) Similac Expert Care NeoSure 16 oz. (070074574318) Quart (070074574561) This is not a complete list of all special formulas. Please see the complete list at .
In ch4 small case Selecting online research from the Web, each you are to comment on the “value” of this type of research, the advantages and disadvantages of the marketing me. Specifically, do the negatives of online research, in the exale, outweigh the positives? Can, and re iortantly, should marketers develop marketing strategies from just the findings of online research? On the other hand, is re qualitative or quantitative research needed before strategy is defined?
In class ch4c small case Consumers often choose and use brands that have a brand personality consistent with their own actual self-concept, ideal self-concept, or others self-concept. Have you review your recent purchases of a car, couter, furniture, or clothing and please, comment on, why you purchased this product, who influenced your purchases, and what does this purchase say about your own self-concept ideas. What is your definition of the “brand personality” of this recent purchase. Figure 6.1 defines the del of consumer behavior. Concerning the product your purchased, please rank the iortance of each of these characteristics in your purchase behavior. For exale, under the box entitled, Marketing Stimuli, some of you will rank price ahead of products and services as their primary stimulus.
Changing the Graph Properties for a Histogram By default, a histogram in SAS Enterprise has 10 bins and is scaled to show the entire range of data. Use these steps to change the number of bins in a histogram and change the range of the axes. While the default bin size is sufficient to show the general shape of a variable’s distribution, it is sometimes useful to increase the number of bins to improve the histogram’s resolution. Right-click in the data area of the Age histogram and select Graph Properties… from the Option menu. The Properties-Histogram window opens. This window enables you to change the appearance of your charts. For histograms, the most important appearance property (at least in a statistical sense) is the number of bins. Type 87 into the Number of X Bins field. Because Age is integer-valued and the original distribution plot had a maximum of 87, there will be one bin per possible Age value. Select OK. The Explore window reopens and shows many more bins in the Age histogram. With the increase in resolution, unusual features become apparent in the Age variable. For example, there are unexpected spikes in the histogram at 10-year intervals, starting at Age=7. Also, you must question the veracity of ages below 18 for donors to the charity. Adding to the Explore Window You can add other plots to the Explore window. Follow these steps to add a pie chart of the target variable. Select Actions Plot from the Explore window menu. The Chart wizard opens to the Select a Chart Type step. Scroll down in the chart list and select a Pie chart. Select Next >. The Chart wizard continues to the Select Chart Roles step. The message at the top of the Select Chart Roles window states that a variable must be assigned the Category role. Scroll the variable list and select Role Category for the TargetB variable. Again, skip over the data filtering option and click Finish. Select Finish to create the pie for TargetB. The chart shows an equal number of cases for TargetB=0 (top) and TargetB=1 (bottom).
Knowledge and/or Skills Quantitative, ordinal and qualitative data Sources of secondary data Survey methods for collecting data Sampling methods Evidence Requirements Candidates will need to provide evidence to demonstrate their Knowledge and/or Skills by showing that they can with reference to a particular task: define and give an example of the following terms: qualitative, ordinal, quantitative, primary, secondary, discrete and continuous select sources where specified data may be found select survey methods for data collection select sampling methods for data collection Evidence should be generated through assessment undertaken in closed-book controlled conditions. To achieve this Outcome, candidates should attain 60% of available marks. Assessment Guidelines It is recommended that candidates are assessed by a short response test covering all aspects of Outcome 1. It is suggested that this test should be completed within a working period of no more than one hour. Knowledge and/or Skills Types of data Sources of data Survey methods Sampling methods Evidence Requirements Candidates will need to provide evidence to demonstrate their Knowledge and/or Skills by showing that they can: provide clear and accurate definitions of six types of data, and provide one example of each type of data identify two appropriate sources specified types of data may be found identify and explain appropriate survey methods for data collection in four given circumstances identify and explain appropriate sampling methods for data collection in four given circumstances Assessment Guidelines Assessment could take the form of short response questions and on possible scenarios covering all aspects of Outcome 1.
chair. The researcher stands 3m directly behind holding a clock with hands set to 3.00 or 9.00. The score is pass/fail for correct reading of the clock. Smith et al., (2000) 9-hole peg test Hand coordination and dexterity The task requires subjects to the pegs into a peg board one at a time and then remove them. It is conducted with dominant and hand and the score is the time taken to complete the tasks. Charlton et al., (2002) Arm reach test Shoulder flexibility The subject remains seated facing the researcher and is then asked to raise his/her right arm and then down again. The same process is carried out with the left arm. The score is pass or fail: if their elbow cannot be raised
Table 4: Wilcoxon signed-ranked test- showing p values obtained by comparing all 8 controls against each other (own + test vehicle) Control type Control number 1 2 3 4 5 6 7 8 Own Test Own Test Own Test Own Test Own Test Own Test Own Test Seat fore/aft 1 0.005 NS 0.024 NS 0.000 0.000 0.003 0.000 0.000 0.000 0.000 0.000 0.046 NS Seat height 2 NS NS 0.013 0.000 NS 0.000 0.077 0.000 0.000 0.000 NS NS Seat recline 3 0.000 0.000 0.012 0.000 0.021 0.000 0.000 0.000 NS 0.027 Head rest height 4 NS 0.086 NS 0.000 0.000 0.000 NS NS Lumbar support 5 NS 0.001 0.001 0.000 NS NS Steering wheel 6 0.000 0.000 0.068 NS Seat belt 7 NS NS Other 8
ISCO-08, which forms the basis of the SSYK update, is primarily designed so that it reports occupational statistics on an overarching from population censuses and labour force surveys. The Swedish version, however, also currently covers: • wage and salary structure statistics and other statistical studies • classification of job vacancies and job seekers • registration of occupational accidents, injuries or illnesses • application for work permits in Sweden. More applications like this also put various requirements on the classification, which means that the end-result has to be a compromise between different needs. The Swedish adjustments are based on both experience gained from the application of SSYK 96 and the comments received from various stakeholders in connection with the revision work or on an earlier occasion. The changes made to SSYK are warranted primarily for statistical reasons (pay differentials, gender equality), better job matching and international reporting requirements. It has not been possible to satisfy all the requests received from various stakeholders. There is little point in having a greater level of detail in the classification, for example, if it is achieved at the expense of quality. The working group has based these considerations on the following criteria: • If it is not possible to create a clear distinction between different occupations so that it is obvious how interviewers, employers and jobseekers are to classify the occupation, the preconditions will not be in place to create occupational statistics of acceptable quality. • From a matching point of view, it is not relevant to create as many and as detailed occupational categories as possible. • An occupational group or an occupation performed by very few people cannot be reported separately in Statistics Sweden’s sample surveys, e.g. the labour force surveys or wage and salary structure statistics. The adjustments to the Swedish labour market (in relation to ISCO-08) mainly consist of: • more categories of managers, including an additional breakdown into two different levels of responsibility • more categories in Sub-major group 21 (Occupations requiring an advanced level of higher education in science and engineering) • more categories in healthcare, mainly for nurses and for health and care personnel in Major group 5 (Service, care and shop sales workers)
detention] and “Bread Not Stones” [child poverty].) Some questions to ponder: Where in the world do children need our voices to recognize their inherent human dignity? How can we as a church, as Canadians advocate for this? What is the child poverty rate in your community? How are you partnering with others to end child poverty in Canada? What are ways our church fosters intergenerational relationships? Celebrate those! Is there a common mission/project you could work on together? How are you exploring God’s love together—so it is written in your hearts and souls? Quotes from Children (from the WCC publication, ): “If the commitments become a reality then children will know someone always cares for them.”—Child in United Kingdom “In their sermons pastors should use a language that we can understand and not make us bored.”—Child in Nigeria “What would Jesus think about how we treat the earth?”—Child in South Africa Find more resources on the World Council of Churches website (). Hymn MV 149 “Peace for the Children” VU 555 “Our Parent, by Whose Name” Offering Let us commit our hearts and our treasures to serving God with the Body of Christ throughout the world. Offertory Response MV 191 “What Can I Do?” VU 542 “We Give You But Your Own” Prayers of the People Gracious God, We thank you for the gifts of this day, for the time to gather with all ages, as part of the Body of Christ in the world. Most of all, we thank you for the gift of your Son, Jesus, as he came to be guest and host at our tables. We pray for the faithful all over the world, that all who love you may be united in your service. We pray for the church,
IN- HOME SERVICES A Helping Hand Home Care Lawrence, 785-856-0192 www.ahelpinghandhc.com At Home, Inc. Lawrence, 785-856-1714 www.athomeks.com Benefits of Home Senior Care Lawrence, 785-727-1816 www.benefitsofhome.com Caregivers Home Care Lawrence, 785-749-0300 or 785-273-2839 www.CaregiversKansas.com Getiva Health Services 913-422-1576 www.gentiva.com Graceful Home Healthcare Lawrence, 785-424-2785 www.gracefulhealthcare.com 2 Heart In- Home Care 785-764-9946 www.heart2heartkansas.com Home Helpers Lawrence, 785-856-2292Home Instead Senior Care Lawrence, 785-856-8181 www.homeinstead.com Independence, Inc. Lawrence, 785-841-1067 Kansas Elder Care Lawrence, 785-856-5555 Lawrence Helpers, Inc. Lawrence, 785-331-5850 Midland Care Lawrence, 785-842-3627 or 800-491-3691
Professional Comfort Care Lawrence, 785-832-8260 www.professionalcomfortcare.com Professional Sitters Home Health Lawrence, 785-842-3301 or 888-485-1927 Resource Center for Independent Living Topeka, 785-267-1717 or 877-719-1717 www.rcilinc.org Trinity In-Home Care Lawrence, 785-842-3159 www.trinityinhomecare.com Visiting Nurses Lawrence, 785-843-3738 www.kansasvna.org Windsor Place At-Home Care Lawrence, 785-843-4800 A Helping Hand Home Care Lawrence, 785-856-0192 www.ahelpinghandhc.com
IN HOME SERVICES A Helping Hand Home Care Lawrence, 785-856-0192 www.ahelpinghandhc.com Advantaged Home Care, Inc. Topeka, 785-267-4433 Fax 785-273-1744 Advocare Wamego, 800-767-8718 Fax 785-456-8943 www.advocarehomecare.com Angels At Home Care Topeka, 785-271-4376 www.angelsathomecareks.com Blassingame Home Care LLC Topeka, 785-286-2273 www.blassingamehomecare.com Benefits of Home Lawrence, 785-727-1816 www.benefitsofhome.com Caregivers Home Care Topeka, 785-354-0767 or 785-217-5330 Comfort Keepers Topeka, 785-267-8200 www.comfortkeepers.com topeka-328.comfortkeepers.com Cottage Senior Care, LLC Mission, 913-428-6898 www.cottageseniorcare.com 2 Heart In Home Care Lawrence, 785-764-9946 www.heart2heartkansas.com Home Instead Senior Care Topeka, 785-272-6101 Fax 785-246-5316 www.homeinstead.com/584 Home Town Health Care
In-Kind and Voluntary Support Template Project Name: Details of Voluntary Labour Task to be completed Name/s of who will undertake task & qualification Number of hours Rate per hour Total cost Total: Community/club representative: Signature Council project manager: Signature In-Kind and Voluntary Support Template
SCARECROW And I reminded you of him? OLDER DOROTHY Yeah. SCARECROW Why? DOROTHY You were a lonely person who didn’t socialise with others, and you’re dark and unusual looking. You both share the same traits. SCARECROW So you’re attracted to someone who is dark, unusual and lonely. OLDER DOROTHY Jesus, forget I said anything. SCARECROW Ask yourself why you are attracted to that. (Scarecrow takes off his hat and straw, takes off his straw hat becoming the teenager, Daniel. Younger Dorothy enters). (Daniel is maths equations with Dorothy). DANIEL 16000 divided by 52 is 307.69, 25000 divided by 365 is 68.49. So you wanted to talk? YOUNGER DOROTHY
BREXIT & DEVELOPMENTS IN VALUER’S LIABILITIES Imran Benson Brexit In the run up to the referendum the mood about the consequence of a leave vote was, from an economic point of view, pessimistic. It was said that a decision to leave would prompt an economic downturn and put pressure on the pound, inducing an increase in interest rates to dampen ensuing inflation: arising out of that heady mix, a recession would cause a devaluation in house prices. That, of course, is bad news for lenders who begin to suffer losses and look to recover such losses from professionals, such as valuers. Indeed, market uncertainty after the referendum caused many of the largest firms of valuers to agree that they would all insert language in their reports to warn clients that the market was in an uncertain state because of Brexit and that valuations should be judged against that background. Some 4 months later, where are we? The has fallen, but so have interest rates and the Governor of the Bank of England has indicated that he is content for inflation to rise a little. Moreover, the latest CML figures show that house loans are still being made albeit perhaps in slightly subdued numbers. It seems that real change has been not Brexit induced, but instead the change in stamp duty in April of this year which added 3% to second home purchasers, causing a spike in BTL purchases in the first quarter of this year. Remortgages remain high and growing, and remember the growth there, since this may be a source of claims in the future. Further, the latest RICS survey of several hundred agents reports low supply, continued demand and increased prices almost everywhere apart from Central London. Central London seems to be the only relatively bleak spot. Valuers and risk partners at the major firms often tell me that developers lament the various tax changes which are dampening demand in prime London markets. They point to stamp duty which is now 12% on prices above £1.5m, the enveloped dwellings charge, which attempts to prevent stamp
Jefferson County Public Schools International Student Exchange Program In-School Contacts 2017-2018 Representatives of approved agencies must first contact the Jeffco Exchange Director , Amy Flynn NOT THE SCHOOL, regarding placement of inbound students. Representatives of approved agencies may contact the following individuals directly regarding outbound student travel only. SCHOOL CONTACT POSITION PHONE *EMAIL REGISTRAR Alameda International Jr/Sr HS Patricia Lott Secretary plott@... Patricia Lott Arvada HS Dan Quaratino Asst. Principal dquarati@... Cathy Martin Arvada West HS Geree Santarelli Asst. Principal gsantare@... Amber Brunk Bear Creek HS Liz Lohff Asst. Principal elohff@... McLean Chatfield HS Tama Wood Counselor talwood@... Anne Kellog Collegiate Academy of Colorado Chris Becker Principal cvbecker@ Jennifer Trujillo Columbine HS Eric Stout Asst. Principal estout@... Green Compass Montessori Leslie Ball Office Mgr. ldball@... Leslie Ball Conifer HS Joey Wilson Counselor jomwilso@... Peggy Wambeke Dakota Ridge HS Karina Wilson Counselor kalwilso@... Hollander D’Evelyn Jr/Sr HS Beverly Haynie Asst. Principal bhaynie@... Susan Brown Evergreen HS Merrie Desormier Counselor mdesormi@gmail.com Tami Danks Golden HS Wendy Roberts Counselor wroberts@... Kathy Montgomery Green Mountain HS Kim Angcay Counselor kaangcay@... Paula Maupin Jefferson Academy Heather Grantham Principal hgranthan@jajags.com Jessica Jone Jefferson Jr/Sr HS Amy Alvarez Asst. Principal amalvare@... Kathy Hays
Complete enrollment and maintain documentation for regulatory and compliance purposes; Display knowledge of and comply with the WIOA minimum requirements as they pertain to eligibility, allowable activities, service levels, education/training activities and supportive services; Provide a comprehensive assessment individually to each participant which includes: Basic skills, Work readiness skills, Occupational skills, Prior work experience, Barriers to employment, Family situation, Occupational interests and aptitudes, Financial resources and needs, Supportive service and Developmental Complete required assessments; Develop and complete Individual Service Strategies (ISS)/Employment Portfolio: Develop service strategies for each participant that identify an employment goal, Provide preparation for post-secondary educational opportunities, in appropriate cases, Establish strong linkages between academic and occupational learning, Prepare enrollees for unsubsidized employment opportunities, in appropriate Develop effective connections to intermediaries with strong to the job market and local/regional employers, and Assessment of participant’s financial, social and/or supportive needs. Assign activities; Assist with resume and job readiness development; Communicate/follow-up with training and placement make appropriate referrals; Follow-up for retention goals; Maintain master files on enrolled participants; Engage jobseekers with individual support and assessments; Provide ongoing support and service coordination to all participants; Ensure that the employability assessments, goals, and objectives developed in the ISS will lead to customer improvement and success; Coordinate with other activities/partners to utilize the dual enrollment process when appropriate; Meet performance indicators and outcomes of each participant to assure GSTMW meets/exceeds required goals and objectives according to individual funding sources; Communicate relevant information jobseekers and business customers to other organizations and partners when appropriate; Provide case management and counseling of all participants; Process emergency supportive services within 48 hours of request; Conduct intensive follow-up and OSMIS documentation with the participant for a minimum of one (1) year following employment; Review required OSMIS reports to track/monitor successful achievement of contracted requirements; Maintain data and case notes on the OSMIS within forty-eight (48) hours of obtaining the information from the activity units, Verify, document and confirm data prior to entering on the OSMIS, and Indicate changes/updates to a participant’s activities and/or concerns both in the case file and system.
Success in getting a job will improve the wellbeing of the young parent, and their child, and will help reduce the risk of long-term welfare dependency. How is this initiative new and innovative? The initiative will trial the effectiveness of placing an employment service within a school, to see if it increases the likelihood of young parents at the school getting a job, or becoming better prepared to find work. To our knowledge, this will be the first in-school employment service of its type for young parents in Australia. How will this initiative be evaluated? This initiative will be tracked using a range of evaluation methods, such as surveys, participant interviews and actuarial analysis.
Under the Code of Maryland Regulations (COMAR) 13B.02.02.06, there are two stages that a prospective institution shall complete before the Secretary of Higher Education may grant institutional approval to operate. The application process may take up to six months after the receipt by the Maryland Higher Education Commission of a completed Stage One and Stage Two application. The prospective institution shall complete the first stage before it may start the second stage. (a) A prospective institution shall provide an initial, Stage One Application to the Secretary of Higher Education which requires: (1) A demonstration of a compelling regional or Statewide need and demand to initiate specific academic degree programs in a specific geographical region of the State (see COMAR 13B.02.02.05). (2) Evidence of adequate financial resources to establish and maintain and institution of higher education as provided in 13B.02.02.07. (3) Additional information as the Secretary may require (see COMAR 13B.02.02.06F). (4) The required Application Fee (see below). (b) Upon submission of the Stage One Application it will be distributed to all higher educational institutions in the State for a thirty day comment period. The Secretary shall consider all comments and objections received prior to making a final Stage One decision. (c) The Secretary may ask the applicant for additional information in response to the comments and objections. (d) The Secretary shall then make public the final decision on the Stage One proposal at a regularly scheduled meeting of the Maryland Higher Education Commission. If the Stage One proposal is approved, the institution shall proceed to complete and submit a separate follow-up, Stage Two Application. ************************** This questionnaire, properly completed with the supporting documentation and a completed page one cover sheet, shall serve as the Stage One Application for approval to operate in Maryland under the Code of Maryland Regulations (COMAR) 13B.02.02. I. SUPPORTING DOCUMENTATION. Application Fee. (COMAR) 13B.02.02.06D The institution submit a non-refundable application fee in the amount of (a) $5,000 for up to two degree programs and (b) an additional $1,000 for each degree program over two programs. the institution’s check should be made payable to: Maryland Higher Education Commission. Certification.
Project Type Total Amount Awarded 2005-2016 % of Total In-Stream Funding Wood Placement $2,635,011 34% Fish Passage $3,836,802 50% Sediment Reduction $1,045,247 14% Channel Reconfiguration $165,510 2% Total In-Stream Funding 2005-2016 $7,682,570
Application Form I would like to attend In Work Poverty Training on the 22nd May 2018 or 29th May 2018 (Please specify which date you would like to attend). Name: Job Title: Organisation: Address: Postcode: Tel: Special requirements: NHS Fife employees, please specify which division you work in: Community Services Acute Division Corporate Directorates Please specify which of the following you are employed by: Voluntary Sector Local Authority Further/Higher Education Private/Commercial Please return or this form to Kelly Higgins, Mental Health Training Co-Coordinator, () Data Protection Health Promotion Fife is part of NHS Fife. Information gathered from this form will only be used for the administration and evaluation of the services provided by Health Promotion Service. Health Promotion Training In Work Poverty Training Tuesday 22nd May 2018 Half Day (AM) Fife Voluntary Action, Glenrothes Leven Room Tuesday 29th May 2018 Half Day (PM) Lynebank Hospital, Dunfermline Conference Room 2
Course Aim: This workshop will provide managers and supervisors of staff with practical skills to recognise when an employee’s financial situation may be affecting their work and how to approach the issue with that person. It will also provide information on the local sources of support that their employees may be able to access. Learning Outcomes: By the end of the session it is expected that participants will have: Increased their confidence to discuss financial difficulties An understanding on the impact of financial difficulties can have on employment Increased their knowledge and awareness around what advice and support is available to people experiencing financial difficulties Who should attend? This course is relevant to all managers and supervisors of staff in Fife. Anyone can be affected by poverty, not just those on low pay, and evidence shows that an increasing number of households experiencing financial hardship have at least one adult in employment. Money worries can affect people’s work in many ways, including absence rates and performance. This course will help you to recognise and address this issue with members of staff. Trainer: Audrey Cunningham – Financial Inclusion Coordinator (CARF)
Does your child have an Education, Health and Care Plan (Statement of SEN)? YES/NO (delete as appropriate) If yes, you should NOT complete this form, and should contact your Local Authority. Is the child in the public care of a local authority? YES/NO (delete as appropriate) If yes, please state in the box below which Local Authority, and enclose a letter from the social worker confirming the legal status of the child and the local authority with whom the child is in care: Has your child been permanently excluded from a previous school/schools? YES/NO (delete as appropriate) If yes, please give the name of the school, date of permanent exclusion, and reason for the exclusion in the box below (if your child has been permanently excluded from more than one school, you must list all previous permanent exclusions): If there are any special circumstances or factors which you feel should be taken into account, please set them out below: Please note that is no commitment from Ark All Saints Academy that these factors will have any bearing on your application, but you are given the opportunity to state them if you wish. Section 5. Declaration and Signature of Parent/Carer I certify that I have read the key points at the beginning of this application form. I wish to apply for a place at Ark All Saints Academy I certify that I am the person with parental responsibility for the child named in Section 1 and the information given is true to the best of my knowledge and belief I understand that any false or deliberately misleading information given in this form may render this application invalid, or lead to any offer being withdrawn.
SCHOOL USE ONLY Date received: School place offered: Yes/No Has proof of address and D.O.B been provided: If place NOT offered, have parents been advised of appeal process: Expected start date: Number on Roll in this year group including place being offered: Date parent referred back to In Year Admissions: CHILD’S DETAILS CURRENT HOME ADDRESS Please COMPLETE and supply of address – see note 2 SURNAME FIRST NAMES MALE/FEMALE DATE OF BIRTH Current Year Group Current or last school name and phone number If you are moving house, please give your new address and the date of move and provide proof– see note 2 Tel: Date school place is required Is your child currently in school? Yes/No If No, date last attended school Do you intend to keep your child at their current school should you be unsuccessful Yes/No Your Nationality Country of Birth Do you wish to be to the School’s waiting list should this application be unsuccessful – see note 3 - Yes/No School place required at The following link will provide detailed information on schools in your area:- Or Name of Gloucestershire school Reason for preference
8. Find the Claudio says that from the information supplied in the diagram below, he can conclude that K is on the perpendicular bisector of . Caitlyn disagrees. Is either of them correct? Explain. Solve for x using the definition of angle bisector. 9. AB bisects /XAY. 10. BD bisects / CBA. If m/CBA=75, then what is m/CBD?
Specialty Training Program Name of Institute/Hospital Qualification/Residency Obtained Attended from Attended to Completion Date Complete Employment History (Most Recent First): Date from Date to Position Department Organization Country Specialty Board or Equivalent : List Specialty Board Certification Obtained After Completing the Post Graduate Medical Education Name of Specialty Board Board Identification Number Date Certification Obtained Address Professional Membership/Affiliations : Summary of Professional Membership/Affiliation Full Name of Institution/association Date from Date to Address REFEREES
Inclusion Policy An inclusion policy is an essential first step and ongoing reference point for all Inclusion considerations. It sets out the Church’s commitment to all – including PPRs – and the structures and mechanisms that will be adopted to manage PPRs whilst protecting other members of the Church community. An example policy is provided in the Appendix.
Accountability Chain Even though PPRs may have served sentence and completed the legal requirements of punishment, they require structures of care, affirmation and self-discipline as they adapt to life outside prison. Without the appropriate structures, an ex-offender is more likely to reoffend. Any proposed structure must seek to uphold the dignity of those previously harmed, of persons at risk and also of the PPR, but primacy for protection, reassurance and support must be given to those who may be threatened or endangered. The Accountability comprises a number of “levels”:- Safeguarding Board An independent organisation or of people to provide governance (accountability, transparency etc.) and a point of reference. This group is often external to the local Church and may be a partner body or a supervising group (e.g. Diocesan Committee) Safe Practice Panel Will comprise 2 - 4 people trained in the issues of protection and safe practice. Will decide on behalf of the Church leadership whether and on what basis an individual who presents a risk may participate in the life of the Church and, if deemed appropriate, will develop an Attendance Agreement setting this out. Has overall responsibility for the effective monitoring and support of all persons who pose risk whilst on Church premises or at Church events. Will determine whether the Church has sufficient capability and capacity to manage a specific PPR. Will liaise with and be the point of contact for Statutory Services or referrer (e.g. In2Out) where appropriate. Is tasked with managing confidential matters that cannot, for legal reasons or the preservation of the dignity of them or others, be discussed in a larger group.
Document Control & History Version Date Author Reviewer Summary of Changes Issue Date 1.0 9/3/16 P Gibson T Wilcox 9/3/16 1.1 20/4/16 P Gibson T Wilcox Appendices: Addition of Risk Assessment Feeds diagram and Risk Assessment Form template 21/4/16
Volume II Chapter 1-4 Analysis 1. How does Austen continue to portray Mr. and Mrs. Bennet as inept parents? 2. How does Austen use Mr. and Mrs. Gardiner as foils for Mr. and Mrs. Bennet? 3. Why does Mrs. Gardiner caution Elizabeth about her romance with Mr. Wickham? Why does she provide this advice? 4. What important insight into Mr. Wickham’s character can be inferred based upon his shift in affections from Elizabeth to Miss King? 5. Why is Elizabeth able to exculpate Mr. Wickham’s wanting to marry for money but not Charlotte’s? What comment could Austen be making about the two sexes? Analysis questions chapters 5-6 1. What comment on people with "the mere stateliness of money and rank" is Austen making in her portrayal of Lady Catherine? 2. How does Austen continue to expound on the ineptitude of the Bennets as parents? How could these portrayals be viewed as didactic? Analysis questions chapters 7-10 1. What metaphor do Elizabeth and Darcy use to discuss their personal inadequacies and characteristics? 2. How does Austen use dramatic irony to illustrate the growing attraction between Mr. Darcy and Elizabeth? 3. How does Austen show that societal marriage restrictions were not only placed on women? Analysis questions chapter 11 1. How is Mr. Darcy’s marriage proposal similar and dissimilar to Mr. Collins’? 2. How does Austen use Mr. Darcy and Elizabeth’s personalities to fully illustrate this second marriage proposal? In what was is the scene similar or different to the first marriage proposal from Mr.Collins? Analysis questions chapter 12 1. How has Austen foreshadowed the revelation about Mr. Wickham’s true nature and the true history between him and Mr. Darcy in previous chapters? Analysis questions chapter 13 1. To what foible does Elizabeth attribute her previous animosity toward Mr. Darcy? 2. How are pride and prejudice a compound problem instead of two separate problems in the novel? Analysis questions chapter 14-19 1. What does Mr. Bennet’s rationale about Lydia’s safety in Brighton reveal about his concern for all his daughters? 2. How is Mr. Bennet’s character further revealed through Elizabeth’s musings?
Name Name Certification Agency, Level, and Number Certification Agency, Level, and Number Emergency Contact (Name & Phone) Emergency Contact (Name & Phone) Training Certs Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each Training Certs Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each Name Name Certification Agency, Level, and Number Certification Agency, and Number Emergency Contact (Name & Emergency Contact (Name & Training Certs Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each Training Certs Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each Name Name Certification Agency, and Number Certification Agency, and Number Emergency Contact (Name & Phone) Emergency Contact (Name & Training Certs Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each Training Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each Name Name Certification Agency, Level, and Number Certification Agency, Level, and Number Emergency Contact (Name & Phone) Emergency Contact (Name & Phone) Training Certs Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each Training Certs Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each 3. Diving Roster (A supplementary Dive Roster may be attached to the end of this application if more space is needed) Name Name Certification Agency, Level, and Number Certification Agency, Level, and Number Emergency Contact (Name & Phone) Emergency Contact (Name & Training Certs Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each Training Certs Required (CPR/First Aid/ O2 Admin/ AED)- List expiration and Issuing Agency for each
Log into iPassport (as the primary user, with privileges) - - - - - - Menu over the Laboratory Records main menu item The sub-menu should appear Hover over the Controlled Documents item The Controlled Documents item should be highlighted Click the Controlled Documents item The controlled documents Search tab should be loaded Click in the Search field The cursor should be available in the Search field Type the name of the controlled document The search results should filter and show your controlled document Click in the checkbox to the left of your authorised controlled document for this test A tick should appear against the controlled document Check the header of the search results area The Transfer Ownership button should appear Info. The Transfer Ownership button becomes visible only to users with administration privileges. menu menu menu
Click on Go The lightbox Reactivate <Secondary user’s Name> (Inactive) should pop up the Reactivate user button - bottom right of lightbox The secondary user’s profile should load on the General tab; the heading should say, Active: <secondary user’s name> in blue Menu Hover over the Laboratory Records main menu item The sub-menu should appear over the Controlled Documents item The Controlled Documents item should be highlighted Click the Controlled Documents item The controlled documents Search tab should be loaded Click in the search field Document Owner The cursor should be visible inside the marked Document Owner typing the name of the secondary user Names that match the string you type should start appearing, listed below the field
Inactivity and Alert Weekly, schools will receive an from the ALSDE (). The email will contain a list of students who either have been inactive for 14 or more days or have a grade below a 70 in one of their Term averages. It is suggested that your facilitator check and communicate the progress of each student listed. The facilitator may look over the shoulder of each student asking the student to click on the Grades button and then the User Progress. (See Below for Instructions). Students will be removed from this list if 1. The student submits a Drobox, Quiz, or Discussion. Please encourage the student to start working in his or her section. 2. The student needs to be dropped from the section. Please revise the appropriate iLIVE request to drop with grades (Drop w/ Grades) or drop without grades (Drop w/o Grades). 3. The student has completed the section. Please 'Reply to All' and let us know if the student completed the specified section. Example: Inactive Name Last Name Days Inactive Course Section Last Quiz Last DropBox Last Discussion X Fake Student 3 Alg I 001.001 3-1-16 5-5-16 4-20-16 X Not Real 18 Chem 002.002 2-1-16 X X Last Example 19 Span I 003.003 1-9-16 2-5-16 2-27-16 Column Definitions Alert – If this is marked, it means the student has a grade less than a 70 in this section Inactive – If this is marked, it means it has been 14 or more days since the student has submitted a Drop Box, Quiz, or Discussion First Name – The First Name of the Student Last Name – The Last Name of the Student Days Inactive – The number of days it has been the student has submitted a Drop Box, Quiz, or Discussion Course – The name of the course the student has been inactive in or has an in Section – The section the student is enrolled in Last Quiz – The last day the student submitted a quiz Last Dropbox – The last day the student submitted a Dropbox Last Discussion – The last day the student submitted a discussion.
Organized and Protocols Thereto." Trends in Organized Crime 5.4 (2004): 1-92. Print. "What Is Peacekeeping? United Nations Peacekeeping." UN News Center. UN, n.d. Web. 04 Apr. 2014. "World Development Indicators." The World Bank. N.p., 2013. Web.
Economic Development World Bank Natural log of GDP per capita (PPP, in constant USD) Democracy DD dataset from Vreeland and Cheibub Binary variable coded as 0 or 1, with 1 indicating a democratic government and 0 for a government War The Political Economy of the United Nations Binary variable coded as 0 or 1, indicating that the
Security Council (Vreeland)- Chapter 5 dataset country was engaged in war and 0 for no war German colony “Past German Colonies of Africa” Binary variable coded as 0 or 1, indicating that the country is a former German colony and 0 if it is not Trade imports from Germany Barbieri, Katherine and Omar Keshk. 2012. Trade imports from Germany in state
INAHTA - Framework for reporting on impact of HTA reports Before completing this form, please review the accompanying instructions (Appendix A). To complete this form, tick boxes or add text where indicated. Send completed form to the INAHTA Secretariat at INAHTA@ihe.ca Agency Name of Technology B.1. Add any needed qualification – e.g., particular application Date of this record: Date of HTA report: The date of the record should be not less than 6 months the publication date of the HTA report Origin of HTA request [Give the name or type of organization that made the request. This be government – related (e.g. health ministry) or non – government (e.g. professional body). If the report was not solicited from outside the agency, please indicate this] Purpose of HTA F.1. [Tick one or more] 1 Coverage decisions 2 Capital funding decisions 3 Formulary decisions 4 Referral for treatment 5 Program operation 6 Guideline formulation 7 Influence on routine practice 8 Indications for further research 9 Other: F.2. [Single sentence of explanation/qualification, if needed] HTA conclusions [1 or 2 sentences] Indications of impact H.1. [Tick one or more] 1 HTA considered by 2 HTA recommendations/conclusions accepted 3 HTA demonstrated that technology met specific program requirements 4 HTA material incorporated into policy or administrative documents 5 HTA information used as reference material 6 HTA linked to changes in practice H.2 [1 or 2 sentences to give further information] maker
INB 201 Development of the Personal Computer The Origins of the Personal Computer and Software Industry Development of the Computer Industry Historical Epochs in Computers 1) Wartime Development – 1940-1947 Alan Turing and John von Newman 1947 – Invention of the transistor at Bell Labs 2) Development of Early Commercial Computers 1950-1958 3) 1958 – Invention of integrated circuit 4) Mainframe Era – 1960 – 1975 5) 1971 – Invention of Microprocessor at Intel 6) Early PCs 1975-1980 7) IBM PC 1981 8) Rise of the Clones and Wintel 1983-1990 9) The Decline of Apple and IBM and the Rise of Microsoft – 1986 – 1995 10) Early Mobile Phones – 1992 - 2000 11) The Rise of the Internet – 1994-2000 – E-commerce 12) Comes Back from Near-Dead – 1997 – 2003 13) Miniaturization of Computers – Pagers 1996; iPod 2001; BlackBerry 2003; iPhone 2007 14) Emergence of AI – Deep Blue 1997; Watson 2011; Barbie 2015 15) Computers in Products – 1990 Lexus LS 400 antilock brakes; 2015
INB 311 Asian Business Environment: India and China Fall 2014 Dr. Lairson August 26, 2014 Basics of China and India Economies Basic Historical Dates CHINA Mongol Control (Yuan Dynasty) 1271-1368 Ming Dynasty 1368-1644 Qing Dynasty 1644-1912 Opium War – 1840-41 Sino-Japanese War 1894-95 War and Revolution 1912-1949 Communist Party – 1949 - present Mao Zedong – 1949-1976 Deng Xiaoping – 1978-1997 INDIA Mughal Empire – 1526-1707
Compare contrasting GDP and population levels across India’s states with our interactive map and guide Basic Economic Data India Annual data Historical averages (%) 2008-12 Population (m) 1,220 Population growth 1.2 GDP (US$ bn; market exchange rate) 1,839 Real GDP growth 5.6 GDP (US$ bn; purchasing power parity) 4,710b Real domestic demand growth 5.9 GDP per head (US$; market exchange rate) 1,508 Inflation 8.5 GDP per head (US$; purchasing power parity) 3,861b Current-account balance (% of GDP) -3.2 Exchange rate (av) Rs:US$ 53.4 FDI inflows (% of GDP) 2.3 a Actual. b Economist Intelligence Unit estimates. China Annual data 2012a Historical averages (%) 2008-12 Population (m) 1,344.6 Population growth 0.5 GDP (US$ bn; market exchange Real GDP growth 9.2 GDP (US$ bn; purchasing power parity) 12,416.5 Real domestic demand growth 10.5 GDP per head (US$; market exchange rate) 6,236 Inflation 3.3 GDP per head (US$; purchasing power parity) 9,234 Current-account balance (% of GDP) 10.1 Exchange rate (av) Rmb:US$ 6.31b FDI inflows (% of GDP) 4.5 a Economist Intelligence Unit estimates. b Actual.
Basic Background on the Chinese Economy Mao Zedong and the Communist Command Economy 1) The revolutionary basis of CCP power Landlords and land reform – basis of CCP power and success 1952-1957 Land reform instituted across China – break the power of landlords Eliminate political resistance to industrial development PLA as major power base – Chair of Military Commission is a major Party figure Party commands the gun; the gun never commands the Party Problems of ideology and professionalism Communist government as the first modern state in China Party discipline allows for effective rule throughout the nation 2) Choices on economic growth Why was a system of “capitalist” peasants unacceptable to the CCP, both politically and economically? The basic problem of rapid economic growth in an agricultural society CAPITAL FORMATION “Savings” for investment in industrialization must come from agriculture Taxes are uncertain Control production and prices Government buys all produce at artificially low prices; sells to urban residents at a profit (but still low prices) and uses the surplus to invest in industry Move to control agriculture in collective farms to meet these needs 3) Why a command economy? Production targets – command production levels Investment plus increase output Focus on heavy industry; not labor-intensive industrialization
SOLUTION This workshop ensures that a solution is developed is consistent with the foundations established in previous workshops. This workshop will: confirm the preferred response and the interventions it contains; identify and evaluate the changes and assets that are required to implement the preferred response and deliver the benefits; define a recommended solution; and identify cost range, timeframe for project and benefit delivery, key risks, uncertainties, dis-benefits and critical assumptions associated with the recommended solution. The output of this workshop is an Investment Concept Brief (ICB). Appendix 3: Fictional – Benefit Management Plan Appendix 4: Design guidelines – Benefit Management Plan The function of a BMP is to articulate the outcomes that will be delivered by a successful investment. These design guidelines have been developed to assist facilitators develop high-quality BMPs. Their use will help ensure your BMP effectively communicates the value proposition inherent in the investment and identifies the key management, tracking and reporting responsibilities in a simple and cost-effective way. Item Practice Reason Template Always use the current BMP templates. Do not the templates. Current templates can be found at . Formats continue to improve to make them more useful as communication tools and contain better information. Use of words Be brief, clear and specific in your statements. This forces precision in the words used to convey value. It also maintains clarity and consistency when reading the BMP.