zilongwang/ReadingBank huggingface dataset:
Survival analysis For patents filed between the years 1990 to 1995, business method patents and software patents have a longer active life compared to all patents. Attachment C Trade mark cluttering as a result of de-registered firms The issue of trade mark clutter, or unused live marks on the register, is often suggested as arising from the length of trade mark validity without the need for renewal payments. However, data available to determine the live or dead status of applicants for trade marks is however incomplete for Australia. Data only exists for firms that are on the Australian Business Register (ABR), and thereby excludes: private applicants, international applicants and Australian firms which have not been able to be matched to the ABR – often due to issues such as name changes. Furthermore: There is little data available on whether the applicant is still using the trade mark. One of the best proxies is the ABN or GST cancellation dates in the ABR, but issues exist in applying this. The best data available suggests that on 31 December 2014 only 1.3 per cent of trade marks registered by Australian firms were held by firms that had cancelled their ABN and/or GST number by that date. These marks were also not renewed after their lapsing date. It is unknown how representative Australian firm ‘dying’ is of ‘non-use’ of a trade mark. Due to this we can only ascertain the ‘live’ or ‘dead’ status of 34 per cent of applicants for the period 1999 to 2014 inclusive (which reflects the current full set of ABR data). However, the ‘live’ or ‘dead’ status of firms on the ABR, as determined by using the GST and ABN registration and cancellation dates, can be an unreliable proxy when checked against trade mark renewals. The primary reason for this is inaccuracies and incompleteness of the available data, where mergers, acquisitions, incorrect matches and simply different arms of a business can distort the data. A large number of trade marks have their renewal paid after the firm has de-registered their ABN or GST numbers. This indicates that although the ABN or GST status of that firm may no longer exists, there is still an applicant that finds value in maintaining their trade mark.
Feedback for the Australian Government Productivity Commission Childcare and Early Childhood Learning Draft Report - September 2014. Draft Recommendation 7.6 Draft Recommendation 7.8 Draft Finding 8.1 Draft Recommendation 8.2 Draft Recommendations 8.5 Draft Recommendations 8.6 Box 8.8 Box 8.9 Information Request 13.1 Submitted by Pam Johns 25 Hoblers Bridge Road, Newstead TAS 7250 ~ P O Box 21, Newstead TAS 7250 Phone: 03 6331 7455 ~ Fax: 03 6333 0430 info@lfdc.net.au ~ www.lfdc.net.au ABN 55 125 696 255 All of the white A4 paper used by Launceston Family Day Care is 100% recycled DRAFT RECOMMENDATION 7.6 Governments and ACECQA should: • urgently reconsider the design of the assessment and ratings system, giving particular consideration to finding ways to increase the pace of assessments • explore ways to determine services’ ratings so they are more reflective of overall quality • abolish the ‘Excellent’ rating, so that ‘Exceeding National Quality Standard’ is the highest achievable rating.
National Quality Framework requirements for nannies should be determined by ACECQA and should include a minimum qualification requirement of a relevant (ECEC related) certificate III, or equivalent, and the same staff ratios as are currently present for family day care services. Assessments of regulatory compliance should be based on both random and targeted inspections by regulatory authorities. The availability of ECEC services which could be sufficiently flexible to meet the needs of many families’ circumstances was raised by many parents in DCA’s survey of member organisations. This was particularly the case where parents needed childcare for more than once young child (especially in the case of twins or more), where parents worked non-standard hours, travelled extensively for work or were employed in rural or remote locations. Parent respondents strongly supported a broader range of care options being made available and supported by the government, with more than 80% stating that they felt that support should be extended to types of childcare not currently funded or that funding should be increased for specific types of childcare — in particular nannies providing in-home care and family members providing care. Parents were also supportive of ensuring that nanny type ECEC services were of high quality by introducing a mechanism to support quality in in-home care. 2.5 Preschool & Outside School Hours Care While acknowledging the policy rationale for a 15 hour per week universal entitlement to preschool, there is no doubt that the current arrangements causes a great deal of difficulty for parents in paid work and ensures that many mothers are unable to return to the paid workforce on any other than a very part time basis until their children begin primary school. DCA welcomes the Commission’s recommendation that For those schools with attached preschools, OSHC should extend to preschool children, as the 15 hours per week over part days that most dedicated preschools operate currently makes workforce participation of at least one parent nearly impossible. p29 A number of parents who responded to our survey specifically mentioned pre-school hours as a problem. While strongly supporting moves to broaden the availability of OSHC, DCA has some concerns about Commission’s Draft Recommendation 8.2 that State and territory governments should direct all schools to take responsibility for organising the provision of an outside school hours care service for their students (including students in attached preschools), where demand is sufficiently large for a service to be viable.
4 September 2014 To Whom it May Concern, I am the General Manager of 3 childcare centres. One is for early education and the others are school care centres. We see 500 children a week from all different kinds of families. I am concerned with a number recommendations made in the draft report and they impact they will have on our families. The removal of the 24 hr subsidy for parents who fail to meet the work/activity test. We are strong believers that early education is essential for all children and it ensures their success at school. We feel this will be a big barrier to our families accessing our early education programmes. We have high quality programs including 3 bachelor trained teachers across our service. Parents who are at home with babies yet still have children under school age are already at a disadvantage as they are often on one income already. Removing this provision would mean that early education would be out of reach financially for quite a number of our families. We also have a number of special needs families who aren’t able to meet this test due to meeting the needs of their special children. These families would be disadvantaged. The proposal to discontinue grandparent childcare benefit. These grandparents are actually saving the foster care system from having to find care for these children. We should be continuing to support them as they take responsibility for their grandchildren when the parents are unable to. Whether the grandparents are working or not, there is significant financial outlay at a time of their life where money is usually not as accessible. Many of the proposals will have an extremely negative effect on women re-entering the workforce. This is already an issue and will be further exacerbated by these proposals. This would be taking a huge backward step for Australia. In summary, the main concern to our family is their ability to afford good quality early education. We do not want to see children miss out (thus reducing the educational standard of Australia even further) due to the proposals we adopt. Kind regards, Lucy Cook General Manager AMAZE Education
The APVMA, like other regulators, provides and publishes details of its complaints and appeals processes both directly at the time of an interaction with a client and in its publications and online. Every notice about a decision the APVMA makes on an application is accompanied by information about opportunities for review of the decision. The APVMA provides a number of statutory and non-statutory opportunities for complaints and review of decisions. These include statutory internal merits review, ombudsman review, external merits review (via an application to the Administrative Appeals Tribunal) and judicial review (via an application to the Federal Court). Implementation and review of the reforms Stakeholders will continue to play a role in the implementation of the reforms. The APVMA is engaged with the regulated community over development of systems to implement the reforms and the regulatory guidance that explains the way it will operate in its new legal framework. The Act also provides for certain reviews within the first five years, a review of the Bill’s reforms after five years and rolling 10-yearly reviews of all agvet legislation, to ensure they operate as intended and remain appropriate. For further information Further details of the reforms can be found at daff.gov.au/agvet
Resources—Literature Synopsis SAY: The SSD-ETT Literature Synopsis is also available on the AHRQ Web site and provides an overview of the current literature regarding subglottic suctioning and endotracheal tubes, including both positive and negative findings. Slide 14 Questions? Slide 15 References Slide 16 References Slide 17 References Slide 18
SECTION II REQUIREMENTS SUMMARY Comprehensive Monitoring Plan Risk of If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION Subgrantee has been notified of its status as a subgrantee and made aware of its compliance responsibilities (Notification of Subgrantee Responsibilities Form). Subgrant/Contract finalization
Time & Effort documentation: semi annual time certification/PAR forms (check for completeness) Yearly Non-Personnel Expenditures (if applicable) Risk of If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION
ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION Match documentation for expenditures (check for compliance) Quarter 1 Quarter 2 Quarter 3 Quarter 4 Match documentation for time & effort (check for presence and compliance) Quarter 1 Quarter 2 Quarter 3 Quarter 4 Audits and Monitoring Risk of If Risk is indicated as “High”, explain current conditions: High Medium Low ELEMENTS OF COMPLIANCE MONITORING FREQUENCY Not Met Met N/A DOCUMENTATION A-133 audit (if applicable) provided to Office of Accounting and Audit Services Annual: Review progress on implementing corrective actions from previous audits or monitoring (if applicable) As specified in corrective action plan
Ability to adapt to external environment x Ability to relate to college, secondary and primary school students x Ability to deliver presentations to various audiences in a confident manner x Ability to manage a class or small group of young people or adults x Fluency (to A Level Standard) in a foreign language (if applicable to subject session) x Ability to demonstrate a sound understand of an academic subject to a high level x Ability to present an academic subject in a clear and meaningful way to various audiences. x
General Medicine Faculty 5-th year amount of academic weeks 40(20+20) (general medicine) winter vacation 2 Doctor’s practice 4 foreign students additional time 1 (2012/2013) summer vacations 5 № Subjects Credits ECTS Autumn semester Credits ECTS Spring semester Total hours amount Lec tures Tuto- rials Self- reliant study Type of control Total hours amount Lec tures Tuto- rials Self- reliant study Type of control 1 Internal Medicine 5,7 171 16 100 55 3,3 99 14 50 35 module 2 Infectious Diseases 6 180 20 80 80 module 3 Epidemiology 1,5 45 10 20 15 module 4 Professional Diseases 3 90 10 40 40 module 5 Oncology 3 90 10 50 30 module 6 Clinical Pharmacology 1,5 45 30 15 module 7 Pediatrics 4 120 10 78 32 module Pediatric Infectious Diseases 2 60 10 32 18 module 8 Medical Genetics 1,5 45 10 20 15 module 9 Social Medicine and Organization of
General Medicine Faculty 6-th year amount of academic weeks 35 (general medicine) winter vacation 1 foreign students License Integrated Exam “Step (2012/2013) State Attestation 5 № Subjects Credits Hours for Academic year In total Amount of Academic Hours Lectures Tutorials Seminars Self- reliant study Type of control 1 Internal Medicine 12,5 375 332 332 43 module Endocrinology 1,5 45 30 30 15 Infectious Diseases 1 30 18 18 12 2 Pediatrics 5,6 168 98 98 70 module Pediatric Infectious Diseases 1,9 57 32 32 25 module 3 Surgery 8,6 258 144 144 114 module Oncology 1 30 18 18 12 Pediatric Surgery 0,9 27 18 18 9 4 Obstetrics and Gynecology 7,5 225 110 110 115 module 5 General Practice (Family Medicine) 3 90 50 50 40 module 6 Hygiene and Ecology 2,25 67 40 40 27 module 7 Social Medicine and Organization of Health Care, Economics of Organization of Health Care 2,25 68 50 50 18 module 8 Elective Course 4,5 135 80 80 55 module 9 State Attestation 7,5 225 60 60 165
MECHANICAL FIELD N4 N5 N6 Engineering Science X Fluid Mechanics X X Mathematics X X X Physics X X Mechanical Draughting x Mech. Drawing & design X X Mechanotechnics X X X Power Machines X X Strength Of Materials X X Supervisory Management X X X ELECTRICAL /ELECTRONICS FIELD N4 N5 N6 Communication Electronics X X X Computer Principles X X X Mathematics X X X Digital Electronics(Logic) X X X Industrial Affairs X X X Industrial Electronics X X X Industrial Instruments X X X Supervisory Management X X X Production Control X X X Electrotechnics X X X GCC MECHANICAL N3 N4 N5 N6 Control Systems X Electrotechnics X X Engineering Science X X Fluid Mechanics X X Industrial Electronics X Mathematics X X Mechanotechnics X X X Mechanotechnology X Power Machines X X Strength Of Materials X X Engineering Drawing X Supervisory Management X X X GCC ELECTRICAL N3 N4 N5 N6 Control Systems X Electrotechnics X X X Engineering Science X X Power Machines X X Industrial Electronics X X X X Mathematics X X Mechanotechnics X X X Electrotechnology X Strength Of Materials X X Engineering Drawing X Supervisory Management X X X
Algorithms Programming Data Computers & Social Informatics Communication and the Internet Explain how the choice of an algorithm should be influenced by the data. Be able to explain and use several key algorithms (e.g. sorting, searching, shortest path). Explain how algorithms can be improved, validated, tested and corrected. Explain that a single problem could be solved by more than one algorithm. Explain and show how different algorithms can have different performance characteristics for the same task. Successfully apply algorithms in solving GCSE and A level type problems. Program competently in a least two programming languages, at least one of which must be ‘textual’. Explain and use programming concepts such as selection, repetition, procedures, constants, variables, relational operators, logical operators and functions. Explain and use truth tables and Boolean valued variables. Explain and use two dimensional arrays. Explain and use nested constructs/loops. Explain the concept of procedures that call procedures. Explain how low level languages work and be able to give simple examples. Explain that a program can be written to satisfy requirements and that they should be corrected if they do not meet these. Successfully apply programming in solving Computing/Computer Science GCSE and A level type problems. Explain the difference between data and information. Explain the need for and use of hexadecimal, two’s complement, signed integers, and string manipulation. Explain the need for data compression, and be able to describe simple compression methods. Explain the need for analogue to digital conversions and how this works. Explain the limitations of using binary representations e.g. rounding errors, sampling frequency and fractional numbers. Explain how structured data can be represented in tables in a relational database, and simple database queries. Explain the use of logic gates and registers. Explain Von Neumann architecture (CPU, Memory, Input/Output). Explain the fetch-execute cycle. Explain and use low level instruction sets and assembly code. Explain what compilers and interpreters are and do and give some examples of when they are used. Explain the main functions of operating systems. Explain the concepts of: client/server models; MAC addresses, IP addresses and domain names; and cookies. Explain a ‘real protocol’ e.g. using telnet to interact with an HTTP server. Explain routing; redundancy and error correction; encryption. Secondary Specialist
National Standard Examples of my excellent practice as teacher Examples of my excellent practice as subject leader Possible developmental areas Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
Subject Overview – Mathematics Year 1 Numbers and the Number System: Whole Numbers and Fractions Number Operations and Calculations: Addition, Subtraction, Multiplication, Division Measurement: Length, Mass, Capacity, Temperature, Time and Money Geometry: 2D and 3D shapes, position direction and movement Data: sorting and classifying, pictograms Problem Solving and Reasoning Year 2 Numbers and the Number System: Whole Numbers and Fractions Number Operations and Calculations: Addition, Subtraction, Multiplication, Division and Mixed Operations Measurement: Length, Mass, Capacity, Temperature, Time and Money Geometry: 2D and 3D shapes, position direction and movement, Symmetry Data: collect, process, represent and interpret data Problem Solving and Reasoning Year 3 Numbers and the Number System: Whole Numbers and Fractions Number Operations and Calculations: Addition, Subtraction, Multiplication, Division and Mixed Operations Measurement: Length, Mass, Capacity, Temperature, Time and Money Geometry: 2D and 3D shapes, position direction and movement, Symmetry Data: Read, interpret and represent data. Problem Solving and Reasoning Year 4 Numbers and the Number System: Whole Numbers, Fractions and Decimals Number Operations and Calculations: Addition, Subtraction, Multiplication, Division and Mixed Operations Measurement: Length, Mass, Capacity, Temperature, Time and Money Geometry: 2D and 3D shapes, position direction and movement, Symmetry Data: Read, interpret and represent data. Problem Solving and Reasoning Year 5 Numbers and the Number System: Whole Numbers, Fractions, Decimals, Percentages Number Operations and Calculations: Addition, Subtraction, Multiplication, Division and Mixed Operations Measurement: Length, Mass, Capacity, Temperature, Time, Money, Perimeter and Area Geometry: 2D shapes and 3D solids, position direction and movement, Symmetry Data: Read, interpret and represent data. Problem Solving and Reasoning Year 6 Numbers and the Number System: Whole Numbers, Fractions, Decimals, Percentages Number Operations and Calculations: Addition, Subtraction, Multiplication, Division and Mixed Operations Measurement: Length, Mass, Capacity, Temperature, Time, Money, Perimeter and Area Geometry: 2D shapes and 3D solids, position direction and movement, Symmetry Data and Probability: Collect, process, represent and interpret data. Problem Solving and Reasoning Pre-Algebra
Subject Overview – Music Year 1 Elements of Music: Rhythm, Melody, Harmony Listening and Understanding: Instruments Listening and Understanding: Works of Music Songs Year 2 Elements of Music: Rhythm, Melody, Harmony, Form, Timbre Notation Listening and Understanding: Musical Terms and Concepts Musical traditions: Jazz Songs Year 3 Elements of Music: Rhythm, Melody, Harmony, Form, Timbre, Scales Notation Listening and Understanding: The Orchestra (Strings, Brass, Woodwinds, Percussion) Composers and their Music: Vivaldi, bach, Beethoven Songs Year 4 Elements of Music: Rhythm, Melody, Harmony, Form, Timbre, Scales and Revision of Musical Notes Notation Listening and Understanding: The Orchestra Strings, Woodwinds (Flute, Piccolo, Clarinet, Oboe, Bassoon), Percussion, trumpet, Brass (trumpet, French Horn, Trombone, Tuba) Composers and their Music: Tchaikovsky, Elgar, Holst Songs Year 5 Elements of Music: Rhythm, Melody, Harmony, Form, Timbre Notation Listening and Understanding: The Orchestra and Vocal Ranges Composers and their Music: Handel, Haydn, Mozart Songs Year 6 Elements of Music: Rhythm, Melody, Harmony, Form, Timbre Notation Listening and Understanding: Composers and their music (Beethoven and Mussorgsky) Musical connections: Music from the Renaissance Musical traditions: Folk Music Songs
Subject Overview – Visual Arts Year 1 Elements of Art: Colour of Line Types of Art: Sculpture Types of Art: Architecture Looking and Talking about Art (language, paintings of children, narrative paintings) Year 2 Elements of Art: Colour Shape, Texture Art of Ancient Egypt Christian and Medieval Art Portraits and Types of Art: Murals Year 3 Elements of Art: Line Symmetry and Form Landscape and Still Life Mythological Paintings Types of Art: Architecture Year 4 Elements of Art: Light, Space and Design Types of Art: Embroidery and Needlework Monuments of Rome and Byzantium Year 5 Language of Art: Style Islamic Art and Architecture The Art of Africa The Art of the East: China Types of Art: Prints and Printmaking Year 6 Language of Art: Artist's Terms Art and Architecture of the Italian Renaissance Pictures in Books
SUBJECT (visitors/trips/themes) Week 1 26.02.18 Week 2 5.3.18 Launch Day Week 3 12.3.18 Week 4 19.3.18 Week 5 26.3.18 LITERACY The Lion and The Unicorn The Lion and The Unicorn The Lion and The Unicorn Diaries Diaries MATHS Measurement and Fractions SCIENCE Electricity ART, DESIGN & TECHNOLOGY Silhouettes / blitz – collage & water wash Chalk pastel Poppy Art HISTORY Who? What? Where? Why? Hitler Blitz Work Rest Play GEOGRAPHY Maps / atlases ICT ESAFETY Propaganda posters RE Easter PE Forestry Music Learn and sing WW2 songs
A SENTENCE is a group of words expressing a complete thought. The subject is the part of the sentence about which something is explained; it is what the sentence is talking about. The werewolf had a headache. His infected fang caused him to wince. The predicate is the other necessary part of the sentence; it is the part that has something to say about the subject. The humiliated woman is squatting under the bridge. The door slammed in his face. Usage - Subject-Verb Agreement Subjects and verbs must AGREE with one another in number (singular or plural). Thus, if a subject is singular, its verb must also be singular; if a subject is plural, its verb must also be plural. A phrase or clause between subject and verb does not change the number of the subject. Compound subjects joined by and are always plural. With compound subjects joined by or/nor, the verb agrees with the subject nearer to it. Plural indefinite pronoun subjects take plural verbs. PLURAL: several, few, both, many Some indefinite pronouns may be either singular or plural: with uncountable, use singular; with countable, use plural. EITHER SINGULAR OR PLURAL: some, any, none, all, most Sugar is uncountable; therefore, the sentence has a singular verb. Marbles are countable; therefore, the sentence has a plural verb.
You can send scanned copies of your ID/consent/parental responsibility to our email address: admin@st-winifreds.stockport.sch.uk or post to: St Winifred’s RC Primary School Didsbury Road Heaton Mersey SK4 3JH Section 6 - Declaration of the Data Subject I confirm that I am the data subject named and I am requesting information relating to my own personal data. I understand that the information I have supplied will be used to confirm my identity and help locate the information I have requested. Sign: Date: Section 7 - Declaration of the Data Subject for agent to act on their behalf (if applicable) I confirm that I am the data subject. I give permission for the person or organisation named below to act on my behalf in relation to my request. I have enclosed the evidence of my identity and confirm that I want my personal data to be sent to my representative at the address below. I understand that the information I have supplied will be used to confirm my identity and help locate the information I have requested. Sign: Date: Name of agent Relationship to Data Subject Address Postcode Email address Section 8 - Our response
Subject GCE Exam board 3D Product Design 3D 2014 specification can be downloaded by clicking on this link. 3D Product Design subject information can be found by clicking on this link. 3D Past papers and can be downloaded by clicking on this link. AQA Art and Design Art 2014 Specification can be downloaded by clicking on this link. Art subject information can be found by clicking on this link. Art past papers and can be downloaded by clicking on this link. AQA Biology Biology A level 2014 specification can be downloaded by clicking on this link. Biology A Level subject page can be found by clicking on this link. Biology A Level past papers and mark-schemes can be downloaded by clicking on this link. AQA Business Studies Click on this link to download OCR schemes
Business studies past papers, mark-schemes and specification. Chemistry ( Salters) Click on this link to download Chemistry (salters) past papers, mark-schemes and specification. OCR Electronics Click on this link to download Electronics past papers. Click on this link to download Electronics specification. WJEC English Lang English Lang A level 2014 Specification can be downloaded by clicking on this link. English Lang A Level subject page can be found by clicking on this link. English Lang A Level past papers and mark-schemes can be downloaded by clicking on this link. AQA English Literature English Lit 2014 A Level specification can be downloaded by clicking on this link. English Lit A Level subject page can be found by clicking on this link. AQA French Fren/Germ/Span A Level 2014 specification can be downloaded by clicking this link. AQA
Information for Applicants Subject Leader of Health & Social Care & PSHE Main Scale + TLR 2a Required for September 2017 Application to be submitted by midday on Monday 15 May 2017 Mission ‘In God, Through Grace and Guidance, to Grow and Give’ Vision We will ‘StAnd’ together in God’s Grace, to Guide and Grow young people who are motivated, curious and academically successful; who are ready to inspire and aspire to be the very best they can be. Who are ready to give back to their community, work hard and are equipped to embrace life’s many journeys. Dear Applicant
Thank you for your interest in the post of Subject Leader – Mandarin at Newcastle High School for Girls. I hope that the information included in this application pack will help you to decide to apply for the post. Newcastle High School for Girls is a great community in which to work. The Senior and Junior Schools work closely together and are located near to each other just to the North of the City Centre. The school has a well-deserved reputation as a leader in education, a dynamic place where bright, lively students are engaged in a wide range of activities and experiences. Our students’ academic achievement is exceptional and, by the time they leave us, they are justifiably self-confident and ready to move into the adult world as interested and interesting young women. Our staff, teaching and support, are highly valued and we look after them. There is a full programme of induction and ongoing training opportunities. Staff are committed to the and development of the girls and work in small and large teams enjoying their roles as part of our school community. We try to say “yes” to ideas, suggestions and requests from staff as we work together to improve all aspects of school life. We all work hard, but we have fun, too. Newcastle High School for Girls is a member of The Girls’ Day School Trust, which has almost 20,000 students and over d,000 staff at its schools throughout England and Wales, educating more girls than any other independent sector organisation in the UK. The Trust, established in 1872, provides invaluable expertise and support for the School, has recently invested in a large refurbishment programme at our Junior School and has funded the construction of a new Senior School which opened in September 2016. I hope that you will enjoy looking at our website to find out more about the School, , and should you have any questions not answered by the available documentation, please do not hesitate to call the School. Once again, thank you for your interest. Full details of how to apply are included in the enclosed Information for Candidates document. Yours faithfully Hilary French Headmistress Appointment of Subject Leader Required for September 2018 The Application Procedure A fully completed standard GDST Application Form (blank copy enclosed) should be submitted along with a letter explaining why and how you feel you are suitable for the role. The application form must include the names and full contact details of two referees (one of which should be your current employer) who may be approached immediately. being
4 5 8. Experience including present post Name of office/ Division Post held Pay scale Working experience Duties performed in brief Please state whether in service Reason for leaving the post From To Total Y M Y – Year M – Month 9. Publication details Sr. No. Titles of publications Journal/Media Date/ Volume Research Paper I) II) III) Abstracts I) II) III) Popular Articles I) II) III) Books/Folders/ Leaflets etc. I) II) III) Radio talks I) II) III) T V Talks I) II) III) 10. Achievements/ Awards/ Contributions: I) II) III)
The above example implies that no one else except for Hannah likes to read comic books. Therefore, the singular verb is the correct for to use. 11-A. With the number of _______, use a singular verb. 11-B. With a number of _______, use a plural verb. 12. With every ______ and many a ________, use a singular verb.
Subject Tutoring Spring 2018 Mon drop-by Tues drop-by Wed drop-by Thurs drop-by History Chloe 1-3 Chloe 12-2 Spanish & French Justin 10-12 3-5 Justin 11:30-12:30 Justin 10:30-12:30 3-5 Justin Japanese Opal 3-4:30 Opal 3-4:30 Accounting Mia 4-6 Mia 2:30-4:30 Anatomy/ Physiology/Bio Amanda 3-4:30 Amanda 2-4 Amanda 9:30-11:00 Philosophy Jake 11:30-12:30 Jake 11:30-2:30
In The Little Seagull Handbook, see S-5c. 8. Hillary Clinton’s husband and staunch supporter _______ former President Bill Clinton. a. is b. are ANS: a REF: The correct answer is a. In The Norton Field Guide to Writing, see S-5c. In The Little Seagull Handbook, see S-5c. 9. Whenever the band practices, neither the drummer nor the saxophonists _______ time to the music. a. keeps b. keep ANS: b REF: The correct answer is b. In The Norton Field Guide to Writing, see S-5c.
a. is b. are ANS: b REF: The correct answer is b. In The Norton Field Guide to Writing, see S-5d. In The Little Seagull Handbook, see S-5d. 6. Rounding out the top twenty most populous countries _____ France, just below Thailand statistically. a. is b. are ANS: a REF: The correct answer is a. In The Norton Field Guide to Writing, see S-5d. In The Little Seagull Handbook, see S-5d. 7. _____ more people live in Vietnam or the Philippines?
a. Does b. Do ANS: b REF: The correct answer is b. In The Norton Field Guide to Writing, see S-5d. In The Little Seagull Handbook, see S-5d. 8. How _____ London’s population compare with New York’s? a. does b. do ANS: a REF: The correct answer is a. In The Norton Field Guide to Writing, see S-5d. In The Little Seagull Handbook, see S-5d. 9. Ranking fifth and seventh among the world’s most populous cities _____ New York and Los Angeles, respectively.
S-5f Everyone and Other Indefinite Pronouns Multiple Choice Select the verbs that belong in the blanks. 1. Each of the students on the committee _______ hard, so most of the teachers only _______ to supervise. a. works; has b. works; have c. work; has d. work; have ANS: b REF: The correct answer is b. In The Norton Field Guide to Writing, see S-5f. In The Little Seagull Handbook, see S-5f.
c. were; was d. were; were ANS: b REF: The correct answer is b. In The Norton Field Guide to Writing, see S-5f. In The Little Seagull Handbook, see S-5f. 6. _______ any of the assignments due tomorrow? I know more _______ due next week. a. Is; is b. Is; are c. Are; is d. Are; are ANS: d REF: The correct answer is d. In The Norton Field Guide to Writing, see S-5f. In The Little Seagull Handbook, see S-5f.
b. turn in ANS: a REF: The correct answer is a. In The Norton Field Guide to Writing, see S-5g. In The Little Seagull Handbook, see S-5g. 8. The books Cat’s Eye and The Handmaid’s Tale, which _______ by Margaret Atwood, contributed to her reputation as a gifted novelist. a. was written b. were written ANS: b REF: The correct answer is b. In The Norton Field Guide to Writing, see S-5g. In The Little Seagull Handbook, see S-5g. 9. Our instructor told us to pay attention to the endnotes that _______ Diana George’s essay “Changing the Face of Poverty.”
singular to you, use a singular verb; if it seems like a plural, use a plural verb. Both are acceptable beyond serious criticism" Rule 10 The expression the number is followed by a singular verb while the expression a number is followed by a plural verb. Examples: The number of people we need to hire is thirteen. A number of people have written in about this subject. Rule 11 When either and neither are subjects, they always take singular verbs. Examples: Neither of them is available to speak right now. Either of us is capable of doing the job. Rule 12 The words here and there have generally been labeled as adverbs even though they indicate place. In sentences beginning with here or there, the subject follows the verb. Examples: There are four hurdles to jump. There is a high hurdle to jump. Rule 13 Use a singular verb with sums of money or periods of time. Examples: Ten dollars is a high price to pay. Five years is the maximum sentence for that offense. Rule 14 Sometimes the pronoun who, that, or which is the subject of a verb in the middle of the sentence. The pronouns who, that, and which become singular or plural according to the noun directly in front of them. So, if that noun is singular, use a singular verb. If it is plural, use a plural verb. Examples: Salma is the scientist who writes/write the reports. The word in front of who is scientist, which is singular. Therefore, use the singular verb writes. He is one of the men who does/do the work. The word in front of who is men, which is plural. Therefore, use the plural verb do. Rule 15 Collective nouns such as team and staff may be either singular or plural depending on their use in the sentence. Examples: The staff is in a meeting. Staff is acting as a unit here. The staff are in disagreement about the findings. The staff are acting as separate individuals in this example.
Subjunctive 1. It's important that she remember to take her medicine twice a day. 2. I suggest that Frank read the directions carefully before assembling the bicycle. He doesn't want the wheels to fall off while he is riding down a hill 3. Mrs. Finkelstein demanded that the heater be repaired immediately. Her apartment was freezing. 4. It's vital that the United States focus on improving its public education system. What we do now will affect our country for generations to come. 5. The monk insisted that the tourists not enter the temple until they had removed their shoes. 6. I am not going to sit here and let her insult me. I demand that she immediately apologize for what she just said. 7. Judy asked that we attend her graduation ceremony next week. 8. Was it really necessary that I be sitting there watching you the entire time you were rehearsing for the play? It was really boring watching you repeat the scenes over and over again. 9. It is important to remember that Janine thinks very differently from you. She may not agree to the changes you have made in the organization of the company. (counter example: talking about a FACT not a desired action!) 10. It's a little difficult to find the restaurant. I propose that we all drive together so that nobody gets lost along the way. Wish I don't understand this point of grammar. I wish I ______ it better. A understood B would understand C had understood It never stops raining here. I wish it ______ raining. A stopped B would stop C had stopped I should never have said that. I wish I ______ that. A didn't say B wouldn't say C hadn't said I miss my friends. I wish my friends ______ here right now. A were B would be C had been I speak terrible English. I wish I ______ English well. A spoke (alternative solution: could speak) B would speak C had spoken I cannot sleep. The dog next door is making too much noise. I wish it ______ quiet. A kept B would keep C had kept
The subjunctive is considered a mood, rather than a verb tense. It is used to express UNCERTAINTY as opposed to FACTS. EJEMPLO Yo quiero hablar español. (A FACT) VS Yo quiero QUE tú hables español. (UNCERTAINTY) Present Indicative sentence Present Subjunctive sentence AR endings e emos es éis e en ER/ IR endings a amos as áis a an Example: HABLAR Hablo Habl (tú) Hables HABLAR = to talk COMER = to eat VIVIR = to live Yo HABLE Tú HABLES Ud/él/ella HABLE Nosotros HABLEMOS Vosotros HABLÉIS Uds/ellos/ ellas HABLEN Yo COMA Tú COMAS Ud/él/ella COMA Nosotros COMAMOS Vosotros COMÁIS Uds/ellos/ ellas COMAN Yo VIVA Tú VIVAS Ud/él/ella VIVA Nosotros VIVAMOS Vosotros VIVÁIS Uds/ellos/ ellas VIVAN IRREGULAR in “YO” VERBS:
Yo CONOZCA Tú CONOZCAS Ud/Él/Ella CONOZCA Nosotros CONOZCAMOS Vosotros CONOZCÁIS Uds/ Ellos/ Ellas CONOZCAN Yo INCLUYA Tú INCLUYAS Ud/Él/Ella INCLUYA Nosotros INCLUYAMOS Vosotros INCLUYÁIS Uds/ Ellos/ Ellas INCLUYAN Yo ESCOJA Tú ESCOJAS Ud/Él/Ella ESCOJA Nosotros ESCOJAMOS Vosotros ESCOJÁIS Uds/ Ellos/ Ellas ESCOJAN Yo EXIJA Tú EXIJAS Ud/Él/Ella EXIJA Nosotros EXIJAMOS Vosotros EXIJÁIS Uds/ Ellos/ Ellas EXIJAN These verbs you have to memorize……. DISHES DAR = to give IR = to go SER = to be HABER ESTAR = to be SABER = to know Yo DÉ Tú DES Ud/ Él/ Ella DÉ Nosotros DEMOS Vosotros DEIS Uds/Ellos/ Ellas DEN Yo VAYA Tú VAYAS Ud/ Él/ Ella VAYA Nosotros VAYAMOS Vosotros VAYÁIS Uds/Ellos/ Ellas VAYAN Yo SEA Tú SEAS Ud/ Él/ Ella SEA Nosotros SEAMOS Vosotros SEÁIS Uds/Ellos/ Ellas SEAN Yo HAYA Tú HAYAS Ud/ Él/ Ella HAYA Nosotros HAYAMOS Vosotros HAYÁIS Uds/Ellos/ Ellas HAYAN Yo ESTÉ Tú ESTÉS Ud/ Él/ Ella ESTÉ Nosotros ESTEMOS Vosotros ESTÉIS Uds/Ellos/ Ellas ESTÉN Yo SEPA Tú SEPAS Ud/ Él/ Ella SEPA Nosotros SEPAMOS Vosotros SEPÁIS Uds/Ellos/ Ellas SEPAN
should be the percentage increase (or decrease) of value of all the investments made for a particular risk category. Revenue of funds have two components – income and capital growth. Therefore, fourthly, these two components should be shown separately, both for the customer’s investment and in the industry average. Transferability between Suppliers One of the ruses employed by retail funds to retain their customers is to make it as difficult as possible for a customer to move to other suppliers. This process needs to be made simple, minimal costly, less traumatic to the customer and fast. The ability of customers to move to other suppliers easily will make the suppliers do their utmost to provide the best outcome to their customers. But to prevent them making a mockery of “choice”, as it is now done by energy and telephony suppliers, the industry must be structured for easy comparison between retail funds. Independent Evaluators The industry regulators must establish an independent body that can advise customers on the performance of their particular retail fund in comparison to the industry average, risks and other salient matters. Often, customers are at the mercy of their financial planners and, given that the structure of the industry is such that no realistic comparison could be made, the customers are stuck with retail funds which may not be in their best interest. The independent body should also produce an annual report making comparisons of all retail funds for each category of risk along with other details such as the amounts invested in the fund and the number of clients, etc. Such information put out in the simplest form possible, from an independent body, is what is lacking now. Also, importantly, individual clients should be able to request the independent body (for a small fee) to make an assessment of one’s portfolio and the performance in comparison to other providers. Such reports would be a check on the suppliers and to keep the suppliers on check. In the Ideal World In an ideal world, an average pensioner would want: a secure income until death not have to worry about his or her investment or deal with (retail) fund managers
A street or highway location map with road directions to the site from the nearest main highway or road. Assessor map that contains the riparian uplands. Do not mark on this map. A separate drawing to a scale of 1 inch = 100 feet of all existing and proposed structures and/or work. Label each separate activity type stated in Section 3 and show the dimensions of each area by length and width, as stated in Section 3. A legal description of the requested authorization area (s) with an accurate delineation of the area relative to the tax lot boundaries of the upland parcel. (The department may require a survey for this purpose). Project schedule including beginning and completion. Project Budget, itemized including use of requested funds and contributing match funds. Any and All Work Plan or Operation & Maintenance plans that have been prepared for proposed activities. Confirmation of contributing match. Mail application with information in this section to: Oregon Department of State Lands 775 Summer St. NE Ste 100 Salem, OR 97301-1279 9- APPLICANT SIGNATURE I hereby request $ in funding for this project. Application is hereby made for the activities described herein. I certify that I am familiar with the information contained in the application, and, to the best of my knowledge and belief, this information is true, complete, and accurate. I further certify that I possess the authority to undertake the proposed activities. I understand that the granting of other permits by local, county, state or federal agencies does not release me from the requirement of obtaining the authorization requested before commencing the project. I understand that payment of the required state application fee does not guarantee authorization. Print /Type Name Title ______________________________________________ ______________________ Authorized Signature Date I appoint the person named below to act as my duly authorized agent. ____________ Signature Date Print /Type Name Title ____________ Authorized Agent Signature Date
(4) The Draft report seems to suggest that the RV tourist sector in Tasmania is disregarded in favour of promoting fly in tourists from Asia. They are totally different markets with totally different outcomes for the Tasmanian economy, but both have a legitimate place. Page 116 – Questions regarding comments on this page, - Does the “competitive discipline” imposed on freight by the TT Line being active in the freight market come at the cost of Passenger vehicle fares? Would eliminating freight from the TT Lines service influence fares downwards? What was the effect on TT Lines figures when the Devil Cat was operating? In conclusion it is my view that any reduction in the BSPVES subsidy would be disastrous for the RV tourism sector in Tasmania and much more research is needed to define both the problems and the solutions with the BSPVES as it now stands. My original submission and these comments on the Draft report are made as a consumer of TT Line products, but I am also an active member of the CMCA (Campervan and Motorhome Club of Australia) Member Benefits Team, and I commend that organisation to the Commission should you require further information on RV travel matters. Don Napier, 30/01/14
symptoms and signs of AHF since the previous evaluation, and (1) and/or (2) occurred concomitantly with instituting/increasing the dose of IV therapy or mechanical support Greater 60-day mortality Higher CV or renal readmission rates WHF signs/symptoms necessitating intensification or re-institution of IV or mechanical HF treatment from admission to day 5 Longer length of hospitalization Reduced number of days alive out of hospital up to day 60 Greater 180-day CV mortality DOSE34 Worsening or persistent HF requiring rescue therapy (loop diuretic, thiazide, IV vasoactive agents, ultrafiltration, or mechanical or respiratory support) from randomization to day 3 Persistent or worsening HF up to day 3 RELAX-AHF31 WHF signs/symptoms necessitating intensification or re-institution of IV or mechanical HF treatment from admission to day 5 Greater 180-day all-cause mortality ROSE-AHF35 Worsening or persistent HF requiring rescue therapy (IV vasoactive agents, ultrafiltration, or mechanical or respiratory support) Persistent or worsening HF up to day 3 ADHERE16 Need for escalation of therapy (inotropic medications or IV vasodilator) >12 hours after hospital presentation, transfer to the intensive care Greater mortality at 30 days and 1 year Greater all-cause
❏yes (Please specify type of recruitment material, e.g. poster, brochure, etc. and please attached the propose recruitment for IRB consideration) _______________________________________________________________ ❏no 15. Informed consent process (describe the process to get the Informed consent) which: 15.1 Immediately after the recruitment process ❏yes ❏ no please go to item 15.2 15.2 if not immediately after the recruitment process, please give the duration between recruitment and informed consent process ___________________________________ Who will provide the information to access consent ______________________ 15.3 Participant information sheet and Informed consent form ❏for competent adult (18 years or older) ❏for incompetent adult (mentally ill or unconsciousness) the documents are prepared for legally authorized representative to read and sign Documents for minors (younger than 18 years old) ❏younger than 7 years old – prepare participant information sheet & informed consent form for the legal guardians ❏participant 7-12 years of age: – prepare participant information sheet & informed consent form for the legal guardians - prepare assent for minors ❏participant 13-17 years of age – prepare participant information sheet & informed consent form for the legal guardians and include signature space for minors to sign with their legal guardians 15.4 Request for waiver of informed consent documents ❏ no ❏ yes,please explained the 16. Ethical Consideration 16.1 Reasons to be carried out the experiment in human, please specify the extent of problem that lead to the research question, previous information and its controversy