zilongwang/ReadingBank huggingface dataset:
Endeavour Fund The Foundation Endeavour Fund Endeavour fund challenge projects that highlight successful transition of wounded, injured and sick personnel into civilian life Toe in the Water (Fastnet and round island races) Flying for Freedom Military Mountain Bikers Walking to the South Pole £250,000 Other Change through leadership Home to Work Scheme West Midlands Veterans Housing A pilot project taking hard-to-reach failed transitioners in two Midlands sites by providing holistic support alongside supported housing £261,891 Transition Community Self-build University of the West of England Independent evaluation of Community Self-build scheme in Bristol for most vulnerable ex-Service personnel £75,000 Transition Integrated Support Network Manchester Business School A study into information, advice and guidance for personnel and families (‘helplines’) £74,500 Transition Employment Support for Veterans with Mental Health Issues The Poppy Factory Study into employment support model and employers’ needs relating to ex-Service personnel with mental health issues £75,427 Mental Health Mental Health Research strategy Centre for Mental Health A paper developing a mental health research strategy for consideration by FiMT Board £39,500 Mental Health UK Military charities resource centre Directory of Social Change On-line resource centre providing information and analysis of top 500 military charities £243,494 Other Working together In formation Research in the NE Institute for Local Governance Regional study into information exchange requirements for organizations working in veterans sector £23,200 Other Working together TRBL Survey The British Legion Part-funding of a national survey to identify veterans’ current and future requirements £73,098 Transition Cobseo website Cobseo Part-funding of web-site development to enable cluster working and hence deliver new strategic objectives £7480 Other Working together It is also worth noting that the whole grant-giving infrastructure has been effectively built from scratch, and that detailed eligibility criteria have been publically issued. 2 – Eligibility criteria at January 2014 Broad principle Specific criteria FiMT has an aim that all grants should provide evidence-based, sustained change that improves the lives of those members of the Armed Forces, veterans and their families as described earlier in the charitable objects; this does allow for Finding a job, training, education and transition services Early Service Leavers Finding a home Impact on families
MONTH of JUNE Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Over the summer be sure to stretch, condition, run and tumble 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 New only 1-3 Atrium Older members 3-6 little girls camp slant 17 New girls only 1-3 Atrium Older members 3-6 little girls camp slant 18 New girls only 1-3 Atrium Older members 3-6 little girls camp slant 19 New girls only 1-3 Atrium Older members 3-6 little girls camp slant 20 21
22 23 24 All 2-4 practice Slant dome 25 All 2-4 practice Slant dome *THEMED PRACTICE wear red white or blue! 26 All 2-4 (tentative) practice Slant dome 27 28 *dead week starts 29 ***This week is a NO contact week by IHSA 30 We can’t answer any phone calls, emails, texts or see the girls 1 2 3 4 fourth! 5 MONTH of JULY Sunday Monday Tuesday Wednesday Thursday Friday Saturday ***This week is a NO contact week by IHSA We can’t answer any phone calls, 1 2 3 4 Happy fourth! 5
emails, texts or see the girls 6 7 8 All 8-2 Cheer camp slant dome 9 All 8-2 Cheer camp slant dome 10 All 2-8 Cheer camp spyglass Then sleepover 11 Pickup girls by 8 am 12 Coach Cramers birthday 13 14 15 All 9-11 practice slant dome 16 All 9-11 practice slant dome 17 All 9-11 practice dome *THEMED practice wear pigtails with bows (old school cheer) 18 19 20 21 22 23 All Tentative fundraising date county fair 24 All Tentative fundraising date county fair 25 26 27 28 29 All 9-11 practice dome 30 All 9-11 practice slant dome 31 All 9-11 practice slant dome *THEMED practice animal print
Have students work in small groups to look at the photos and discuss the questions about family 20’ Vocabulary focus Students use collocations to make sentences and statements related to family law topics Go over vocabulary as needed but encourage students to guess words from context Practice vocabulary related to the topic Assess level of knowledge related to family law PLS Worksheet: Vocabulary Practice! 60’ Research and read Assign each student a topic: Being Married, Getting Separated or Divorced, Making an Agreement Go through the instructions on the worksheet: Each student to read the PLS booklet on assigned topic Students take in the comparison diagram Students will form groups of three with each student having a different topic Students will discuss and share their findings while taking notes about the topics they did not research Finally, have each students report back to the class new thing they learned about a topic from one of the group members Have the class report back what is different about the laws in their countries from the laws in Canada Prepare for reading task Comprehend instructions for jigsaw reading Reduce a page of information to a list of important details Listen in order to take notes PLS Worksheet: Research and Share! PLS Worksheet: Read and Record! PLS Worksheet: Listen and Take Notes! Refer to Learning about the Law - Family Law wikibook
30’ Discuss and check Students work in pairs to discuss their opinions related to various family situations Students read the PLS booklet in order to find out what Canadian laws state regarding the specific family issues Students discuss their opinions about Canadian laws related to family State and qualify opinions Skim and scan for specific information PLS Worksheet: Discuss your Opinions! to Learning about the Law - Family Law wikibook 20’ Find out more Students choose one of the topics related to family law Students research the website and the PLS booklet in order to summarize the main points about the topic Students report their findings to the class Research information on Family Law in British Columbia Write a summary Computer Lab PLS Worksheet: Find out More! Refer to Learning about the Law - Family Law wikibook 10’ Self-Assessment Students fill out self-assessment form independently Self-assessment PLS Worksheet: What did you learn? The Canadian Family With your discuss what you know about Canadian families. What do you know about family laws in Canada? What have you noticed or what can you guess about family values in Canada? What is similar or different about family laws and values in Canada compared to your country?
20’ Predict and read Students predict by checking off the services that they think are paid for by taxes Students check their predictions in the PLS booklet In pairs, students discuss their opinions about taxes Predict content through a check list Skim and scan for information PLS Worksheet: Predict! Refer to PLS wikibook Paying Taxes 20’ Read and take Students skim the PLS booklet to take notes in the form of a mind map Students work in pairs to share their information and add to their notes Read and taken notes Use a graphic organizer to take notes Skim and scan for information in the text PLS Worksheet: Create a Mind Map! Refer to PLS wikibook Paying Taxes 25’ Comprehension check In small groups, students play a game to check comprehension of materials Cut up one set of tax type card and statement cards for each group Explain the rules of the game: Place all of the statement cards face down in a pile on the table. the tax type cards spread out face up on the table. Take turns turning over a statement card and reading it aloud. Race to slam the tax type card that matches the statement. The first person to slam the correct tax type keeps the card. The person with the most cards at the end wins. Assess level of comprehension of reading materials PLS Worksheet: Tax Slam!
the biggest tax you pay You don’t pay this tax for rent, groceries or public transportation. You pay on most things you buy. You pay this if you own a condominium, a building, or land. You have to fill out a tax return for this type of tax. You don’t have to pay this kind of tax on your own things if you move to Canada. You pay this kind of tax on things you buy in another country and bring to Canada. a combination of federal and provincial tax carbon tax is one example a provincial sales tax of 7% on most items included in the price you pay for these specific items You have to report this tax to the CRA every year. If you are out of Canada for 7 days or more, you can bring back goods worth $800.00 without paying this tax. You pay this on tobacco and motor fuels. You pay less of this kind of tax if you are a senior. Your city or town government sends a letter each year to tell you how much you owe. Give Advice!
Review Log Version Review Date Reviewed By Changes Required? (If yes, please summarise) Changes Approved By Approval Date V0.1 24.4.14 Wiltshire Clinical Commissioning Group, Clinical Advisory Group (CAG) Yes: To differentiate between & be clear about those injections which are carried out as part of a comprehensive pain management service CAG Part of review V0.2 20.5.14. MSK Yes: Questions in respect of radicular pain to be clarified Part of review Part of review V0.3 19.6.14 CAG No changes but question in respect of radicular pain unresolved at this point. Part of review Part of review V0.4 20.6.14 – 26.6.14 Steve Rowlands & Peter Jenkins To agree the element of the policy that addresses radicular pain via epidural injections Steve Rowlands & Peter Jenkins 26.6.14 V2 10.07.14 Wiltshire Clinical Commissioning Group, Quality and Clinical Governance Committee Clinical content of policy agreed. V3 13.11.14 Secondary Care Clinicians from GWH and RUH: Adam Brooks (Orthopedic Surgeon at GWH) Lucy Williams (Clinical Lead for Pain Service GWH) Clare Damen (Anaesthetic Service Manager Bath RUH) Mike Coupe (Consultant Yes: The policy is now more explicit as to what is commissioned for non-specific pain, and what is commissioned for radicular pain (the clarity is provided by setting out the commissioning requirements in format, rather than prose). The policy now explicitly states that WCCG will Quality and Clinical Governance Committee 3.3.15
Longer than 12 months Not commissioned. WCCG will only commission an initial epidural injection for non-specific pain where: Patients have actively participated in the decisions in respect of their treatment; Patients show commitment to taking responsibility for managing their condition by demonstrating relevant lifestyle changes, which include weight loss, increased fitness through exercise and physiotherapy; diet control, avoidance of illicit drugs and alcohol; improvement in sleep patterns; managing mood and mental health; and improved engagement in activities of daily living and purposeful occupation where appropriate; All other available conservative management options have been tried for at least twelve months and have proven to fail; Back or neck pain is rated at a level of 7/10 on the standard pain scale; Back or neck pain causes significant impact on daily functioning, which has been assessed using the HAD tool; and Patients have given their informed consent. WCCG will only fund a second epidural injection if: Six months have elapsed since the first injection and there is evidenced improvement, i.e. VAS (20mm reduction), HAD (reduction of 4 or more), Oswestry & EQ-5D scores showing improvement; as well as evidence of medication reduction at three months. In total, WCCG will only routinely fund a maximum of 2 epidural injections per patient. A request for exceptional funding must be made for a third injection at the same site.
Sample Lesson Plan Time Sample Tasks Expected Outcome Resources 15’ Warm up In or small groups, students talk about pictures Go over vocabulary and answers Assess level of knowledge of/interest in workplace bullying Generate interest Activate prior knowledge PLS Worksheet: Get Ready! 20’ Predict and read Copy and cut into cards Students put in two categories - bullying and not bullying - and check by readingWorkplace Bullying & Harassment, p. XX Go over any new vocabulary, but encourage students to apply word attack strategies first: Ask for peer support Look at base form of word Guess the meaning from context Look in monolingual dictionaries Identify behaviours that are considered bullying and those that are not PLS Worksheet: Predict! Workplace Bullying & Harassment, p. XX 15’ Vocabulary Students match phrases of similar meaning Students enter new words into their vocabulary notebook Teach pronunciation as needed Apply word attack skills and vocabulary building strategies PLS Worksheet: Build your Vocabulary! 15’ Case Studies In pairs, students read and discuss 4 situations and determine if the behavior would be considered bullying Debrief as a whole class Note: The situations can be cut up and posted around the room, for a “circulate and discuss” activity. Think critically Demonstrate understanding of key concepts from the reading PLS Worksheet: Apply it! Time Sample Tasks Expected Outcome Resources
20’ Discussion Give students time to finish the sentence starters independently Coach and support, especially in regards to grammar and meaning Go over how to use the expressions in the “Useful Language” section In pairs, students share their sentences Get pairs to present their answers to the whole class Express feelings and preferences Use conversation management phrases PLS Worksheet: Talk it! 25’ Dialogue Set the context for the dialogue Teach and practice pronunciation Identify register (level of informality) Students practice the dialogue in pairs until they are comfortable Students identify some of the functional language Use a range of courtesy formulas and some casual small talk in short, one-on-one or small group interactions PLS Worksheet: Speak Up! 20’ Read a Notice Students read a workplace notice about an anti-harassment policy and training session Students answer questions about genre, author/audience, and identify actions needed as a result Emphasize that they do not need to understand word to understand the notice Get information from short business or service texts (such as brochures, notices, form letters and flyers) PLS Worksheet: Read a Notice! 30’ Research Support and coach students on how to navigate the WorkSafeBC website (a demonstration might be necessary) Students work independently or in pairs to find the information Go over answers Identify where to get more information about workplace bullying/harassment PLS Worksheet: Find out More! Computer lab 10’ Self-Assessment Allow students to fill out self-assessment form independently Self-assessment PLS Worksheet: What did you learn? Lesson Plan: What is it? (CLB 4)
Reynolda Church Minutes of Stated Session Meeting June 19, 2014 Time: 6:30 pm Elders present, (P), Absent (A): Teaching Elders: P Senior Pastor – Alan D. Wright P Associate Pastor – Christopher E. Lawson Ruling Elders: P Lynn Brewer P Bridgette Blackwell P Dan Anthony P Gloria Bruce P Tom Hull P Keith Avery P Chad Foster A Barrett Johnson P Kelly Barrett P Sean Giese P Bill Rice P Bob Roach Others Attending: P Mickey Thigpen – Executive Director P Hugh McPherson – Chair of Capital Budget Committee P Brandon Williams – Asst Pastor for Discipleship Visitors: None Call to Order The Stated meeting of the Session of Reynolda Church for June 19, 2014, was called to order by Pastor Lawson. Various elders shared prayer concerns for this week. There was a time of prayer for congregational needs and the Session meeting. Pastor Wright closed in prayer. Approval of Agenda The agenda was and seconded for approval with the following exceptions under the Executive Director’s report: Boundless designated contributions Proposed budget cuts Approved unanimously. Omnibus Motion Moved and seconded to approve. Passed unanimously. Clerk’s Report
Entrances The first thing the guest will see will be an elegant decorative table on the beach. The table will also hold the programs. Greeting Party Atmosphere Colors Using the bride and groom’s color choices of yellow, green and touches of turquois. Lighting Give your event the 'wow' factor with Blue Steel Lighting Design. They specialize in wedding lighting and can provide the unique look you are trying to achieve. Floral Stunning lemon yellow roses beautiful, especially for an elegant wedding theme. Decorations Elegant centerpiece that have sliver branches, hanging lanterns and yellow roses at the base. Candles along the mantle of the fire place. Tablescapes Table place setting on an ivory linen, gold beaded glass charger, gold flatware, rimmed glass. Menu printed on thin, transparent acrylic sheet. Fabrics For the tables I would be using a green linen on the bottom (floor length) and an ivory linen for the top. Cake Covering the table with an ivory cloth and tossing rose petals on the top is a simple and lovely adornment. The lighting on the fabric will also showcase your wedding cake table. Signature Statements Appetite Buffet Sit down dinner. Food Stations Cake A beautiful four tier wedding cake with you last name as the cake topper. With edible green ribbon along the bottom and seashells. Bar/s There will be an open bar consisted of four different types of beer and three different types of wine.
CLOUD COUNTY COMMUNITY COLLEGE BOARD OF TRUSTEES Agenda - June 24, 2014 15. Facilities Summer Projects 16. Policies Decision A. B4 – Professional Development and Travel B. B9 – President C. C1 – President D. C3 – Employee Classifications E. C10 – Problem Resolution F. C12 – Benefits G. C13 – Declared Holidays H. C14 – Employee Tuition and Comprehensive Fee Benefit I. C18 – Shared Sick Leave Pool J. C20 – President’s Travel K. C22 – Emeritus Status L. E7 – International Student Health Insurance M. AP1 – Institutional Policy N. AP2 – Administrative Personnel O. AP3 – Salary and Payroll P. AP4 - Benefits Q. AP5 – Leaves of Absence R. AP6 – Retirement S. AP7 – Resignation, Termination and Nonrenewal T. AP8 – Vacation and Holidays U. AP9 – Evaluations V. AP10 – Hiring Practices W. SS1 – Support Staff Personnel Definitions X. SS2 – Hiring New Employees Y. SS3 – and Salaries Z. SS4 – Benefits AA. SS5 – Employee Relations BB. SS6 – Separation of Employment CC. SS7 – Evaluations 17. Emergency Preparedness Committee – Conceal Carry Decision 18. Waiver of Alcohol on Campus Decision 19. Information Information A. Kid’s College B. Cloud and Republic County Fairs C. Cloud County Community College T-Bird Golf Tournament
CLOUD COUNTY COMMUNITY COLLEGE BOARD OF TRUSTEES June 24, 2014 ITEM NO: 16 AGENDA ITEM: Policies ITEM TYPE: Information COMMENT: A. Policy B4 – Professional Development and Travel. Procedures changed. B. Policy B9 – President. Moved from C1. C. Policy C1- President. Delete. Moved to B9. D. Policy C3 – Classifications. New policy. E. Policy C10 – Problem Resolution. Procedures changed.
F. Policy C12 – Benefits. Procedures changed. G. Policy 13 – Declared Holidays. Remove, included in revised C12. H. Policy 14 – Employee Tuition and Comprehensive Fee Benefit. Remove, included in revised C12. I. Policy 18 – Shared Sick Leave Pool. Remove, included in revised C12. CLOUD COUNTY COMMUNITY COLLEGE BOARD OF TRUSTEES June 24, 2014 ITEM NO: 16 AGENDA ITEM: Policies (Cont’d) ITEM TYPE: Information COMMENT: J. Policy C20 – President’s Travel. Remove. K. Policy C22 – Emeritus Status. New policy. L. Policy E7 – International Student Health Insurance. New policy. M. Policy AP1 – Institutional Policy. Remove. N. Policy AP2 – Administrative Personnel. Changed name from “Definitions and Contracts” and updated procedures.
CLOUD COUNTY COMMUNITY COLLEGE OF TRUSTEES June 24, 2014 ITEM NO: 18 AGENDA ITEM: Waiver of Alcohol on Campus ITEM TYPE: Decision COMMENT: In 2015 Cloud County Community College will celebrate its 50th Anniversary. The celebratory culmination will be the Cloud County Community College Foundation Scholarship Auction. The Foundation desires to hold its Auction in Arley Bryant Gymnasium on April 11, 2015. K.S.A. 41-719 allows the Board of Trustees of a community college to exempt the consumption of alcoholic liquor on campus in space not used for classroom instruction. The Foundation requests Policies C7 and E4 be waived to allow alcohol in Arley Bryant Gymnasium April 10-12, 2015.
Potential to expand Grimsby Hospital would attract more healthcare professionals to work and live in the area. Public Administration Public administration is an important service sector in the local economy again with population growth or decline being a major determinant of potential employment change in the future. Ongoing public sector austerity cuts and efficiency measures. Increasing contracting-out of services. Prospects for growth are limited. Construction & Real Estate An important and growing sector in the North East Lincolnshire economy. Growing demand from the key sectors and associated supply chains will stimulate growth in construction and real estate services. An enhanced property sector and growth in demand in the residential and commercial property markets would stimulate significant construction employment. Reliant on large scale investment in capital projects and development activity stimulated by improved property market conditions. Scope for import of construction firms and labour such that maximum economic impact is not captured locally. Local land values/development viability is a major threat to securing speculative commercial development within the area. Business & Financial Services Growth of the key sectors will generate new demand for business-to-business services (including legal, insurance, finance and accountancy, information technology and communications, engineering, support services). Stimulation of the office market will potentially attract new investors and occupiers to the area including regeneration schemes in Grimsby town centre and new business parks. Under-represented sector at present. Low wage economy and out-migration of qualified workers to other parts of the UK. Low level skills base? Currently fragile office market. Transportation & Storage A well established sector employing over 5,000 workers. North East Lincolnshire has a strong industrial and logistics base which generates substantial demand in the transportation and related sectors. This demand will continue to expand as more growth and capital investment takes place in the key sectors. Ongoing investment required in local road infrastructure, port infrastructure and related facilities. Supply of good quality, readily available land and premises required to meet demand. Other Services Many other service-based sectors will benefit from enhanced demand created by the growth and diversification of the key sectors. This will, in turn, generate greater retail and other consumer expenditure in the local economy. Need to improve quality and diversity of local services in order that additional income expenditure in the local economy is not ‘leaked’ to other areas.
No Number of Heart Rate (bpm) Error Rate (bpm) Error Rate (%) PPG Heart Rate Belt 1 67,42 69 1,58 2,30 2 69,77 71 1,23 1,74 3 72,29 69 3,29 4,77 4 68,86 70 1,14 1,62 5 66,94 69 2,06 2,98 6 65,87 68 2,13 3,13 7 66,57 69 2,43 3,52 8 64,83 68 3,17 4,67 9 70,28 67 3,28 4,90 10 64,39 68 3,61 5,32 Average 3,49 Measurement after the subject perform light exercise No Number of Heart Rate (bpm) Rate (bpm) Error Rate (%) PPG Heart Rate Belt 1 80,96 83 2,04 2,46 2 82,19 84 1,81 2,15 3 81,08 79 2,08 2,63 4 75,86 80 4,14 5,17 5 79,84 81 1,16 1,43 6 77,29 80 2,71 3,38
PAPER – 305 B : NAME – Upaniṣads Marks – 50 (Minimum Classes to be allotted - 50) MODULE – 1 : Marks – 20. Kenopaniṣad MODULE – 2 : Marks – 20. Chāndyogya Upaniṣad (Selected Portions) MODULE – 3 : Marks – 10. Mid Term Assessment. Suggested Readings : - Kenopanishad Edited by Shiva Prasad Dvivedi, Publisher Chowkhamba Chandyagyopanishad Edited by Ray Bahadur Babu Jhalim Singh, Publisher Chowkhamba Chandyagyopanishad Edited by G N Jha, Publisher Chowkhamba The Principal Upanishadas (All Volumes) Edited by Max Muller, Publisher Chowkhamba The One Hundred Eight Upanishadas (All Volumes) Edited by Ajay Kumar Chhawchhaia, Publisher Chowkhamba PAPER – 305 C : NAME – Philosophy Marks – 50 (Minimum Classes to be allotted - 50) MODULE – 1 : – 20. Pātañjalayogasūtra (Samadhipāda only) with Vyāsabhāṣya MODULE – 2 : Marks – 20. History of Philosophical traditions in India MODULE – 3 : Marks – 10. Mid Term Assessment. Suggested Readings : - Yogasutra of Paanjali Edited by G L Verma, Publisher Chowkhamba Radhakrishnan S. : An Idealist View of Life. D.A. Gangadhar : Sarvapalli Radhakrishnan Ka Dharma Evam Darshan. B.K. Lal : Contemporary Indian Philosophy and English) Mishra, R.S. : The Integral Advaitism of Shri Aurobindo. The essentials of Indian Philosophy – Hiriyanna The Philosophy of Hindusm – Dr. S. Radhakrishnan Studies in Indian Philosophy – Prof. R.D. Ranade A Critical Survey of Indian Philosophy – Dr. Chandradhar Sharma Early Greek Philosophy – John Burnet Laws by Plato Part – 1, 2 – Plato Wisdom in Indian Tradition – edited by – Shoun Hino Logic in Earliest Classical India – edited by – Brendan S. Gillon
NAME – Praśastapādabhāṣya (Dravya Section only) with Nyāyakandalī Marks – 50 (Minimum Classes to be allotted - 50) MODULE – 1 : Marks – 20. Upto Vāyu MODULE – 2 : Marks – 20. Beginning from Sṛsṭisaṁhārasiddhi upto the end. MODULE – 3 : Marks – 10. Mid Term Assessment. Suggested Readings : - Nyaya Siddhanta Muktavali Edited by Lokmani ahal, Publisher Chowkhamba Nyaya Siddhanta Muktavali Edited by Jwalaprasad Gaur, Publisher Chowkhamba Nyaya Siddhanta Muktavali Edited by Gajanan Shastri, Publisher Chowkhamba The meeting of the Syllabus Committee of Sanskrit of Sidho – Kanho – Birsha University was held on 18.09.2012 at 12.00 noon. The draft of the Syllabus prepared for M.A. in Sanskrit was fully discussed in the meeting and thereby the members were unanimous to recommend it for implementation w.e.f. the Academic Session of 2012 – 2013.
Suggested Readings : Shapiro, A.C., Multinational Financial Management, Wiley Levi, M.D., International Finance, Routledge Apte, P.G., International Finance, Tata McGraw Hill Siddaiah, T, International Financial Management, Pearson 4.5: Security Analysis and Portfolio Management Module I: Security Analysis Understanding the world of Investment : Investing and investments – Nature of Investments – Investments attributes – Comparison between investment, speculation and gambling – Investment alternatives – Real assets vs. financial assets – Meaning, characteristics and types of financial assets – Derivative securities – Direct vs. indirect investments – Framework of investment : policies and practices for institutions and individuals – Techniques of security analysis – Fundamental analysis vs. technical analysis. Organization and functioning of financial markets : Primary market vs. secondary market – Regulation of financial markets – SEBI guidelines relating to public issues, pricing of issues, appointment of merchant bankers and underwriting of issues – Stock market indices (concept and calculation). Fundamental analysis : Economic analysis – Industry analysis – Company analysis (including forecasting future performance) – Methods of equity valuation – Bond analysis and valuation. Technical analysis : Charting techniques (trends – moving average – relative strength point and figure analysis etc. – Dow Theory – Key technical indicators. Module II: Portfolio Management Analysis : Concept and estimation of risk and return of individual securities – Relationship between risk and return – Types of security risk – Systematic risk vs. unsystematic risk - Concept of portfolio and portfolio diversification – Portfolio management process – Implications of diversification for investors – Diversification strategies – Portfolio risk and return – Markowitz risk-return optimization principle. Selection: Markowitz (mean-variance) efficient frontier and optimal portfolio – Introduction of a risk free security in portfolio – Market portfolio – Capital market line (CML). Market Theory and Evaluation of Investment Performance : Capital asset pricing model (CAPM) – Features and assumptions – Concept and estimation of Beta Co-efficient –Significance of Beta in portfolio decisions – Single index market model for portfolio construction – Security market line(SML) – Criticism of capital asset pricing model –Arbitrage pricing theory (APT) . of Portfolio Performance: Portfolio performance measures – Portfolio revision – Portfolio insurance – Mechanics of international diversification.
Table 1: TEG values and interpretation TEG Value Normal* Description Measures TEG-ACT (rapid) 80 - 140 sec “Activated clotting time” to initial fibrin formation clotting factors (extrinsic/intrinsic pathways) R time (conventional) 5.0 - 10.0 min “Reaction time” to initial fibrin formation clotting factors (intrinsic pathway) K time 1.0 - 3.0 min “Kinetic tim” for fibrin cross linkage to reach 20 mm clot strength fibrinogen, platelet number angle 53.0 - 72.0 degrees from baseline to slop of tracing that represents clot formation fibrinogen, platelet number MA 50.0 - 70.0 mm Maximum amplitude of tracing platelet function G value 5.3 - 12.4 dynes/cm2 Calculated of clot strength entire coagulation cascade LY 30 0 - 3% Clot lysis at 30 minutes following MA fibrinolysis 2: Suggested TEG-guided transfusion TEG Value Transfuse TEG-ACT > 140 FFP R time > 10 FFP K time > 3 cryoprecipitate α angle < 53 cryoprecipitate +/- platelets MA < 50 platelets LY30 > 3% tranexamic acid
HONORS AND AWARDS Accounting Doctoral Scholar, AICPA Foundation (2012 incoming class) Douglas C. Clarke Memorial Teaching Award, 2014-2015 ACADEMIC EXPERIENCE University of Wisconsin-Madison, Research Assistant/Teaching Assistant (2012 – Present) TEACHING INTERESTS Auditing and Financial Accounting TEACHING EXPERIENCE Instructor, Wisconsin School of Business (2012 – Present) Evaluations AIS 630 - Audit and Assurance Services, Fall 2015 Teaching Assistant NA AIS 100 - Introductory Financial Accounting, Spring 2015 4.51/5.00 AIS 100 - Introductory Financial Accounting, Fall 2013 4.55/5.00 AIS 100 - Introductory Financial Accounting, Fall 2012 4.68/5.00 PROFESSIONAL EMPLOYMENT KPMG LLP: Audit Senior Manager & National Instructor, Washington, DC, 2003, and Tysons Corner, VA, 2004-2012 PROFESSIONAL CERTIFICATIONS Certified Public Accountant, State of Virginia (2005-present) - inactive PROFESSIONAL MEMBERSHIPS American Accounting Association (2012-present) American Institute of Certified Public Accountants (2005-present) SERVICE ACTIVITIES PEOPLE program, University of Wisconsin – Madison (2013) PhD Representative, Wisconsin School of Business Ph.D. and Research Committee (Sept. 2014 – Aug 2015) AIS 100 PhD Course Coordinator (Sept. 2014-May 2015) REFERENCES
Teesside GP Tutor Educational Event 1.30pm – 4.30pm Tuesday 12th September 2017 1.30pm - Effects of Health on Work Dr Phil Wynn, Consultant Occupational Physician An occupational health perspective 3.00pm - Appraisal Quality Improvement Activity and case discussions Dr Danny Wong, Postgraduate GP Tutor How to satisfy the needs of revalidation and make appraisal easy. 4.00pm – General QA about Appraisals and Revalidation. Postgraduate GP Tutors Open discussion 3 CPD hours
Tax Executives Institute, Inc. – Detroit Chapter 2016 Spring Session - June 14, 2016 All Day Accounting / Audit Seminar Presenters: Ernst & Young LLP Moderator-Ricci Obert Time Speaker CPE 7:15 Registration / Continental Breakfast 7:50 – 8:00 Opening Remarks TEI 8:00 – 8:50 Country by Country Reporting/ BEPS and Transfer Pricing Update Mark Mukhtar/Lara 50 min 8:50 – 9:45 Valuation allowance/APB23, Regulatory update: SEC Comment Letters and PCAOB review, FASB Dave Mullett, Scot Kettlewell, 55 min 9:45 – 10:00 Break 10:00– 10:50 Accounting Methods, R&D Matt Bouw/Jeff Carter 50 min 10:50– 11:40 Indirect Tax Update and VAT Update Smitha Hahn/Ela 50 min 11:40-12:05 TPA Andrea Gronenthal 25 min 12:05 – 1:05 Lunch 1:05 – 1:55 Stock Based Compensation and Hot Tax Topics in Executive Compensation Danyle Ordway, Gina Henricks and Bill Murphy 50 min 1:55 - 2:20 Transaction Costs Allison Sompou 25 min 2:20 – 3:05 Subchapter C Update; Dispositions, Reorganizations and Spin-Offs Howard Tucker 45 min 3:05 – 3:20 Break 3:20- 4:10 Legislative Update Gary Gasper 50 min 4:10 – 5:30 Hospitality Reception Hosted by EY
Date Signed Please list everyone you have shared / discussed this referral with and when. Name Title Agency Date / Time Confidentiality Notice – This information is shared in accordance with Tees LSCB’s Information Sharing Protocol, if received in please contact the referring organisation. Appendix 1 : Ethnicity SAFER White White British White Irish Gypsy/Roma Traveller of Irish heritage Any other White background Black or Black British African Caribbean Any other Black background Please state: Asian or Asian British Bangladeshi Indian Pakistani Any other Asian background Please state: Mixed/dual background White and Asian White and Black African White and Black Caribbean Any other mixed background Please state: Chinese and other Chinese Any other ethnic group Please state: Not given Religion First Language
Tax Executives Institute, Inc. – Detroit Chapter 2012 Spring Session - June 7, 2012 All Day Accounting / Audit Seminar Presenters: Ernst & Young LLP Moderator-Ricci Obert Time Topic Speaker CPE 7:15 Registration / Continental Breakfast 7:50 – 8:00 Opening Remarks TEI 8:00 - 9:00 Legislative Developments/Camp Proposal Steve Ferguson, Barbara Angus and Stacy Wabeke 60 min 9:00 – 9:30 Tax Controversy Issues What is meant by “Effective Settlement” Trevor Wetherington 30 min 9:30-10:00 Tax Accounting for Share Based Compensation (123R) Danyle Ordway and Stew Nigg 30 min 10:00 – 10:30 Break 10:30 – 11:15 Good Data Matters- Data Tax Provision Technology Chris Mabrey and Patricia Januszewski 45 min 11:15– 12:00 Transfer Pricing Controversy and FIN 48 Lane Wrappe 45 min 12:00 – 1:00 Lunch 1:00– 1:45 Valuation Allowance Unrepatriated Earnings (APB 23) Dave Mullett, Scot Kettlewell, and Dave Noonan 45 min 1:45 -2:15 SEC Comments & Disclosure Practical Tax Accounting Issues Dave Noonan and Erick Marold 30 min 2:15– 2:55 Michigan Corporate Income Tax and Developments in other states Smitha Hahn 40 min 2:55 - 3:15 Break 3:15– 3:45 Tax Accounting Methods Sharon Kay and Jeff Carter 30 min 3:45 – 4:30 Tangible Property Regulations Sharon Kay and Joe Pawlanta 45 min
TOOL Tool Type of Tool Purpose of Tool 2.1: Home Visitor Position Description Sample Provides sample language for a home visitor job posting, including a description of data collection duties. 2.2: Data Collection Materials Checklist Checklist Serves as an inventory tool for maintaining an “office in a box.” 2.3: Data Collection Protocol Outline Outline Provides an outline of sections that can be included in a data collection protocol with explanations describing each major section. 2.4: Data Collection Schedule Tool Modifiable Excel Template With Instructions for Customization Allows home visitors to track their data collection activities and supervisors to support home visitors in keeping up with data collection schedules. This spreadsheet can pre-populate target data collection dates by participant. 2.5: Data Element Tracking Form Template Provides a table to track all the data elements included in the data collection plan. Completing the table ensures that all data elements are addressed and will help staff locate data when needed for reporting. 2.6: Sample Training Schedule Sample Provides an example of a training schedule for home visitors that addresses issues related to data collection. TOOL 2.1: Home visitor position description Note about the tool: This tool shows how data collection responsibilities and experience (shown in bold) might be included in a position description. This sample position description lists the roles of a home visitor, but the same data collection responsibilities could be listed in descriptions of other positions. All language/structure is provided as an example and should be revised to meet the specific needs of your program and the context of your community. Sample Template Including Description of Data Collection Duties
Data Element Tracking Form Data Element Form(s) Used To Collect the Data Question Location of the Data in the System When Data Are Collected EXAMPLE: Age of enrollee Demographic intake form Question 3: Date of birth Dem Form 1: Q3 At intake only Information generated by a formula based on date of birth and data or enrollment.
TEEN FAIRS/FESTIVALS/HOMECOMING AND OTHER TITLES Teens who holds a Fair and Festival Titles or who have participated in a judged event may apply to compete at the Miss Kentucky’s Outstanding Teen Pageant. The following guidelines must be established: A contestant must be able to meet all eligibility requirements of the Miss Kentucky’s Outstanding Teen State/Local Contract and must understand that she must compete in all phases of competition at the state level. A contestant must have won her title through a judging process. Verification is required certifying that she won the title and that she is under no obligation regarding appearances or activities that would interfere with her obligations should she become Miss Kentucky’s Outstanding Teen or Miss America’s Outstanding Teen. She may not wear a sash, crown or any symbol of these other types of titles once she is representing her local, state, or national MAOTeen title (example: if she is asked to crown her festival/fair/etc. successor, she will do so as Miss Local, State, or National Outstanding Teen, not as the out-going festival, etc.) Fair/Festivals must be a one-time event where the representative does not go on to compete for another title within the Fair/Festival program. An advisor is appointed to work with the contestant from the time of her selection through the competition. A license fee is paid. $300 Winner is required to sign the standard MAOTeen Local/State Contestant Contract. Titles may include but not be limited to a local fair or festival queen, talent show winner, dance competition winner, homecoming queen, etc. State Board will make the final determination.
2. the child I am calling about a male / female child called: Child’s address: Postcode: Date of expected birth date: The child does/does not have a disability 3. Child’s ethnicity and language White White British White Irish Gypsy/Roma Traveller of Irish heritage Any White background Black or Black British African Caribbean Any Black background Please state ……………………… or Asian British Bangladeshi Indian Pakistani Any other Asian background Please state ……………………….. Mixed/dual background and Asian White and Black African White and Black Caribbean Any other mixed background Please state…………………………. Chinese and other Chinese Any other ethnic group Please state ……………………….. Not given Religion ………………………………………….. First Language ………………………………………….. 4. Other services involved with the child are: Service Details (e.g. name, address) Telephone GP years School Other (specify) Other (specify) Other (specify)
2. the child I am calling about a male / female child called: Child’s address: Postcode: Date of birth/ expected birth date: The child does/does not have a disability 3. ethnicity and language White White British White Irish Gypsy/Roma Traveller of Irish heritage Any other White background Black or Black British African Caribbean Any other Black background Please state ……………………… Asian or Asian British Bangladeshi Indian Pakistani Any other Asian background Please state ……………………….. Mixed/dual background and Asian and Black African White and Black Caribbean Any other mixed background Please Chinese and Chinese Any other ethnic group Please state ……………………….. Not given Religion ………………………………………….. First Language ………………………………………….. 4. Other services involved with the child are: Service Details (e.g. name, address) Telephone GP Early years School (specify) Other (specify) Other (specify) Other (specify) 5. Details of parents/guardians
changing federal budget priorities and the prospect of federal tax reform. Breakout session 2a: State sales and use tax developments: This breakout session will: Provide an update on key developments and how to plan for changes 3:45-4:30 Breakout Session 2b: M&A Tax Issues surrounding debt: This breakout session will cover: Issuances, debt modification implications and tax treatment, and Debt extinguishment issues 3:45-4:30
-;.. You need your teeth to chew your "I food. You need your teeth to talk and s mile. It's important to take care of your teeth and gums. There are many ways to keep them clean and healthy. I
Appendix Two – Recruitment monitoring form Diversity monitoring form - Job reference code ALT162 ABOUT YOU Teign Housing is committed to providing equal treatment to applicants for all roles and to developing a culture in which Equality and Diversity is embraced within all its activities. NAME:………………………………………………………………………………………… GENDER Are you: Male □ Female □ ETHNICITY To which of these groups do you consider you belong? White □ British □ Irish □ Any other white background, please state which ………………………………………………… □ White and Black Caribbean □ White and Black African □ White and Asian □ Any other mixed background, please state which ………………………………………………… Asian or Asian British □ Indian □ Pakistani □ Bangladeshi □ Any other Asian background, please state which …….…………………………………………… Black or Black British □ □ African □ Any other Black background, please state which ……………………………………….......
RHEUMATOID ARTHRITIS Products Affected Step 2: ACTEMRA SOLUTION 200 MG/10ML INTRAVENOUS ACTEMRA SOLUTION 400 MG/20ML INTRAVENOUS ACTEMRA SOLUTION 80 MG/4ML INTRAVENOUS ACTEMRA SOLUTION PREFILLED SYRINGE 162 MG/0.9ML SUBCUTANEOUS CIMZIA KIT 2 X 200 MG SUBCUTANEOUS CIMZIA PREFILLED KIT 2 X 200 MG/ML SUBCUTANEOUS COSENTYX 300 DOSE SOLUTION PREFILLED SYRINGE 150 MG/ML SUBCUTANEOUS COSENTYX SENSOREADY 300 DOSE SOLUTION AUTO-INJECTOR 150 MG/ML SUBCUTANEOUS KINERET SOLUTION PREFILLED SYRINGE 100 MG/0.67ML SUBCUTANEOUS ORENCIA CLICKJECT SOLUTION AUTO-INJECTOR 125 MG/ML SUBCUTANEOUS ORENCIA SOLUTION PREFILLED SYRINGE 125 MG/ML SUBCUTANEOUS ORENCIA SOLUTION PREFILLED SYRINGE 50 MG/0.4ML SUBCUTANEOUS ORENCIA SOLUTION PREFILLED SYRINGE 87.5 MG/0.7ML SUBCUTANEOUS ORENCIA SOLUTION RECONSTITUTED 250 MG INTRAVENOUS SIMPONI ARIA SOLUTION 50 MG/4ML INTRAVENOUS SIMPONI SOLUTION 100 MG/ML SUBCUTANEOUS SIMPONI SOLUTION 50 MG/0.5ML SUBCUTANEOUS SIMPONI SOLUTION PREFILLED SYRINGE 100 MG/ML SUBCUTANEOUS SIMPONI SOLUTION PREFILLED SYRINGE 50 MG/0.5ML SUBCUTANEOUS STELARA SOLUTION 45 MG/0.5ML SUBCUTANEOUS STELARA SOLUTION PREFILLED SYRINGE 45 MG/0.5ML SUBCUTANEOUS STELARA SOLUTION PREFILLED SYRINGE 90 MG/ML SUBCUTANEOUS XELJANZ TABLET 5 MG ORAL Details
STELARA SOLUTION PREFILLED SYRINGE 45 MG/0.5ML SUBCUTANEOUS 7, 8 STELARA SOLUTION PREFILLED SYRINGE 90 MG/ML SUBCUTANEOUS 7, 8 T TRINTELLIX TABLET 10 MG ORAL 9 TRINTELLIX TABLET 20 MG ORAL 9 TRINTELLIX TABLET 5 MG ORAL 9 U UCERIS FOAM 2 MG/ACT RECTAL 10 UCERIS TABLET EXTENDED RELEASE 24 HOUR 9 MG ORAL 10 ULORIC TABLET 40 MG ORAL 11 ULORIC TABLET 80 MG ORAL 11 V VRAYLAR CAPSULE 1.5 MG ORAL 12 VRAYLAR CAPSULE 3 MG ORAL 12 VRAYLAR CAPSULE 4.5 MG ORAL 12 VRAYLAR CAPSULE 6 MG ORAL 12 VRAYLAR CAPSULE THERAPY PACK 1.5 & 3 MG ORAL 12 X XELJANZ TABLET 5 MG ORAL 7, 8 XTANDI CAPSULE 40 MG ORAL 13 XULTOPHY SOLUTION PEN-INJECTOR 100-3.6 UNIT-MG/ML SUBCUTANEOUS 2
INFRASTRUCTURE & ENGINEERING DIRECTORATE CONTRACT PART 1 (OF 4) : C1.1 Form of Offer and Acceptance C1.2 Contract Data C1.3 Form of Guarantee C1.4 Draft Health and Safety Agreement C1.5 Pro Forma Disclosure Statement C1.6 Pro Forma Adjudication Board Member Agreement AND DATA NELSON MANDELA BAY XXX
Explain the significance of the following dates: 1607, founding of Jamestown 1620, arrival of the Pilgrims and signing of the Mayflower Compact. 1607 – founding of Jamestown, first permanent settlement 1620 – arrival of the Pilgrims and signing of Mayflower Compact Identify the political, social, and economic contributions of women to American society. Exploration and Colonization -- Political – Pocahontas helped John Smith and the European settlers in Virginia Locate places and regions of importance in the United States during the 17th and 18th centuries. Early settlements (Jamestown) Regions in the 13 colonies (New England, Middle, and Southern colonial regions) Cities – New York, Philadelphia, and Boston Analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history. New England Cause – long winters, rocky soil, and forests Effects – subsistence farming, shipbuilding, and fishing Middle Colonies Cause – shorter winters, fertile soil, good ports, and natural resources Effects – farming, and large immigrant population Southern Colonies – warm climate and good soil Effects – plantation system (rice, indigo, cotton, tobacco) and slave system Identify economic differences among different regions of the United States. New England – shipbuilding and manufacturing region Middle Colonies – agriculture and cattle-producing Southern Colonies – cash-crop agricultural area (cotton, indigo, tobacco) Compare places and regions of the United States in terms of physical and human characteristics. New England Region Examples of Physical Characteristics – Atlantic Ocean, subsistence farming, poor soil, cold climate, forest Examples of Human Characteristics Economic factors – raw materials, logging, fishing, shipbuilding Political factors: town meetings, representative government Social factors small coastal towns(Boston only large city), Religious factors – Puritans, Middle Region Examples of Physical Characteristics – Rich soil; broad, deep rivers; more natural ports; river valleys, mild winters, raw materials, Atlantic Ocean Examples of Human Characteristics Economic factors – farms, logging, fishing, shipbuilding Political factors – more tolerance Social factors small coastal towns(Philadelphia, Baltimore, New York were large cities), Religious factors – Quakers, Catholics, Southern Region Examples of Physical Characteristics – Appalachian Mountains, navigable rivers, richer soil, warm climate, raw materials, Examples of Human Characteristics Economic factors – plantations, Political factors: more slaves, more society, Social factors small coastal towns (Savannah, Charleston were large cities), Religious factors – Church of England, Catholics (Maryland), more diverse
TEKS GRADE 4 Texas has adopted curriculum standards that are to be used in all the state's public schools. The current standards, which outline what students are to learn in each course or grade, are called Texas Essential Knowledge and Skills (TEKS) ENGLISH LANGUAGE ARTS AND READING Reading/Comprehension Skills Writing/Writing Process Reading/Fluency Writing/Literary Texts Reading/Vocabulary Development Writing Reading/Comprehension of Literary Text/Theme and Genre Writing/Expository and Procedural Texts Reading/Comprehension of Literary Text/Poetry Writing/Persuasive Texts Reading/Comprehension of Literary Oral and Written Conventions/Conventions Reading/Comprehension of Literary Text/Fiction Oral and Written Conventions/Handwriting, Capitalization, and Punctuation Reading/Comprehension of Literary Text/Literary Nonfiction Oral and Written Conventions/Spelling Reading/Comprehension of Literary Text/Sensory Language Research/Research Plan Reading/Comprehension of Literary Text/Independent Reading Research/Gathering Sources Reading/Comprehension of Informational Text/Culture and History Research/Synthesizing Information Reading/Comprehension of Informational Text/Expository Text Research/Organizing and Presenting Reading/Comprehension of Informational Text/Persuasive Text Listening and Speaking/Listening Reading/Comprehension of Informational Text/Procedural Texts Listening and Speaking/Speaking Reading/Media Literacy Listening and Speaking/Teamwork MATH