zilongwang/ReadingBank huggingface dataset:
Book -Author’s full name of work -Edition, volume number, page numbers -Publishing city -Publishing company -Year published Encyclopedia -Author name(s) is available -Title of the article of work -Editing, volume number, page numbers -Year published -Publishing city -Publishing company Webpage -Author or editor name(s) -Title of webpage -Title of website -Date published or last revised -Publishing organization -Date retrieved -URL Database Article -Author name(s) is available -Title of the article -Title of publication -Editing, volume number, page numbers -Year published -Medium: Database, web, CD -Date retrieved -Title of database -URL More information can be found at: How to Use a Database
Addition furthermore moreover too also in the second place again in addition even more next further last, lastly finally besides and, or, nor second, etc. Time while immediately never after later, earlier always when soon whenever meanwhile sometimes in the meantime during afterwards now, until now next following once then at length simultaneously so far this time subsequently Examples to illustrate to demonstrate specifically for instance as an illustration e.g., (for example) for example Comparison in the same way by the same similarly in like manner likewise in similar fashion Contrast yet and yet nevertheless nonetheless after all but however though otherwise on the contrary in contrast notwithstanding on the other hand at the same time Clarification that is to say in other words to explain i.e., (that is) to clarify to rephrase it to put it another way because since on account of for that reason Effect therefore consequently accordingly thus hence as a result Purpose in order that so that to that end, to this end for this purpose Summary to summarize in sum in brief to sum up in short in summary Conclusion in conclusion to conclude finally Avoidances in Formal Writing I you me we my your our things
thesis -the statement your paper is trying to prove Works Cited page -a list of the sources you cited in your paper Research Paper Checklist Completed Due Date Research Process Step Teacher Approval End of class: Wednesday, April 23rd, 2014 Choose a Research Topic End of class: Wednesday, April 23rd, 2014 Develop a Thesis Statement End of class: Friday, May 2nd, 2014 Sources Located Beginning of class: Wednesday, May 7th, 2014 Source Notes Completed Beginning of class: Friday, May 9th, 2014 Outline Completed Beginning of class: Friday, May 16th, 2014 Rough Draft #1 Typed End of class: Friday, May 16th, 2014 Draft Revised Beginning of class: Wednesday, May 21st, 2014 Revised Typed End of class: Wednesday, May 21st, 2014 Draft Edited End of class: Wednesday, May 28th, 2014 Final Copy and Paperwork Turned In
It’s Hard to be a Nurse Upon extensive research, it has become quite evident that the declining number of nurses, termed nursing turnover, is a huge issue plaguing the medical field and healthcare organizations around the country and can be caused by a number of different factors. These healthcare organizations require a strong and efficient nursing staff. Without a dependable staff, the profits will decrease rapidly causing financial burdens. Medical facilities require a steady and strong staff of nurses and other medical personnel for the sake of familiarity for the benefit of the patients. In addition, many resources go into training new nurses and it is often detrimental in terms of money and time. The time and money that goes into training new nurses would ideally be used in the best interest of the patient. Essentially, increasing nursing turnover decreases the quality of how the patient is taken care of, the polar opposite of what the goal and duty of a nurse should be. Nursing turnover can be caused by a number of things. Nurses can be affected by other nurses and doctors in the working environment, be overwhelmed by the huge and stressful workload, and be affected by the unfair pay that they receive and the lack of organization in the screening process. Nursing turnover is capable of causing many underlying problems. There is a huge cost to the decline of nurses. With a huge shortage in nurses, healthcare organizations are not able to function in a way that is beneficial to the patients. Patients will not be taken care of in the way they should be. Also, with the nursing shortage, there may be moments where patients will
Research paradigms Research Paradigm Description Ontology Epistemology Methodology Positivism/post positivism Often referred to as experimental, correlational, causal comparative, quantitative types of research. One reality; knowable within probability. Objectivity is important; researcher manipulates and observes in dispassionate, objective manner. Quantitative (primarily), interventionist, decontextualized. Interpretive/Constructivist often referred to as naturalistic, phenomenological, hermeneutic, symbolic interaction, ethnographic, qualitative Multiple, socially constructed realities Interactive link between the researcher and participants, values are made explicit, created findings Qualitative (primarily), hermeneutical, dialectical, contextual factors are described Emancipatory often referred to as naturalistic, phenomenological, hermeneutic, symbolic interaction, ethnographic, qualitative Multiple realities shaped by social, political, and cultural, economic, ethnic, gender, and disability values Interactive link between researcher and participants, knowledge is socially and historically situated More emphasis on qualitative (dialogic) by quantitative design could be used; contextual and historical factors are described, especially as they relate to oppression
RESEARCH REPORT THE ALCOHOL PURCHASING PATTERNS OF HEAVY DRINKERS IN NZ Prepared by National Research Bureau (NRB) with Econometrics by Dr A Stroombergen of Infometrics Ltd for the Ministry of Health February 2012 V3 National Research Bureau Ltd, PO Box 10118, Mt Eden, Auckland, New Zealand, Phone (09) 6300 655, fax (09) 6387 846,
between or among those groups on outcome or dependent variables” (p. 117). In this study, the groups were pre-existing. Through the spring and summer of 2007, students were selected or directed to enroll in remedial English courses. These assignments were made as a consequence of test scores which were equated to the scores on the ACT-Compass testing program in use at the University. Upon successful completion of the remedial program (as measured by a passing grade), students took the ACT-Compass testing placement program again and, if successful, were then authorized to enroll in college-level English coursework. “The defining characteristic of causal-comparative research is that the independent variables are (a) categorical and (b) not experimentally manipulated” (Schenker & Rumrill, 2004, p. 118). The independent variable in this study is the assignment to the remedial English course program. This is a categorical variable that is not experimentally manipulated. Student assignments are based on a cut-off score – a pass or fail mechanism – once assigned, the score itself is insignificant. The same is true of the test when taken at the end of the coursework. References Schenker, J. D., & Rumrill, J. D. (2004). Causal-comparative research designs. Journal Of Vocational Rehabilitation, 21(3), 117-121. Procedures: In the procedures section, the details necessary to replicate the study are outlined. This includes, but is not limited to, information about securing IRB approval, eliciting participants for the study, conducting a pilot study, training individuals to implement treatment, administrating of the procedures, gathering the data, and recording procedures. The procedures must be described in a chronological, step-by-step narrative. The recommended length is words. Research at the pseudonymously Alexandra University has a stated policy for the use of its materials. The Institutional Review Board (IRB) will first determine if the research conducted involved staff or students at the university – this research uses university student records for data. The research is designed for dissemination beyond the classroom – this research is intended for
(65%) males. The sample size was determined by all enrollments in remedial English over the fifteen semesters with five courses each during that period. The target population would be all students in rural Appalachian universities who are advised to enroll in remedial English coursework. Of these 1000 students, 875 (87.5%) were Caucasian, 50 (5%) were 50 (5%) were Native American, and the remaining 25 (2.5%) identified as blended or other. Setting The University pseudonymously named Alexandria University is located in rural Appalachia in a town of less than 20,000 people. The university traditionally enrolls between four and five thousand students per semester and has a 1:8 teacher-student ratio. In 2007, the school transitioned from quarter-enrollment to a semester program. In concert with this transition was a required change in curriculum to meet the new course length. Remedial English courses had been in a three-part series for reading, basic writing-mechanics, and basic Since the transition, the reading course has been eradicated and the basic writing courses have been expanded to ensure students with reading issues are incorporated. These courses are limited to twenty students, but only require an enrollment of eight students to start the course. Typically, there are ten to fifteen students enrolled, but only as many as half maintain enrollment throughout the term. Instrumentation Alexandria University (AU) uses the ACT test for placement in the English composition program. Students receiving a score of 18 or higher are authorized to enroll in the college-level composition program while students receiving a 17 or lower are to enroll in a remedial English course officer through the School of University Studies. For those students to whom the ACT
Craft I purposefully used informational writing techniques to meet my writing goals. I have CIRCLED and LABELED evidence of AT 5 DIFFERENT techniques that I purposefully used with STICKY NOTES. -Raise questions -Give example/anecdote -Address reader directly -Quote an authority -Surprising fact/statistic -Precise word choice -Repeat/parallelism -Text features/visuals -Define key/technical terms -Incorporate humor Technique 1: Where? Technique 2: Technique 3: Where? Technique 4: Where? Technique 5: Where? Cite Sources I consistently incorporated and cited sources. I used credible and reliable sources. Source: Credibility Check: YES or NO In-Text Citation: YES or NO Magnolia Source: Credibility Check: YES or NO In-Text Citation: YES or NO Digital Source: Credibility YES or NO In-Text Citation: YES or NO I have created a separate WORKS CITED PAGE. YES or NO Spelling I checked spelling of technical, domain-specific words and was careful with the spelling of citations. I edited my own work for spelling errors: YES or NO I had a classmate, parent, or friend edit my work for spelling errors: YES or NO Overall, there were minimal spelling errors. Sentence Structure I varied my sentence structure, a variety of simple, compound, complex, and compound-complex sentences. Simple: YES or NO Where? Compound: YES or NO Where? Complex: YES or NO Where? Compound-Complex: YES or NO Where? Punctuation I used internal punctuation appropriately within sentences and when citing sources, including commas, dashes, parentheses, colons, and semicolons. I edited my own work for punctuation usage: YES or NO I had a classmate, parent, or friend edit my work for punctuation usage: YES or NO I have included a punctuation mark that I often do not use purposefully (e.g., colon, semicolon, hyphen, etc.): YES or NO Where? Why?
Title of Project Name of Funding Agency Duration Remark Use of Newspapers in Teaching English UGC 2 Completed The Impact of English on Indian Culture BCUD, University of Pune 2 Years Completed The Image of India in Indian Booker Prize Winner Novels UGC 2 Years Completed Research Projects Completed Research Guidance
Letter to the Editor Magazine Article Magazine Article Mission Statement Newspaper Article Obituary Recipe Wanted Poster Travel Brochure PowerPoint Recipe Scrapbook Page 4: Informational Assignment Sheet Campaign Speech Directions Directions Encyclopedia Entry Idea Web Interview Interview Lab Report Membership Cards Memo Police Report Pro/con List Resume Survey Timeline Timeline 5: Creative Writing Conversation Eulogy Letter Personal Narrative Pledge Poem Report Card Short Story Skit Song Telegram Top Ten List Travel Journal Group 6: Structured Book Review Contract Critical Analysis Descriptive Paragraph Descriptive Writing Essay Letter Manifesto Persuasive Essay Report Report Speech Grading: Structure (20%): Paper includes: decorated front and back cover, title page, table of contents, dear reader page (introduction), at least 5 genres (one from each category—one must be from Category 6), epilogue/endnotes page, works cited page; dialectical journal is attached (graded separately) Quality of Content & Style (40%): Each of the required elements is strong in its language, clarity, meaning, and information. The writing meets the intended purpose and matches needs of the audience. Creativity/Appropriateness of Genres (20%): The paper shows thought, effort, and creativity on the part of the writer. The genres included are varied and appropriate for the content presented and specific genre conventions are met. Research (20%): Research was thoroughly performed and documented and at least 5 sources were used and cited.
Instructional Strategies in an At-Risk Environment. Illinois: Clearinghouse, 2001. Ford, Kim. “Bonding with Books.” Voices from the Middle. May 2001: 76-79. Guthrie, John T.; Wigfield, Allan; VonSecker, Claire. “Effects of Integrated Instruction on Motivation and Strategy Use in Reading.” Journal of Educational Psychology. Jun 2000: 331-341. Beth. “ABCs of Content Area Lesson Planning: Attention, Basics, and Comprehension.” Journal of Adolescent & Adult Literacy. May 2001: 692-693. Jago, Beyond Standards: Excellence in the High School English Classroom. New Hampshire: Clearinghouse, 2001. Kramarski, Bracha; Feldman, Yael. “Internet in the Classroom: Effects on Reading Comprehension, Motivation and Metacognitive Awareness.” Educational Media International. Sep 2000: 149-155.
D P1 consideration and identification of a broad research question. P2 Partial planning of research processes that may be appropriate to the research question. D1 Development of some aspects of the research. D2 Collection rather than analysis of information, with some superficial description of an idea to develop the research. D3 Superficial development of some knowledge and skills specific to the research question. D4 understanding and development of one or more capabilities. S1 Basic use of information and ideas to produce a resolution to the research question. S2 Basic explanation of ideas related to the Research Outcome. S3 Basic expression of ideas. E1 Superficial description of the research processes used. E2 Basic description of decisions made in response to challenges and/or opportunities specific to the research processes used. E3 Superficial evaluation of the quality of the Research Outcome. E P1 Attempted consideration and identification of an area for research. P2 Attempted planning of an aspect of the research process. D1 Attempted development of an aspect of the research. D2 Attempted collection of basic information, with some partial description of an idea. D3 Attempted development of one or more skills that may be related to the research question. D4 Attempted understanding and development of one or more capabilities. S1 Attempted use of an idea to produce a resolution to the research question. S2 Limited explanation of an idea or an aspect of the Research Outcome. S3 Attempted expression of ideas. E1 Attempted description of the research process used. E2 Attempted description of decisions made in response to a challenge and/or an opportunity specific to the research processes used. E3 Attempted evaluation of the quality of the Research Outcome.
6 Interviews …………………………………………… 73 6.1 Pakistan Guide Association …………………………... 74 6.2 Dr. …………………………………………………… 78 6.3 Dr. Sibtain …………………………………………………. 80 6.4 Assistant Director Local Government ……………………. 83 6.5 Secretary Union Council ………………………………….. 86 6.6 District Officer Social Welfare ……………………………. 89 6.7 District Officer Waste ………………………………. 91 6.8 District Officer Forest Department ……………………….. 94 6.9 Inspector of Environment Protection Department ……….. 98 6.10 Express News Reporter ………………………………… 101 7 Discussion & conclusion ……………………………………. 102
an important issue that the female faced severely; she told that excessive spray of different pesticides etc. is a major cause of many diseases in female such as skin cancer, allergic diseases. In the Basti Jhook Biloo different diseases are very common in females such as Allergic diseases, skin infections, asthma. In every home two or three member is affected by the air pollution severely and fetch to poor health. Door to door survey for collecting recent information of inhabitants at environmental issues, dated 8/7/13 Team surveyed door to door of the area and discussed environmental issues from the inhabitants. Muhammad Javed, Manzooran Mai, Naseema, Shamim Bibi, Naheed, and Pathana Mai are very upset due to Air pollution in their area. They requested the government, M N A, M P A, Environment Protection Department, Solid Waste Management, W A S A, for their rehabilitation and do work for managing the problems they faced.
10- SUMMARY OF FUNDING REQUESTED TO FAPESP FOR THE PROPOSAL. (please enclose detailed budget according to FAPESP standards) EXPENSES IN R$ (separate decimals with a coma) EXPENSES IN US$ (separate decimals with a coma) EQUIPMENT CONSUMABLES SERVICES TRAVEL ALLOWANCE (PER DIEM) TRAVEL EXPENSES TECNICAL TRAINING FELLOWSHIPS ACADEMIC FELLOWSHIPS Research Infrastructure Overhead - pROJECT Research Infrastructure Overhead - INSTITUTION FELLOWSHIPS OVERHEAD Additional Benefits TOTAL 11- TECNICAL TRAINING FELLOWSHIPS IT IS REQUESTED TECHNICAL TRAING FELLOWSHIPS? YES NO If "YES", indicate the below. QUANTITY WEEKLY HOURS DURATION (MONTHS) AMOUNT TOTAL TT LEVEL 1 2 LEVEL 3 4 LEVEL 4A LEVEL 5 The fellowships requested, if granted, must be registered at SAGE as research project granted budget items. 12- ACADEMIC FELLOWSHIPS SCIENTIFIC INITIATION, MASTER, DOCTORATE AND POST DOCTORAL FELLOWSHIPS QUANTITY DURATION (MONTHS) TOTAL AMOUNT
AMOUNT REQUESTED (US$) STAFF EQUIPMENT MATERIALS AND SUPPLIES SERVICES TRAVEL ALLOWANCE (PER DIEM) TRAVEL EXPENSES FELLOWSHIPS OTHER COSTS (please specify) TOTAL 11. GRANTS REQUESTED TO OR AWARDED BY OTHER SOURCES RELATED TO THE PRESENT PROPOSAL (please indicate currency) SOURCE AND DESCRIPTION TOTAL REQUESTED OR AWARDED 12) FAPESP SCHOLARSHIPS AND/OR GRANTS RELATED TO THIS PROPOSAL Are there any FAPESP grants related to this proposal? If so, please inform below their corresponding process numbers. GRANT ID Comments / - / - / - / - / - / - 13. STATEMENT FROM THE DIRECTOR OF THE UNIT WHERE THE PROJECT WILL BE DEVELOPED
1. Report No. 2. Government Accession No. 3. Recipient’s Catalog No. 4. Title and Subtitle 5. Report Date 6. Performing Organization Code 7. Author(s) 8. Performing Organization Report No. 9. Performing Organization Name and Address 10. Work Unit No. (trais) 11. Contract or No. 12. Sponsoring Agency Name and Address Administration Research Section and 400 Seventh Street S.W. 555 13th St. NE Washington, D.C. 20590 Salem, Oregon 97301 13. Type of Report and Period Covered 14. Sponsoring Agency Code 15. Supplementary Notes 16. Abstract 17. Key Words 18. Distribution Statement 19. Security Classification (of this report) 20. Security Classification (of this page) 21. No. of Pages 22. Price Technical Report Form dot f 1700.7 (8-72) Reproduction of completed page authorized
EQUATIONS The equation is centered and bolded. The equations are numbered sequentially within each Chapter (i.e. “(6-1)”) and the equation number is flush right. The discussion of the equation follows the equation. See below for example. DIRECTIONS Equations are created by selecting “Insert” and then “Object”. Select “Equation 1.0/2.0/3.0”. A tool bar will appear with equation symbols. Select the appropriate symbol and create the equation. See example below. (6-1) The text discussing the equation is placed here.
This approach to learning and teaching in Studies of Society and Environment materials is supported by current educational and psychological theories, including social constructivism and critical theory. The social constructivist theory recognises that knowledge is (re)constructed by each person in response to reflection on acquired knowledge and experiences, and during interactions with others and materials in their environment. Critical theory is concerned with change and social action. Through activities, which investigate multiple perspectives related to social and environmental issues relevant to the students’ lives and local community, students begin to appreciate the different perspectives people have of values and value issues, and how aspects of diversity, including culture, gender, family structure and group membership can influence these perspectives. The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century (1999) affirms use of approaches which enable ‘all young people to engage effectively with an increasingly complex world’ that includes advances in technology, communication, increased global mobility and migration and challenging social and environmental issues. Emphasis on schools as learning communities where students and families work in partnership with the wider community is reinforced through goals such as: ‘1. Schools should develop fully the talents and capacities of all students. In particular, when students leave schools they should: have the capacity for, and skills in, analysis and problem solving and the ability to communicate ideas and information, to plan and organise activities and to collaborate with others have qualities of self-confidence, optimism, high self-esteem, and a commitment to personal excellence as a basis for their potential life roles as family, community and workforce members.’ These goals acknowledge collaborative efforts of groups of learners as sources of learning, and imply the need for implementation of quality teaching and learning practice. Teachers in the early years construct curriculum from understandings about children and from understandings about an outcomes approach using syllabus documents and associated materials. Aspects of this active construction of curriculum by early childhood teachers includes: planning flexible learning environments establishing partnerships that support learning exploring aspects of curriculum related to an outcomes approach, including concurrent considerations of curriculum, pedagogy and assessment gathering evidence of students’ demonstrations of learning outcomes in a range of learning contexts including play, real-life situations, investigations, transitions and routines, and focused learning situations. The following table provides an overview of the roles of the young students and teachers in environments that promote social constructivist and critical perspectives. Learning and teaching practices Role of young students Role of teachers sharing understandings and skills active participants in cooperative activities encourage conversations, dialogue between all stakeholders in the learning community
How and why are they there? comprehension validation locating, organising and analysing evidence What are their impacts or consequences? application analysis synthesis evaluating, synthesising and reporting conclusions What can be done to improve the situation? evaluation decision making communicating findings action where appropriate Characteristics of Geographical Skills, Processes and Concepts Within the methodology outlined in Table 1, geography uses and develops a range of cognitive processes and skills to build concepts. Students’ experiences of rainforest ecosystems illustrate the connections between three. Students have a concept of rainforest that has been built up from, for example, watching TV, reading books, surfing the net, perhaps a family picnic. introductory work in the classroom, the students use a number of skills during geography fieldwork to add to their understanding of rainforest ecosystems. They: listen to forest noises, look at the clouds and decomposition of litter, smell the must forest smells, and feel the texture of different barks; sketch epiphyte growth on trees, note aspect, and photograph leaf shapes; measure the girth of trees, count and identify different species in a quadrant; carry out soil and water quality tests; collect data to carry out nearest neighbour analysis. Back in class, the students apply processes to further develop their understanding of this concept. They: compare their recorded observations; their locations on a map; analyse reasons for difference; predict possible changes in species diversity with global warming; justify limited road development through rainforest conservation areas; reflect on the sustainability of rainforest in areas of changing land use. They now have a much-revised concept of rainforest and the complexity of the ecosystem. They use skills to communicate this understanding. They: a report; present an audiovisual comparison of features of a rainforest and a previously-studies vegetation to fellow students; Email their water quality results to schools in their Waterwatch network; plant food species for endangered rainforest butterflies. 2.1 Geographical skills Skills are activities with a significant practical component. They are sets of operations leading to some achievement. Individuals learn skills because they make it possible to achieve goals. For example, we learn to use a street directory so we can find a particular place. Many activities that are regarded as skills are complex combinations of subskills. For example, drawing a map, either manually or computer software, is often regarded as a skill, but comprises many skills, including: establishing a scale, drafting the outline, selecting appropriate fonts, applying colour and / or symbols. Table 2 gives examples of geographic skills and links them with inquiry phases.
Table 3 A range of inquiry processes for secondary students (See endnote for sources of models) SOSE Syllabus sequence of phases Social Investigation Strategy TELSTAR Historical process Geographical process Action Research Model A model of inquiry learning Framing and focusing questions Motivate Explore Frame, negotiate and identify Tune in Explore knowledge, viewpoints, questions and methods to consider a problem of an hypothesis or a set of questions Awareness of a question, issue or problem arising from interaction of people with their environment Outline and define the question, issue or problem State hypothesis if appropriate Decide on data and evidence to be collected Identify problem Tuning in (identifying & defining Deciding directions (formulation of hypothesis) Locating, organising and analysing evidence Gather information Analyse information Look Sort Research Stage One Social reinforcement and clarification Consolidation Collect, describe organise and analyse data and evidence Investigate problem Evaluate data Sorting out (data collection, processing & analysis, refining issues) Evaluating, synthesising and reporting conclusions Conclude and review Test Research Stage 2 and synthesis Evaluation and/or assessment Move towards providing explanations Attempt to accept or reject hypothesis Decide whether more data are required Evaluate results Attempt to make predictions Move towards generalisations Consider future alternatives List possible actions Predict outcomes Select best action Drawing conclusions Possibly taking action of some sort Take action Act Make decision Implement action Considering social action Reconsidering consequences and outcomes from each phase Reflect on Reflect Evaluate action
Approved colour palette Figure 2: Colour palette for DfE Blue Red Orange Yellow Green Purple 100% RGB R16 G79 B117 RGB R138 G37 B41 RGB R232 G125 B30 RGB R194 G162 B4 RGB R0 G71 B18 RGB R38 G8 B89 80% RGB R64 G114 B145 RGB R161 G81 B84 RGB R237 G151 B75 RGB R206 G181 B54 RGB R51 G108 B65 RGB R81 G57 B122 60% RGB R112 G149 B172 RGB R185 G124 B127 RGB R241 G177 B120 RGB R218 G199 B104 RGB R102 G145 B113 RGB R125 G107 B155 40% RGB R159 G185 B200 RGB R208 G168 B169 RGB R246 G203 B165 RGB R231 G218 B135 RGB R153 G181 B160 RGB R168 G156 B189 20% RGB R207 G220 B227 RGB R232 G211 B212 RGB R250 G229 B210 RGB R243 G236 B205 RGB R207 G218 B189 RGB R212 G206 B222
21 Bank Mayapada Internasional, Tbk 56. maintaining a healthy bank operations. 57. providing maximum value to customers, employees, shareholders, government and all other stakeholders. 22 Bank Mega, Tbk 58. Creating sustainable relationships with customers through financial services and organizational performance to improve value for shareholders. 23 Bank Mestika Dharma 59. Developing synergies and added value to the stakeholders, especially in North Sumatra and Indonesia in general. 60. Providing professional banking services with the principles of good risk management, prudent and appropriate principles of good corporate governance. 61. Strengthening and developing the image of the Bank, Human Resources competent and high integrity, and service capacity to support business development efforts. 24 Bank Metro Ekspress 62. provide the best service to all customers, 63. enhance corporate image, 64. establish a good working culture, 65. participating in national economic development 25 Bank Mualamat Indonesia 66. To become a ROLE MODEL among the world's sharia financial institutions, 67. emphasizing in entrepreneurial spirit, managerial excellence, and innovative investment orientation to maximize value to stakeholders 26 Bank Mutiara, Tbk 68. provide the best with priority of service, comfort and customer satisfaction for optimal results 27 Bank Nusantara Parahyangan, Tbk 69. to take roles and support the economic growth and national development, especially in retail business; 70. to apply good corporate governance to in line with companies continual growing and development; 71. to become reliable business partner that provide added value to all stakeholders
Benefits to Science: How geographically will the results benefit science? Results benefit science in only a small geographic area or portion of the wilderness Result benefit science in the whole wilderness Results benefit science in the whole region Results benefit science in the whole country Results benefit science in similar bioregions globally Results benefit science across the entire planet How far over time will the results benefit science? Results provide a short term benefit Results provide a short to moderate term benefit Results provide a moderate term benefit Results provide a moderate to long term benefit Results provide a long term benefit Results provide a permanent benefit How many different people or types of people will benefit from the results? Results benefit only a few scientists and managers Results benefit only visitors, scientists, or mangers in the specific wilderness Results benefit visitors, scientists, and managers in any wilderness Results benefit local visitors, residents, scientists, and managers Results benefit regional visitors, residents, scientists, and managers Results benefit people nationally or globally How important is the activity to the scientific field of study? Similar research has been conducted many before and attempts to answer relatively trivial questions Similar research has been conducted many times before and attempts to answer relatively minor questions Research expands slightly on previous work and attempts to answer relatively minor questions Research expands significantly on previous work and attempts to answer major questions Research is groundbreaking or precedent setting for the field and attempts to answer major questions Research is groundbreaking or precedent setting for the field and attempts to answer fundamental questions What is the breadth of scientific inquiry? Research is conducted on a single, component of the ecosystem or social system with little affect on other components Research is conducted on a single component of the ecosystem or social system with little affect on other systems Research is conducted on a single process of the ecosystem or social system that affects a moderate number of other components Research is conducted on a single process of the ecosystem or social system that affects many components Research is conducted on many ecosystem or social processes and components Research is conducted on ecosystem or social processes and components comprehensively
RESEARCH SUBJECT PRECONSENT & FOLLOW UP STUDY STATUS FORM TO UPDATE EPIC (Revised 02/17) Date: Name of Requestor: Phone: This form should be completed and emailed to when a Pre-consent OR Follow Up research indicator needs to be assigned or removed in Epic. NOTE: Prec-onsent indicator is only necessary if you need to schedule a research visit or place a research order PRIOR to subject signing consent. IRB # Industrial Account # (if known) Research Subject Name MRN Add/Remove Preconsent OR Follow-Up Remove Preconsent Reason (ex.) 1234 100009999 Subject 1 456789123 Remove Ineligible Declined
towards the constitution, what is the extent of constitutional literacy in Sierra Leone, which aspect of the constitution are people more literate in, how do we ensure sufficient level of constitutional literacy in order to render the process relevant and authentic, how do we ensure the legitimacy of the constitution and what gives legitimacy to the process. He also spoke on the difference between constitution and constitutionalism. The latter refers to the adhering to certain best practices in the making of constitution. As we go about researching on constitution, we should have certain principles in mind such as putting all the powers in one person, or organ, one that will create very unaccountable elites, one that is not based on the rule of law, and one that does not protect minority interest. Such constitutions he said are not based on constitutionalism. We as researchers therefore need to know these tenets of modern constitutionalism before we can ask the right questions which must be informed by some of these issues. This helps the process and it is not only about asking the right questions, but also about avoiding pitfalls. On constitutional theories and research, he said this is more often comparative across time and space. Across time compares constitutions even if within the same country but of different historical make-ups; and across space compares the constitution of one country with another country. Theories of constitutional developments were outlined as follows: The institutionalist approach—looks at how the constitution reflects the structural bases of society and social cleavages. The cultural approach—looks at cultural integration and customary practices. The actor centered approach—is centered on particular actors on the rules of the game. Reasons for Constitutional Reforms These were highlighted as follow: Response to governance challenges Ideational reasons—relating to such as human rights, the rule of law etc. to ensure greater protection Power politics—strategic considerations, protection of political interest and preservation of hegemonies The facilitator also said that public participation in constitutional review does not only refer to quantity but also the variety and quality of the discuss. This means that it is not just about increasing the number of participants but is also about ensuring diversity of actors and the taking steps to include the views of marginalized sectors of society. Reasons for participatory Research Methodology These include:
Reservation Group discount available at the Holiday Inn, Elk Grove Touchpoint Round about: The Immune System Chicago 30/04/2018-01/05/2018 To Make Reservations in the Group Block: ONLINE – follow the customized booking link . 1. Select the correct and check-out dates by scrolling through the calendar*. 2. Click the “More Options +” button under the calendars, and enter the applicable information (i.e.: number of adults and/or children that will be in the room). 3. Make sure the Group Code box has “TPN” entered. PHONE – call Central Reservations at 1-888-HOLIDAY [465-4329] 1. Set up the reservation(s) at the Holiday Inn Chicago – Elk Grove property. 2. Let the agent know the reservation(s) should be part of the Touchpoint block. *the block of rooms for Touchpoint begins on Thursday, April 26th, 2018, for six (6) nights, with the departure taking place on the morning of Wednesday, May 2nd, 2018. This does not mean that students have to stay that entire length of time, but rather that the group rate would be available between those days.
Agency (Dept./Branch) Department File Number: Telephone ( ) Fax ( ) Agency File No. Plan Confirmation Number: Contact Person Client ID Number: E-Mail Address Date: Purpose of the Amendment Add Land Delete Land Revised Review Date Amend Code Amend Other Purpose Amended Code(s) Current Code(s) Land Use Restriction Restriction Exceptions(s) Agency Comments Business Unit Account Code Fund Code Organization Code Program Code Project Code Print Name Expenditure Officer Signature Land Location Name of Subdivision: Name of Subdivision: Plan No. Block Lot Parcel Plan No. Block Lot Parcel Add Land Delete Land Lands Now Required Ac/Ha Qtr/Ls Sec Twp Rge Mer Ac/Ha Sec Twp Rge Mer Ac/Ha Sec Twp Rge Mer TSS Yes No See Attached Conflictions Transition No. Total Acreage Referrals Date Sent(Y M D) Date Received(Y M D) Approved Copies For Amended Date (Y M D) Land Use Operations Rangeland Management Fish & Wildlife Review Date (Y M D) Environment Transportation Energy For Minister Municipal Authority Others Application packages can be submitted electronically to
the biodiversity assets to be protected of the threat extent of the infestation weed’s ecology ownership of the land accessibility feasibility of control It should be noted that the Levels of Service are established for Council’s works programs however active Friends Groups may wish to apply for external funding to increase the Table 1: Description of Council’s Level of Service for bushland and wetland reserves Council Level of service Conservation Management Plan Monitor Conserve & Connect Develop Conservation Management Plan in 2013 Review 5-yearly Two-monthly site inspection Conserve & Enhance Develop Conservation Management Plan in 2014 Review 5-yearly Quarterly site inspection Conserve & Rehabilitate Develop Conservation Management Plan in 2015 Review 5-yearly Tri-annual site inspection Monitor & Maintain Develop Conservation Management Plan in 2016 Review 5-yearly Bi-annual site inspection Monitor Develop Conservation Management Plan in 2017 Review 5-yearly Annual site inspection Works program for bushland and wetland reserves Mapping* (*The works program below fall within the following Level of Service from Table 1: Conserve & Connect, Conserve & Enhance and Conserve & Rehabilitate)
Penfield Library Reserves Request Form Please complete this fillable form and e-mail it to , or return it to the Checkout/Reserves Desk at Penfield Library. Help us save paper by supplying a permanent url for articles that can be found in our library databases: Please supply the PDF’s or word documents for articles not in library databases and for other, supplementary course material. If you are requesting books to be placed on Reserves, please bring them to the Circulation Desk. Please allow one week for all Reserves to be completed. All Reserves will be removed at the end of the semester. Please review the Reserves Contract below before submitting your Request. Please indicate whether these items are to be placed on Regular Reserves, E-Reserves, or Ares E-reserves for Blackboard by checking the appropriate. _____ Regular Reserves _____ E-Reserves ____ Ares Course Reserves for Blackboard Professor's Name Course Date submitted E-mail Laker Net ID Course prefix Anticipated enrollment Phone number Semester Course cross-listings ____ If you are using Ares Course Reserves for Blackboard, then create an Ares link in Blackboard before submitting this form. ____ By checking this box, I acknowledge I understand and comply with all copyright rules and Penfield Library reserve regulations. Penfield Library Reserves Request Form – Course: ________________________ Title as you wish it to appear on our Reserves system Date to be placed on Reserves Date to be off of Reserves default – Loan Period 1hour, 2 hour, 3 hour, Citation Info Author, publisher, title, volume, date, pages, call numbers, etc. This information is needed to secure copyright permissions for your materials. Database URL Permanent URL, Permalink, Durable Link, Persistent Link, or Stable URL
Election Reserve cost of and general municipal elections Election-related expenditures, including administrative procedures, voters lists, supplies, notice, and promotion of candidate and voter participation. Annual transfer from tax revenues ¼ of the anticipated expenditures of a general municipal election to be contributed annually, ($XXX) as well as additional funds to cover the costs of a by-election ($) $20/eligible voter On-going Outdoor Rink Contribute to the costs associated with future outdoor rink for municipality Capital costs, labour to construct Annual transfer from tax revenues Donations $1000 / year $200,000 Until project is completed Capital Expenditures Etc.
2. Education and Training Post Primary Education School(s) Attended Dates attended From – To Examinations Successfully Taken Third Level Education Name of College, University/other 3rd level Institution Dates attended From – To Qualification Awarded & Grade Other relevant Training Courses undertaken (either in house or privately): of Course Name of Organising Body/ Institute Dates attended From – To Qualification Awarded Please provide details of Membership of Professional Bodies or Institutions (if any): 3. Interests/Achievements
What are some areas where you’d want to grow? Have you participated in a or long-term missions opportunity? If so, describe in a few sentences. PREACHING/TEACHING Briefly articulate your philosophy of preaching. What is the relationship between the Word of God and preaching? Who are some of your favorite preachers? Sermon/Talk: If you have a sermon or talk, please check one of the following: _____ I have enclosed a sample sermon/talk _____ Visit the following website: Sermon/Talk Details: Text _____________________ Theme_______________________ Setting/Audience/Comments about sermon/talk:
Asks questions at different levels or from different perspectives Sufficient wait time Students asked questions (or, invited students to ask questions) Repeated or reworded questions Feedback specified relevant, observable behaviors Feedback conducted as a conversation rather than as transmission Feedback invited self-assessment Feedback offered guidance for or invited discussion of improvement Incorporated student responses with students VERBAL/NON-VERBAL - All the cues below should be considered within the context of the conversation and the person with whom the resident is speaking. Language use (e.g., vocabulary) appropriate for audience Articulation and pronunciation clear Use of verbalized pauses (er, ah, etc.) Acknowledged or attempted accommodation of differences in language (e.g., dialects of English; languages) and/or culture Modulated tone appropriately to suit audience or context Modulated volume appropriately to suit audience or context Rate of delivery was appropriate (did not speak too fast or too slow)
January 7 Caitlin Heyden 9 Michael Bykhovsky 19 Nan Shin 21 Duncan Shabb 31 Jennifer Lutz July 17 Joey Cafone 19 Ada Lee 21 Shannon Lancaster 27 Shravani Vundavalli 30 Michelle Levinson 31 Vivian Siu February 4 Shirley Louis 7 Anupa Dalal 11 Catherine Salussolia 15 Sara Hyatt 17 Johanna Rahman 21 Nancy Joseph 22 Michael Oanea August 3 Iwona Dziewa 19 Dianne Lee March 2 Christal Achille 3 Sarah Heathcote 5 Brad Goldberg 15 Miry Shim 24 Noah Jablow 27 Andrea Zambetti September 12 Lisa Smith 17 Natalie Raines 19 Melanie Iglesias 26 Andrew Handel 28 Hanjo Kwon-Anderson April 2 Mahpara Khaliq 4 Jared Dunahay 5 Samantha Feld 9 Stephanus Haryadi 21 Kathleen Murphy October 3 Pooja Thimmappa 7 Kristen VanHeyst 9 Pooja Rathi 9 Jenna Ali 19 Danielle Macina/Terrence Tsui 30 Linda-Marie Ustaris May 18 Quiana Pollock 19 Matthew Fisher November June 1 Emily Strong 9 Steven Ricondo 12 Sunny Chang December 2 Kevin Louie 27 Ken Bayle JANUARY 21 Shannon Lancaster
January 19 Nan Shin 21 Siri Kommareddy 31 Jennifer Lutz July 13 Noy Halevy 17 Joey Cafone February 3 Denisse Reyes 4 Shirley & Richard Pongvitayapanu 14 Denise Nunez 15 Sara Hyatt 21 Ethan Rosenblatt 22 Michael Oanea 28 Mohammed Ibrahim August 3 Iwona Dziewa & Mina Ekladios 8 Tasmia Rezwan 12 Sashka 19 Cristina Vo 1 Faheem Farooq 3 Sarah Heathcote 4 Katherine Glover 7 Daniela Feitosa 10 Kayla Bracey 13 Vivian Asakoma 15 Miry Shim 23 Yueting Yang September 7 Jessie Zhang 10 Robert Grell 12 Lisa Smith & Amira Beeber 17 Flores 28 Caitlin Keane April 4 Jared Dunahay 9 Stephanus Haryadi 21 Kathleen Murphy October 3 Varda Siddiqui 15 Ashwin Agrawal 19 Danielle Macina & Terrence Tsui 22 Diana Kaplan 30 Linda-Marie Ustaris May 17 Tova Chein 22 John Strand November 16 Sarah Justvig 18 Chiaki Nakata June 25 Alex Choi December 2 Kevin Louie 11 Deborah Boktor
Assure and soiled utility rooms are in order and dirty equipment cleaned and removed in a timely manner. Safety and Sanitation: Ensure that you and your staff are following all safety, infection control, and universal precaution policies when performing daily tasks. Participate in all fire safety and disaster preparedness drills. Report all hazardous conditions/equipment to the Maintenance Supervisor immediately. Assure Resident Rights at all times: Attend Resident Rights in-service quarterly. Rights of all residents are respected at all per “Resident Bill of Rights.” Resident confidentiality maintained per Guidelines. Knock before entering a resident’s room. Development: Attend all meetings and in-services designated as mandatory. Attend and participate in annual OSHA and CDC training programs, as well as annual disaster training. Attend and participate in Advance Directive training. Attend and participate in continuing education programs. Assist with orientation of new employees. Other: Subject to frequent interruptions. Must be flexible in willingness and ability to work on any unit and/or shift needed to meet the requirements of Magnolia Manor residents. Subject to call-back during any emergency conditions (i.e., severe weather, evacuation, natural disaster, etc.). You are expected to follow the policies set in the employee handbook. Must be without conviction of any criminal offense that prohibit employment in a nursing facility or exclusion from participation in any Federal health care programs. ACKNOWLEDGMENT
Governance & Staffing The management and governance of Clarenbridge Nursing Home is provided by a team of dedicated and committed members of staff who continually strive to provide the highest standards of care. As well as the registered providers, there is also a person-in-charge (Director of Nursing), a deputy Director of Nursing who is the Clinical Nurse Manager II and Clinical Nurse Managers (level 1) The Director of Nursing is supported by a team of Clinical mangers, qualified Nurses, Healthcare Assistants, Activities Co-ordinator, Physiotherapist, Occupational Therapists, Housekeeping, Administrative and Maintenance personnel. All external therapists are supervised by Nursing Staff.
Your management team contacts are: Name Position Held Address Telephone Email Pat Kennedy Registered Provider Clarenbridge Nursing Home, Ballygarriff, Craughwell, Co. Galway 091 777700 info@clarenbridgenursinghome.ie Denis McElligott Registered Provider Clarenbridge Nursing Home, Ballygarriff, Craughwell, Co. Galway 091-777700 info@clarenbridgenursinghome.ie Frances Neilan Person in Charge/ Director of Nursing Clarenbridge Nursing Home, Ballygarriff, Craughwell, Co. Galway 091 777700 don@clarenbridgenursinghome.ie Nuala Connolly Clinical Manager II Clarenbridge Nursing Home, Ballygarriff, Craughwell, Co. Galway 091 777700 cnm@clarenbridgenursinghome.ie