zilongwang/ReadingBank huggingface dataset:
If young person hasn’t got capacity and there are no family are involved refer to IMCA Within 17th Year Children’s Social Worker Advise to check getting appropriate benefits. See above Within 17th Year Children’s Social Worker If assessed as not being eligible for Adult services signpost to other post 18 support and ensure the young person and their parents/carers know how to seek support in the future if needed. Tell carers about Carers Trust and ‘what if’ plans available through them for any carer whether or not cared for person has support from social care. By 17 years latest Children’s Social Worker Complete Carer’s Assessment on AIS And give Carers Trust details to family By 17 ½ years Children’s Social Worker Complete Carer Support Plan (can be done jointly with Child/Young Person’s Support Plan) NB Ensure carers know that carer’s support plan cannot be implemented until young person is 18. By 17 ½ years Children’s Social Worker ‘What If’ Plan to be completed – complete case note on AIS and workflow to post 484024 Complete Young Person’s Support Plan ready for implementation when 18 and Support Calculator By 17 ½ years Children’s Social Worker Send (via internal emails below) the following documents to Young Adults Teams for approval/discussion. Title the email ‘Package for agreement’ By 17 ½ years latest Children’s Social Worker
What steps has the Government of the DRC taken to halt the incidents of intimidation, death threats, arbitrary arrests and other human rights violations committed against human rights defenders and journalists by State officials and armed groups? Which measures has the Government taken to criminalize acts of violence against children accused of witchcraft and to organize a national campaign of awareness-raising on the issue? CZECH REPUBLIC When will the Government of the Democratic Republic of the Congo establish an independent national preventive mechanism in accordance with the Optional Protocol to the Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment? Does the Government consider abolishing the death penalty? If so, in what timeframe? What measures have been taken to stem the involvement of members of the national defence and security forces in sexual violence against women, especially in the East of the country? How does the Government implement numerous critical recommendations of the Committee on the Elimination of Discrimination against Women related to the protection of women’s rights? Was the draft Family Code prepared in accordance with the CEDAW recommendations? Does the Government consider adopting new Law on Gender Equality as recently recommended by the CEDAW? Has the Government implemented recommendations of international election observation missions observing the 2011 presidential and legislative elections, especially the ones relating to the equal political participation? What concrete steps have been undertaken in this regard? GERMANY The protection of civilians, in particular of women and children, remains of serious concern in the DRC. In this context, reports of crimes and sexual violence committed by members of State security forces and armed groups continue to surface. What concrete measures has the DRC adopted, for instance in the field of training and education, to further enhance awareness among all members of the police and army, regardless of rank, to protect civilians and their human rights? What steps has the government taken to strengthen the judicial system with a view to fight corruption, end impunity of those accountable and ensure international fair trial standards? In 2009, Germany recommended that the DRC strengthen its efforts to reform the FARDC and to improve military justice. So far, little progress has been made on a
NETHERLANDS Can the government indicate how it intends to limit detention in police cells to the term required by the law? In addition, can the government explain how it assesses the widespread use of solitary confinement in detention and how it may work towards a more selective application of this measure? Is the government prepared to reassess the Norwegian penal code and amend the legal definition of rape so as to bring it more in line with international human right standards? Can the government indicate how it plans to organize the establishment of a new, independent National Human Rights Institution, in full compliance with the Paris Principles? PORTUGAL In closing, we would like to ask the Norwegian Delegation about the on-going process or re-establishing its National Human Rights Institution. SLOVENIA Knowing that the rights and welfare of children have been Norwegian priority for many years, my delegation would like to know whether the Norwegian authorities plan to prepare or undertake some specific acts or actions in order to combat discrimination against children from minority groups, indigenous children and children with disabilities? UNITED KINGDOM What is Norway doing to help prevent discrimination and hate crime against migrant Roma? What is Norway doing to intensify efforts already undertaken to ensure that emergency shelters and social housing units meet an adequate standard, especially for families with children?
For more Information contact: Karen Diemert: or 250 847-2777 Cheryl Hofweber: 250-847-3974 Detailed course descriptions and instructor bios will be updated on the website, or can be sent to you via attachment. Send e-mail request to: Bulkley Valley Folk Music Society Proudly Presents Smithers Adult Guitar Camp and Retreat August 10-15, 2019 Camp Caledonia 2818 Telkwa High Road Telkwa, British Columbia Featuring 7 outstanding instructors: Rick Fines/Linda McRae Ben Brookes/Allan Cormier Danny Sklapsky Mark Thibeault Taylor Poffenroth
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2010 Figure 5: Primary school students, 1998-2010(in millions) 19.4 20.3 18.0 18.5 17.1 17.5 16.6 16.1 15.3 14.4 13.5 12.7 11.9 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Figure 6: Primary Teachers Required, 1998-2010 (in 000) 152.8 137.2 131.6 126.1 120.7 115.3 107.7 100.1
Station 2 Use graphical methods to find the point of intersection of y = x + 3 and y = 1 – x. For the line y = x + 3 x = 1, y = …………….. x y x = 2, y = …………….. x = 3, y = ……………. For the line y = 1 – x x = 1, y = …………….. x y x = 2, y = …………….. x = 3, y = ……………. Use the ropes to plot the lines and find the point of intersection which is the solution of the simultaneous equations. Solution = ( ……. , ……… )
Advanced Algebra Start of the year Algebra Review. Name: Directions: Complete each problem. Show your thinking for each problem. 1) Solve 3x - 5 = -26 2) Solve 2x2 - 5 = 27 3) Find h(-4) given h(x)=3x2+2x-16. 4) Given f(x) = x2 and g(x)= 2x-1, find f(g(3)). 5) Solve for x & y. y = 3x + 1 y = 8x - 4 6) Find the x & y-intercepts of the graph of quadratic equation y=(2x -6)(x – 1). 7) Write the equation of a line that passes through the points (2,-1) and (-2,9). REFLECTION: Which problems were the easiest for you? Explain. Which problems were the most difficult for you? Explain.
The Alter Effective Date window is displayed. Enter the effective date into the Effective Date field. Click the OK button. The Find Person window is displayed. Enter the last name of the employee into the Full Name field. In this example, enter "Waller". Pressing the tab key will display a list of values of persons with "Waller" as their last name. Press [Tab]. The People window is displayed with persons with the last name of "Waller". Click the Waller, Marvaneen P list item. Click the OK button. The Full Name, Employee Number and Social Security are populated. Click the Find button. The person's detailed information is displayed. To view the enrollment results for this person, click the Desktop Activities List of Values button. The Desktop Activities List of Values is displayed. Click the Enrollment Results list item.
laboratory experimental work and also through intensive CAD/CAM workshops/tutorials sessions. These formative assessment and feedback sessions will help students develop an awareness of their rate and level of progress and also their strengths and weaknesses before tackling their assignments. MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY (INDICATIVE) LEARNING OUTCOME On completion of the module, students will be able to: ASSESSMENT STRATEGY Select and apply appropriate freeform surfaces modelling techniques from cloud data points for reverse engineering. Formative and Summative - submission of a written summative assignment 1 Demonstrate a good knowledge of rapid manufacturing (RM) and its application in tooling design and validation. Formative and Summative - submission of a written summative assignment 1 Critically analyse and optimise the machining operations simulation using industrial CAD/CAM package. Formative and Summative - submission of a written summative assignment 2 Demonstrate a good understand metal removal methods of complex freeform surfaces using multi-axis computer numerical control part programming and post-processing... Formative and Summative - submission of a written summative assignment 2 Develop an extensive knowledge in identifying the capabilities of the virtual multi-axis machining simulation and verification. Formative and Summative - submission of a written summative assignment 2 BREAKDOWN OF MAJOR CATEGORIES OF ASSESSMENT DEFINITIVE KIS CATEGORY INDICATIVE DESCRIPTION PERCENTAGE Coursework 100% Assignment 1: Tool Design & Validation 50% Assignment 2: Computer Aided Manufacturing and virtual machine tool simulation 50% Total 100% ACHIEVING A PASS It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module BIBLIOGRAPHY (INDICATIVE): Core Text(s):
Blooms: Apply Difficulty: 3 Hard Learning Objective: 02-05 Prepare journal entries using the fair value option. Topic: The Fair Value Option 13. On January 1, 20X7, Yang Corporation acquired 25 percent of the outstanding shares of Spiel Corporation for $100,000 cash. Spiel Company reported net income of $75,000 and paid dividends of $30,000 for both 20X7 and 20X8. The fair value of shares held by Yang was $110,000 and $105,000 on December 31, 20X7 and 20X8 respectively. Based on the preceding information, what amount will be reported by Yang as balance in investment in Spiel on December 31, 20X8, if it used the fair value option to account for its investment in Spiel? AACSB: Analytic AICPA FN: Measurement Blooms: Apply Difficulty: 2 Medium Learning Objective: 02-05 Prepare journal entries using the fair value option. Topic: The Fair Value Option 14. A change from the cost method to the equity method of accounting for an investment in common stock resulting from an increase in the number of shares held by the investor requires: AACSB: Reflective Thinking AICPA FN: Reporting Blooms: Remember
Competency: Diversity & Difference in Practice Tasks and Activities Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo and macro levels. 1. 2. Present as learners and engage clients and constituencies as experts of their own experiences. 1. 2. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. 1. 2. Identify and understand the ways in which individuals from different ethnic, gender and gender identity, racial, cultural, sexual orientation, and socioeconomic backgrounds, and with different abilities require different methods of engagement. 1. 2. Adapt interventions in culturally responsive ways that show recognition of issues of intersectionality at the micro, mezzo, and macro levels. 1. 2. Competency: Human Rights and Social, Economic, & Environmental Justice Tasks and Activities Apply understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels. 1. 2. Engage in practices that advance social, economic, and environmental justice. 1. 2. Assess how issues of privilege, social economic and environmental injustice, and inequities in access to services and resources affect client difficulties and relationships between social workers and client/consumers across the micro, mezzo, and macro levels. 1. 2. Utilize an integrative, anti-oppressive perspective to promote equitable access to services and resources and address human rights issues. 1. 2.
No. How it Was Tested Expected Result Actual Result 1 Started the program using an executable, opened the How to Play window then clicked the ‘Main Menu’ button. The How to Play Window will disappear and the Main Menu will show. The how to play window closed and the Main Menu was shown. Game Rules The Game Rules Window needs to open an external text file and load the contents into a Textbox. The Rules Window has 1 variable, a text box and a button to return to the Main Menu. No. How it Was Tested Expected Result Actual Result 1 Started the program using an executable, opened the Rules window then clicked the ‘Main Menu’ button. The Rules Window will disappear and the Main Menu will show. The rules window closed and the Main Menu was shown. 2 The Rules window was opened from the Main Menu. The program will get all text from the file and display it in the Textbox. When the Rules window was opened the text appeared in the Text box. The text was checked against the External Rules file and found to match. High Scores No. How it Was Tested Expected Result Actual Result 1 Started the program using an executable, opened the High Scores window then clicked the ‘Main Menu’ button. The High Scores Window will disappear and the Main Menu will show. The High Scores Window closed and the Main Menu opened. 2 Started the program using an executable then opened the High Scores window. Checked the Contents of the Textbox with the contents of the Text File. The High Scores Window will appear with the Textbox filled with the High Scores from the High Scores file. The High Scores Textbox and Text File match. The High Scores Textbox is formatted correctly with the information in the High Scores File. Game Board No. How it Was Tested Expected Result Actual Result 1 Started the program using an executable, opened the Game Board then clicked The Game Board Window will disappear and the Main Menu The Main Menu opened as soon as the Main Menu button was clicked. The confirmation appeared afterwards.
Research skills Advanced Higher History requires a lot of independent research. You will have been developing your research skills throughout secondary school and this course will give you the opportunity to develop them further. However, many learners find this extremely difficult and don’t understand what good research involves. The following pages give some advice and tips on what constitutes good research and how to go about researching a topic, theme or issue. As an Advanced Higher student you will probably find yourself in a situation where staff introduce a topic of study during class and then ask you to find out the answer to an issue or to create an essay through research. Do not panic! This is an achievable task once you know what to do and look for. Using the internet and electronic resources As we live in a digital age it is more than likely that you will be most comfortable carrying out research using the internet. The internet is more than useful for research but due to the staggering amount of information out there it can be an overwhelming experience. The trick is to first of all understand what it is that you are looking for. Many learners type a topic title into their search engine and when they don’t find anything they give up. It is imperative that you are very specific and focused on what you are trying to find out. It’s a good idea to jot down four or five specific questions that you want answers to before embarking on your research. If your search brings back a huge number of sources then you will need to make a decision and use only two or three of the best sources. There are two types of search that you can do: a simple search or an advanced search. Simple search In a simple search you type a key word or question into the search field. You can also add phrases to narrow your search but these must be encased in inverted commas. A list of hits (websites) will appear.
Please check the indicators that are relevant to your student’s competence: Effectively engage with constituents as equal partners using empathy, self-reflection and other interpersonal skills Develop partnerships with and among constituents, organizations and communities that are based on participation, empowerment, collaboration, and indigenous leadership Utilize a range of skills that facilitate engagement e.g., outreach and recruitment, collaboration, coalition building Other What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples. Direct observation by field ins. Discussion in supervision Role play Cofacilitation Colleague report Client report Other: Direct observation by field ins. Discussion in supervision Role play Cofacilitation Colleague report Client report Other: Which assignments and/or experiences provided opportunity for student demonstration of this competency? (Please refer to assignments on the learning contract.) Student: Give examples from your assignments which have supported your developing mastery of this competency.
LIST STUDENT’S LEARNING EXPERIENCES AND ASSIGNMENTS: Summarize the student assignments (cases, groups, committees). Please indicate 1) the number of assignments (individuals, family, group, constituency, or entity with which the student is working) and 2) describe client/caseload age, gender, race/ethnicity, service needs, mental health needs, etc. Summarize other learning opportunities such as conferences, seminars, committee participation, trainings, etc. CORE COMPETENCIES Rating Scale: Ten core competencies and their accompanying practice behaviors are used to measure the student’s learning in the field. Please use the following scale to rate each practice behavior. In the blank provided, assign the number that best represents your assessment of the student’s demonstrated competency for each practice behavior. Not applicable * 1 Does not meet 2 Limited 3 Competent 4 Excels Student has not had the opportunity to demonstrate competence in this area. *Please explain N/As Student does not meet agency and professional expectations. Student demonstrates a limited understanding of the skill and shows some ability to implement it in practice, but the student has not fully met the expectation in this area. Student demonstrates a sufficient understanding of the skill and is able to implement it in practice most of the time; meets agency and professional expectations. Student demonstrates an outstanding ability to consistently and effectively implement the skill in practice; exceeds agency and professional expectations Competency #1: Identify as a professional social worker. 1.1 Demonstrates understanding of the relationship between clinical and macro practice.
Advanced Mentor: Knowledge, skills, understanding a Professional/Lead Mentor needs to be effective practitioner in promoting the development of ITT/CPD within a learning community Performance Criteria Achieved Professional and Mentor Standards Teaching Personal & Professional Mentor Standards Ensure trainees are working with good role models in school 1 2 3 4 5 6 7 8 P1 2 3 4 5 6 1 2 3 P7 8 9 10 1 2 3 4 Liaise with other colleagues (including other professionals) to support the trainees’ subject and pedagogical knowledge 1 2 3 4 5 6 7 8 P1 2 3 4 5 6 1 2 3 P7 8 9 10 1 2 3 4 Evidence of achievement as lead mentor/ITE coordinator that meets framework standards 1 2 3 4 5 6 7 8 P1 2 3 4 5 6 1 2 3 P7 8 9 10 1 2 3 4 Contribute to mentoring colleagues in and beyond school. An ability to provide constructive support and guidance. 1 2 3 4 5 6 7 8 P1 2 3 4 5 6 1 2 3 P7 8 9 10 1 2 3 4
Advanced Postgraduate Diploma: Professional Performance Birmingham Conservatoire Additional costs for this course We have provided you with a breakdown of the essential costs and the optional costs which are dependent on your budget. Please note that your marks are not a reflection of how much you spend, so a student who spends less than the estimated costs won’t be marked down, compared to a student who spends more. Specialist support and expenses Students on Birmingham Conservatoire’s Advanced Postgraduate Diploma: Professional Performance programme are already on the verge of a career in the music profession, and thus will expect to incur expenses typically associated with operating as a fledgling professional musician. You may therefore wish to budget about £100 for recording technician fees: you will need some professional level recordings for your ‘Professional Performer’s Portfolio’, and you may also need them for external audition purposes. The Portfolio module requires you to set up your own professional website: you should therefore budget around £50 to cover the cost of website hosting. For the project aspect of the Portfolio module you may wish to organize your own external performance(s). This may involve concert hall hire, for which you should budget around £100. There is an expectation that you will enter external competitions, and we suggest that you budget around £150 for competition entry fees. You will spend about £250 on music, though most of the resources you will need are available within the Conservatoire and our library. In addition to the above costs, although it’s optional, you may want to have additional coaching outside of what is already provided. You may need to budget £200 for this. Professional association membership We recommend you become a member of the (Incorporated Society of Musicians) for £15 per year and/or for £20 per year. Any other professional association membership fees may cost you about £200, although this is an optional cost. Laptops and Software It is not essential for you to purchase your own laptop (PC or Mac), as you can also borrow a laptop from the university or use one of our shared computer rooms. Laptops may be borrowed for free for up to six hours and may be found at the following locations: Curzon building, Millennium Point, Parkside building, the School of Jewellery and Margaret Street (Birmingham School of Art). Most students do prefer to have their own laptops, and we
Section Four – Financial support for this programme If you are providing financial support for the applicant on this programme, can you please provide the name and address to which invoices should be sent. Name of sponsoring organisation: Address for invoices: Any other relevant information (Purchase Order etc.) Section Five –DECLARATION I confirm that the information contained within this application is accurate. Signed Date FORM CT1 – APPLICATION FOR CREDIT TRANSFER or DIRECT ENTRY Please tick which award you are applying to study: Certificate □ Diploma □ MSc □ Section One – About the applicant (PLEASE COMPLETE IN CAPITALS) Surname or Family Name First Names Title (please circle) Mr/Mrs/Miss/Ms/Dr/Other Date of Birth (dd/mm/yy): / / Female □ Male □ (please tick as appropriate) Day time telephone number Mobile telephone number Email address
Developing Professional Practice and Safeguarding By the end of the unit, a student will be able to demonstrate the ability to; Apply a critical understanding to assessment, planning and evaluating work; Demonstrate a critical understanding of the elements of best practice in the wider societal and professional context; Work effectively with others in order to formulate an effective plan for intervention with service users; Explain professional reasoning, judgements and decisions; Critically analyse how effective communication is enabled or how barriers arise; Critically reflect on their own practice and role, and that of other professionals; Demonstrate a critical understanding of safeguarding practice in a multi-agency context; Demonstrate an understanding of risk assessment and risk management; Demonstrate an understanding of relevant legislation and guidance and its application to practice; Demonstrate skills in undertaking effective work with service users. AM PM Week 1 5.10.16 Introduction to the module and assessment Assessment and decision- making Week 2 12.10.16 Risk and Risk Management FGM Week 3 19.10.16 Mental Health and Safeguarding Legislation and Policy Week 4 26.10.16 Person Posing a Risk Assessment Person Posing a Risk Assessment Week 5 2.11.16 Technology and Safeguarding Learning from Serious Case Reviews Week 6 9.11.16 International Perspectives Child Sexual Exploitation Week 7 16.11.16 Working with Young people with sexually harmful behaviour Assignment presentation and discussion Week 8 23.11.16 Adolescents and Safeguarding Neglect Week 9 30.11.16 Presentations Presentations
Evidence Informed Practice This module aims to: -Develop the student’s ability to critically appraise research, to work in an evidence informed manner and to provide students with the necessary skills to conduct independent research By the end of this module, a candidate will be able to demonstrate the ability to: Critically appraise research evidence within their practice specialism Recognise the underpinning theoretical model for published research Recognise the limitations of commonly used research methodologies within their subject area Recognise the potential for an evidence informed approach within their work setting Effectively plan independent social research AM PM Week 1 1.2.17 An introduction to the module and social research principles and skills Quantitative Research Week 2 15.2.17 Qualitative Research Research Ethics Week 3 22.2.17 Designing a small-scale Research Project Evaluating research and research design Week 4 29.2.17 Building a literature search Dissertation Talk Week 5 8.3.17 Tutorials Tutorials Leadership and Management Strand Introduction to Leadership and Mentoring Promote equality of opportunity, diversity and inclusion; Facilitate best practice and accountable decision making with the use of best evidence; Understand leadership and mentoring styles;
Report Filters Chart Description You can filter submissions on: Submission Creation Year: The year the protocol team first saved the submission in the system Submission Types: The type of submission such as initial protocol or amendment State: The workflow state of the submission. By default, this filter is set to Specialist Review, however, you can select any state Administrative Offices: The administrative office assigned to the submission Two charts show the filtered data: Total Days in State: The total number of days submissions were in the selected state Average Days in State: The average number of days submissions were in the selected state Table Description Several table rows showing total and average days may appear for the selected state. State data is first separated into rows by admin office, then by submission type, and then by year created. Other Report Features If you reached this report by clicking the chart, the Back arrow takes you back to that report showing your original criteria. Turnaround by Review Type This report shows the average number of days it took for submissions (protocols, amendments, and/or continuing reviews) to go through a Safety review to approval, by review type.
Day 2 – Morning Session 0830 – Welcome Tea & Coffee 0900 Understanding Regenerative Medicine Components of tissue regeneration Role of Matrices Mechanisms of Action 0930 Review of Advanced Regenerative Matrices Differentiating products Economic viability 1000 Debridement: Options for Management Non-surgical considerations Surgical intervention 1045 - Morning Tea and Coffee 1105 Wound Microbiology and Healing Colonisation vs Infection Biofilms Differentiation Quorum Sensing 1150 Topical versus Systemic Mechanisms of Antimicrobial Treatment Topical Antimicrobials Systemic indications 1230 - Lunch Break and Networking
Part-time Adult Education Teacher: English for Speakers of Other Languages Location: Adult Education RESPONSIBILITIES: Assesses learner’s initial and ongoing functioning levels. Develops a program of study that meets and accommodates student assessment outcomes, individual needs, interests, abilities and goals. Maintains a classroom environment that is conducive to learning and plans instruction effectively. Makes learning goals clear to students, and communicates high expectations and encourages students to transfer learning to their roles as family members, workers and citizens. Assists learners in developing an individualized Education & Career Plan or Family Action Plan Utilizes a variety of instructional strategies and techniques to increase student learning and confidence. Plans meaningful assignments for volunteer tutors. Incorporates them into the instructional setting to assist learners most in need of support. Maintains and prepares accurate and complete records in a timely manner Participates in Common Planning and works with the Curriculum Facilitator to align curriculum with College and Career Readiness Standards for Adult Education Works closely with Educational & Career Advisors to ensure student perseverance and positive student participation. Actively plans with the technology teacher to devise lessons which integrate technology into the curriculum. Works closely with administrators, Educational & Career Advisors, and colleagues to maintain a positive and supportive atmosphere that encourages students to raise issues and take risks. Attends required meetings, participates in staff/program development activities and is receptive to implementing changing program requirements. Maintains collegial relationships with all staff members. Performs other job related duties as assigned by the Director and/or Program Facilitator. -Continued-
NON-VARIATION CLAUSES IN CONTRACTS D Hutchison “Non-variation clauses in contract: any escape from the Shifren straitjacket?” 2001 SALJ 720 SA Sentrale Ko-op Graanmaatskappy Bpk v Shifren 1964 (4) SA 760 (A) Van As v Du Preez 1981 (3) SA 760 (T) Brisley v Drotsky 2002 (4) SA 1 (SCA) Nyandeni Local Municipality v Hlazo 2010 (4) SA 261 (ECM) GF v SH and others 2011 (3) SA 25 (GNP) Steyn and another v Karee Kloof Melkery (Pty) Ltd and another [2011] ZAGPJHC 228 CHANGE OF CIRCUMSTANCES Hardship in general: 1 (*)Tallon, D “Hardship” in Hartkamp et al (eds) Towards a European Civil Code (2004) The Hague: Kluwer. 2 (*)Zweigert, K & Kötz, H An Introduction to Comparative Law (Translated Weir, T) (1998) Oxford: Clarendon (pp 516 – 536). 3 Lorenz, W “Contract modification as a result of change of circumstances” in Beatson & Friedmann (eds) Good Faith and Fault in Contract law (1995) OUP. 4 Janzen, A “Unforeseen circumstances and the balance of contract: a comparison of the approach to hardship in the UNIDROIT principles and the German law of obligations” (2006) 22 Journal of Contract Law 156. 5 (*)Unidroit Principles of International Commercial Contracts (2004) (Article 6.2.1 – 6.2.3). Hardship in SA: 1 (*)Christie, R The Law of Contract in South Africa (2006) Cape Town: Butterworths (pp 472 – 475). 2 Van Huyssteen, L & Van der Merwe, S “Good faith in contract: proper behaviour amidst changing circumstances” (1990) Stell LR 244.
English 10 Advanced Annotation Handout Student Name: _____________________________________ Class Period: ____________________ Date: _____________________ Name of Book and Author: The Prince by Niccolò Machiaveli Number of Passage Strategy Quotation & Citation (MLA) Analysis: 1 Making Connections Chapter 1 - “All states, and all the dominions under whose authority men have lived in the past and live now have been and are either republics or principalities. Principalities are hereditary, with their prince’s family long established as rulers, or they are new. The new are completely new…Dominions so acquired are accustomed to be under a prince, or used to freedom; a prince wins them either with the arms of others or with his own, either by fortune or by prowess”(Machiavelli 5). 2 Questioning Chapter 25 – “…many have held and hold the opinion that events are controlled by fortune and by God in such a way that the prudence of men cannot modify them, indeed, that men have no influence whatsoever. Because of this, they would conclude that there is no point in sweating over things, but that one should submit to the rulings of chance” (Machiavelli 105).
Making Connections (Link something from the book to yourself, another text, and your world.) Text to Self: Text to Text: Text to the World: Recommendation Give this book a rating by filling in the appropriate star(s): Give three (3) reasons with details from the story to support your recommendation. ___________________________________________________ Textual Support: ___________________________________________________ Textual Support: ___________________________________________________ Textual Support:
SERVICE SPECIFICATION MHA19, MHA19C, MHA19D, MHA19E This tier three service specification for Adult Package of Care (the Service) is linked to tier one Mental Health and Addiction Services and tier two Adult Mental Health service specifications. 1. Service Definition The Service will include packages of care that are: well integrated with other adult mental health services focused to ensure active treatment, crisis intervention and prevention of the escalation of development of the Service User’s illness, prevention of disability, and the prevention of the development of dependency conscious of the safety needs of the Service User and the community, including staff, reflecting that some Service Users may present a risk of suicide, self-harm or danger to others delivered in accordance with a comprehensive system of risk management within which least restrictive intervention strategies will be determined. Individualised treatment plans and relapse prevention plans are developed for each person using the service. These plans are comprehensive, based on assessed needs, and include identified goals for the period of treatment/care. Plans are developed in conjunction with the Service User and their family/whānau, and carers, and with relevant community service involvement. The provider will be responsible for: the development and funding of individualised packages of treatment/care aimed at meeting the specific needs of each Service User and their family/whānau reviewing and monitoring the safety and appropriateness of each care package, modifying according to need, and the assessment of ongoing requirements ensuring an emphasis is placed on the provision of treatment and support in an environment and context that is safe and familiar for Service User ensuring that care packages are culturally appropriate and safe for each individual and their family/whānau ensuring that criteria and guidelines are in place to manage entry to and exit from the service, including criteria for prioritisation of referrals ensuring that care funding is not used to duplicate existing services but it is used to provide supports in addition to those provided by existing health, welfare and support agencies and to those services provided by other specialist mental health services management of the package of care funding (including flexi-fund budgets) within the annual budget and ensuring that the available funding is used efficiently and effectively. The provider may enter into subcontracting arrangements with other organisations for the delivery of components of the package but will be accountable for the total package deliverables. 2. Service Objectives
English 7 Advanced Summer Assignment Character/Personality Traits (Do not describe physical traits.) Name of Character: _____________________________________ ___________________________ Textual Evidence: ___________________________ Textual Evidence: ___________________________ Textual Evidence: Theme When the stakes are high enough, sometimes we must make difficult or impossible choices. Evidence for Theme Provide three examples from the story that support this theme.
الله Philadelphia University Faculty of Arts Department of English Examination Sheet A: Information Student's No.: Name: Academic year: 2016-2017 Semester: 1st. Course No: 120214 Course Title: Advanced Reading Lecturer's Name: Dr. Hanan Amaireh Day: Tuesday Date: 22 / 11 / 2016 Time: 10: 10 – 11: 00 Examination: ( 1st ) 2nd Final B -Guidelines -The exam consists of four categories and the total mark is (20). - Each question has its own mark. -The answer must be written clearly. C. Exam Questions and Grades Allocated for Each Question: Question Minutes Total point Points Earned 1. A. B. 10 4 2 2. 8 4 3. 15 7 4. 7 3 Total 40 20 D- Student's Comments on the Questions (If any) E- Tutor's Remarks:
Excess payment $10,000 Value of patent in excess of book value ($15,000 × 40%) 6,000 Goodwill $ 4,000 Amortization: Patent ($6,000 ÷ 6) $1,000 Goodwill -0- Annual amortization $1,000 Acquisition price $60,000 Basic equity accrual 2014 ($30,000 × 40%) 12,000 Dividends—2014 ($10,000 × 40%) (4,000) Amortization—2014 (above) (1,000) Investment in Holister, 12/31/14 $67,000 Basic equity accrual —2015 ($50,000 × 40%) 20,000 Dividends—2015 (6,000) Amortization—2015 (above) (1,000) Investment in Holister, 12/31/15 $80,000 b. Dividend income ($15,000 × 40%) $6,000 Increase in fair value ($75,000 – $68,000) 7,000 Investment income under fair value accounting—2015 $13,000 17. (10 minutes) (Equity entries for one year, includes intra-entity transfers but no unearned gross profit) Purchase price of Burks stock $210,000 Book value of Burks stock ($360,000 × 40%) (144,000) Unidentified asset (goodwill) $ 66,000 Life indefinite Annual amortization $ -0- No unearned intra-entity profit exists at year’s end because all of the transferred merchandise was used during the period. 17. (continued) Investment in Burks, Inc. 210,000 Cash (or a Liability) 210,000 To record acquisition of a 40 percent interest in Burks. Investment in Burks, Inc. 32,000
Formal Expression of Interest for Advanced Accreditation Name of applying institution: Name and job title of lead contact: Email address of lead contact: Programme/s seeking Advanced Accreditation: (please list and state total number of programmes) Subject streams applying under (tick all that apply) Molecular Aspects of Biology Whole Organism Biology Ecological and Environmental Sciences Submission date requested: ☐ASAP ☐ 1st February 2017 ☐1st September 2017 ☐ 1st February 2018 If ASAP indicated, state the date you wish to submit a full application to the Society
Name of Degree/Diploma or Certificate Advanced Biotechnician Certificate Open Admissions Coordinator Contact Information Name Keith D. Allen Office Cooper Campus 332A Oswald Building Office Phone 859-246-6767 Email Keith.Allen@kctcs.edu The Advanced Biotechnician certificate provides practical laboratory skills to supplement theoretical knowledge gained from previous coursework, to improve employability in the biotechnology industry. Recommended Sequencing Courses Credit Hours Date Complete First Year, Semester I* BTN 101 Introduction to Biotechnology BTN 105 Laboratory Calculations BTN 201 Biotechnology Techniques I BTN 202 Biotechnology Techniques II 1 3 4 4 Choose 15 credits from the following: Term First Year, Semester II** BTN 106 Fundamentals of Scientific Communication BTN 110 Nucleic Acid Methods BTN 115 Biomanufacturing BTN 120 Biofuels BTN 125 Bioinformatics I BTN 126 Bioinformatics II BTN 160 Intro to AgBiotechnology BTN 210 Cell Culture and Function BTN 220 Immunological Methods BTN 225 Proteins Bioseparation BTN 298 Learning Laboratory Total Summer Fall Spring Spring Spring Spring Fall Spring Spring Fall Any term 3 4 4 4 2 2 4 4 4 4 (1-8) 27 Prerequisites At least one semester of college level chemistry and college level biology, with an earned associates degree or higher, or consent of the program coordinator. Notes and Additional Information: *BTN 101, BTN 105, BTN 201, and BTN 202 are required technical core courses. Students choose at least 15 credits of technical electives. Refer to the college catalog for a list of all the technical electives. ** Semester II course can also be taken during semester I with coordinators permission.
Columns Under the Page Layout ribbon, there is a button called Columns. When you click it, some options will appear. You can give your paper two columns, three, or you can choose to have a small column appear on the left or right side of your text. To have more than three columns, or to customize the width of your columns, click More Columns at the bottom of the list to see more options. Columns by default apply to your entire document, but you can make them begin only after a certain point in the document. Click “More Columns” and use the drop down list at the bottom. Select “From this point forward” instead of “whole document.” If at any point you would like to go from columns back to a single document, go back to Columns, click “More Columns,” change your column number to one and select “From this point forward” at the bottom. Tables Tables can make it easy to compare multiple pieces of information, or communicate that information quickly and accurately. To insert a table, click on the Insert ribbon and click on the button that says Table. This will give you a drop down menu with many blocks. Highlight these blocks (by moving your arrow over them) to indicate how many columns and rows your table needs. Once you have highlighted the amount of squares you want, just click your mouse and the table will be inserted at your insertion point. There are also other ways to insert tables into Microsoft word. Instead of highlighting the blocks, you could also click the button that says Insert Table and then indicate how many rows and columns the table should have when prompted. Or if you already have a table created in Microsoft Excel, you can click Excel Spreadsheet to insert that table into word. Lastly, hover your mouse over the Quick Tables button to see a menu of pre-made tables that are more stylized. Once you have inserted your table, Design and Layout ribbons will appear. Use these to customize your table by adding colors, borders, merging cells, etc. Note the Sort button in the Data section. We will use this in our exercise later. This allows you to sort the information in your table alphabetically by whichever column you choose. Note: It’s important to always give your tables headers, like the table above. This helps MS Word determine where your information begins and what type of information it is. This will be useful in using the Mail Merge feature later. Exercise 1: Create a Table
1 Name of Nominated Fellow 2 Select one Non Clinician – Complete Section 1 Clinician Associated Health/Nursing Complete Section 1 & 2 Clinician Physician/Dentist – Complete Section 1,2 & 3 3 Program SECTION 1 MUST BE COMPLETED FOR ALL NOMINATIONS 4 Application for Health Professions Trainees VA Form 10-2850d Complete (items 1-24) Signed by DEO (item 12A) Signed by Fellow (item 24A) 5 Citizenship documents verified: Associated Health applicants must be US Citizens Physicians/Dentists Only: Non US Citizen- appropriate immigration status for VA appointment and pay Applicant is a US Citizen Non Us Citizenship Employment Eligibility Verified 6 Education and training Verified 7 If the applicant is VA staff, statement of voluntary acceptance of reduced pay for the duration of fellowship training obtained and kept on file Verified or Not VA Staff SECTION 2 ADDITIONAL REQUIREMENTS FOR ALL CLINICIANS 8 Professional license at least one state license is unrestricted and current Verified or No License: TQCVL Verified 9 Approved to provide clinical services Verified SECTION 3 ADDITIONAL REQUIREMENTS FOR PHYSICIANS AND DENTISTS 10 Completed an ACGME/AOA/ADA Residency or Training in progress Verified Complete or Verified scheduled completion 11 Physician Specialty Certification: ABMS/AOA Verified or Mid Residency Physician or Residency was completed within prior 24 months and not yet certified COMMENTS OR EXPLAINATIONS FOR MISSING OR NEGATIVE INFORMATION 12 Please Print Name VA Credentialing or Human Resource Official Telephone # Signature of VA Credentialing or Human Resource Official Date
Factoring with the Quadratic Formula m2 – 5m – 14 = 0 (m-7)(m+2) = 0 M =7, -2 Solve the same problem using the quadratic formula. A represents the first coefficient (1) B represents the second coefficient (-5) C represents the constant (-14) Factoring by Completing the Square (Purple Math) This is the original equation. x2 + 6x – 7 = 0 Move the loose number over to the other side. x2 + 6x = 7 Take half of the x-term (that is, divide it by two) (and don't forget the sign!), and square it. Add this square to both sides of the equation. Convert the left-hand side to squared form. Simplify the right-hand side. (x + 3)2 = 16 Square-root both sides. Remember to do "±" on the right-hand side. x + 3 = ± 4 Solve for "x =". Remember that the "±" gives you two solutions. Simplify as necessary. x = – 3 ± 4 = – 3 – 4, –3 + 4 = –7, +1 Corresponding Worksheet: Using the Quadratic Formula, Completing the Square Combining Like Terms
providing feedback to each other. Materials: Reasoning Rubric Activity: Using the Reasoning Rubric to Evaluate Student Arguments Direct teachers to work in small groups to evaluate written student arguments using the rubric. Provide content and contextual background to teachers to help them evaluate the arguments. Content: igneous=volcanic rock; sedimentary= formed by the deposition and cementation of material; metamorphic= previously formed rock changed by heat and pressure Classroom: In this classroom activity, each student was assigned a different rock found near the Grand Canyon. Students observed rock samples in class and read scientific articles. They needed to write a scientific argument about the type of rock they were assigned. Claim: The Dox Sandstone is a sedimentary rock. Evidence: My first piece of evidence is that the Dox sandstone had many lines in it. The excerpt from “Geologic History of the Grand Canyon” said that the Grand Canyon was covered by sea. The sea must have taken sediment from other places and deposited it in layers. After it hardened, the different layers would be visible. The sample of the rock we saw had many visible lines. My second piece of evidence is that it has many different colors and rock sizes. The sea can’t choose what type of rock it will deposit, so many different types could have been used to make one rock. Many different colors and textures is a characteristic of sedimentary rock. I also don’t think it is Metamorphic, because then the stripes would probably be wavier. Our sample had straight lines.” (This student offers clear reasoning and science ideas to explain how her evidence relates to the claim. A teacher might encourage this student to make her argument even stronger by including more explanation for why wavier lines would indicate that the rock is metamorphic.) “My claim is the Zoroaster Granite is an igneous rock. And my evidence is that it has luster and it’s shiny and it looks a lot like the rocks were melted into one. My reasoning is that it was deep in a canyon so it could have been heated by some lava just below the surface, but it may no longer be there 15 min.