zilongwang/ReadingBank huggingface dataset:
CHILE’s MAIN PROGRESS IN 2012 OGP ACTION PLAN Chile made its entry into the Open Government Partnership in terms of their compliance with the minimum eligibility criteria , namely , in fiscal transparency , access to public information , transparency in the statements of government officials of its assets and interests , and openness to citizen participation in policy making . The Chilean Government also pledged to continue to improve public services to make them more accessible and close to the citizens as part of an open government. Below we highlight the progress in each of these aspects , incorporating other relevant developments in the field of openness and transparency of the agencies. One. Fiscal Transparency Monthly and quarterly budget execution reports are made to the public on the website of the Budget Office of t he Ministry of Finance . Mercadopublico.cl . , Bidding platform ChileCompra where public agencies buy all supplies they require , which has seen rapid expansion since its establishment in 2003 . The platform was created with the aim of increasing the transparency of government procurement decisions by publishing all public procurement through a centralized open portal . This initiative reduces transaction costs and increases the number of suppliers to public agencies. This has also allowed a greater number of small and medium-sized take part in the broad public procurement market . Two. Access to Public Information The commitment of successive governments to transparency and the fight against corruption, has expressed profound changes in the Chilean legal system , as was the incorporation of the principle of transparency in public function in the Constitution (Article 8) and the adoption of a comprehensive and exacting standards in this area aimed at facilitating the possibility of citizen control over decision -making and to better enable that the exercise of public powers is made facing the citizens . Law 20.285 on Transparency and Access to Public Information of the State Administration , which has positioned Chile as a country with one of the most advanced regulations on the matter. This law has enabled public agencies to be obliged to comply with constantly being in public scrutiny and therefore discourage corrupt practices, allow proper social control , improve governance practices , and the phasing out of the culture of secrecy by means of increasing the level of transparency of public management , providing access to information. Delivery Unit under the Ministry General Secretariat of the Presidency to focus its action on the strategic priorities of the government, to support the implementation and by providing the public with information on the results of main government programs. available
Location: 6th St. between Pacific Ave. and Mesa St., San CA 90731 Transportation: Accessible via LADOT Commuter Express 142 (7th St. & Mesa St. stop) Early Care and Education Library Preschool Without Walls – San Pedro Regional Library Information: (310) 548-7779 Website: Hours: Thursdays, 1:00PM-3:00PM Location: 931 South Gaffey St., San Pedro, CA 90731 Transportation: Accessible via DASH San Pedro Green Line Bus (Gaffey St. & 9th St. stop)
Physical Activity Resources Parks/Recreation Centers Angels Gate Park Recreation Center Telephone: (310) 548-7705 Website: Hours: Park: Monday-Sunday, Dawn-Dusk; Office: Monday-Friday, 12:00PM-4:00PM; Saturday, 9:00AM-1:00PM; Sunday, By Appointment; Holidays, Closed Indoor Facilities: Angels Gate Cultural Arts Center Outdoor Facilities: Basketball Court, Children’s Play Area, Historic Korean Friendship Bell, Hiking Trails Walk/Jog Facilities: Walking Trail Accessibility: Handicap Parking, Wheelchair Accessible Lights Dark: None Cost: Free Location: 3601 Gaffey St., San Pedro, CA 90731 Transportation: Accessible via DASH San Pedro Green Line Bus (25th St. & Alma St. stop) Leland Recreation Center Telephone: (310) 548-7706 Website: Monday, Closed; Tuesday-Friday, 11:00AM-7:00PM; Saturday, Sunday, Closed Indoor Facilities: Multipurpose Room, Stationary Exercise Equipment, and Restrooms Outdoor Facilities: Baseball Diamond, Basketball Courts, Children’s Play Area, Picnic Tables, and Volleyball Courts Walk/Jog Facilities: Walking Path Accessibility: Handicap Parking, Wheelchair Accessible Lights After Dark: None Sports Leagues: Visit website for the most up to date list of sport leagues Registration: Please visit center Cost: Prices vary. Financial Assistance is available. Location: 863 South Herbert Ave., San Pedro, CA 90731 Transportation: Accessible via DASH San Pedro Green Line Bus (Summerland Ave. & Meyler St. stop) Martin J. Bogdanovich Recreation Center Telephone: (310) 548-7590 Website: Monday-Friday, 9:00AM-6:00PM; Saturday, 9:00AM-4:00PM; Sunday, 9:00AM-3:00PM Indoor Facilities: Auditorium, Gym Outdoor Facilities: Baseball Diamond, Basketball Courts, Children’s Play Area, Football Field, Soccer Field Walk/Jog Facilities: None Accessibility: Handicap Parking, Wheelchair Accessible Lights Dark: Baseball Diamond lighted until 10:00PM Classes: Visit website for the most up to date list of classes Registration: Please visit center Cost: Prices vary. Financial Assistance is available. Location: 1920 Cumbre Dr., San CA 90732
(Rours et al 2016) study Aim: to estimate the cost-effectiveness of Chlamydia trachomatis screening during pregnancy. Setting: The Netherlands Methods: The authors used a health-economic decision analysis model, which included potential health outcomes of C. trachomatis infection for women, partners and infants, and premature delivery. We estimated the cost-effectiveness from a societal perspective using recent prevalence data from a population-based prospective cohort study among pregnant women in the Netherlands. We calculated the averted costs by linking health outcomes with health care costs and productivity losses. Cost-effectiveness was expressed as net costs per major outcome prevented and was estimated in base-case analysis, sensitivity, and scenario analysis. In the base-case analysis, the to detect 1,000 pregnant women with chlamydia were estimated at €527,900. Prevention of adverse health outcomes averted €626,800 in medical costs, resulting in net cost savings. Sensitivity analysis showed that net cost savings remained with test costs up to €22 (test price €19) for a broad range of variation in underlying assumptions. Scenario analysis showed even more cost savings with targeted screening for women less than 30 years of age or with first pregnancies only. Age-specific prevalences were 13.5% in women <21 years (n=251), 6.7% between 21–25 years (n=794), 3.3% between 26–30 years (n=1235), and 1.6% in women over 30 years of age (n=1775) May not be applicable to the Australian context
skill. They lack the drive and ability to accomplish tasks. These types of followers need a leader to tell them what to do and how to do it. M2 followers are people who have a little more motivation to complete a task however they still lack some of the skills required to do so. These people need a leader who will coach them. M3 followers are defined as people who have the skills to accomplish a task however, they lack the motivation or confidence to do it. Supportive leaders will help M3 followers best by encouraging them to push past their confidence issues. Finally, M4 followers are best described as having the skill and motivation to complete the tasks given to them. The job of the leader in this situation is to delegate tasks because they know the job will be completed without their supervision (Hersey and Blanchard, 1969). Different people will have different skill levels at this point in time during clinical practice. Some students are more motivated than others, while some may be struggling with building their skills. It is up to me as a leader to be able to understand who has the skills to complete a specific task, and who is motivated to complete the task. If my expectations are high for everyone then I may be causing strain on people who are having a difficult time keeping up. On the other hand, I may lose the motivation of others if they feel the task is too simple for them. Understanding how to lead different people is an important part of becoming a leader. I think this skill will be important in my future career as a nurse. This coincides with Lunenburg’s (2011) explanation of Vroom’s expectancy theory of motivation. It is important to keep a balance between my expectations of others and help motivate and encourage people to complete their assigned tasks. Strengths. The survey from Mind Tools (2015) also pointed out some of my strengths. I am a very positive and optimistic person. With the challenges I have faced in my past, I believe that I have grown to become an outgoing, truthful person. Getting here has not been easy, but it has been
Day 01 Calama – San Pedro de Atacama Upon arrival, transfer from the Calama airport to San de Atacama hotel. Afternoon excursion according to the choices offered. P.M H/D Excursion Moon Valley Departure to the Moon Valley, a with beautiful shapes and colors, where we can walk and enjoy a great geological spectacle that has been repeatedly compared with the surface of the moon, with its angular geology and rocks sculpted by millenniums of erosion. Then we move to a special view-point well known as Piedra del Coyote. Return to San Pedro at 8:30 PM. Accommodation Hotel Terrantai – Standard Room or similar. Day 02 San Pedro de Atacama Breakfast at the hotel A.M F/D Geysers del Tatio – Machuca Departing at 4:30 am, from the to the Geysers del Tatio located at 98kms from San Pedro and at 4.300 m.a.s.l. We arrive at the geysers around 7:00am. Enjoy a picnic style breakfast and a guided stroll through this geothermal field to see the geysers and pools of boiling water and mud. Once the sun has risen and the thermal activity is calmed somewhat, we move to the area of the hot springs for a rejuvenating soak in 40°C water before beginning the return trip towards San Pedro. We make a detour to visit the small shelters village of Machuca. Arrival at San Pedro around 13:00. The rest of the day is at leisure Accommodation Hotel Terrantai – Standard Room or similar. Day 03 San de Atacama – Calama C E 3 C
CH Long Gone Porky FDSB 1671466 W,B,T&Tk Male 4/10/2016 Sire CH Long Gone Boston Sire GNGCH Cracklin’ Tail Speed Sire GNGCH Stillmeadow’s Jim Sire CH Stokely’s Diablo Jake Dam Hacoda Rosie Dam Grouse Ridge Ginnie Sire Grouse Ridge J Dam Grouse Ridge Genesee Dam CH Long Gone Agnes Sire CH First Rate Sire CH Smoke Rise Buck Dam CH Hideaway Teardrop Dam Stokely’s Diablo Ginger Sire Stokely’s Diablo Ace Dam Stone Still Jesse Dam D J's Latest Flame Sire GNGCH TerHaar’s Elvis Sire CH Long Gone George Sire Stokely’s Diablo Ace Dam Stokely’s Sweet Sue Dam CH Grouse Ridge Maxima Sire CH Grouse Ridge Reroy Dam CH Long Gone Agnes Dam D J’s Domino Sire CH Grouse Ridge Reroy Sire Grouse Ridge Leroy Dam Run Lace Dam Taylor Maid Sire CH First Rate Dam J D’s Blaze
Handler (including certified applicator) Information and PPE Handler Name, Address, and Phone Number Employer Name, Address, and Phone Number Tasks Handlers are Trained and Authorized to Perform* (check number(s) from below) PPE (check all that apply) Respirator Information (leave blank if “no respirator” is checked under PPE) 1 2 3 4 5 6 7 8 9 10 11 Long-sleeved shirt/long-pants, shoes, socks Chemical-resistant apron Chemical-resistant footwear and socks Protective eyewear (NOT goggles) Chemical-resistant gloves Air-purifying respirator Self contained breathing apparatus Other: No respirator PPE training date: Make: Model: Type: Style: Size: Cartridge/canister type: Fit test date: Training date: Medical qualification date: Make: Type: Style: Size: Cartridge/canister type: Fit test date: Training date: Medical qualification date: Make: Model: Type: Style: Size: Cartridge/canister type: Fit test date: Training date: Medical qualification date: The above handler has received Fumigant Safe Handling Information within the past 12 months. *1. Loaders, drivers, tractor co-pilots, shovelers, cross-ditchers, or other direct application participants 2. Cleaning up fumigant spills (does not include emergency personnel not associated with the application) 3. Tasks with liquid contact potential 4. Installing, perforating or removing 5. Repairing, or monitoring tarps until14 days after the application is complete if tarps are not perforated and removed during those 14 days. 6. Monitoring fumigant air concentrations 7. Handling or disposing of fumigant containers 8. Cleaning, handling, adjusting, or repairing equipment that may contain fumigant residues 9. Installing, repairing, operating, or removing irrigation equipment in the application block or buffer zone 10. Performing scouting, crop advising, or monitoring tasks in the application block or buffer zone 11. Performing other WPS handling tasks Comments/notes:
PHASE 2 SOIL FUMIGATION POST APPLICATION SUMMARY (CHLOROPICRIN/1,3-DICHLOROPROPENE PRODUCTS) Post Application Summary Elements: Attachments: Check the boxes if the information below is attached to the Post Application Summary (e.g., there are changes from the FMP or monitoring information has been recorded. Attachments that are not applicable do not need to be included in the final Post Application Summary). Handler Information (for changes the FMP) Air Monitoring Results Drip Application Monitoring Results Other: PHASE 2 SOIL FUMIGATION POST APPLICATION SUMMARY (CHLOROPICRIN/1,3-DICHLOROPROPENE PRODUCTS) (Only fill-in information if it is different from the FMP or where the label requires that measurements/information are recorded in the post-application summary) The below text fields will expand as the text is entered. After completing each field, use Tab key to go to next text field or check box. General Application Information Application date and time: Application Rate (e.g., lbs or gallons of product/treated acre or broadcast equivalent rate): Application Block Size: Application method: Tarp strip Tarp bedded Tarp broadcast Untarp bedded Untarped broadcast Deep untarp broadcast Tarp drip Hand held probes (tree hole) Multiple crop under a previously perforated tarp No change from the FMP EPA Registration Number: - No change from the FMP Fumigant Product Name: No change from the FMP Injection Depth (inches): No change from the FMP Weather Conditions
Sustainability criteria Sub-criteria Indicators for Chemical Leasing Screening or 1 Reduction of adverse impacts for environment, health, energy and resource consumption caused by chemicals and their application and production processes Pollutants emitted into the air Nitrogen oxides (NOX) ☐ decreased ☐ ☐ increased Ammonia (NH3) ☐ decreased ☐ equal ☐ increased Sulphur dioxide (SO2) ☐ decreased ☐ equal ☐ increased Non-methane volatile organic compounds (NMVOC, e.g. benzene) ☐ decreased ☐ equal ☐ increased Particulate matter (PM2.5/PM10) ☐ decreased ☐ equal ☐ increased POPs (persistent organic pollutants) ☐ decreased ☐ ☐ increased Which one(s)? metals (e.g. mercury) ☐ decreased ☐ equal ☐ increased one(s)? Other emissions into the air ……………………… ☐ decreased ☐ equal ☐ increased Pollutants emitted in waste water COD (chemical oxygen demand) ☐ decreased ☐ equal ☐ increased BOD (biological oxygen demand) ☐ decreased ☐ equal ☐ increased AOX (adsorbable organic halogen compounds) ☐ decreased ☐ ☐ increased POPs (persistent organic pollutants) ☐ decreased ☐ equal ☐ increased Which one(s)? Heavy metals (e.g. mercury) ☐ decreased ☐ equal ☐ increased Which one(s)? Nitrogen compounds ☐ decreased ☐ equal ☐ increased
Description of the reasons for the changed risk (e.g. provision of instructions for the proper (and combined) storage and handling (e.g. for delivery, application) of the provided chemical by the supplier, derivation and implementation of measures, probability and severity of accidents, prevention measures) 4 Economic and social benefits are generated; a contract should contain the objective of continuous improvements and should enable a fair and transparent sharing of the benefits between the partners Costs for the user e.g. €/year If possible distinguish between costs for chemicals, maintenance, energy demand, complaints, etc. ☐ decreased ☐ equal ☐ increased Economic performance of the supplier e.g. €/year ☐ improved ☐ equal ☐ decreased Description of the changes in business relations with customers (e.g. sole supplier, long-term planning security) Business opportunities New customers or sales opportunities? ☐ yes ☐ no New fulfilment of requirements for labels, certificates, etc.? ☐ yes ☐ no New business developments or innovations? ☐ yes ☐ no Qualification of employees Hours for training and education per employee per year (possibly including the topic) or description of changes in personnel structure and/or costs ☐ more training/ qualification ☐ equal Creation of new jobs Number of jobs that are related to the application at the user side ☐ more ☐ equal ☐ less Number of jobs that are related to the application at the supplier side ☐ more ☐ ☐ less 5 Monitoring of the improvements needs to be possible Measurement of the indicators for the criteria 1-4 Are the relevant parameters monitored? ☐ yes ☐ partly ☐ no Is an improved monitoring process established? ☐ yes ☐ partly ☐ no
d) Consuming alcohol (more than 1 drink daily) 9.02% (36) 85.71% (342) 5.26% (21) 399 e) Receiving an annual flu shot 72.10% (292) 27.65% (112) 0.25% (1) 405 f) Scheduling yearly physicals with your primary care provider 72.21% (291) 26.05% (105) 1.74% (7) 403
Ex officio: Michael President, Hospital Association of Rhode Island Ana Novais, Rhode Island Department of Health Providence Partner Forum Participants: Ann Bavone, Rhode Island Department of Health Amy Blustein, Care New England Rebecca Boxx, Children and Youth Cabinet Laura Bozzi, Southside Community Land Trust Carrie Resident Ellen Cynar, City of Providence Eddy Davis, Providence Recreation Department/HCO Lisa Donohue, North Providence School Department Suzanne Fortier, Care New England Philanthropy Patti Haskins, St. Joseph’s Health Center Brooke Havens, CareLink Donald Laliberte, Crossroads Rhode Island Virginia Lopez, St. Joseph’s Health Center Leah Montalbano, CareLink Mia Patriarca, Rhode Island Department of Health Jennifer Environmental Justice League Tina Shepard, ONE Neighborhood Builders Betsy Shimberg, Brown University Denise Tamburro, Rhode Island Department of Health Monica Tavares, Rhode Island Department of Health Elizabeth Vachon, North Providence School Department Doug Victor, Providence Police Department Emily Westgate, Brown University Pawtucket/Central Partner Forum Participants: Rui Almeida, City of Central Falls Melanie Andrade, Central Falls Housing Authority Ami Awad, Progreso Latino Bill Bentley, Blackstone Valley Community Action Program Laura Bozzi, Southside Community Land Trust Alberto DeBurgo, Central Falls Housing Authority Joe Diaz, Memorial Hospital of Rhode Island Carlos Domenech, Pawtucket Central Falls Development Jordan Dunne, Pawtucket School Department Child Opportunity Zone Melissa Flaherty, Pawtucket Housing Authority Howard, Local Initiatives Support Corporation Cezarina Jackson, Memorial Hospital of Rhode Island
Top 10 Importers of Cocoa Beans (in thousands of tons) 1998-1999 Country Quantity of beans United States 408 Netherlands 396 Germany 312 United Kingdom 206 France 112 Singapore 88 Russian Federation 78 71 60 Spain 55 (Source: Commodity Market Reforms: Lessons of Two Decades) V. Environment Clusters 20. Environmental Problem Type: Human rights abuse 21. Name, Type, and Diversity of Species: N/A 22. Resource Impact and Effect: High and Product 23. Urgency and Lifetime: High and 20 24. Substitutes: Education VI. Other Factors 25. Culture: Yes 26. Issues: Yes 27. Rights: Yes
CHM 1020 Concepts in Chemistry Fall 2018 Course Information Course Name: Concepts in Chemistry Course ID & Section: CHM 1020, 0W61 Credit Hours: 3 Semester/Year: Fall 2018 Location: Online using Webcourses@UCF Instructor Contact Instructor: Matthew Rex Office: CHEM 208, 2nd floor Chemistry Building Campus Office Hours: Monday, Tuesday, Thursday 10:00-11:00am Virtual Office Hours (via Skype): Tuesday 11:00am-12:00pm Wednesday 10:00-11:00am Phone: 407-823-1260 E-mail: matthew.rex@ucf.edu Course Description Concepts in Chemistry, CHM 1020, is 3 credit hours intended to fulfill requirements in general education that partially satisfies the 6 credit hours science requirement. Emphasis will be placed on basic concepts of state of matter, atomic structure, chemical bonding chemical compounds, and chemical reactions. High school algebra is prerequisite for this course. Course Objectives Define and explain technical terms used in chemistry. Analyze and interpret simple scientific information and data. Recognize and differentiate physical and chemical changes, mixtures, compounds molecules, atoms and ions. Recognize and differentiate common atomic components and particles. Write names and formulas for simple chemical compounds and differentiate between ionic and molecular compounds. Balance simple chemical equations. simple stoichiometry problems. Use conversion factors to solve chemistry problems. Explain the reason for the change in the ozone layer and health consequences. Identify the cause of indoor and outdoor air pollution, greenhouse gases, water pollution, and resulting health and environmental consequences. Discuss the efforts to solve local and global pollution, nutrition, and medicine issues and the consequences on economies, living standard, and societies.
(The lowest will be replaced by the % of the final exam, if higher) Final exam (cumulative and mandatory) 150 20% Quizzes (10pts each, the lowest will be dropped) 60 8% LearnSmart (10pts each, the lowest will be dropped) 60 8% Connect (10pts each, the lowest will be dropped) Syllabus Quiz 60 15 8% 2% Discussion (15pts each, the lowest will be dropped) Study Quizzes (5 pts each, Two lowest will be dropped) 45 60 6% 8% Total 750 100% I will adopt the following grading scale: Letter grade % of the total grade A 90.0 - 100 A- 88.0 – 89.9 B+ 86.0 – 87.9 B 80.0 – 85.9 B- 78.0 – 79.9 C+ 76.0 – 77.9 C 70.0 – 75.9 D 60.0 – 69.9 F Below 60.0 Course Expectations
Problem 2: (2 pt) the following code snippet, add code so that the image becomes a link to the University of Delaware: (udel.edu) <img src = “bluehen.jpg” height = “100” width = “100” alt = “Delaware’s logo”> Problem 3: (2 pt) Given the following code snippet, create a link to the text, “Best Web Page”: <body> <h1 id = “top”> Requirements </h1> <h2 id = “t2”>Best Web Page </h2> <p id = “p1”>This is a web page on rules for making a good web page </p> <p id = “p2”>Frankenstein (there had to be a monster in here somewhere… </p> <p id = “p3”> ___________________________________________________________ </p> Problem 4: (4 pts) the following html code snippet, draw the (partial) web page that would result: <ol> <li>Zombie </li> <li>Witch <ul><li> Ursula </li> <li>Belatrix </li> <li>Melisandre </li> </ul> </li> <li>werewolf </li> </ol>
NAME:_________________________________ Partner Name (if applicable)___________________ CHOICE PROJECT: ________________________________________ DUE DATE: _________________ Staple this sheet on the inside cover into your blue unit book. MUST CHOOSE TWO ASSIGNMENTS. (One “A” project, one “B” project) Grading Rubric: Choice Project 50 PTS (summative) ____/ 50 Vocabulary ____/20 Notes ____/20 LAB WORK: Nitrogen Passport ____/20 The Incredible Journey ____/20 Heating of Land and Water ____/20 CHOICE BOARD: B. Create a Levels of Atmosphere Chart (see pp 24-25).* A. Write, sing and produce a rap on either the water cycle or the nitrogen cycle. Here is a site that will help you produce your rap and upload it to SoundCloud: Possible partner activity Make a poster of the cycle or Heat transfer and include all appropriate vocabulary (see pp 18-19) A.Use your cell phone to create a newscast video explaining radiation, convection and conduction. (see pp Possible partner activity All All Labs Create a 3D model of the nitrogen cycle or water cycle. Think about using a shoebox and label each part of the cycle (see pp 16-17) B. Do the crossword puzzle on pp 34-35. B. Read Importance of Atmosphere and do questions on pp 4-6. Also read pp 26-27 and answer questions.* Create a comic strip of the journey of water (see page 22-23)
SEMES TER COURSE OPTED COURSE NAME I Ability Enhancement Compulsory Course-I English/MIL communications/ Environmental Science Core course-I English/MIL-1 Core Course-II DSC -1A Core Course-III DSC -2A II Ability Enhancement Compulsory Course-II English/MIL communications/ Environmental Science Core course-IV English/MIL-1 Core Course-V DSC -1B Core Course-VI DSC -2B III Core course-VII English/MIL-2 Core course-VIII DSC -1C Core course-IX DSC 2C SkillEnhancementCourse-1 Theory/ Practical/Tutorial SEC-1 IV Core course-X English/MIL-2 Core Course-XI DSC -1D Core Course-XII DSC 2D SkillEnhancementCourse-2 SEC-2 V SkillEnhancementCourse-3A SEC-3A SkillEnhancementCourse-3A SEC-3B Discipline Specific Elective -1A DSE-1A Discipline Specific Elective -1B DSE- 1B Generic Elective -1 GE-1 VI Skill Enhancement Course -4A Theory/Practical/Tutorial SEC-4A
Skill Enhancement Course -4B Theory/Practical/Tutorial SEC – 4B Skill Enhancement Course -4C Theory/Practical/Tutorial SEC- 4C Discipline Specific Elective -2A DSE- 2A Discipline Specific Elective – 2B DSE- 2B Discipline Specific Elective -2C DSE- 2C Generic Elective -2 GE-2 TER COURSE COURSE NAME I Ability Enhancement Compulsory Course-I Environmental Studies Language-I English Language Core Course- DSC -1 Financial Accounting Core Course- DSC -2 Business Organisation and Management II Ability Enhancement Compulsory Course-II English/MIL /Hindi Language - II Hindi/MIL Core Course DSC- 3 Business Laws Core Course DSC-4 Business Mathematics and statistics III Language-III Core course- DSC 5 Company Law Core course- DSC-6 Income Tax Law & Practice (AEEC-1) Skill Enhancement Course- Any One Computer Applications in Business Cyber Crime and Laws IV Language - IV Business Communication Core Course- DSC-7 Corporate Accounting Core Course- DSC-8 Cost Accounting (AEEC-2) Skill Enhancement Course- Any One E- Commerce Investing in Stock Markets V Discipline Specific Elective (DSE-1) Discipline Specific Elective (Any one of the following) Human Resource Management Principles of Marketing Auditing and Corporate Governance Financial Reporting and Analysis DSE-2 Discipline Specific Elective (Any one of the following)
Outside the Box Choose 3 vocabulary terms and make a Fryer Model for each Create flashcards for all the vocabulary terms. *Turn these in using a baggie* Fix It Complete the ‘Fix It’ worksheet on the vocabulary terms. Quiz Create a quiz to test someone else’s knowledge of the vocabulary words. *Include the answer key* The Same and the Opposite Choose five vocabulary words. Write a synonym and an antonym for each word. Sort It Sort your vocabulary words into three categories. The more creative the categories the better! Words can be sorted by meaning, letters, vowels, etc… Write a Story Write a short story using all of your vocabulary words. Sentences Write a sentence with each vocabulary word. Show that you know the meaning of the word in the sentence. In Your Own Words Write the vocabulary definitions in your own words. Strip Make a comic strip using at least 10 of your words. Crossword Puzzle Create a crossword puzzle with 15 vocabulary words from the current unit. Clues must be in complete sentences. Include both the finished puzzle and an answer key. Graffiti Create a ‘5 graffiti walls’ using synonyms of the vocabulary words.
Florida State College at Jacksonville Course Learning Outcomes and Assessment SECTION 1 Course Prefix and Number: CHM 1020 Semester Credit Hours (Credit): 3 Contact Hours (Workforce) Course Title: Chemistry for Liberal Arts SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE an “X” in the box next to those that are applicable.) X General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading Speaking X Critical Analysis Qualitative Skills X Scientific Method of Inquiry X Writing Listening Information Literacy Ethical Judgement Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences X Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication X Critical Thinking Information Literacy X Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT
MAY 2015 REVIEW OF CARD PAYMENTS REGULATION Submission to the Reserve Bank of Australia ABOUT US Set up by consumers for consumers, CHOICE is the consumer advocate that provides Australians with information and advice, free from commercial bias. By mobilising Australia’s largest and loudest consumer movement, CHOICE fights to hold industry and government accountable and achieve real change on the issues that matter most. To find out more about CHOICE’s campaign work visit www.choice.com.au/campaigns and to support our campaigns, sign up at www.choice.com.au/campaignsupporter
decides against increasing transparency in this way, public companies (over a certain size to exclude small business) should be required to report annually on the total amount collected in card surcharges and total amount paid in merchant service fees. This will allow a more transparent evaluation of the gap between average merchant fees and total surcharges. This measure will assist any regulator responsible for assessing the reasonableness of surcharges and provide consumers with transparency about surcharge collection. Routing CHOICE strongly opposes the proposal to allow merchants to route payments over their preferred network. CHOICE’s understanding of this proposal, as described by merchant submissions to the Financial System Inquiry consultations, is that it would remove consumer choice. This paper does not consider the impact of merchant routing on consumers, either on their personal finances or in their role as agents with the ability to drive change and increase competitive pressure in any market. There are practical differences with payment systems for consumers including different surcharges at the point of sale, different security guarantees in case of fraud and the ability to use additional features such as withdrawing cash at a checkout. The most prominent difference is when the payment is deducted from a consumer’s bank account. Eftpos payments are deducted automatically while Visa and MasterCard debit payments can take several days before the payment is finally processed. If the merchant routing proposal goes ahead, businesses could override consumers’ decisions about how to manage their personal finances. The most effective way of addressing the issue of different costs a merchant incurs to accept different payment types is to continue the current system which allows a merchant to send price signals to consumers through surcharging based on the reasonable costs of accepting a payment. Should a merchant find a payment option too expensive they are currently able to refuse to accept that payment type or charge a reasonable surcharge, rather than offer consumers one option and deliver another. Decision to allow merchant routing potentially unreasonable We believe that any decision to merchant routing could be considered unreasonable as it fails to consider that different payment systems provide different services with different features, and thus cannot be readily swapped without an impact on the service a consumer receives.
Informational Writing Draw a picture of a quadrilateral. Draw a picture of a rhombus. How are they alike? How are they different? Is a quadrilateral a rhombus? Is a rhombus a quadrilateral? Justify your thinking. Quilt Find or draw a picture of a quilt. Write fractions to describe the patterns in the quilt. For example 4/24 of the quilt has blue. 6/24 of the quilt has both red and blue. 8/24 of the quilt has dots. Paper Folding Experiment with partitioning shapes by folding paper. Divide the paper into halves, thirds, fourths, sixths, and eighths. Label each unit. (Use both rectangular paper and circular sheets.) Rulers Measure five or more items to the nearest half inch. Measure five or more items to the nearest quarter inch. Make a chart of your findings. Order the items from shortest to longest. Real-World Connection In P.E., Lauren competed in the one mile run. Coach Hall explained that six laps around the track is equivalent to one mile. To warm up for the competition, Lauren runs four laps around the track. What fraction of a mile did she run to warm up for the competition? Explain your thinking. Number Line Use manipulatives to create a number line that is partitioned into equal sized pieces. Include fractions on your number line. Name: ____________________________________________________ Fourth Grade Math Choice Board Multiply and Divide Fractions, Fractions and Decimals, Geometry – 3rd Nine Weeks Chart Visit . Explore different representations for fractions including improper fractions, numbers, decimals, and percentages. Adjust numerators and denominators to see how they change the representations. Keep a record of ten fractions. Logo Design a logo. Your logo must have one line of symmetry, one right angle, one obtuse angle, and seven different polygons including the three types of triangles. Explain how your logo meets the design requirements. Art Create a geome-tree, a tree with geometric shapes. Include several triangles; label or color-code the triangles. Include five or more additional 2-dimensional shapes with labels. Scrapbook Drawing Sorts
decimal numbers to the hundredths. strategies, algorithms, and manipulatives. everyday lives. Include ten or more ways. Real-World Connection Find ten or more numbers in the community. Photograph or illustrate the examples. Include at least one number in the tens of thousands, one in the thousands, one in the hundreds, one in the tens, and one number with a single digit. Also, include at least once decimal. Compare and Contrast Choose five items that you would like to purchase. Compare their prices at two different stores or restaurants. Argue where you would by the items and why. Field Trip Design a field trip for the class. The principal has agreed to pay for the bus, but students must pay for everything else. Each student can pay no more than $25. Write a proposal for your teacher explaining where you should go, what you will do on the trip, how much it will cost in total, and how much each student will have to pay. Explain how you know your calculations are accurate.
Option 3 “Build a More Cooperative World” RANK # ______ 3: 2: 1: Option 4 “Protect the U.S. Homeland” RANK # ______ 3: 2: 1: Part II: Your OP-ED
SOME REFERENCES TO USE IN TREASURE HUNT: New International Version of the Bible Matthew 11:11 Nursery door Genesis 2:23 Exodus 17:1 Proverbs 3:18 Matthew 3:11 Isaiah 28:20 Joshua 1:8 Proverbs 30:8 Nehemiah 4:17 Ephesians 2:21 Matthew 5:40 I Chronicles 15:16 Proverbs 3:11 Deuteronomy 6:9 110:1 Psalm 100:4 Revelation 22:5 Genesis 2:7 Ecclesiastes 3:3 Matthew 13:25 Women’s restroom door Water fountain A tree Baptismal Baby’s crib Stack of Bibles Kitchen A Wall Corner of a building Coat closet Piano or Organ S.A.Y. Yes!® Standards A door frame A footstool A gate A lamp Men’s restroom door A clock A patch of weeds
OBSERVE As the children play, watch for the different kinds of qualities displayed by the choices the children make. This will tell you a lot about the children’s hearts. You will want to help the children relate their choices to the qualities displayed, and then to what is happening in their hearts. DEBRIEF What qualities would you choose in the players on your team? Honesty, encourager, determined, positive, someone who is aware of their own imperfections - not always blaming others, etc. As you played, what qualities did you choose to display? Why would someone want you on their team? Help them to see that they choose who they are, when they decide to act a certain way. Even the slowest runner can be an encourager to others. The least athletic may be the best strategist. DAY FOUR: Free Play MATERIALS: jump ropes, chalk, Frisbees, hula hoops, etc. SETUP: Let the children choose what they would like to play today. It must be a group choice. TO PLAY Have the children work out the rules. Adults, stay in the background, but do participate as a “kid”. This is not a time to rest. Let them work out any disagreements by themselves, as much as possible. Step in only if there is possible physical or emotional torment. OBSERVE Everyone won’t get his/her way, will they still participate and be good sports? What choices do they make? Who stepped out as the leaders of the group? DEBRIEF What were the most difficult choices you had to make today, as you prepared to play together? You have observed them, so you will be able to point out some of the difficult decisions. You may even ask key questions, such as, “Johnny, what choice did you make when you yelled at Elena? Was it because she didn’t want to play the game you wanted to play?” How have you applied what you’ve learned about choices this month, to your recreation?
Your ceremony begins with a welcome and introduction by the Deputy Superintendent Registrar. During the ceremony you will be asked in turn to make your vows to one another, by repeating the Declaration and Contract words of your choice. You must both choose the same wording, which you will be guided through, three or four words at a time. Suggested Order of Service Entrance (music) Welcome (optional) Declaration Words (optional) Exchange of Rings (optional) Promises (optional) Contract Closing Words Signing of the Register Photographs (music) Exit (music) The Declaration: A – I do solemnly declare, that I know not, of any lawful impediment, why I_______________ may not be joined in matrimony, to _________________. B – I declare that I know, of no reason, why I _____________ may not be joined in marriage, to ______________. C – By replying ‘I Am’ to the question, are you ____________ free lawfully to marry _________________? The Contract: X - I call upon these persons here present, to witness that I ________________ do take thee _______________, to be my lawful wedded husband/wife. Y – I ______________, take you ______________ to be my wedded husband/wife. Z – I ______________, take thee, _____________ to be my wedded husband/wife.
difference between their charge and the allowed amount. - 10- Schedule of Medical Benefits 2016 2017 Medical Plan Services In-Network Copay/Coinsurance Out-of-Network Coinsurance Maternity Services Hospital Charges 25% 35% Physician Charges (delivery & inpatient) 25% (waived if enrolled in WellBaby Program within first trimester) 35% Prenatal Offices Visits $25 (waived if enrolled in WellBaby Program within first trimester) 35% Preventive Services Preventive screenings/ immunizations/flu shots (adult & child Wellcare) Refer to pages 13 & 14 for listing of Preventive Services covered at 100% allowable and for age recommendations limited to services listed on page 13 & 14. Other preventive services subject to deductible and 35% Mental Health Services Inpatient Services (Pre-certification is strongly recommended) 25% 35% Outpatient Services First 4 visits $0 copay then $25 copay/visit Note: Psychiatrist is $40 copay/visit 35% Chemical Dependency Inpatient Services (Pre-certification is strongly recommended) 25% 35%
Hospice 25% Max: 6 months 35% Max: 6 months Skilled Nursing (Prior authorization is strongly recommended) 25% Max: 30 days/year 35% Max: 30 days/year Miscellaneous Services Allergy $40 copay/visit Office visit only If no office visit, deductible waived, 25% coinsurance 35% Durable Medical Equipment, Prosthetic Appliances & Orthotics (Prior authorization is required for amounts greater than $2,500) 25% Maximum: $200 for foot orthotics 35% Maximum: $200 for foot orthotics Reminder: Deductible applies to all covered services unless otherwise indicated or a applies. Out-of-Network providers can balance bill the difference between their charge and the allowed amount. - 12- Medical Plan Service In-Network Copay/Coinsurance Out-of-Network Coinsurance Miscellaneous Services cont. PKU Supplies (Includes treatment & medical foods) 0% (no deductible) 35% Dietary/Nutritional Counseling (Prior authorization recommended) 0% (no deductible) Max: 8 visits/year 35%
Obesity Management (Prior authorization recommended by all plans) 25% Must be enrolled in Take Control for treatment 35% TMJ (Prior authorization recommended) 25% Surgical treatment only 35% Transplants Transplant Services (Prior authorization required) 25% 35% Travel Travel for patient only (If services are not available in community) 0% up to $1,500/year with Prior authorization -up to $5,000/yr. in conjunction with transplants only with Prior authorization 0% up to $1,500/year with Prior authorization -up to $5,000/yr. in conjunction with transplants only with Prior authorization Discover Great Health! Preventive Health Screenings/ Healthy Lifestyle Ed. & Support/ Emotional & Financial Wellness see page 15 Take Control see page 16 Tobacco Cessation, Diabetes, Weight Loss, High Cholesterol, High Pressure WellBaby Infusion Therapy Incentive Program see page 17 Reminder: Deductible applies to all covered services unless otherwise indicated or a copay applies. Out-of-Network providers can balance bill the difference between their charge and the allowed amount. - 13- surgical
How can it help? It has been shown to reduce the rate of relapse by about one-third in people with relapsing remitting MS. It also reduces the severity of relapses that occur. (5) (6) (7) (8) How is it administered? Avonex must be injected into the muscle once a week and should be stored in the fridge. Rebif must be injected under the skin three times per week and should be stored in the fridge. Rebif comes in two dosages – 22mcg and 44mcg. (7) Plegridy must be injected under the skin every 2 weeks and should be stored in the fridge. Who manufactures it? Avonex – Biogen Rebif – EMD Serono Plegridy – Biogen What type of MS is it prescribed for? All types of interferon beta-1a are classed as ‘category 1’ drugs therefore they are used in those diagnosed with relapsing remitting MS. (1) What are the side effects? The most common side effect experienced when taking interferon beta-1a is flu-like symptoms injecting. Injection site irritations may also occur, such as redness, swelling, itching. Other less common side effects can be mood swings (mainly from Avonex), fever and blood abnormalities. Most people find these effects reduce over a three month period of taking the drug. If they persist, a conversation with an MS nurse or neurologist would be recommended. (5) (6) (7) (8) trial
Presentation Ineffective use of visual/audio aids or demonstration. Unclear or difficult to follow. Lack of preparation. Somewhat effective use of visual/audio aids or demonstration. Lack of clarity in parts of presentation. Some preparation. Effective use of aids or demonstration. Engaging, clear, and easy to follow. Preparation evident. Highly effective use of visual/audio aids or demonstration. Highly engaging, enjoyable, and very easy to follow. Well-prepared. Writing Conventions Writing is disorganized and unpolished. Distracting spelling/grammar mistakes hinder comprehension. Writing shows attempts at organization and is somewhat polished. Some spelling/ grammar mistakes that do not hinder comprehension. Writing is organized and polished. Few spelling/ grammar mistakes when sophisticated language. Writing is fluent and very polished. Virtually no spelling/grammar mistakes, even when using sophisticated language. Participation Presenters show little knowledge of subject. Present ideas with little confidence. Obvious lack of preparation of one or more members. Presenters have some knowledge of the subject. Present ideas with emerging confidence. All group members participate in some way. Presenters have equally sufficient knowledge of the subject. Present ideas with same confidence. All group members participate equally. Presenters have equally deep knowledge of subject. Present ideas with high level of confidence. All group members participate fully. Group Members__________________________________________________________ Total Score ______________
/30 Application Level 1 (5.0-5.5) 2 (6.0-6.5) Level 3 (7.0-7.5) Level 4 (8.0-10.0) mark The student: Application of knowledge & skills in familiar contexts applies knowledge & skills in familiar contexts with limited effectiveness applies knowledge & skills in familiar contexts with some effectiveness applies knowledge & skills in familiar contexts with considerable effectiveness applies knowledge & skills in familiar contexts with a high degree of effectiveness /40 Transfer of knowledge & skills to unfamiliar contexts transfers knowledge & skills to unfamiliar contexts with limited effectiveness transfers knowledge & skills to unfamiliar contexts with some effectiveness transfers knowledge & skills to unfamiliar contexts with considerable effectiveness transfers knowledge & skills to unfamiliar contexts with a high degree of effectiveness Making connections between science, technology, society and the environment makes connections between science, technology, society and the environment with limited effectiveness makes connections between science, technology, society and the environment with some effectiveness connections between science, technology, society and the environment with considerable effectiveness makes connections between science, technology, society and the environment with a high degree of effectiveness Proposing courses of practical action to deal with problems relating to science, technology, society and the environment proposes courses of practical action of limited effectiveness proposes courses of practical action of some effectiveness proposes courses of practical action of considerable effectiveness proposes highly effective courses of practical action Comments: SCIENCE, TECHNOLOGY, SOCIETY AND THE ENVIRONMENT PERFORMANCE TASK CHOICE BOARD RECORD OF PERFORMANCE TASKS: UNIT CHOICE PROJECT TITLE 1 2 3 4 5
Choice Board Template Tasks that vary by DOK levels Learning style Product Some combination of the three Tasks that vary by DOK levels Learning style Product Some combination of the three Tasks that vary by DOK levels Learning style Product Some combination of the three Tasks that vary by DOK levels Learning style Product Some combination of the Everyone works this task Tasks that vary by DOK levels Learning style Product Some combination of the three Tasks that vary by DOK levels Learning style Product Some combination of the three Tasks that vary by DOK levels Learning Product Some combination of the three Tasks that vary by DOK levels Learning style Product Some combination of the three