zilongwang/ReadingBank huggingface dataset:
9. Which study type uses relative risk and which uses odds ratio? Why is it split like that? 10. What the heck is a person year? 11. How do you reduce confounding in a study? Instructions: Read the following article and answer the questions that follow Investigations of Two Cases of Isolated Local Transmission of Zika Virus As of July 22, 2016, among the 321 cases of Zika virus infection in Florida residents or visitors, Miami-Dade County and neighboring Broward County reported the highest and second highest numbers of cases in Florida (93 and 51, respectively), accounting for 30.4% and 16.7% of travel-associated cases in nonpregnant women, respectively. In early July 2016, an adult female resident of Miami-Dade County (patient A) sought treatment at a local hospital with fever, rash, and arthralgia. Serum and urine specimens, which were collected 3 days after symptom onset, were positive for Zika virus by rRT-PCR. Less than 1 week later, an adult male resident of Broward County (patient B) sought treatment for fever, rash, and arthralgia. Zika virus infection was confirmed by rRT-PCR on a urine specimen. Investigation of both cases indicated no recent travel to or sexual contact with a recent traveler to an area with active Zika virus transmission, no association with household contacts who recently traveled, and no close personal contact with a patient with confirmed Zika virus infection. There were no epidemiologic links between the two patients, and their residences were separated by >10 miles. BG-Sentinel (Biogents AG, Regensburg, Germany) mosquito traps, designed for researchers, collected a limited number of Ae. aegypti and Ae. albopictus specimens around the patients’ residences, and PCR testing of pooled mosquitoes for Zika virus was negative (Sharon Isern, Department of Biological Sciences, Florida Gulf Coast University, personal communication, 2016). To identify additional evidence of local transmission, household contacts of patients A and B were interviewed regarding recent illness and travel, and specimens were requested for Zika virus testing. Among seven household contacts of the two patients, none reported symptomatic illness and only one had laboratory evidence of recent flavivirus virus infection (Zika virus IgM results and neutralizing antibodies for both Zika virus and dengue, indicating probable Zika virus
International Crisis Group (2005) Zimbabwe's operation Murambatsvina: the tipping point? Africa report no 97 Internal displacement monitoring centre (2004), Norwegian Refugee Council Internal displacement: Global overview of trends and developments, Geneva: Global IDP Project 37 “Profile of Internal Displacement: Zimbabwe. International Displacement Monitoring Centre (2008): The Many Faces of Displacement- IDPs in Zimbabwe. Geneva: IDMC Iwabukuna O K (2011): Internal Displacement in Africa: Africa Solutions to African problems? Challenges and Prospects. Journal of Internal Displacement Volume 1 Number 1; Available from: . Accessed 13/03/14. Justice for Agriculture (JAG 2008) Land, Retribution and Elections. Post Election Violence on Zimbabwe’s Remaining Farms, Harare Kevin Andrews (2011). The Importance of Civil Society pdf. Available from: . Accessed 28/02/14 Magaisa A (2009) Zimbabwe’s Civil Society and Diminishing Political Space. Available at: Accessed on 15/02/ 2014. Mapiko E and K Chinyoka (2013):; The plight of Internally Displaced Children: A case of Zimbabwe; Greener Journal of Educational Research Vol 3 Marongwe N (2003): Farm Occupations and Occupiers in the New Politics of Land in Zimbabwe. In Amanda Hammar, Brain Raftopoulos and Stig Jensen (eds) Zimbabwe‘s
2.4.1 Empirical Literature Review in the World Generally, the use of as a tool for monitoring of social services is found into different places in the world such short massage services in the London police report (2009) states that police have included text messages in their alerting service option
conducted in Zanzibar Town, which is in the Urban-West Region. The district is further subdivided into thirty Shehias. Shehia is the smallest administrative subdivision in any of the Zanzibar district. In this five (5) Shehias were sampled. The distribution of selected Shehias was
availability from public tape. While ten respondents (25%) of the total respondents agreed that sometimes there are water availability from public tape and the rest of respondents, five respondents (12.5%) explained that many times water is availability from public tape.
mobile phone and an operator. This is particularly urgent in order to offer better understanding of consumer motives. In another approach, Aoki and Downess (2003) in their analysis of young people’s use and attitudes toward cell phones suggested a variety of purposes, both behavioural and psychological, for which young people use mobile phones. They will be suggested that individuals use the devices to help them feel safe, to keep in touch with friends and family members, for information access, for financial benefits (cell phones are cheaper compared to fixed lines), to manage time efficiently (for example in arranging and coordinating appointments), for privacy management and for image. The authors noted further that image motive was a result of peer pressure which makes youngsters to wish to maintain a good image among their fellows. Like others, the authors wound up noting that their study was to serve as a foundation on which future studies would be built. Nylos Technologies (2010) categorised the motives for using mobile phones into three main purposes; namely communication, entertainment and show off. In their online opinion poll, 73.94%, 18.79% and 3.64% of users had voted in favour of communication, entertainment and show off respectively. Some other 3.64% had voted for other unclassified purposes. On their part, hold that shopping (consumer) motives are consumers wants and needs as they relate to outlets at which to shop. They categorise motives along Sheth’s line as functional and non-functional. Whereas functional motives are associated with
TRANSLATIONAL SCIENCE Ph.D. PROGRAM DISSERTATION ASSESSMENT FORM: WRITTEN DISSERTATION STUDENT: REVIEW DATE: Does Not Meet Expectations Meets Expectations Exceeds Expectations Literature Review Explanations of published works require larger scope or more analysis Evidence of lack of understanding of key concepts Does not relate to proposed research Analysis of major published works related to area of research Further development of some ideas recommended Comprehensive, organized analysis of key relevant peer-reviewed literature with appropriate breadth and depth Research Question(s) Vague, incoherent, or irrational research aims Understandable and reasonable research aims and purpose Clear and specific research aims with logical purpose and high level of inquiry Research Design Incomprehensible or completely inaccurate experimental design Unacceptable risk/benefit balance Some missing or flawed descriptions/justifications Not consistent with expected knowledge Research design based on research aims, ethical standards, and within the student’s expertise Methodology and Analyses Obvious weaknesses Explanation requires substantial improvements Adequate explanation of procedures More details recommended Fully explained and appropriate procedures Responsible Conduct/ Ethics Ethical considerations for research not adequately discussed Adequate discussion of ethical considerations Ethical considerations are considered and explained Potential Limitations or Limitations Few and/or inappropriate limitations were identified Sufficient discussion of appropriate limitations Some critical limitations not addressed Recognition of and reasoning for research limitations Sensible alternative aims Significance and Innovation Purpose of research will not contribute a new idea or a new way of doing things Significance and innovation of the proposed research meets minimum standards Research is expected to produce new findings that will contribute significantly to the student’s of study OVERALL ASSESSMENT (based on above criteria) PASS FAIL PROVISIONAL PASS COMMENTS REGARDING STUDENT’S RESEARCH PROPOSAL AND/OR PROVISIONAL PASS (use additional sheets if needed):
For medium-sized enterprises (with headcount between 50 and 250 employees), the organizational structure is more complicated and the company is not necessarily managed by the owner. The company is at danger when the appointed management does not possess the appropriate knowledge and either not aware that this lack of expertise or are not willing to seek advice, for example for fear of losing their jobs. For the above two scenarios if management is not able to identify problems and threats when they occur, then they will not be able to face them and to think the possible remedial actions which they could take; If it does not face up to these issues promptly, it risks being overwhelmed by them. The final result of poor management is that the company is not efficiently or effectively managed. The SME is not in a position to let such a situation to continue. 2.8.1.2 Insufficient Capital A common serious mistake for a number of failed businesses is having insufficient operating funds. Business owners miscalculate how much money is needed and they are forced to close before they even have had a fair chance to succeed. They also may have an unrealistic expectation of incoming revenues from sales. It is very important to ascertain how much money your business will require; not only the costs of starting, but the costs of continuing in business. It is important to take into consideration that many businesses take a year or two to get going. This means one will need enough funds to cover all costs until sales can eventually pay
Robinson, RB & Pearce, JA 1984, ‘Research Thrusts in Small Firm Strategic Planning’, Academy of Management, 9 (1), 128-137. Rosa, P, Carter, S & Hamilton, D 1996, ‘Gender as a Determinant of Small Business Performance: Insights from a British Study’, Small Business Economics, 8 (6), 463- 478. Saunders, M., Lewis, P., &Thornhill, A, (2003). Research Methods for Business Students (3rdedn). London: FT Prentice Hall. Selection in Organizations. (App.37-70) Van Scotter, j., Motowiddlo, S.j.,& Cross, T. C. (2000). Effect of task Performance and contextual Performance on systemic rewards. Journal of Applied Psychology. Weinzimmer, L. (1997).Top management team correlates of organizational growth in a small business context: a comparative study. Weinzimmer, L. (2000). A replication and extension of organizational growth determinants.Journal of Business Research. World Bank (2003), Small and Medium Enterprises across the Globe: A New Database, World Bank Policy Research Working Paper 3127, August. World Bank (2013), Doing Business 201.3 Wymenga, P., Spanikova, V., Barker, A., Konings, J. and Canton, E. (2012), EU SMEs in 2012: At the Crossroads. Annual Report on and Enterprises in the EU, 2011/12, Report for the European Commission.
Dissertation Supervisors Work can be undertaken remotely/at home Role Summary All UCEM BSc, MSc and MBA programmes require students to complete a final year dissertation and this is entitled the “project” module. In developing their research students need to be guided by specialist supervisors with relevant qualifications and experience. As a dissertation supervisor you will be involved in supporting one or more students giving one to one tutoring via the virtual learning environment (VLE), proactively initiating and engaging in discussion, providing regular commentary, feedback and assessment throughout the research process. Your work will be undertaken remotely online; this enables a uniquely flexible work environment can be fitted around any existing employment or other commitment. Training and pay rates Training in supervision online will be provided for all applicants. Pay are calculated per student and supervisors may define their capacity and the number of students they support. Second marking the work of students supported by other supervisors is also available as a discrete tutoring role; pay rates again are calculated by student. Specialist subject areas We need to increase our pool of available supervisors in the following subject areas, grouped by our academic faculties: Construction Building surveying Quantity surveying including Mechanical & Electrical and Civil Engineering QS practice Construction management including civils Construction technology (including innovative, modern and traditional methods) Building Information Management (BIM) Law – construction law Real Estate Investment including real estate investment Building conservation (modern and heritage property) Valuation including statutory valuation Residential estate management and residential valuation Retail management (managing shopping centres) Law – landlord and tenant (residential and commercial) and property law Planning and design Management and Vocational Investment including real estate investment Economics Retailing FM Across all faculties Sustainability including BREEAM experience Law – contract, tort and legal system, Person specification details
Other applications for funding made/pending (provide details of grants applied for and whether any yet decided). Does your college offer grants to support dissertation research? YES/NO If YES, what is the normal maximum college grant available? BOX C ~ Director of Studies Supporting Statement (please indicate what college support, if any, may be available to help with dissertation research expenses) BOX D [OPTIONAL] ~ Tutorial Statement Supporting Case Based on Special Personal Financial Hardship Once completed Directors of Studies should email the form to Miss Freya Stuart
9 yes t(11) = 16.01, p < 0.001 yes t(5) = 9.77, p < 0.001 yes F(1,7) = 0.14, ns yes t(11) = 28.17, p < 0.001 yes t(5) = 14.79, p < 0.001 yes F(1,7) = 0.89, ns Boys 47 yes t(41) = 25.19, p < 0.001 yes t(53) = 30.18, p < 0.001 yes F(1,46) = 0.39, ns yes t(40) = 86.24, p < 0.001 yes t(53) = 63.09, p < 0.001 yes F(1,46) = 0.39, ns Girls 49 yes t(47) = 32.67, p < 0.001 yes t(49) = 26.18, p < 0.001 yes F(1,46) = 0.52, ns yes t(47) = 57.11, p < 0.001 yes t(49) = 71.72, p < 0.001 yes F(1,47) = 0.46, ns Figure 1. A child working on the Heart Block of the Hearts and Flowers test using a touchscreen monitor and handlebars.
4. RESERVATION OF PARENTAL RIGHTS AND RESPONSIBILITIES. The residential/custodial parent agrees that in the event of his/her death prior to the child(ren) attaining the age of eighteen (18) years, the non-residential parent shall have a superior claim to the allocation of parental rights and responsibilities of such children. 5. THE ALLOCATION OF FINANCIAL RESPONSIBILITIES FOR THE MINOR CHILD(REN) A. THE ALLOCATION OF PRIVATE HEALTH INSURANCE RESPONSIBILITIES FOR THE MINOR CHILD(REN) BOTH PARENTS SHALL PROVIDE HEALTH INSURANCE. Both the Mother and Father obtain private health insurance coverage for the child(ren) if it is available at a reasonable cost and dual coverage would provide for coordination of medical benefits without unnecessary duplication of coverage. [R.C. 3119.30(B)(1)] THE OBLIGOR SHALL PROVIDE HEALTH INSURANCE. The person who PAYS child support (the OBLIGOR) shall obtain private health insurance coverage for the child(ren) if it is available through any group policy, contract, or plan available to the OBLIGOR at a more reasonable cost than coverage is available to the person who receives child support (the OBLIGEE). [R.C. 3119.30(B)(3)] THE OBLIGEE SHALL PROVIDE HEALTH INSURANCE. The person who RECEIVES child support (the OBLIGEE) shall obtain private health insurance coverage for the child(ren) if it is available through any group policy, contract, or plan available to the OBLIGEE at a more reasonable cost than coverage is available to the person who pays child support (the OBLIGOR). [R.C. 3119.30(B)(2)] NEITHER PARTY SHALL PROVIDE HEALTH INSURANCE.
NATIONAL REPRESENTATIVE GUIDELINES 2017-19 Each association is entitled to have an official NAP representative attend a scheduled membership event once during the biennium. Each district is entitled to have an official NAP representative at its biennial conference. Appointment Guidelines The following guidelines will be followed during the 2017-2019 biennium: NAP representatives shall be selected from the members of the NAP board of directors and its advisors to provide the association or district with current information. An official NAP representative may not serve two consecutive years for the same association or two consecutive conferences for a district. NAP District Directors may serve as NAP representatives for associations within their district. Association presidents or district directors may contact an individual regarding availability; however, that does not ensure that the appointment will be made. The NAP President is the sole approver of national representatives. The NAP President will use eligible leaders in an equitable rotation to the extent possible. NAP officers, board members, or advisors shall not contact any association or district suggesting or requesting that they be the official NAP representative. Every attempt will be made to assure that each eligible leader serves as an official representative at least twice during the biennium. Host Responsibilities The host association or district: Will contact the representative with meeting details as soon as possible following notification. After designation by the NAP President, correspondence regarding the visit is between the national representative and the association or district. Such correspondence should take place no later than one month prior to the event.
Affective Response Affective Response 1 Maintenance of a non CCSS led System Level 2 Awareness and Exploration of a CCSS System Level 3 Transition to a CCSS led System Level 4 Emerging New Infrastructure to Support a CCSS led System 5 Predominance of a CCSS led System Attitudes and Beliefs about CCSS High degree of resistance and apprehension to a CCSS led system Aware that a CCSS led system has the potential to improve student learning Growing acceptance through research and practice that a CCSS led system improves student learning Commit to a CCSS led system to improve student learning A CCSS system is the organizational structure around which district curricula and classroom practices are centered Motivation to Implement CCSS No motivation to implement a CCSS system Changes in classroom practices are motivated by administrative direction Reference CCSS in lesson planning as preliminary step in implementation Changes in classroom practices are motivated by growing belief that a CCSS led system will benefit students Begin efforts to adapt a CCSS system to fit school/district structure (e.g., curriculum mapping) Intrinsic motivation to embed a CCSS system into classroom/school/district practices Work cooperatively to adapt district structure to a CCSS led system High level of engagement of all staff in implementation of a CCSS led system Enthusiastic commitment and support of a CCSS led system at building and district level Confidence Level Apprehension and anxiety surrounding a CCSS led system reform Receptive to participation in CCSS led system Secure in ability to contribute a CCSS led system Self-directed involvement in a CCSS led system Advocacy for a CCSS led system Resources and professional development tools that recognize the structure of the climate and culture of a school and it’s importance in designing school reform. The Leadership and is the professional development and consulting services division of Houghton Mifflin Harcourt, and offers many services including articles and advice from Dr. Doug Reeves. The National School Boards Association (NSBA) is a not-for-profit organization representing state associations of school boards and their member districts across the United States. Professional Development Professional Development 1 Maintenance of a non CCSS led System Level 2 3 Transition to a CCSS led System 4 Emerging New Infrastructure to Level 5 Predominance of a CCSS led System
Y.S.R. Kadapa Vaagdevi Institute Of Technology & Science, Proddatur Mr. K.Naveen Kumar Raju NSS PO, 9885203327 Mr.K.Balanjaneyulu NSS PO, 9160266627 06/01/2018 J.N.T.UNIVERSITY ANANTAPUR :: ANANTHAPURAMU NSS YOUTH FESTIVAL -2017 - 18 ANNEXURE – III Action Plan Level Date/s Place Responsible Officer Action / Report by Responsible Officer College / Unit Level Before 3 days of Dist Level Youth Fest Date. Respective Colleges Principal / NSS Programme Officer of Respective College Send First Prize Winners List in the format as attached to Dist Level Host College and NSS Programme Coordinator, JNTUA by email (nssco@jntua.ac.in) District Level Before 10/01/2018 District Hosting College Principal / NSS Programme Officer of respective district host college Send First Prize Winners List to NSS Programme Coordinator, JNTUA by email () University Level Before 27/01/2018 J.N.T.UniversityAnantapur, Ananthapuramu Dr.M.L.S.Deva Kumar NSS Programme Coordinator, JNTUA Send First Prize Winners List to State Level Youth Fest Coordinator
Study Island, WIN, Workforce Connects Kentucky Education Television (KET): GED Connection Pre-GED Connection Teacher Ver. student self report Video: .5 hrs (Total 19.5) Project IDEAL Workbook: teacher determines % completed Workbook: > 75% of activities completed = 4 hrs 50 – 74% =2 hrs (Total 156) Internet Activities: teacher determines % completed Internet Activities: 1 hr. per (Total 43) Internet Module: teacher verifies student effort Modules: 3 hrs per module (Total 15) Completed practice tests: online and print based 1 hr per (Total 22) Kentucky Education Television (KET): Workplace Essential Skills Teacher Ver. Video: student self-report Video: .5 hrs per (Total 12) Project IDEAL Workbook: teacher determines % completed >75% of activities complete = 2 hrs; 50 – 74% = 1 hr (Total 48) Internet Activities: teacher determines % completed >75% of activities completed =2.5 hrs; 50 – 74% = 1.5 hrs (Total 60) Preview and Review Tests 1 hr per (Total 8) Khan Academy Clock Time Classes must be set up to indicate time spent outside of normal class hours Time recorded by system; data must be pulled 30 days at a minimum Khan Academy Burlington English, DynEd English Language Learning Program, Rosetta Stone Online, Ventures Online Workbooks Clock Time System must track time and log out students after preset period of inactivity Time recorded by system Software developer Crossroads Café Mastery Passed unit test @ 70% 10 hours per unit; (Total 260) North Carolina English for All Mastery Passed unit test @ 70% 6 hours per unit; (Total 120) NC, research done in CA U.S.A. Learns (Class-based) Teacher Ver. Passed all unit activities @70% on the class-based website: First English Course: 20 units; 3 hrs per unit; (Total 60) Second English Course: 20 units; 3 hrs per unit (Total 60) Practice English & Reading: 42 stories; 1 hr/story (Total 42) Sacramento County Office of Education
References American Psychological Association. (2010). Publication Manual of the American Psychological Association Edition). Washington, DC, USA: American Psychological Association. Heimonen, T. (2009). Information needs and practices of active mobile Internet users. In Proceedings of the 6th International Conference on Mobile Technology, Applications, & Systems (Mobility ’09), Article 50, 8 pages. New York, NY, USA: ACM. doi:10.1145/1710035.1710085 Heimonen, T. (2012). Design and Evaluation of User Interfaces for Mobile Web Search. Ph.D. thesis. Dissertations in Interactive Technology 14, University of Tampere. http://urn.fi/urn:isbn:978-951-44-8991-4 Hyrskykari, A. (2006). Eyes in Attentive Interfaces: Experiences from Creating iDict, a Gaze-Aware Reading Aid. Ph.D. thesis. Dissertations in Interactive Technology 4, University of Tampere. http://urn.fi/urn:isbn:951-44-6643-8 Ilves, M. (2013). Human Responses to Machine-Generated Speech with Emotional Content. Ph.D. thesis. Dissertations in Interactive Technology 15, University of Tampere. http://urn.fi/urn:isbn:978-951-44-9174-0 M. (2011). Classic and alternative mobile search: A review and agenda. International Journal of Mobile Human Computer Interaction, 3(1), 22–36. doi:10.4018/jmhci.2011010102 Jones, M., Buchanan, G., Harper, R., & Xech, P.-L. (2007). Questions not answers: A novel mobile search technique. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ’07), 155–158. New York, NY, USA: ACM. doi:10.1145/1240624.1240648
A YEAR VIEWED FROM SPACE SCORING RUBRIC Dimension 4 and beyond Level 3 Complete and correct Level 2 Almost there 1 On your way Level 0 Level X Total Communication Skills: Response uses communication skills to present in the following format: Written: sentence structure, grammar, spelling. Students accomplish Level 3 AND enhance communication in some significant way, such as: Using additional images or diagrams effectively Using additional formats of communication effectively. Student communicates ideas clearly with few or no technical errors. Student may have several technical errors BUT they do not prevent the audience from understanding the message. Student’s communication is unclear OR many technical errors seriously distract the audience from understanding the message Student message is missing, illegible or irrelevant. Student had no opportunity to respond. 1.= 3 2. = 4 3a. = 4 3b. = 4 5. = 3 6. = 4 Understanding Concepts: What to look for: Response identifies and describes science concepts relevant to a particular problem or issue. Student accomplishes Level 3 AND goes beyond in a significant way, such as: Using relevant information not provided in class to elaborate on your response. Using a diagram to clarify scientific concepts. Relating your response to science concepts. Student accurately and completely explains or uses relevant science concepts. Student explains or uses scientific concepts BUT has some omissions or errors. Student incorrectly explains or uses scientific concepts. Student response is missing, illegible, or irrelevant. Student had no opportunity to respond 7. = 4 Analyzing Data What to look for: Response accurately summarizes data, detects patterns and trends, and valid conclusions based on the data used Student accomplishes 3 AND goes beyond in a significant way, such as: Explaining unexpected results. Judging the value of investigation. Suggesting additional relevant investigation. Student analyzes and interprets data correctly and completely AND student’s conclusion is compatible with analysis of the data. Student notes patterns or trends BUT does so incompletely. Student attempts an interpretation BUT ideas are illogical OR ideas show a lack of understanding. 4. = 4
The Ear Rubric Dimensions Level 4 Level 3 Level 2 Level 1 Parts of the Ear (weight: 1x) Student correctly identifies all 10 parts of the ear. AND Student has spelled every part correctly. Student correctly identifies all 10 parts of the ear with mostly correct spelling AND Student may have a few letter reversals, or misspellings. Student has 7-9 correctly identified parts of the ear. AND Student has 4-5 letter reversals or misspellings. Student has 6 or less correctly identified parts of the ear. AND Student has 6 or more letter reversals or misspellings. Functions of the Ear (weight: 1x) Student correctly cuts and pastes all 10 functions for each part. Student correctly cuts and pastes functions in relation to the diagram of the ear. Student correctly cuts and pastes 6-7 functions in relation to the diagram of the ear. Student correctly cuts and pastes 5 or less functions of the ear in relation to the diagram of the ear. Part matches Function (weight: 1x) Student correctly matches all 10 parts of the ear to the correct function. Student correctly matches 8-9 parts of the ear to the correct function. Student correctly matches 6-7 parts of the ear to the correct function. Student correctly matches 5 or less of the ear to the correct function. Importance of the Ear (weight: 2x) Student fully explains two reasons why the ear is of importance to us. AND Student includes reasons of both balance and safety and writes supporting details to enhance answer. Student briefly explains two reasons why the ear is of importance to us. AND Student includes both balance and safety but does not go into further detail to support sentences. Student explains one reason why the ear is of importance to us. AND Student either includes safety or balance in their sentences. Student partially explains one reason why the ear is of importance to us. AND Student vaguely references either balance or safety. OR Student does not mention balance or safety at all in their sentences.
Mechanics (weight: 1x) Student uses more than 1 complete sentence to help further explain their thoughts. Student uses a complete sentence including both reasons. Student uses a complete sentence. Student does not use a complete sentence. Total: __24___/24 Comments: Student did an absolutely fantastic job on this test. He definitely was paying attention during all of the lessons and it certainly He knew all of the parts and functions. He also used complete sentences to name safety and balance as the two reasons why the ear is of importance to us.
Distinguished Student Rubric 2 points 1.5 points 1 point .5 points Problem Solving (Out of 2 points) No errors in solving math problems 1 to 3 errors in solving math problems 4 to 5 errors in solving math problems More than 5 errors in solving math problems Math Content (Out of 2 points) clear knowledge on math skills Shows general knowledge of math skills Shows little knowledge of math skills Shows little or no knowledge of math skills Math Communication (Out of 2 points) Accurately communicates steps to problems and concepts Satisfactory communication to solutions and concepts Limited communication to solutions and concepts Little to no communication to solution and concepts
President’s Endorsement Letter Nomination Abstract Candidate CV All Internal Letters of Recommendation All DTP Selected Student Course Evaluations SECTION 2 – External File (scan as one .pdf file in this order) For larger than 25 MB, please separate into two or more files as needed External of Contents All External Letters of Recommendation All External CVs or Description of Statures SECTION 3 – President’s Endorsement Letter (word document format) Letterhead & Signature are not required in the word version SECTION 4 – One Page Nomination Abstract (word document format) Letterhead & Signature are not required in the word version SENDING INSTRUCTIONS Pg. 3 SEND ONE COMPLETE PORTFOLIO PER CANDIDATE BOTH WAYS – EMAIL & MAIL
E-MAIL one set w/4 files attached (no zip files) to: For larger than 25 MB, please separate into two or more files as needed Section 1 – Internal File (.pdf format) Section 2 – External File (.pdf format) Section 3 – President’s Endorsement Letter (word format) Section 4 – Nomination Abstract (word format) MAIL one set w/2-sided copies of Sections 1 & 2 only (no binders /folders) to: Originals should be kept in the President’s office Dr. Robert Kraushaar, Associate Provost and Associate Vice Chancellor for Faculty and Professional Development Office of Academic Affairs, Room S-504 SUNY System Administration SUNY 353 Broadway Albany, NY 12246
They blew past the most significant in human history. It re-arranged time from BCE (Before Current Era) to CE (Current Era – or AD – "anno Domini” ). And it happened in Jerusalem: “The City of the Great King” according to King David's Psalm 48. Was it the birth of Jesus of Nazareth in Bethlehem? Was it the death of the “King of the Jews” in Jerusalem? Or was it the witnessed resurrection from the dead of Jesus of Nazareth and His ascension from the Mount of Olives as our atoning Passover Lamb? Some major event caused the world’s dating to change from “Before” the event to “After” the event. What was this fantastic calendar-altering event? But wait, you might say, “Jim, the Sound and Light production only shows what happened to the ‘City’ of Jerusalem, not to people like Jesus or other religious leaders.” A fair comment, except the next era, moved to 638 – the Early Muslim Period with the title Islam and Muhammad’s Night Journey. This un-witnessed event by Muhammad flashed across the Tower of David, but not one word about Jesus Christ's resurrection (witnessed and recorded by over 500 people) or His promise to return to the Mount of Olives. They missed The Big Event. The event that changed calendars from BCE to CE/AD just disappeared from the history of Jerusalem. That event changed my life – forever! On Oct 24, 1964, I went from a BCE (Before Christian Enlightenment) to a CE (Christian Evangelical) \ AD (After
Armstrong, M (2010). A Handbook of Human Resource Management, eleventh Edition London kogan Beardwell, (2001). Human Resource Management (Third Ed). Edinburg Gate: Prentice-Hall. Bergh,z , (2006). Psychology in the workplace, (Third Ed). Cape Town: Oxford. Bruce A, (1999). Motivating employees. San Francisco: McGraw-Hill. Bureau of Labor Statistics, (2001). The Employment Situation: News Release. United States Department of Labor. Bureau of Labor Statistics, (2001). The Employment Situation: News Release. United States Department of Labor. J, (2007). The Significance of the Conducted Research: Employee Empowerment, [On-line] Cart S, (2001). Factors influencing the turnover of intensive care nurses. Intensive and Critical Care Nursing, 17(6), pp. 348- Casio, W.F (2001) Costing Human Resources: Financial Impact of Behavior in Organizations Pws publication Chepkilort, R.K., (2005). The Development of National Strategies for Public Sector Workers in Kenya. Port Elizabeth: University of Port Elizabeth. CIPD, (2004). Employee turnover and retention. Available online subjects/hrpract/turnover/empturnretent.htm? Accessed on 14 September 2008. Coetze, E.R, (2006). Plugging the brain drain. Achiever. Issue 19.Cape Media Colin, F (2010). Researching and Writing a Dissertation, An essential guide for Business students (Third Edition) Prentice hall
I consider my personality as suitable for the public organization (a). Yes (b) No It is important for me personally that I do my job very well (a). Yes (b) No Strongly Agree Agree Unsure Disagree Strongly Disagree S no Individual factors 5 4 3 2 1 1 I feel I am making a valuable contribution to my organization 2 I am as an employee who is organized, on time and reliable PART III Job factors Please indicate the extent to you agree with each statement by putting an “x” in the appropriate box Strongly Agree Unsure Disagree Strongly Disagree S no Job factors 5 4 3 2 1
DISTRICT DISTINGUISHED TEACHER EVALUATION Evidence of Contributions to the Profession Please describe how you support others in the profession of education. Examples of contributions to the profession include: collaborating and supporting colleagues, providing professional development, serving as a mentor to new teacher(s), participating in a professional association or organization, presenting at conferences, teaching a university class, or writing for a professional journal or website. Please provide dates and references for each activity. Use no less than 12 point font.
Table 4.1: Demographic Characteristic of Respondents Characteristics Frequency (fn= 83) Percentage (%) Age 18-30 31-40 41-60 30 36.1% 35 42.2% 18 21.7% Total 83 100.0% Gender Male Female 30 53 36.1% 63.9% Total 83 100.0% Education Level Primary Education Secondary Education College 42 35 6 50.6% 42.2% 7.2% Total 83 100.0% Occupation Agricultural Officer Tea and Timber Company officers Government officer Tea Farmers Timber Farmers Hotel workers Tourists Tea and Timber Industry workers College Students 4 4 2 28 5 2 6 22 10 4.8% 4.8% 2.4% 33.7% 6.0% 2.4% 7.2% 26.5% 12.0% Total 83 100.0% Source: Field Data, 2014
REFERENCES Akpinar N,Talay I, Ceylan C,Gundus S (2005). “Rural Women and agro-tourism in the context of sustainable rural development: A case study from Turkey”. Enviroment Development and sustainability.6 (4): 473-486. Akpinar N. lkden T. Sultan G, (2003). , Volume 6, Number 4, January 2005, pp. Published by . Brscic K (2006). The impact of agro-tourism on agricultural production. J. Central Eur. Agric. 7(3): 559-563. Carlo (2012). Developing an inventory on the status of Agro-tourism linkages and availability of resources to support the sustainable development of linkage: Barbados. Final Report. Ceballos (1996). Strategy for the Conservation of Agricultural Resources. Bangkok; Thailand. Cooper C, Fletche J, Alanfyall, Gulbert, Wanhill S Tourism principles and practice. Third Edition. 473-
monthly inflation data from NBS (the idea here is to examine the correlation between shilling depreciation and inflation). Data span from first quarter of January 2006 to similar quarter in 2012. This is seen as the most fluctuated period when the shilling wobbles more than other period since independence in December 1961, to hit the lowest level of 1,860/- against US dollar quoted by commercial banks. In total this is almost six years period and to have the required sample size, the study will take weekly exchange rates - from the first week of January 2006 to the last week of March 2012. This will gives us 314 weekly samples of exchange rates and amount the BoT used to intervene into the market. 4.3 Hypothesis Based on theoretical and empirical literature and the view of the objective and questions the research raised the following hypothesis, which are tested to determine the effectiveness of the intervention on the IFME. The questions are:- IFEM intervention has no significant impact on shilling directions - to either direction BoT net sales of foreign currency at IFEM does not cause significantly fluctuation on shilling exchange rate Net trading of the commercial banks at IFEM does not cause significant impact on shilling exchange rate The fluctuations of shilling exchange rate are not a significant result of neither BoT net nor commercial banks at the IFEM
Shawnee Mission Pub Sch D0512 Shawnee-Mission USD S0313 Dept of Corrections S0313 Dept of Corrections Lawrence Gardner High School S0319 Topeka Juvenile Correction Facility S0410 Larned Juvenile Correctional Facility S0410 Larned State Hospital S0507 Parsons State Hospital Facility S0507 Parsons Hospital S0604 KSB KSB KSD KSD
Luvanga, N and Shitundu, J. (2003).The Role of Tourism in Poverty Alleviation in Tanzania, Research Report No. 03.4 on Poverty Alleviation (REPOA). Dar es Salaam Tanzania, Mkuki na Nyota Publishers Limited. Madu, C.N. and Madu, A.A. (2002), “Dimensions of e-quality”, International Journal of Quality & Reliability Management, Vol. 19 No. 3, pp. 246-58. Matikiti, Rosemary. (2011). The impacts of internet marketing on the profitability of the hospitality Sector in the eastern cape province, Africa. Eastern Cape Province, South Africa. Moutinho, L. (2000). Strategic Management in Tourism. London: CABI Publishing. Mwarania, Ninette. Kaari. (2012). Internet Marketing Adoption and Performance of Tour Operators in Nairobi Kenya. Nairobi, Kenya. National Bureau of Statistics (2013). Tanzania Ministry of Finance. Nkonoki, S. (2012). Challenges of Tour Operators. Case Dar-es-Salaam, Tanzania. Nothnagel, B.L. (2006). Internet Marketing Communications: A content analysis of websites of graded lodges in South Africa. Ms Thesis (Unpublished). Pretoria University, South Africa. Palatkova, Monika. (2012) Travel and Tourism Marketing - Review. Czech Journal of Tourism 01/2012 (30-52). Pender, L. (1999). Marketing Management for Travel and Tourism. Cheltenham, UK: Stanley Thornes. Ryan, C. (1991). Tourism and Marketing - A Symbiotic Relationship, Tourism Management.Vol.12 (2), pp.101-111.
practical and strategic female gender needs by the poor people. This will enhance the participation of both men and women in microfinance performance thereby leading to poverty reduction through increase in access to both production and consumption credit. 5.4 Areas for Further Studies This case study has mainly focused on BELITA nevertheless; several issues of serious concern that require more answers were uncovered by present work. The following may be the possible areas that could qualify for the further studies to be conducted. To examine why a of older clients join the financial services in small number. Definitely there could be many more out there that need the financial capital inputs to strengthen their business. Cases of client’s failure to repay back their dues were confirmed by this study. The study should be taken to examine any other more factors leading to this failure by the clients. is a need for a further study to know why a large number of MFIs clients borrows small amount while there is a room of taking significant large amount of loan. on small contribution of MFIs to enhance poor people to own assets is also an area which needs a further study.
Document Control Principles of Document Distributed Custody Policy Version 1 Author Strategic Initiatives and Policy Document status Final approved Approval details Executive Board, August 2015 Custodian Strategic Initiatives and Policy Section, Government Information Assurance and Policy Branch Proposed review date August 2018 RkS reference This document is stored in the National Archives of Australia Record Keeping System in file 2014/2766 as R1533392015. Revision History Version Date Comments 1.1 August 2015 Approved by the Executive Board 1.2 November 2015 Edited for publication to the website Contents
Workflows and procedures for establishing distributed custody arrangements; Development (and maintenance) of advice and assistance to support custodial organisations in establishing and maintaining a distributed custody arrangement; Section 64 agreement and other templates to reflect policy requirements and provisions of the Act; Framework for monitoring (inspection), including timelines, frequency of visits, key reporting aspects and identification of ‘critical’ indicators that arrangements need to be revised; Review of existing arrangements to bring them in line with the policy framework; and Communication strategy to ensure key messages are clearly understood. ROLES AND RESPONSIBILITIES WITHIN THE ARCHIVES The following table outlines roles and responsibilities for implementation of the distributed custody policy. The Branches listed have primary responsibility for the roles indicated, but action should be undertaken in consultation with relevant stakeholders, both internal and external. within Archives Responsibilities Approval of policy Executive Identification of potential custodial organisations for distributed custody arrangements Government Information Assurance and Policy (records not in Archives’ custody) Collection Management Establishment and monitoring of distributed custody arrangements Collection Management Development and maintenance of implementation guidelines and advice for custodial organisations Collection Management Ensure terms and conditions of section 64 agreement are met Custodial organisation and the Archives (through Collection Management, and Government Information Assurance and Policy) Policy review Collection Management Government Information Assurance and Policy
performance and successes shape influence people behaviours which with time become part of the culture. Table 4.8: Section 2 Question 3 Response Strongly Agree Agree Neutral Disagree Strongly Disagree Culture is the core of what your organization is and what your organization cherishes. 18 26 10 12 2 Percentage 26% 38% 15% 18% 3% Source: Survey Most of the employees are indifferent about values in this aspect. About 26% strongly agree, 38% agree, 15% neutral while the rest 21% disagree with the fact that values are the core of what organization is and what it cherishes. The result from this do tells us that there is a no balance between those who agree and those who disagree. This implies that most employees especially at the lower cadre have not an idea and understanding of culture that surrounds their company. Table 4.9: Section 2 Question 4 Response Strongly Agree Agree Neutral Disagree Strongly Disagree TANESCO's corporate culture provides the opportunities for employees to love what they do, and give them opportunities to achieve success. 32 19 9 5 3 Percentage 47% 28% 13% 7% 4% Source: Survey 47% percent of the respondents reported they “strongly agree” to this statement, while 28% “agree” with this. This means 75% of the respondents rate organizational culture as something positive for the organization and its daily performance. It also shows that respondents actually believe a well-functioning organizational culture will
Are there additional issues about the study that have not been covered and that you would like to comment on? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… you for your feedback. I appreciate the valuable inputs that you have provided. This information is going to help me to finalize my research on culture and values in TANESCO. Appendix : Calculation of Chi-Square Distribution Has culture any influence on employee performance in TANESCO? Observed Frequency Expected Frequency O -E (O — E)2 (O — E)2/ E
Approval Points Contract request Roles and Responsibilities Applicable to Business Process Request for Approval – Initiating University of Minnesota Department Request for External Contract – Initiating University of Minnesota Department Manual reviews and approvals – Office of Internal and External Office of the General Counsil System of Contracts and Amendments – Office of Internal and External Sales Contract oversight and maintenance – department or college Financial Policies and Procedures External Sales Policies and Procedures Internal Sales Policies and Procedures
2. Translate each to find the dimensions of each rectangle and then find the area and perimeter in simplest form: a. The length of a rectangle is more than twice the width. b. The length of a rectangle is four less than five times the width. c. The sides of a square are lengthened so that the width is five less than twice the width of the square and the length is six times the length of the square increased by one.
Circuit Chart Heckworth Close Severalls Business Park Colchester Essex CO4 9TB Tel 01206 838550 Fax 01206 838560 Board Description: Anteros House DB/1 lighting & power I.D: Ground Floor DB/1 Devise Size: 100A/ 230V Fed From: LV switchroom Incoming Cable Type: 25mm SWA Size: 100A Phase Way MCB Size Type RCB Time Wiring Size Length Point Location/Description L1 1 16 B SWA 4mm 30 39 Lighting L2 1 16 B SWA 4mm 34 39 Lighting L3 1 16 B SWA 4mm 29 44 Lighting L1 2 L2 2 L3 2 32 B SWA 10 36 1 Electrack L1 3 32 B SWA 10 47 1 Electrack L2 3 32 B SWA 10 23 1 Electrack L3 3 32 B SWA 10 1 Electrack L1 4 32 B SWA 10 29 1 Electrack L2 4 16 B SWA 4mm 35 6 Fan coils L3 4 16 B SWA 4mm 45 6 Fan coils L1 5 16 B SWA 4 25 8 Fan L2 5 L3 5 L1 6 L2 6 L3 6 L1 7 L2 7 L3 7 L1 8 L2 8 L3 8 L1 9 L2 9 L3 9 L1 10 L2 10 L3 10 L1 11 L2 11 L3 11 L1 12 L2 12 L3 12 Form: BURG Rev: Jan 2011 Date: 04/01/2011