zilongwang/ReadingBank huggingface dataset:
Chapter 7 Reporting and Interpreting Cost of Sold and Inventory ANSWERS TO QUESTIONS 1. Inventory often is one of the largest amounts listed under assets on the balance sheet which means that it represents a significant amount of the resources available to the business. The inventory may be excessive in amount, which is a needless waste of resources; alternatively it may be too low, which may result in lost sales. Therefore, for internal users inventory control is very important. On the income statement, inventory exerts a direct impact on the amount of income. Therefore, statement users are interested particularly in the amount of this effect and the way in which inventory is measured. Because of its impact on both the balance sheet and the income statement, it is of particular interest to all statement users. 2. Fundamentally, inventory should include those items, and only those items, legally owned by the business. That is, inventory should include all goods that the company owns, regardless of their particular location at the time. 3. The cost principle governs the measurement of the ending inventory amount. The ending inventory is determined in and the cost of each unit is applied to that number. Under the cost principle, the unit cost is the sum of all costs incurred in obtaining one unit of the inventory item in its present state. 4. Goods available for sale is the sum of the beginning inventory and the amount of goods purchased during the period. Cost of goods sold is the amount of goods available for sale less the ending inventory. 5. Beginning inventory is the stock of goods on hand (in inventory) at the start of the accounting period. Ending inventory is the stock of goods on hand (in inventory) at the end of the accounting period. The ending inventory of one period automatically becomes the beginning inventory of the next period. 6. (a) Average cost–This inventory costing method in a periodic inventory system is based on a weighted-average cost for the entire period. At the end of the accounting period the average cost is computed by dividing the goods available for sale in units into the cost of goods available for sale in dollars. The computed unit cost then is used to determine the cost of goods sold for the period by multiplying the units sold by this average unit trial
CP9–1. Req. 1 Accrued compensation and payroll taxes are $42,625,000. Req. 2 Accounts payable increased by $17,934,000 (as reported on the SCF). This change increased operating cash flows. Req. 3 Long-term liabilities (called non-current in this report) are $128,550,000. CP9–2. Req. 1 The amount of accrued compensation is $15,630,000. Req. 2 Accounts payable increased by $21,310,000 (as reported on the SCF). This change increased operating cash Req. 3 Long-term liabilities are $183,974,000. CP9–3. Req. 2 Urban Outfitters American Accounts Payable = Cost of Goods Sold $1,613,265 = 18.1 $2,031,477 = 11.6 Turnover Ratio Avg. Accts Payable $89,329* $175,753** *$(95,754 + 82,904)/2 = $89,329 **$(183,783 + 167,723)/2 = $175,753 Req. 3 Industry Average Urban Outfitters American Eagle Payable Turnover = 11.6 18.1 11.6 The payable turnover ratio for Urban Outfitters is above the industry average while the one for American Eagle is the same as the average. Based on the payable turnover
1 5 1 10 1 40 1 20 1 25 2 5 2 10 2 30 2 30 2 20 3 5 3 15 3 30 3 35 3 20 4 5 4 15 4 40 4 40 4 30 5 5 5 15 5 50 5 40 5 30 6 5 6 10 6 45 6 35 6 25 7 5 7 20 7 45 7 * 8 5 8 20 8 50 9 10 11 12 5 5 5 5 9 10 11 12 13 14 15 16 17 20 15 15 20 30 20 20 20 25 9 10 11 12 13 14 35 40 40 25 35 20 18 19 20 21 22 30 25 10 10 10 * Due to the nature of this project, it is very difficult to estimate the amount of time students will need to complete the assignment. As with any open-ended project, it is possible for students to devote a large amount of time to these assignments. While students often benefit from the extra effort, we find that some become frustrated by the perceived difficulty of the task. You can reduce student frustration and anxiety by making your expectations clear. For example, when our goal is to sharpen research skills, we devote class time to discussing research strategies. When we want the students to focus on a real accounting issue, we offer suggestions about possible companies or industries. MINI-EXERCISES M10–1. 1. Balance Sheet 2. Income Statement 3. Statement of Cash Flows 4. May be in notes 5. Not at all
P13–6. Req. 1 Increase (Decrease) 2015 over 2014 Income Statement 2015 2014 Amount Percent Sales revenue $190,0001 $167,000 $ 23,000 13.77 Cost of goods sold 112,000 100,000 12,000 12 Gross profit 78,000 67,000 11,000 16.42 Operating expenses and interest expense 56,000 53,000 3,000 5.66 Pretax income 22,000 14,000 8,000 57.14 Income tax 8,000 4,000 4,000 100 Net income 14,000 10,000 $ 4,000 40 Balance Sheet Cash $4,000 $7,000 $ -3,000 -42.86 Accounts receivable (net) 14,000 18,000 -4,000 -22.22 Inventory 40,000 34,000 6,000 17.65 Operational assets (net) 45,000 38,000 7,000 18.42 103,000 97,000 $ 6,000 6.19 Current liabilities (no interest) $16,000 $17,000 $ -1,000 -5.88 Long-term liabilities (10% interest) 45,000 45,000 0 0 Common (par $5) 30,000 30,000 0 0 Retained earnings 12,000 5,000 7,000 140 103,000 97,000 $ 6,000 6.19 1One-third was credit sales. Req. 2 Working capital change 0 P13–7.
earns more profit per dollar of sales than Pepsi does. The return on assets ratio for Coke is much better than Pepsi, but Coke does appear to have a more risky capital structure because of its higher debt-to-equity ratio. Coke pays out a higher percentage of its earnings in dividends. AP13–4. Req. 1 Name and Computation of the 2015 Ratio Brief Explanation of the Ratio of profitability: (1) Return on equity: $25,200 ÷ $109,000* = 23.1%. *($116,000 + $102,000) ÷ 2 = $109,000 Measures return earned for owners based upon their investment (including retained earnings) in the business. (2) Return on assets: ($25,200 + $4,900*) ÷ $187,500†= 16.1%. Measures the entity’s performance in using total resources (total assets) available to it. *Bonds: $70,000 x 10% x .70 = $4,900 †($204,000 + $171,000) ÷ 2 = $187,500 (3) Financial leverage percentage: 23.1% – 16.1% = 7.0% positive The advantage to be gained by investors when the interest rate (net of tax) is less than the return on assets. (4) Earnings per share $25,200 ÷ 10,000 shares = $2.52 A measure of the return earned on each share of common stock outstanding. (5) Profit margin $25,200 ÷ $453,000 = 5.6% Indicates percent of each sales dollar that was represented by income. (6) Fixed asset turnover $453,000 ÷ [($130,000 + $120,000) ÷ 2] = 3.6 An indication of how efficiently management is using fixed assets.
c. What is the amount of the overall tax on Jabar Corp.’s $300,000 pre-lease expense income if Jabar Corp. leases equipment from Abdul at a cost of $30,000 for the year but the IRS determines that the fair market value of the lease payments is $25,000 (include Medicare Contribution tax on rental income)? Answer: Payment $30,000 Lease Deduction c. $25,000 Lease Deduction Description (1) Taxable income before lease payment $ 300,000 $ 300,000 $300,000 (2) payment 0 30,000 25,000 (3) Taxable income $ 300,000 $ 270,000 $275,000 (1) – (2) (4) Entity tax 105,000 $94,500 $96,250 (3) 35% (5) After-tax entity earnings $195,000 $ 175,500 178,750 (3) – (4) (6) Abdul’s tax on dividends $46,410 $41,769 $42,543 (5) (20% + 3.8%) (7) Abdul’s tax on lease payment 0 $13,020 $10,850 (2) (39.6% + 3.8%) Overall tax $ 151,410 $ 149,289 $ 149,643 (4) + (6) + (7) 62. [LO 3] Nutt Corporation projects that it will have taxable income for the year of $400,000 before incurring any interest expense. Assume Nutt’s tax rate is 35 percent. a. What is the amount of the overall tax (corporate level + shareholder level) on the $400,000 of pre-interest expense earnings if Hazel, Nutt’s sole shareholder, lends Nutt Corporation $30,000 at the beginning of the year, Nutt pays Hazel $8,000 of interest on the loan (interest is considered to be reasonable), and Nutt distributes all of its after-tax earnings to Hazel? Assume her ordinary marginal rate is 35 percent and dividend tax rate is 15 percent. b. Assume the same facts as in part a except that the IRS determines that the fair market value of the interest should be $6,000. What is the amount of the double-tax on Nutt Corporation’s pre-interest expense earnings? Answer: a. Reasonable interest b. Unreasonable interest Description
Western culture shrouds menstruation with messages of shame and secrecy perpetuated through menstrual advertising. This study explored perceptions of women between the ages of 18 to 25 regarding contraceptive commercials that market menstrual normalcy. Interviews were conducted to understand how these commercials shaped perceptions around the normalcy of monthly periods. IV. PAPER SESSION: When Families Talk About Periods Chair-- Sophie Zivku, Wilfrid Laurier University Fathers’ Attitudes About and Role in Educating Their Children About Menstruation—Mindy J Erchull, University of Mary Washington and Kate Richmond, Muhlenberg College We collected quantitative and qualitative data from fathers in order to examine how their attitudes influenced their beliefs about how boys and girls should learn about menstruation. We also looked at the extent to which adherence to traditional gender roles in parenting related to their beliefs. Early Pubertal Timing in Girls and Changes in Parent-Child DeRose, Aldephi University and Jeanne Brooks-Gunn, Columbia University The study investigated how early pubertal timing is associated with longitudinal change in parent-child communication in observed interactions between both girls and their mothers and girls and their fathers. Awareness of how early pubertal timing is associated with parent-child communication can inform parental guidance programs for mothers and fathers of adolescent girls. “We Compared Ourselves: Who Got Periods First, Second Who Wears a Bra”: Body Acceptance at Menarche—Mother-Daughter Dyads Across Cultures—Sheryl Mendlinger, Northeastern University As women we often compare ourselves with our peers as we move through the life cycle. This paper presents a theoretical analysis of in-depth interviews with multicultural mother-daughter dyads and examines the menarche experience in relation to the age of onset, level of preparedness and body image at puberty. Are You There Mom? –Joyce McFadden, Private Practitioner, Training and Research Institute for Self Psychology and the Women’s Mental Health Consortium of New York Presbyterian Weill Cornell Medical Center McFadden’s presentation, excerpted from her book Your Daughter’s Bedroom, examines sexism’s role in inhibiting mothers from giving daughters what they
SMART GOALS: A goal that is very clear and easily understood. INTENTION SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIME BASED What is it that you want to achieve? Who? What? Why? Where? When? How much? How often? How many? Achievable? Is it important to what you want to achieve ultimately? When? Example #1: Get fit Me. Exercise. I want to be a healthier and a better athlete. Twice at the gym and once at home. Exercise 3 times a week for 1 hour. Do 20 pushups, lift weights, run five KM without stopping Yes Yes, I want to be a better athlete (ie. hockey player, baseball player, soccer player) 2 months Example #2: Example #3
Cultural Explore and celebrate developments from different cultures and from past and present. Learn about scientists who have shaped our understanding of the world. Study, understand and empathise with people from different cultural backgrounds. Explore and learn dances and games from different cultures. What is it like to live in different parts of the world? What are the similarities and differences between cultures? Connecting and communicating with people from different cultures and backgrounds. How have different cultures contributed to technological developments? Learn about different communities and celebrate diversity. What communities do I belong to and how do I contribute to them? What can we do to help others (volunteering, charity?) Learning about and respecting the beliefs of others within local area, with UK and worldwide. Tolerance and respect for values and beliefs of others. Art, music, festivals from other cultures Musical traditions from different parts of the world and different communities. about famous composers and musicians. Take part in performances Celebrating artistic traditions from around the world and through time in a range of media. Learning about great artists from around the world and through history. What is life like in France? Where else in the world is French spoken? How is French culture different or similar to ours? Food, festivals, art, music. Social Working collaboratively, sharing data and results. Social issues – rich/poor etc. Similarities and difference between past and present ways of life. How have our British values developed? How has British democracy developed? Working in teams – communication and leadership skills. Take part in inter-school competitions mixing with pupils from other Social issues – rich/poor, fair/unfair. Working with others. Environmental issues How does social media improve our lives and what are the problems/ difficulties? Working collaboratively. Encouraging equality of gender opportunities. Working in teams and sharing equipment. Developing and appreciating supportive friendship and dealing with conflicts. Working collaboratively. Debating and public speaking skills. Working collaboratively, speaking and listening skills, getting on with others with different beliefs. Work collaboratively. Improve and practice – resilience. Enjoy being part of a group performance. Working in pairs and groups. Sharing resources. Communicating with others, working in pairs, small groups. Communication and listening skills.
Goal: S Specific The goal is focused; for example, by content area, by learners’ needs M Measurable An appropriate instrument/measure is selected to assess the goal A Appropriate The goal is within the teacher’s control to effect change R Realistic The goal is feasible for the teacher T Time-Bound The goal is contained to a single school year
Patient Information Patient Name Date of SME SME Clinician Phone SME Type Obstetric Hemorrhage Severe Hypertension/Preeclampsia Venous Thromboembolism Other: List Mom Pregnancy Outcome Live Birth Stillbirth NICU Postpartum Discharge Weight Baby GA (in weeks) Birthweight Length Clinical Summary Surgery Date Type Organs removed List Interventional Radiology Yes No Date Type Result Imaging Tests Yes No Date Type Result Blood Transfusion Type of Blood Products Red Blood Cells Platelets Plasma # of units #___ Red Blood Cells #___ Platelets #___ Plasma Medical Treatments List Follow-up Clinician Name Phone Pathology/Autopsy For further information, please contact the Hospital Medical Record Office to request your complete medical record. Medical Record Office Phone Notes Reference:
Patient Information Patient Name Date of SME SME Clinician Phone SME Type Obstetric Hemorrhage Severe Hypertension/Preeclampsia Venous Thromboembolism Other: List Mom Pregnancy Outcome Live Birth Stillbirth NICU Postpartum Discharge Weight Baby GA (in weeks) Birthweight Length Clinical Summary Surgery Date Type Organs removed List Interventional Radiology Yes No Date Type Result Imaging Tests Yes No Date Type Result Blood Transfusion Type of Blood Products Red Blood Cells Platelets Plasma # of units #___ Red Blood Cells #___ Platelets #___ Plasma Medical Treatments List Follow-up Clinician Name Phone Pathology/Autopsy Phone For further information, please contact the Hospital Medical Record Office to request your complete medical record. Medical Record Office Phone Notes Reference:
Field Description Allowed Values Mandatory/Optional MEDM_DOC_NBR Document number Optional MEDM_MEDT_CDE Document type See MEDT Optional MEDM_PATY_CDE Veterinary Code Mandatory for Veterinary, Optional otherwise FCLT_CDE Facility Code Optional MEDM_EXT_REF_NBR External reference number Optional NODD_ANTP_CDE Animal Type See ANTP SNUN_CDE Sanitary Unit Code Mandatory For Farmer. Optional otherwise NOTF_ID Notification ID Optional NOTF_NOST_CDE Notification status See NOST Optional NOTF_OCR_DTE_FRM Notification Occurrence Date From Mandatory in case NODD_CRE_DTE_FRM Is not filled NOTF_OCR_DTE_TO Notification Occurrence Date To Mandatory in case NOTF_OCR_DTE_FRM is filled, optional otherwise. If filled, NOTF_OCR_DTE_TO is maximum 1 month later than NOTF_OCR_DTE_FRM NODD_CRE_DTE_FRM Created Date From Optional
NODD_CRE_DTE_TO Created Date To Mandatory in case NOTF_OCR_DTE_FRM is filled, optional otherwise If filled, NOTF_CRE_DTE_TO is maximum 1 later than NOTF_CRE_DTE_FRM NODD_UPD_DTE_FRM Last Updated Date From Optional NODD_UPD_DTE_TO Last Updated Date From Mandatory in case NODD_UPD_DTE_FRM is filled Layout The Request and Response Layout is as follows: Request: POST /FAMHP.SanitelMed.WebServices.Interfacing/SanitelMedServices.asmx HTTP/1.1 Host: localhost Content-Type: text/xml; charset=utf-8 Content-Length: length SOAPAction: <?xml version="1.0" encoding="utf-8"?> <soap:Envelope xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema" xmlns:soap="http://schemas.xmlsoap.org/soap/envelope/"> <soap:Body> <ExportMedicinalDeliveryNotification <MedicinalDeliveryNotificationExportRequest User="string" SecurityToken="string" OnBehalfRole="string" OnBehalfEntity="string" UserLanguage="string" <MEDM_DOC_NBR>string</MEDM_DOC_NBR> <MEDM_MEDT_CDE>string</MEDM_MEDT_CDE> <MEDM_PATY_CDE>string</MEDM_PATY_CDE> <FCLT_CDE>string</FCLT_CDE>
NODD_VET_ADM_QTY Veterinary administered quantity NTHS_CMN Notification History Comment Section Notification Comment (Occurs 0 to N) NOCO_NOST_CDE Notification Status for the Notification Comment NOCO_CMN Notification Comment Section Medicinal Product (Occurs 1) MEPR_NAM Medicinal Product Name (SDP only) MEPR_RGN_HLR Registration holder (SDP only) MEPR_REG_NBR Registration number (SDP only) MEPR_PAK_SIZ_ID Packsize ID (MP only) MEPR_PHFM_CDE Pharmaceutical form (SDP only) See PHFM MEPR_PAK_QTY Packsize quantity (SDP only) MEPR_PKUN_CDE Packsize Unit (SDP only) See PKUN MEPR_WDR_PRD_SDP Withdrawal period (SDP only) Section Ingredient (Occurs 1 to 4) (SDP Only) MEPI_CDE Ingredient Code (SDP only) See MEIG (refer MEIG_CDE in the attached excel in section MEIG) MEPI_STN_QTY Strength of ingredient quantity (SDP only) MEPI_SRUN_CDE Strength of ingredient unit See SRUN Section : DocumentInformation (Occurs 1) MEDM_ID Document Identifier
SMES The Survey Marks Enquiry Service (SMES) provides free, online access to the survey control mark information managed by the Office of Victoria. As part of an upgrade of Land Victoria’s web mapping applications, SMES has been modernised with a range of improvements and new features. What is SMES? SMES is the online service that provides open access to a database of all survey control mark information in Victoria. SMES supports two-way interaction with the survey control mark database, affording highly flexible searching and download options, as well as the ability to lodge new information or amendments. SMES is also used by the Office of Surveyor-General Victoria to maintain Australia’s geodetic and height datums – the Geocentric Datum of Australia, 1994 (GDA94) and the Australian Height Datum (AHD). Information in SMES SMES contains the most up-to-date survey control mark information held at the Office of Victoria. It includes: latest GDA94 coordinate and AHD height values for survey control network (SCN) marks resulting from ongoing network adjustments estimates of positional uncertainty – horizontal and vertical additional survey mark information and metadata, such as mark status, observation techniques, source and adjustment details underlying VicMap data to support interactive map searching permanent mark (PM) sketch plans. New features SMES has been modernised as part of a consolidation of all Land Victoria’s web mapping applications into an Open Source VicGIS framework (based on GeoServer). New features include: a new graphic interface with updated VicMap data Google street view incorporated into the user interface more flexible search options multiple format options for downloading information the ability for surveyors and spatial information professionals to submit measurements for inclusion in the Victorian network adjustment revised survey control mark categories and symbols a new geodetic measurements database improvements to the database for the management of information about the survey control mark network an efficient and rigorous datum maintenance system for the automated processing of Victoria’s GDA94 coordinates and AHD heights Open Web Services to support query of SMES information using location based services applications. Survey control mark categories SMES survey control mark categories and symbols provide for simple and convenient access to marks of recognised lineage and quality. The table below summarises the revised symbols.
2017 / 18 Santander Internship Programme – SME Information Form Company Name: Internship Title: Company Address: Industry Sector: Number of Employees: Annual Turnover: Contact Name for Internship: Phone: Full Time Internship: 35 hrs A Week Part Time Internship: 14 hrs A Week Salary: Proposed Start Date of Internship: Proposed End Date of Internship: Outline of Responsibilities for Intern: Skills and Experience Required: Company Information (Background details etc)
Multi-Centre Project(s) or Trial(s) Instructions: If yes, please list all participating institutions & centers. Yes No Institution: __________________ Institution: __________________ Institution: __________________ Ethics Approval Attached Yes No SECTION 9 – VESTED INTEREST & CONFLICT OF INTEREST Vested Interest Instructions: Please provide declare any vested interest held, either intellectual or financial, direct or indirectly (consultancy, shareholding, options, etc) by the Research Team (PI, mentor, co-investigator or collaborator). This includes declaring if the therapeutic/medical device or any part of it is invented by a member of the Research Team. Team Member Vested Interest Description Lead PI [name] Co-I [name] Instructions: If there is any vested interest for any of the Research Team members, pleases describe the nature of such interest and the measures undertaken to prevent/minimise any bias in the proposed clinical trial. Conflict of Interest Instructions: Please provide the names and contact information of individuals who might have conflict of interests with your current research proposal. Name or Position Institution or Organization Details of Conflict of Interest Email Address Phone Number Mr John Doe Head of Research Singapore University johndoe@sg-uni.edu.sg 9876-5432 SECTION 10 – RECOMMENDED EXTERNAL REVIEWERS Instructions: Please provide the names and contact information of at least 3 individuals who have the subject matter expertise to review your research proposal.
A recognised qualification in microbiology / infectious diseases √ A Knowledge and Experience Experience and knowledge of diagnostic microbiology/ infectious diseases √ A/I Experience of demonstrating tact and diplomacy, impartiality, fairness and the ability to respect confidences. √ A/I Experience of chairing national meetings / committees. √ A/I Experience of and contributing to UK Standards for Microbiology Investigations. √ A/I Skills and requirements Strong commitment to the work of UK Standards for Microbiology Investigations and the Working Group. √ A/I The ability to facilitate focussed and relevant discussions, ensuring that all Working Group members are able to contribute and that no members are able to unduly dominate discussions at the expense of others. √ A/I Good communication and interpersonal skills to develop a positive and professional relationship with: Members of the Working Group Head of Standards Unit and other Standards Unit staff Chair of the Working Groups and other members Members of other related Working Groups √ A/I Able to devote the necessary time and effort to the position. √ A/I Independent judgement √ A/I A strategic approach to objective setting and decision making. √ A/I Ability to think creatively. √ A/I Ability to work effectively as a member of a team. √ A/I Equality and Diversity Needs to have a thorough understanding of and commitment to equality of opportunity and good working relationships both in terms of day-to-day working practices, but also in relation to management systems √ A/I *Assessment will take place with reference to the following information A=Application form I=Interview T=Test C=Certificate
: IS Alerts Home Update from Design sign off 15/5/14 for Home page Alerts Timeline dropped Agreed to use the old icons – Neil did not think that the new circles and squares are as clear as the ticks and exclamation marks. Neil had asked if the two pages “edacuk-service” and “home” were both required as they seemed to be showing pretty much the same information. It was agreed to make the ‘ed.ac.uk’ page a duplicate of the Home page - This will mean you get the same look and feel irrespective of which route you take to the system. Was it possible to hide the twitter if there hasn’t been a new tweet for 24 hours? This is not a deal-breaker but should ask the developer if there was an easy way to do this (implications over wording and number of times can use the same tweet) Alerts list: Agreed that the font for “Unavailable”, “Degraded Service” act is quite small so the impact of an event should be made more prominent Agreed the sort order of the tables should be by Start time – not when raised Agreed that we should accordion down the alerts Current alerts and alerts not being closed should be in own table at top of lists – this is a MUST Figure 6: The home page of the IS Alerts application. The IS Alerts application itself has been redesigned to fit in better with the new University branding, but still exist as an independent website separate to the main ed.ac.uk site. The homepage is very similar to the display on the service alerts page, however includes an additional table with further details about today’s alerts and upcoming alerts. Services Figure 7: The new "Services" page on IS Alerts
All applications must be completed in Times New Roman 11 point font. Program Data Please complete the following about proposed Smart Start classrooms. Note that all Smart Start enrollment must be in addition to preschool enrollment at the end of the school year. Smart Start Program address Number of Smart Start Classrooms Number of Children to be Served by Smart Start Smart Start Hours per day Start Days per year Accreditation/Head Start Approval Information Are you accredited by NAEYC or a Federal Head Start grantee? If yes, complete the following information: NAEYC ID# Date valid until: Are you aware of and planning to meet NAEYC’s renewal timeline? Have you submitted Intent to Renew? If yes, indicate date. Have you submitted Renewal Materials? If yes, indicate date. Has the program been denied candidacy, or deferred or denied accreditation by Are you a Federal Head Start grantee? If you are a Federal Head Start grantee in what month do you receive your funding? If not currently NAEYC accredited or a Federal Head Start grantee, complete the following information: Have you enrolled (Step 1) with NAEYC? If yes, date and NAEYC ID #. Have you applied (Step 2) for accreditation? If yes, indicate candidacy date. If not currently enrolled, indicate planned enrollment date? If not currently enrolled, indicate planned application date? Is full-day kindergarten offered to ALL students? Yes No one) All proposed teachers will have required certification. Yes No (check one)
(This page intentionally left EXHIBIT A PRIM’s Strategic Asset Allocation and Current Investment Managers (This page intentionally left blank.) PRIM’s Strategic Asset Allocation Asset Class Long Term Target Allocation Active/Passive Global Equity 43% 35%/65% U.S. Equity 19% 16%/84% U.S. Large Cap 15% 20%/80%
SMART Targets 8th Grade – Cycle 5, Unit 1 “Harriet Tubman: Conductor on the Underground Railroad” (p. 151-162) Unit Dates: Wednesday May 3-Tuesday, May 16, 2017 On-going Comprehension questions from biographical article (p. 2 of packet – CLASSWORK grade) Writing Task: Harriet Tubman Hall of Fame induction speech (p. 3 of packet – TEST grade) Language Tasks: Critical Vocabulary/Vocabulary Strategy p. 165; Language Conventions p. 166 (CLASSWORK grade) Close Reader: “A Mystery of Heroism” p. 49-62 (CLASSWORK grade) Assessment Vocabulary Quiz (QUIZ grade) Analyzing the Text p. 164 #1-4 (CLASSWORK grade) Comprehension Test (TEST Extension Activities (“Homework”) iReady activities (i-ready.com) minimum 45’ per week
11.35-12:00 Potentiometric Oxygen Sensor Based on Gadolinia Doped Ceria (GDC) and Yttria Stabilized Zirconia (YSZ) for the Use in SFR Application SangHun SHIN 12.00-12.30 Discussion 12.30-14.00 Lunch Session VI: Fundamentals & Ions vs. Neutrons Chair: Frank Garner & Alessandro Gessi 14.00-14.25 An EXAFS Study of Radiation Damage in ZrC and ZrN Jeff Terry (IIT, USA) 14.25-14.50 Overview of Studies on the Fast-Reactor Cladding Material AIM1 Arnaud Courcelle (CEA, France) 14.50-15.20 Invited talk Perspectives on modelling materials far from equilibrium Pascal Bellon (UIUC, USA) 15.20-15.35 Discussion on session 15.35-16.00 Coffee break 16.00-16.25 Nanostructure evolution under irradiation and correlation with mechanical property changes in neutron irradiated Fe-Cr alloys Lorenzo Malerba Belgium) 16.25-16.50 Ab initio kinetic Monte-Carlo simulations of phase transformations in FeCrAl Pär Olsson (KHT, Sweden) 16.50-17.00 Discussion Session 2: Posters on Fundamentals & Ceramics Chairs: Grace Burke & Karl Nilsson 17.00-18.30 Presentations on posters ( 3 mins each) 18.30-20.00 Poster Session ( + drinks) Thursday, 10 October Session VII: Discussion on Ion vs. Neutron Irradiation Chair: Stuart Maloy 9.00-9.20 Neutron vs ion irradiation: differences and similarities in the nanostructural evolution of Fe-Cr alloys irradiated at 300°C Lorenzo Malerba Belgium) 9.20-9.40 Ion Beams as a Quantitative Surrogate for Neutrons: is there a path forward? Michael Fluss (LLNL, USA) 9.40-10.00 Is the "temperature shift" model valid for correlation of neutron and charged particle irradiations? Frank Garner (DSL Extreme, USA) 10.00-11.00 Discussion 11.00-11.45 Meeting Summary from the session chairs 11.45-12.30 Open discussion
SMART Targets 8th Grade – Cycle 3, Unit 2 “The Diary of Anne Frank, Act I” (p. 279-323) Comprehension questions from Act I (CLASSWORK grade) Projects: “The Annex” setting illustration (PROJECT grade – due 2/17, 2/21) Writing Task: Extended response questions from Act I (TEST grade – due 2/22, 2/24) Assessment: Analyzing the Text p. 324 (CLASSWORK grade – in-class 2/15, 2/16) Comprehension Test – “The Diary of Anne Frank, Act I” (TEST grade – in-class 2/22, 2/24) Language Task: Language Conventions p. 132; Grammar Practice p. R37 2.2 (CLASSWORK grade – in-class 2/9, 2/10) Discovery Education Probes (PROJECT grade - in-class once per week) Extension Activities (“Homework”) Discovery Education probe (QUIZ grade – online once per week) iReady Activities (ongoing at i-ready.com)
Ph.D Supervision Name of the scholar topic Registration year Archana Kumari Self Perpetuation in E.M.Forster’s novels 2000(Awarded by B.R.A.Bihar University) Sndhya Rashmi Partition horrors: Novels of Nayantara Sehgal 2001(Awarded by B.R.A.Bihar University) Sunil Kumar A Historical Survey of Indian Writing in English 2007 (Awarded by Mithila University) Divya Dubey The Poetry of H.L.V.Derozio:An Assessment 2004(Awarded by B.R.A.Bihar University) Anurag Kumar Feminism in the Novels of Gloria Naylor 2008(Awarded by IIT,Roorkee) Sresha Yadav Crime and Environment in the novels of Graham Greene 2009(Awarded by IIT,Roorkee) Reena Chauhan Tropes of Feminism in Manju Kapoor’s Novels 2012(Awarded by IIT,Roorkee) Niyati Krishna Ecofeminism in the Novels of Joseph 2013 (ongoing) Riya Mukherjii Dalit Aboriginal Literature 2013(ongoing) Rachna Ecriture Feminism in the Novels of Margaret Atwood 2013(Ongoing) Gautam Naskar E.M.Forster: A literary Critic 2014(ongoing) Abhinanda Nath Chidren Poetry 2015(ongoing) Krishna Pandey Psycholinguistics (Dyslexia) 2015 (ongoing)
Educational Qualification (MCA) College University Year % Marks Class Shivaji University Kolhapur Shivaji University, Kolhapur June’2012 64.16% First 3. Research Specialization Data Mining 4. Teaching Experience • U.G. – 2 years • P.G. – 1 years 5. Research Guidance • M.C.A. Projects – More than 50 Conferences Attended National of Conference Title of Paper Presented Organized by Date(s) Advanced Data Mining Techniques (ADMT-2013) - Department of computer Science, Shivaji University, kolhapur 17,18 Dec 2013 National Conference on latest Advances,Trends in Electronic Science & Technology - Department of Electronics Shivaji University &Dept. of Electronics Engineering KIT’s college of Engineering ,kop. 14,15 Feb 2014 6. Membership / Charge I had been appointed as External Examiner for “Web Designing” certified course and Paper setter for “c & c++ programming” certified course in Department of Adult Education, Shivaji University, Kolhapur to be held in March 2014.
Mary Suzanne Mitchell (501)371-2062 suzmitch@comcast.net Current Position Position Title: Current Academic Rank: Associate Professor Rank Since: Summer 2004 Degrees Ph D Education and Urban Leadership and Policy Studies in Education: , University of Missouri Kansas City, Kansas City, MO 1998 Dissertation: Relationships Among Teachers Perceptions of Principal Leadership, the Mathematics Attitude of the Principal, and Participation in the K-4 Crusade Specialist Educational Administration: , University of Missouri Kansas City, Kansas City, MO 1991 MEd-Masters in Education Secondary Education: Mathematics Curriculum and Instruction, University of Arkansas, Fayetteville 1975 BS Mathematics: Physics, Arkansas State University, Jonesboro, AR 1969 Scholarly Contributions and Creative Productions Grants Ingram, D., & Mitchell, S. (2010). Leadership for the Statewide Mathematics and Science Initiative. Arkansas Department of Higher Education - 27648. Presentations Hall, J., & Mitchell, S. (2008). A New Day in Mathematics Supervision. National Council of Supervisors of Mathematics Annual Meeting. Mitchell, S. (2008). Beyond Crossroads: Implementing MAthematics Standards in the First Two Years of College. The New Economy: New Opportunities for Two-Year Colleges. Mitchell, S., & Fulmer, J. (2008). Historical Topics in Mathematics: Patterns on Pascal's Triangle. Becoming Certain about Uncertainty. Mitchell, S., & Fulmer, J. (2008). Historical Topics in Mathematics: Patterns on Pascal's Triangle. NCTM Regional Conference and Exposition. Mitchell, S. (2008). It's PRIME Time to Enhance Your MAthematics Leadership Skills. Mathematical JourneysL Infinite Possibilities. Mitchell, S., & Trowell, J. (2008). Leadership in Mathematics: Different Strokes for Different Folks. Taking Leaders to New Heights. Mitchell, S., & Fulmer, J. (2008). Paper Folding: A Simple Approach to Geometry. NCTM Regional Conference and Exposition. Mitchell, S. (2008). PRIME Leadership Frameworks. Administrators'/Principals' Meeting. Mitchell, S. (2008). Southern Region 2 Caucus. Taking Leaders to New Heights.
s. 27: Court, or a person named in the trust instrument, can appoint a new Ts & the Ts have same powers as if they were originally appointed T s.29: once appointed T, property is vested in the T without conveyance or assignment s. 31: court can appoint a new T that either substitutes a T or adds to existing Ts s. 32: T appointed under s. 31 has same rights and powers as if they were appointed by decree or by judgement in a proceeding (ii) Resignation Trustee Act, s. 28 If more than 2 Ts, can resign from being a T without new T being appointed if co-T’s agree (iii) Removal of Trustees Trustee Act, s. 30 Ts can be removed and a new T substituted in their place on application to the court by any B not under legal disability, with consent and approval of majority of Bs, in interest and number, who are also not under legal disability Principles applicable to T removal (Parker v Thompson): the court will not lightly interfere with the testator’s choice of estate trustee; clear evidence of necessity is required; the court’s main consideration is the welfare of the Bs; and the estate trustee’s acts or omissions must be of such a nature as to endanger the administration of the trust. Conroy v Stokes F: B’s sought order to remove Ts; Order granted; Ts R: Removal requires an applicant point to acts and omissions that endanger the trust property or show want of honesty, appropriate capacity, or reasonable fidelity the ultimate test: impairment of the welfare of Bs there generally should be positive misconduct to merit Ts being removed Re Consiglio Trusts F: Serious disagreement amongst Ts such that management of trust was inefficient; Could the Ts be removed? R: was still grounds to interfere to protect Bs interests and appoint a corporate T, even tho no misconduct misconduct on the part of a trustee is not a necessary requirement for court to interfere to protect Bs. when the continued administration the trust for due regard of the Bs has become impossible or improbable, the court is obliged to intervene
Breton, Andre. "The First Manifesto of Surrealism." 1924. Freud, Sigmund. "Fetishism." In The Complete Psychological Works of Sigmund Freud, Standard Edition, Vol. 21. Edited by James Strachey. W. W. Norton & Company, 1976. Greenberg, Clement. "Avant-Garde and Kitsch." Partisan Review, 1939. Marinetti, F. T. "The Founding Manifesto of Futurism." Le Figaro, 1909. Mulvey, Laura. “ Visual Pleasure and Narrative Cinema” Screen 16.3 Autumn (1975): pp. 6-18. Nochlin, Linda. "The Imaginary Orient." In The Politics of Vision: Essays on Art and Society. Westview Press, 1991. Owens, Craig. "The Discourse of Others: Feminists and Postmodernism." In Beyond Recognition: Representation, Power, and Culture. Edited by Scott Bryson, et al. University of California Press, 1994. Said, Edward. Orientalism. London: Penguin Books, 1977. Many of the above articles appear in three excellent collected volumes of works (below), see amazon.com for the tables of contents: Harrison, Charles, and Paul Wood, eds. Art in Theory 1900-2000: An Anthology of Changing 2nd ed. Blackwell Publishing, 2002. Foster, Hal, Rosalind Krauss, et al. Art Since 1900: Modernism, Antimodernism, Postmodernism, Vols. 1&2. 2nd ed. Thames and Hudson, 2011. Frascina, Francis, and Jonathan Harris, eds. Art in Modern Culture: An Anthology of Critical Texts. Phaidon Press, 1994. 305 Rubric In-class writing Excellent (10) Very Good (9-7) Average (6-5) Poor (4-2) Unacceptable (1-0) Content -Major points are stated clearly and are well supported by detailed course concepts. All Major points are stated clearly and are somewhat supported by course concepts. Most information is relevant to answering the question(s). Points are stated and somewhat supported by course concepts. Some information is relevant to answering the question(s). The points stated are not really supported by course concepts. The information is largely not relevant to answering the question(s). The points stated are not supported by course concepts. The information is not relevant to answering the question(s).
Loose – soil falls apart before you handle it Friable – chunk breaks with small amount of pressure Firm – chunk breaks with large amount of pressure Extremely Firm – can’t break chunk with your fingers Easier for water to move More difficult for water to move Great Good OK Poor quality Soil Color – Compare the soil color to the chart and record which color it is most close to. Black – lots of organic (living) material and more water Brown – some organic material and some water Reddish – contains minerals like iron Gray – light color means dryer soil More water Less water Great for crops Good quality Poor quality Very poor quality Did you know that there are many organisms that live all their lives underground? This is a five step process. (wow) Pick a location where you think you might find a living organism in the soil. Using the shovel, dig no more than 6 inches into the soil. Scoop up a few shovels full of soil, if the soil is not too hard. Now sift through the soil with your fingers or a stick to find out if anything big enough for you to see is living in the soil.
For questions about SMART at General Services Administration, please contact: Name: Michael Radney E-mail: Telephone: (202) 501-0937 This section explains the definitions used for data entry. Appendix A Data Definitions Expenditure/Piece Data United States Postal Service Category Express mail-all expenses associated with sending express mail to include return receipt, collect on delivery, and additional insurance. Priority mail- all expenses associated with send priority mail to include delivery confirmation and registered mail. First Class mail consolidated- all expenses associated with sending first class mail in a consolidated package. Consolidated mail is 2 or more pieces consolidated into one envelope or package going to the same address. Class mail presort- all expenses associated with bar-coding, sorting, properly formatting addresses, and transporting mail closer to the final delivery unit. First class mail standard delivery- all expenses associated with sending first class mail to include extra services. Extra services could be adult signature confirmation, bulk proof of delivery, certificate of mailing, certified mail, collect on delivery, delivery
(a) different powers being in place in Scotland for asylum seekers to access accommodation and financial support and advice. (b) able to lodge from within Scotland an asylum claim to the Home Office. (c) MSPs being able to represent directly to UK Visas and Immigration and Immigration Enforcement their concerns with respect to devolved matters affecting their constituents. a UK, i.e state, obligation and function. It is not feasible to envisage a situation whereby asylum seekers in the UK receive different levels of benefit based on their post-code. (b) All individuals wishing to lodge an in-country asylum claim are required to report to the asylum screening unit in Croydon unless there are reasons for the screening to take place elsewhere. In Scotland those individuals who are assessed as being vulnerable are screened locally. Work has taken place with partners to ensure that applicants are aware of this process when they seek to make an asylum application. Migrant Helpline and local social work teams, who receive asylum applications, make their own assessment on vulnerability before referring to the Glasgow asylum team for screening. (c) With regard to MSPs correspondence, UK Visas & Immigration responds to enquiries on immigration cases raised by all levels of elected representatives and peers. The Home Office recommends that constituents with immigration enquiries use their Member of Parliament for the speediest response through one of UKVI’s six MP Account Management teams across the UK. Levy raising 96.(5) explore whether to revise the current legal and practical arrangements in respect of levy raising (for example, with respect to red meat and seafood) to ensure that Scotland is able to decide at With regard to seafood levies, the UK Government is working with officials from the Scottish Government to explore what options might give Scotland greater involvement in deciding how the levy is spent. Good progress has been made in
2. That the Child Death and Serious Injury Review Committee carry out a review, pursuant to section 52S(3)(e) of the Children’s Protection Act, 1993, into the death of Ian Myles Smith. Key Words: Access by children to dangerous medication; Blister packaging; Children - leave unattended, Family & Community Services - Dept of; Kapanol; Morphine (Morphine Toxicity); Slow Release Opiates; In witness whereof the said Coroner has hereunto set and subscribed his hand and Seal the 16th day of June, 2006. State Coroner Inquest Number 2/2006 (1361/00)
{ "i "rid" : "1", "obix" : "obj", "children" : [ { s" : "obix:Response", “obix” : “obj”, “is” : “obix:WatchOut”, “children” : [{ "of" : "obj", "obix" : "list", "name" : "device", “href” : “/device” "children" : [ { "location" }, { }, { }, { "is" : "sta:Washer", : "home", "name" : "washer", “href” : “/device/washer” "children" : [ { "name" : "status", "value" : false, "writeable" : false, "display" : "", "obix" : "bool" "name" : "power", "value" : 0.0, "writeable" : false, "display" : null, "obix" : "real" "name" : "energy", "value" : 0.0, "writeable" : false, "display" : null, "obix" : "real" "name" : "error", : "", "writeable" : false, "display" : null, "obix" : "str" }, { "name" : "powerState", "value" : 0, "writeable" : true, "display" : "Off:On:Standby", "obix" : "int" }, { "name" : "stage", "value" : 0, "writeable" : true, "display" : "None:Washing:Rinsing:Spinning", "obix" : "int" }, { "name" : "operationState", "value" : 0, "writeable" : true, "display" : "Idle:Progress:Suspended:Finished", "obix" : "int" }, { "name" : "washProgram", "value" : 0, "writeable" : true, "display" : "None:Wool:Jeans:Colored:Hot wash", "obix" : "int"
Albert Richard Smith Birth Place: Watford, Herts Residence: Watford Date: 21 Mar 1917 Death Location: France & Flanders Enlistment Location: Watford Rank: C.S.M. Regiment: Bedfordshire Regiment Battalion: 8th Battalion Number: 17232 Type of Casualty: Killed in action Theatre of War: Western European Theatre
Tomb CRC – Commercial Road cemetery, Pietermaritzburg. Tomb WSC – West Street cemetery, Durban. Church Registers R St P. Dbn – Register, St Paul’s Church, Durban. R. Wes. Dbn – Register, Wesleyan Church, Durban. Unpublished Official Papers AGO – Attorney General’s Office. CSO – Colonial Secretary’s Office. DGRD/B – Durban Government Register Deaths/Births. EI – European Immigration. GH – Government House. MSC – Master of the Supreme Court. Wills. MSCE – Master of the Supreme Court. Deceased Estates. PGRD – Pietermaritzburg Government Register Deaths/Births. ROD – Registrar of Deeds. RSC – Registrar of the Supreme Court. Newspapers & Journals NM – Mercury NMP – Natal Mercury Pictorial NW – Natal Witness Private Source Material Dove’s, Undertakers, Durban. List of burials. Feilden, J.L. Correspondence, Eyre Papers, Don Africana Library. SFT – Smith Family Tree via Dr E.V. Palmer and T.B. Hodson (both deceased). Smith Papers, Local History Museum, Durban. SO’B S – Shelagh O’Byrne Spencer. 3 085 words