zilongwang/ReadingBank huggingface dataset:
Total Days of Operation: enter the number of days for the year for which the center was scheduled to be open for the service. Total Number of Absences: enter the difference between the total number of clients booked and the total number of clients that physically arrived at the center for both full day and 15 minute units. Total Unplanned Closings: enter the number of days that the center cancelled operations due to snow days or other conditions that were beyond the control of the center. Operations Information Hours per week: enter the number of hours per week that constitutes full-time employment at the agency. This is typically 40 hours or less. The box situated below the first box will calculate the number of hours/year which corresponds to the answer for hours/week. Hours of service: enter the hours that the agency operates in the “From” and “To” boxes. An example: Monday From To 08:00AM 04:00PM Schedule C: Direct Client Transportation Client transportation expense: travel expense to and from the center transporting clients. Only direct client transportation expense should be recorded on Schedule C. THESE EXPENSES SHOULD NOT BE ENTERED ON SCHEDULES D AND E. Other transportation expenses, such as mileage paid to administrative staff, or wages paid to staff for other transportation needs of the agency should be included in the transportation related line items on schedules D and E. Total Client transportation billed to MassHealth: the total amount billed to MassHealth for direct client transportation. Direct Client Transportation: all client transportation expense. This includes expenses incurred transporting private pay clients. Agency-Provided Expense Breakdown: transportation expense incurred when the agency itself provides the transport (i.e., use of an agency van). This must be reported in detail by category of expense. Any program that records Schedule C “Total Client Transportation” expense but does not record applicable MassHealth transportation revenue on Schedule G Statement of Revenue, Part 1,
Student Eligibility Providers are strongly encouraged to check the Curriculum Strand Report and run eligibility reports in VASS to determine if or how units contribute to a VCAL strand and to ensure that the minimum requirements of the VCAL qualifications have been met. Eligibility reports should be run as early as possible at the commencement of the academic year and every time a student’s enrolment is changed. Individual student eligibility can be checked on VASS when students are enrolled in the learning program. Strand Foundation Intermediate Senior Literacy Skills VCAL Literacy Skills Reading and Writing units VCE units: EAL English English Language Foundation English Literature Bridging EAL selected FE reading and writing modules VCAL Literacy Skills Reading and Writing Intermediate/Senior units VCE units: EAL English English Language Foundation English Literature Bridging EAL selected FE Certificates II/III literacy/reading and writing modules VCAL Literacy Skills Reading and Writing Senior unit VCE Units 3 and 4: EAL English English Language Literature selected FE Certificate III literacy/reading and writing modules Numeracy Skills VCAL Numeracy Skills units VCE units: any Mathematics units Chemistry Environmental Science Physics selected FE numeracy and mathematics modules VCAL Numeracy Skills Foundation/Intermediate units VCE units: any Mathematics units Chemistry Environmental Science Physics selected FE Certificate II or above numeracy and mathematics modules VCAL Numeracy Skills Intermediate/Senior units VCE units: any Mathematics units Chemistry Environmental Science Physics selected FE Certificate III or above numeracy and mathematics modules Industry Specific Skills VET certificates VCE units: Accounting Industry and Enterprise Technology Studies Visual Communication Design Studio Arts selected VET units/modules within FE certificates at level I/II VET certificates selected VET units/modules within FE certificates at level II or above VET certificates II or above selected VET units/modules within FE certificates at certificate III or above Work Related Skills VCAL Work Related Skills units VET certificates VCE units: any Technology studies Industry and Enterprise VCAL Work Related Skills units VET certificates VCE units: any Technology studies Industry and Enterprise VCAL Work Related Skills Intermediate/Senior units VET certificates II or above VCE units: any Technology studies Industry and Enterprise
Appeal Applicants may appeal any HDEC decision to decline, suspend or cancel approval to the HRCEC. Appeal decisions of the HRCEC are final and binding on HDECs. Applicants who wish to appeal HDEC decisions should contact the HRCEC for further details of the process. 10. Locality authorisation Introduction The Government’s response to the Health Committee’s clinical trials report requires updated SOPs for HDECs to clarify that localities (such as district health boards (DHBs)), rather than HDECs, are responsible for checking local governance issues that may arise from the conduct of a study at a given locality. This section addresses that requirement. It replaces the current ‘locality assessment’ process described at section 7 of the . Key changes and clarifications include: defining ‘locality’ more narrowly, to include only a subset of the organisations involved in the conduct of studies making the DHB the natural unit for locality review within the public health system allowing one locality review to cover multiple sites (for example hospitals or departments) within a single locality clarifying and expanding the issues relevant to locality review; for example, to include issues relevant to a locality’s ability to meet its potential liabilities in intervention studies for which compensation is not available under the ACC Act. Key changes to this section following consultation include: expanding the definition of ‘locality’ to include organisations involved in the conduct of observational studies (while recognising that not all such studies will involve localities) clarifying that the study team as a whole (rather than the study sponsor) is responsible for ensuring that locality review is conducted by the appropriate individuals at a locality more clearly requiring that a locality’s chief executive officer authorise the person completing a locality review requiring locality review to be conducted afresh as soon as possible, rather than immediately following a change of the lead/principal investigator at a particular locality. HDEC approval and locality authorisation are separate processes HDEC review is the process by which an HDEC checks that a study meets or exceeds established ethical standards. If an HDEC is satisfied that this is the case, it approves the study.
maximum of 40mg Tachycardia Palpitations consider with the patient/parent/carer interruption of treatment Side effects Symptom control 2.0 NON-STIMULANT DRUG TREATMENT 2.1 Atomoxetine [AMBER] >6 yrs - >70 kg, 40 mg daily for 7 days increase according to response. Usual maintenance dose 80 mg daily; max. 100 mg daily <70 kg, 500 micrograms/kg daily for 7 days then increased according to response to usual maintenance dose 1.2 mg/kg daily <6 years unlicensed GI Symptoms Anorexia Dry mouth Palpitation, tachycardia Increased blood pressure, postural hypotension Restlessness, dizziness, headache Urinary retention, enuresis Sexual dysfunction, menstrual disturbance Mydriasis, conjunctivitis Dermatitis, sweating, weight changes Less commonly suicidal ideation Very rarely hepatic disorders. 6 monthly height & weight Perform comprehensive medical history including: concomitant medications, family history past and present medical disorders or symptoms Baseline evaluation of cardiovascular status, including blood pressure (BP) and pulse, results to be measured and recorded on centile chart or similar. The GP must be notified in writing of these results Establish and confirm MAOI’s risk of hypertensive crisis Increased risk of ventricular arrhythmias with Amiodarone Antidepressants, Tricyclics Antipsychotics Disopyramide Diuretics (hypokalaemia) Mefloquine Methadone Moxifloxacin Procainamide Sotalol
Cohen, M. W. The attention zone: a parent’s guide to attention deficit/hyperactivity disorder RJ506.H9 C625 1998 Cross, A. Ants in their pants: teaching children who must move to learn LC4711 .C76 2010 Forgan, J. W. Raising boys with ADHD: secrets for parenting healthy, happy sons RJ506.H9 F667 2012 Greene, R. W. The explosive child: a new approach for understanding and parenting easily frustrated, chronically inflexible children HQ773 .G73 2005 Hallowell, E. M. Driven to distraction: recognizing and coping with attention deficit disorder from childhood through adulthood RC394 .A85 949 H35 2011 Mercogliano, C. Teaching the restless: one schools’ remarkable approach to helping children learn and succeed LC4712 .M47 2003 Monastra, V. J. Parenting children with ADHD: 10 lessons that medicine cannot teach RJ506.H9 M65 2005 Reiff, M. I. ADHD: what every parent needs to know RJ506.H9 A3365 2011 ADHD: a complete and authoritative guide for parents RJ506.H9 R45 2004 Rosenblum, G. (ed.) A.D.H.D., attention-deficit/hyperactivity disorder: helping you help your child RJ506.H9 A3 2000 Turecki, S. The difficult child HQ773 .T87 2000 JUVENILE BOOKS Author Title Call # Verdick, E. Teeth are not for biting BOARD BOOK (JUV) DVDs Title Call #
ADHD Behavior Modification Intervention: Organization Doesn't do homework Incentive system Supervised study hall Alternative homework assignments Self-designed homework Loses homework/possessions Daily check-ins (home/school) Organizational tools (reminders, routines, checklists) Incentive system Is not prepared for class Case manager Spare materials for student to borrow Incentive system Disorganized notebooks Monitoring system Do not penalize with grade modifications Messy work Computer use Clear criteria on a rubric Modify expectations ADHD Cognitive Interventions: Remembering Handing in assignments Case manager to monitor Incentive system Knowing when things are due Daily assignment calendar Reduce expectations Facts, Steps or Rote Memory tasks Mnemonic devices Personalized templates or manuals Reduce expectations
Parker, J. G. & Asher, S. R. (1993). Friendship and friendship quality in childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611-621. Pelham Jr. W. E. & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for Attention-Deficit/Hyperactivity Disorder. Journal of Clinical Child & Adolescent Psychology, 37(1), 184-214. doi: 10.1080/15374410701818681. Perlman, D. & Peplau, L. A. (1981). Toward a Social Psychology of Loneliness. In In R. Duck & R. Gihour (Eds.), Personal Relationships in Disorder. (pp. 31-56). London: Academic Press, 1981. Perwien, A. R., Kratochvil, C. J., Faries, D. E., Vaughan, B. S., Spencer, T., & Brown, R. T. (2006). Atomoxetine treatment in children and adolescents with attention-deficit hyperactivity disorder: what are the long-term health-related quality-of-life outcomes? Journal of Child and Adolescent Psychopharmacology, 16(6), 713–724. Qualter, P. & Munn, P. (2005). The friendships and play partners of lonely children. Journal of Social and Personal Relationships, 22(3), 379-397. Rose, A. J. & Asher, S. R. (2000). Children’s friendships. In C. Hendrick, & S. S. Hendrick (Eds.), Close relationships: A sourcebook (pp. 47-57). Newbury Park, CA: SAGE. Rowland, A. S., Lesesne, C. A., & Abramowitz, A. J. (2002). The epidemiology of Disorder: A public health view. Mental Retardation and Developmental Disabilities Research Reviews, 8, 162-170. Rozanski, A., Blumenthal, J.A., & Kapln, J. (1999). Impact of psychological factors on the pathogenesis of cardiovascular disease and implications for therapy. Circulation, 99, 2192-2217.
Page 5: High School Faculty Credentials Faculty Name Degrees Earned (College name and degree) Program of Study Assigned Subject Area Concurrent Courses taught in the past 5 years Tara Camp Master’s, Arkansas State University American Literature ENG 4 Kathleen Ireland Doctorate, Iowa State University Currriculum & Instrumental Tech/Sci Ed BIOL 1 Tamera Mitchell Master’s, Morehead State University and Western Oregon University English/Ed Information Technology and MSEd ENG 0 Karen Kimbriel Doctorate, University of Arkansas Biology BIOL 0 Garrett Rucker Bachelor, Harding University Math MATH 2 Carol Wegerer Bachelor, University of Illinois Math MATH 4 David Bendler Master’s, University of Central Arkansas Math MATH 2 Beth Whitfield Master’s, University of Fayetteville Math 0 Review of previous year Provide the following information for all concurrent courses (general education and career and technical courses) offered in the previous academic year:
Use Only Action _________________________________ Graduate Dean’s signature __________________ Date ____________________________________ Upon completion, please forward the original application and resume/vita to: Dean of the , +2101 Department Faculty: The Graduate Faculty in this department/school hereby attest that (delete the invalid statement, then add your quality assessment, print and sign): 1. the applicant’s credentials merit appointment or reappointment to an Ad Hoc Temporary Graduate Faculty position for the time period and purpose specified. 2. the applicant is not recommended for appointment or reappointment to an Ad Hoc Temporary Graduate Faculty position for the time period and purpose specified. Quality Assessment: (Insert letter or statements here. Please address items such as how the applicant meets the department/school criteria, the quality of the applicant’s credentials, and the relevance to the purpose specified in this application.) (Authorized Graduate Faculty Signature)/(Date) Department Chair/School Director: I attest that I have reviewed the applicant’s credentials and the recommendation of the Graduate Faculty in the Department/School, and that I (delete the invalid statement, then add your quality assessment, print and sign): 1. recommend the applicant for appointment/reappointment to an Ad Hoc Temporary Graduate Faculty position for the time period and purpose specified. 2. do not recommend the applicant for appointment/reappointment to an Ad Hoc Temporary Graduate Faculty position for the time period and purpose specified. Quality Assessment: (Insert letter or statements here. Please address items such as how the applicant meets the department/school criteria, the quality of the applicant’s credentials, and the relevance to the purpose specified in this application.) (Department Chair or School Director Signature)/(Date)
SOME MEDICATIONS MAY AFFECT YOUR ELIGIBILITY TO DONATE BLOOD. PLEASE TELL US IF YOU... Are being treated with the following types of medications.... or have taken... which is also called... anytime in the last.... Anti-platelet agents (usually taken to prevent stroke or heart attack) Feldene piroxicam 2 days Effient prasugrel 7 days Brilinta ticagrelor Plavix clopidogrel 14 days Ticlid ticlopidine Zontivity vorapaxar Anticoagulants or “blood thinners” (usually to prevent blood clots in the legs and lungs and to prevent strokes) Xarelto rivaroxaban 2 days Fragmin dalteparin Lovenox enoxaparin Pradaxa dabigatran Eliquis apixaban Savaysa edoxaban Coumadin Warfilone Jantoven warfarin 7 days Heparin, low molecular weight heparin (unless listed separately) heparin Arixtra fondaparinux Acne treatment Accutane isotretinoin 1 Month Amnesteem Absorica Claravis Myorisan Sotret Zenatane Hair loss remedy Propecia finasteride Prostate symptoms Proscar finasteride Avodart dutasteride 6 Months Jalyn Basal cell skin cancer Erivedge Odomzo vismodegib sonidegib 24 months Relapsing multiple sclerosis Aubagio teriflunomide 24 months Psoriasis Soriatane acitretin 36 months Tegison etretinate Ever Hepatitis exposure Hepatitis B Immune Globulin HBIG 12 months Experimental Medication or Unlicensed (Experimental) Vaccine 12 months, or as indicated by Medical Director Growth hormone from human pituitary glands* Ever Insulin from Cows (Bovine or Beef Insulin) manufactured in the United Kingdom* Ever * No longer available in US DO NOT discontinue medications prescribed or recommended by your physicians in order to donate blood.
Close Contact with Smallpox Vaccination Site – Touching the vaccination site, including the bandages covering the vaccination site; touching/handling materials that might have come into contact with an unbandaged vaccination site including clothing, towels, and bedding. Lived With – Residing in the same dwelling. EXAMPLES: house, dormitory, apartment. Types of Donor Deferral Indefinite Deferral – Prospective donor is unable to donate blood for someone else for an unspecified period of time due to current regulatory requirements. The indefinite deferral would no longer apply if regulatory requirements changed and the donor qualified for re-entry based on results of improved testing methods or a change in the impact of the relevant transfusion transmitted infection, also referred to as RTTI. Indefinitely deferred donors may be eligible to donate autologous blood. Permanent Deferral – Prospective donor is deferred from donation with no possibility for Permanently deferred donors may be eligible to donate autologous blood. EXAMPLE of permanent deferral: A prospective donor states that he/she has hepatitis C. Additionally, some permanent deferrals may result from the testing performed on a previous donation. Permanently deferred donors may be eligible to donate autologous blood. Temporary Deferral – Prospective donor is deferred from donation for a specified period of time. Temporarily deferred donors may be eligible to donate autologous blood. EXAMPLE of temporary deferral: A prospective donor who received a transfusion within the last 12 months would be deferred for 12 months from the date of the transfusion.
State of California -California Department of Aging STAFFING/SERVICES ARRANGEMENT ADH 0006 (. 09/14) Community-Based Adult Services 1. LICENSEE NAME: 2. HOURS OF SERVICE: 3. LICENSED CAPACITY: 4. for previous quarter: 5. CENTER NAME: 6. Also Provides Adult Day Program Services? Yes No 7. SIGNATURE OF ADMINISTRATOR OR PROGRAM DIRECTOR: DATE: STAFFING 8. NAME 9. Scheduled Number of Hours per Month: 10. Date of Hire: 11. LICENSE/ REGISTRATION/ CERTIFICATION Number: Expiration Date: ADMINISTRATOR PROGRAM DIRECTOR REGISTERED NURSE(s) LICENSED VOCATIONAL NURSE(s) SOCIAL WORKER(s) SOCIAL ASSISTANT(s) ACTIVITY COORDINATOR AIDES PHYSICAL THERAPIST (PT) PT ASSISTANT PT AIDE(s) OCCUPATIONAL THERAPIST (OT) CERTIFIED OT ASSISTANT (COTA) OT AIDE(s) SPEECH THERAPIST STAFF PHYSICIAN PSYCH CONSULTANT DIETITIAN DRIVERS PHARMACIST OTHER STAFF POSITIONS
Inherency Plan ain’t happening now Suzy Khimm, 7-15-17. (Khimm: Freelance writer in Washington. “’Medicare for All’ Isn’t Sounding so Crazy Anymore.” NYT. Accessed 7-18-17. JSD) Senator Dick Durbin, the upper chamber's second-highest-ranking Democrat, told me that he'd happily sign onto a single-payer bill - and might even bring one to the floor himself. But while liberals have spent decades pining for single payer - Ted Kennedy drew up a bill in 1970 - there are surprisingly few detailed proposals. During the 2016 campaign, Senator Bernie Sanders released a skeletal framework for single payer that went into great detail on new taxes while skating over most everything else. In the House, Representative John Conyers's single-payer proposal has 114 co-sponsors, but it's essentially a messaging bill that signals a political position but is not expected to pass.
Extensions No link: Dems like the plan Suzy Khimm, 7-15-17. (Khimm: Freelance writer in Washington. “’Medicare for All’ Isn’t Sounding so Crazy Anymore.” NYT. Accessed 7-18-17. JSD) Single payer is now poised to become the standard position for the Democratic base. More elected Democrats are following suit as Republicans struggle to get their deeply unpopular health care bill past Congress. The prevailing assumption is that the G.O.P. effort will ultimately implode, clearing the way for a bold alternative. Senator Dick Durbin [would], the upper chamber's second-highest-ranking Democrat, told me that he'd happily sign onto a single-payer bill - and might even bring one to the floor himself. But while liberals have spent decades pining for single payer - Ted Kennedy drew up a bill in 1970 - there are surprisingly few detailed proposals.
product sale due to higher and appropriate productions. Psychological handling of customers 0.04 2 0.08 The company can target its customers psychologically and grasp their attention and interest towards their respective products. Product Development 0.14 2 0.28 The development of the product line can be improved by emphasizing and focusing on the variations in the fashion and the company had its joint venture with the Stella McCartney who establishes the concept branded wears among the females. Involvement of the company n worldwide affairs 0.05 3 0.15 The involvement of the company in the world wide affairs most probably like Olympics, world cups etc can improve the sales of the company. THREATS Competitor Companies 0.04 4 0.16 The companies like nike and puma are the major threat for the company because they are the strong manufacturers of sports goods and commodities. Rise in oil prices 0.06 3 0.18 The rise in the oil pricing is also the factor of decline because of which price for production also increases as well as the transportation expenses. Weak distribution channel 0.05 3 0.15 The company has very weak distribution channels as compared to its competitors that are puma and nike and it has diverse relationship with the many of the outlet brands. No major competitive edge 0.07 2 0.14 For the company Adidas, it has no competitive advantages to boost its sales. Low in revenue generation 0.07 3 0.21 The performance of the Adidas Company is not much efficient as compared to Nike as its employees revenues are 39 % better than Adidas.
leptin predominantly adipocytes, mammary gland, intestine, muscle, placenta monocyte chemotactic protein-1 (MCP-1) leukocytes, adipocytes is a chemokine defined as CCL2 (C-C motif, ligand 2); recruits monocytes, T cells, and dendritic cells to sites of infection and tissue injury omentin visceral stromal vascular cells of omental adipose tissue the omentum is one of the peritoneal folds that connects the stomach to other abdominal tissues, enhances glucose transport, levels in the blood inversely correlated with obesity and insulin resistance plasminogen-activator inhibitor-1 (PAI-1) adipocytes, monocytes, placenta, platelets, endometrium see the for more details resistin adipocytes, spleen, monocytes, macrophages, lung, kidney, bone marrow, placenta primarily activated macrophages, adipocytes induces expression of other autocrine growth factors, increases cellular responsiveness to growth factors and induces signaling pathways that lead to proliferation vaspin visceral and subcutaneous adipose tissue is a serine protease inhibitor, levels decrease with worsening diabetes, increase with obesity and impaired insulin sensitivity visfatin; also called pre-B visceral white conflicting results relative to insulin stimulated
2009/10 Total hours purchased in summer 2010 -22 (38) [0.57] Secondary Impact Indicators Rabi share in overall cropping pattern 0.02 (0.02) [0.40] 0.02 (0.02) [0.28] 0.03 (0.02) [0.19] 0.02 (0.02) [0.31] 0.03 (0.02) [0.22] Summer share in overall cropping pattern (0.03) [0.70] 0.004 (0.03) [0.88] -0.02 (0.03) [0.53] -0.01 (0.03) [0.69] -0.03 (0.03) [0.38] Boro paddy share in summer cultivated area 0.04 (0.07) [0.61] -0.14 (0.13) [0.30] -0.06 (0.13) [0.67] 0.02 (0.12) [0.88] 0.09 (0.11) [0.41] Boro paddy output -876 (649) [0.18] -713 (794) [0.38] -592 (1060) [0.58] 291 (955) [0.76] -95 (1218) [0.94] Coefficients of regression of difference in impact variable between followup and baseline on Village-level treatment dummy (column 2) Village-level treatment dummy interacted with ownership of either electric submersible or electric centrifugal pumpset Village-level treatment dummy interacted with ownership of either electric submersible pumpset only Figures in round brackets are standard errors, those in square brackets are p-values associated with its significance.
BAND/ORCHESTRA SCHOOL: ENSEMBLE: MUSIC PERFORMANCE ASSESSMENT CONTEXT & PREPARED PIECES Traditional - Two selections from the PMEA Selected Music List - Formal grade level declared from the two selections - Sight-Reading - Ratings & Audio/Written Commentary - Wording for Award Plaque (Indicate choice below) Superior/Excellent/Good/Fair Outstanding/Advanced/Proficient/Basic Festival - Two selections (do not need to be from SML) - Do not need to provide grade levels - Choice among 3 options for the segment after the performance of the prepared persons Sight-reading Clinic Neither - Evaluation options Ratings/Comments Comments Only - Wording for Award Certificate (Indicate choice below) Superior/Excellent/Good/Fair Outstanding/Advanced/Proficient/Basic Prepared Piece #1 Title: Composer: Arranger Year Published: PMEA SML Level (Traditional only): Prepared Piece #2 Title: Composer: Arranger Year Published: PMEA SML Level (Traditional only): DECLARED GRADE LEVEL FOR ADJUDICATION (Traditional only): I II III IV V VI ENSEMBLE PROFILE THIS ENSEMBLE’S status at this school: Click or check one: AVERAGE NUMBER of scheduled rehearsals per 5-day week: (check one) GRADE LEVELS of student members of this ensemble: (check all applicable: Only Band Only Full Orchestra 1 3 5 5 9 Top Band Only String Orchestra 6 10 Second Band Top Orchestra 2 4 7 11 Third Band Second Orchestra 8 12 Other Third Orchestra Other: Number of Student Members: Length of rehearsal period: minutes SCHOOL DISTRICT’s HIGH SCHOOL PIAA CLASSIFICATION FOR FOOTBALL - to convey relative size of the district: Check or click on one. A AA AAA AAAA None (not applicable to type of school) PMEA MPA REGISTRATION - PAGE 2 of 2
18 The bold adjective describes which noun? Despite being exhausted, Gregory Goyle was nice to the visitors. Despite being exhausted, Gregory Goyle was nice to the visitors. 19 Change the article, if necessary. Vincent Crabbe always gives a wisest advice of all my friends. Vincent Crabbe always gives the wisest advice of all my friends. 20 Change the article, if necessary. Simba ordered the bigger ice cream sundae than I did. Simba ordered a bigger ice cream sundae than I did. 21 The bold adjective describes which noun? The tiny puppy danced around Ron Weasley's feet. The tiny puppy danced around Ron Weasley's feet. 22 The bold adjective describes which noun? Hagrid's pencils, sharp and pointy, are his favorite school supplies. Hagrid's pencils, sharp and pointy, are his favorite school supplies. 23 The bold adjective describes which noun? At Cedric Diggory's favorite amusement park, the carousel is insanely fast. At Cedric Diggory's favorite amusement park, the carousel is insanely fast. 24 The bold adjective describes which noun? Always polite to senior citizens, Moaning Myrtle held the door for her old neighbor. Always polite to senior citizens, Moaning Myrtle held the door for her old neighbor. 25 The bold adjective describes which noun? Confident and strong from his many adventures, Peeta Mellark finally became a superhero. Confident and strong from his many adventures, Peeta Mellark finally became a superhero. 26 Select the article in the sentence. The party will be in Rafiki's tree house. The party will be in Rafiki's tree house. 27 Select the article in the sentence. The president called for Severus Snape.
The president called for Severus Snape. 28 Select the article in the sentence. Leonard Hofstadter ran toward the flock of pigeons. Leonard Hofstadter ran toward the flock of pigeons. 29 Select the article in the sentence. Harry Potter tied a balloon to my wrist. Harry Potter tied a balloon to my wrist. 30 Select the article in the sentence. Lucius Malfoy borrowed a pen from my purse. Lucius Malfoy borrowed a pen from my purse. Copyright 2015 © NoRedInk Corp. | | | | | |
ADEY BESHALE SITE PRICE LIST OF FLINTSTONE HOMES Round 3 TO BE APPLIED ON: ADEY BESHALE site HOUSE TYPE AREA M2 Ground FLOOR 1st FLOOR 2nd FLOOR 3rd FLOOR 4th FLOOR 5th FLOOR 6th FLOOR 7th FLOOR 8th FLOOR One bed room 41.08 995,000 985,000 950,000 940,000 930,000 920,000 910,000 900,000 860,000 9th FLOOR 10th FLOOR 11th FLOOR 12th FLOOR 850,000 840,000 830,000 820,000 Two bed room 63.03 Ground FLOOR 1st FLOOR 2nd FLOOR 3rd FLOOR 4th FLOOR 5th FLOOR 6th FLOOR 7th FLOOR 8th FLOOR 1,505,000 1,495,000 1,420,000 1,410,000 1,400,000 1,390,000 1,380,000 1,370,000 1,280,000 9th FLOOR 10th FLOOR 11th FLOOR 12th FLOOR 1,270,000 1,260,000 1,250,000 1,240,000 Three bed room 85.17 Ground FLOOR 1st FLOOR 2nd FLOOR 3rd FLOOR 4th FLOOR 5th FLOOR 6th FLOOR 7th FLOOR 8th FLOOR 2,030,000 2,020,000 1,900,000 1,890,000 1,880,000 1,870,000 1,860,000 1,850,000 1,720,000 9th FLOOR 10th FLOOR 11th FLOOR 12th FLOOR 1,710,000 1,700,000 1,690,000 1,680,000 NB. All prices are in birr & with V.A.T
If you not have already done so in section 2 dealing with your qualifications, please describe how you satisfy a requirement to have a post-graduate qualification in Legal Studies. In addition please confirm that you are FCIArb or describe how you satisfy all the requirements for that qualification. Dispute Resolution Experience Please describe how you can demonstrate a capacity to deal with and manage construction disputes and to produce clearly written reasoned determinations which are compelling and
TOPIC: PeopleSoft Custom Bolt-on Adjunct Contract Renewal – Signing Order & Instructions ____________________________________________________ Adjunct Contract Renewal Signing Order & Instructions A Custom Bolt-on PeopleSoft Application TOPIC: PeopleSoft Custom Bolt-on Adjunct Contract Renewal – Signing Order & Instructions ____________________________________________________ Once the Adjunct Contract Renewal Submitter has completed their part of the process, the contract will flow through the DocuSign process. The steps are as follows: Step 1: DocuSign email is received by the Chair for review and Pre-Approval Step 2: DocuSign email is received by the Faculty member for signing Step 3: DocuSign email is received by the Chair for signing
Syllabus Guidelines General Information Benedictine University Course number, section and title Semester offered (or beginning and ending date) Number of credit hours Class meetings (Time, Date, Day of the Week and Room Number if available) Personal Information Instructor Name Office Number (if available) Office Hours or method to make appointments BenU email and BenU phone number Home number and/or home email (May be included at your discretion) Class Information Course objectives/goals and expected student learning outcomes (goals for all undergraduate core courses must reflect the core goals) Course outline, listing chapters and/or sections to be covered, and a list of topics Delivery system, if nontraditional Due dates of requirements and exam dates (including the final exam) Text(s) used and required reading lists, if applicable Grading Information Method(s) of evaluating student performance, including the “grading scale” and the “grading scheme” (number of tests/papers, homework, quizzes, etc. and how much each one is weighted. Please post your course syllabi on the course D2L site Post updated syllabi on D2L as they are changed when the course is in session Clearly indicate (on your syllabi) your policy on returning grades to students (days/weeks, etc.) Last day to withdraw from the course (with a grade of “W” and without a “W”) University Policy Information Attendance Policy and Tardiness Policy Homework Policy Student Responsibility in regard to syllabus* Americans with Disabilities Act (ADA) compliance statement* Academic Honesty Policy (AHP)* Academic Accommodations for Religious Obligations (AAFRO) Policy* Electronic Devices Policy* (optional for all areas except Math) Technology Requirements, listing all technology platforms that student is required to use or will learn to use during the course, e.g. calculators, specialized software, email, web, etc.
Employment History (Continued) Employer Telephone Number Job Duties Address Dates of Employment Title Full-time Part-time Hourly Rate/Salary Reason for Leaving Employment History (Continued) Employer Telephone Number Job Duties Address Dates of Employment Title Full-time Part-time Hourly Rate/Salary Reason for Leaving Employment History (Continued) Employer Telephone Number Job Duties Address Dates of Employment Title Full-time Part-time Hourly Rate/Salary Reason for Leaving Employment History (Continued) Employer Telephone Number Job Duties Address Dates of Employment Title Full-time Part-time Hourly Rate/Salary Reason for Leaving May we contact your current employer? Yes No Skills, Awards, Certificates or Professional Activities
DATE: 9/03/14 TIME: 7:00-9:45 P.M. LOCATION: B102 TOPIC: FORMS OF BUSINESS OWNERSHIP CLASS OBJECTIVE: Analyze major advantages and disadvantages of the three basic forms of business ownership and apply them to a case. ACTIVITIES: Students will collaborate in small groups to achieve the following specific goals. 1. Design a graphic organizer(s) that represents major advantages and disadvantages of the three basic forms of business ownership BREAK: 2. Summarize an actual case. Discuss business issues. Make related decisions and solve problems. SPECIAL CONDITIONS/CIRCUMSTANCES THIS IS THE CLASS’S FIRST EXPERIENCE WITH APPLYING LEARNED CONCEPTS TO A CASE STUDY. To be used as a reference for the formal observation of classroom performance ATLANTIC CAPE COMMUNITY COLLEGE SAMPLE: CLASS PROCEDURES INSTRUCTOR: John Doe CLASS: INTRODUCTION TO BUSINESS / BUSN101 TOPIC: FORMS OF BUSINESS OWNERSHIP TIME: 7:00-9:45 PM Small groups (3 to 4 students) will refer to chapter 4 of the course text as they design a graphic organizer (s) that represents major advantages and disadvantages of the three basic forms of business ownership.
1. Some overlap but conceptually distinct ETHICS PROFESSIONAL REGULATION Body of underlying principles and norms in the governance of the legal profession Lawyers’ ethical obligations to each other, organizations, clients, justice, public Rules, principles, and legal obligations Moral aspirations of lawyers Types of DM and ultimate decisions which an ethical lawyer would make Concerned w/ the ethics of legal practice at the level of regulation and governance How do we determine and enforce ethical constraints on lawyer conduct? Self-regulation: rules of ethical conduct, standards of admission, enforcement of rules + standards are all set by lawyers 2. CONDUCT AND LEGAL FOR
Facts Ratio Analysis Indians set up gaming house without permit (contrary to Criminal Code), claimed right to do this based on First Nations self-governance ISSUE: is gambling an Aboriginal right? SCC: appeal dismissed, no Aboriginal right to manage/regulate gambling on reserves Broad-based rights are not granted in court rights must be narrowly defined. Nature/extent of activity: doesn’t frame the right as to manage the use of their lands, but instead as right to participate in/regulate gambling on reserves VdP says integral pre-contact: not enough evidence to prove that gambling was significant. Tsilhqot’in Nation v BC, 1997 Facts Ratio (unanimous) Analysis BC granted commercial logging license to land claimed by Tsilhqot’in as traditional territory. Sought ban prohibiting logging. TJ: occupation established through proof of regular + exclusive use BCCA: claim denied through narrower, site-specific test SCC: appeal allowed, Aboriginal title declared + BC breached duty to consult Aboriginal title is a beneficial interest in land that gives right to decide + benefit from its use; it is collective and there is a duty to preserve for future generations (paternalistic? No one else has this duty; right to waste); can be overridden by ♔ in certain instances. *nature of Ab title* Provides test for Aboriginal title and test for ♔ justify their intrusions. Inferences from avail evi = sufficient. Claimed ~5% of land, nothing that overlapped w/ others to make it easier. Historical proof that established title. Aboriginal title vested communally in title-holding group. Province didn’t fulfill justification requirements, so their intrusion wasn’t justified. Federalism: paramountcy in favour of fed. Interjurisdictional immunity doesn’t apply in Aboriginal cases.
-F: ER re-locating to Hamilton in less unionized area. U didn’t know, didn’t ask. -L: There is an oblig on ER to respond to inquiries about existence of CO plans that have significant impact on the BU. However, NOT a duty to reveal plans (that are not at least “de fact” decisions). CRITIQUE: INCONSISTENT WITH DUTY TO BARGAIN IN GOOD FAITH. What else do you have disclosure for? Does not distort the bargaining process, and has great benefit to the U. SOMETHING PRODUCTS CASE? S78: LAST VOTE -Another way the legislature supervises the STRIKE/LOCKOUT weapons. -ONLY exception in the LC to ‘exclusive bargaining relationship’: ER gets to circumvent union and go straight to a VOTE. Meant to get around UNION not rep’ing concerns of EE’s. -Essential component: EACH OF THE TERMS IN LAST VOTE HAS TO HAVE BEEN PUT TO UNION AS PACKAGE AND REJECECTED FIRST. -Can’t put in “signing bonuses”.. -Board recognizes important benefit to ER in this: Just by having resort to it. -Only allowed once. -May be an issue if ER makes offer and withdraws it Notice to Bargain: New Bargaining Agent 45 (1) When the board certifies a trade union as the bargaining agent for employees in a unit and a collective agreement is not in force, (a) the trade union may by written notice require the employer to commence collective bargaining, or the employer may by written notice require the trade union to commence collective bargaining, and Continuing Bargaining Relationship 46 (1) Either party to a collective agreement, whether entered into before or after the coming into force of this Code, may at any time within 4 months immediately preceding the expiry of the agreement, by written notice require the other party to commence collective bargaining. THE THIRD Statutory Freeze Within this Process: -45(1)(b) for FIRST CA: 4 months or CA is executed (whatever first), and s45(2): after notice given, and term expired, cannot ER alter terms until strike or lockout (whichever first). Choice between mediation or economic sanctions: -s74 or 55.. but in BC, you have to serve notice before strike.
FINE 7160-21 ADJUSTED Schedule – Fall 2018 Class Topic Readings Assignments Due 8/21 Intro Risk and Risk Aversion Part 1 Risk and Risk Aversion Part 2 BKM 6 8/28 Risk and Risk Aversion Part 2 Optimal Risky Portfolios BKM 7 9/4 No Class – Hurricane Gordon 9/11 Optimal Risky Portfolios Mean/Variance Optim. in Excel Stock Trak Prospectus 9/25 Developing the CAPM Applications of the CAPM BKM 9 Fama/French BKM 8 CAPM Siegel Am I Diversified? 10/2 Multifactor Models BKM 10 Cochrane URR The Efficient Frontier 10/16 Market Indexes Professional Asset Management Campbell Barclays Maverick Martingale Expected Returns for CAPM and FF3 10/23 Midterm Exam – 4 hours 10/26 Friday Optional Review Midterm Exam Review of Bond Basics 10/30 Bond Quotes and Prices Treasury Issue Process Portfolio Evaluation Methods BKM 14-15 BKM 24 11/6 Strips, TIPS, and Repos Implied Forward Rates Theories of the Term Structure 11/13 Bootstrapping Duration, Modified Duration and Convexity Portfolio Duration Fixed Income Problem Set 11/20 Hedging Interest Rate Risk Options Basics BKM 20-21 11/27 Options Basics Behavioral Finance BKM 11-12 BF at JPM .Duration and Bootstrapping 12/4 Final Exam – 4 hours Stock Trak Analysis
3 The learner will know the people and resources relevant to their learning The learner must know: Assessment Requirements Evidence Location 3.a The key people who will be involved in their learning Learners should list the key people who will be involved in their learning The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b The main resources that they will be using in their learning Learners should identify the main resources that they will be using in their learning 4 The learner will know how to be safe The learner must know: Assessment Requirements Evidence Location
The learner must know: Assessment Requirements Evidence Location 3.a What to do in the case of emergency (e.g. if the fire alarm sounds) Learners should indicate what to do in the case of emergency. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b What they should do if they hurt themselves Learners should indicate what they should do if they hurt themselves. 3.c Who they should tell if they feel unsafe Learners should indicate who they should tell if they feel unsafe. Final Tutor Feedback (Strengths and Areas for Improvement):
Strategic Objectives – The main priorities of the Municipality as set out in the IDP. Budgeted spending must contribute towards the achievement of the strategic objectives. Unauthorized expenditure – Generally, spending without, or in excess of, an approved budget. Virement – A transfer of budget Section 1 – Mayor’s Report In accordance with section 28 of the Municipal Finance Management Act, No 56 of 2003 (MFMA) a municipality must revise its approved annual budget through an adjustments budget, in the following circumstances: (i) To appropriate additional revenues that have become available over and above those anticipated in the annual budget, but only to revise or accelerate spending programmes already Budgeted for. (ii) To authorize the utilization of projected savings in one vote towards spending under another vote. (iii) To authorize the spending of funds that were unspent at the end of the past financial year where the under-spending could not reasonably have been foreseen at the time to include projected rollovers when the annual budget for the current year was approved by the Council. (iv) To correct any errors in the annual budget. In line with the MFMA, the 2016/17 approved Budget has now been adjusted. The main adjustments proposed in this adjustment budget are: Operating Budget Property Rates decrease by R 663 013.00 because of updated indigent Relief list and accurate tariff setting. Sundry income decreased by 32% because of the trade-in amount projected decreased to R 340 000.00 when the new motor vehicle purchased Operating Expenditure Employee Related Cost Basic Salaries decrease by R 3 719 008.00 mainly because of the posts on the organogram that are not yet filled. Travelling allowance increase by R 278 000.00 Pension Fund budget was not adequate and it has been adjusted by R 1 238 524.00 Employee Related Costs decreased by 15%. General Expenses Newsletter and Media Briefings increased by R 200 000.00, there’s a need to publicize the good work that is done by the Municipality. Catering: Meetings and conference expenditure was at 92% in the Mid-Year assessment report, therefore adjusted by R 234 088.00 Rental Office Machinery increased by R 212 383.00, expenditure is above 100% to-date Printing and Stationery budget was R 476,091.00, adjusted to R 749,652.00
The African- Caribbean Peasantry in the Post- Emancipation Period in the British Caribbean A fundamental development during the post emancipation period was the movement away from the estates by ex- slaves mostly to set themselves up as peasant proprietors. Indeed, many ex- slaves struggled to make a life for themselves and to etch out some form of existence for themselves and their families in a society that still had many of the prejudices of the pre- emancipation era. One of the many problems facing the ex- slaves after emancipation which still prevented them from enjoying full equality with members of the planter class was the difficulty in obtaining land to set themselves up as independent small farmers. Many ex- slaves desired to become independent small farmers but this could only happen if the ex- slaves acquired their own land. Such a life would give them the security of personal liberty and landownership, enabling them to escape the high rents and the low wages or in some cases the metayage system. Despite the fact that the colonial governments made it difficult for the ex- slaves to own Crown lands (in an attempt to keep them bound to the estates and ensure continued production of sugar), some ex- slaves were able to become peasants. Some ex- slaves set themselves up most easily where unoccupied land was most available. As the fall in sugar prices hit the estates land values fell and some estates were abandoned. By pooling their money together ex- slaves could buy these abandoned estates and then subdivide the and into plots of two, three or more acres. Ex- slaves acquired land through the help of Baptist missionaries who helped to bargain with landowners and provided funds so that peasants could set themselves up in farming villages. This also acted as an incentive to the ex- slaves to convert to Christianity and to become members of the Christian Church. Peasants who could not buy land squatted on unused Crown lands in the hills. By living on these plots long enough they came into possession of the land. Despite their success in acquiring land peasants still encountered a number of obstacles in acquiring land to establish peasant plots.
Aligning the Prosci® ADKAR model with LDIS This template will help you to identify the stages of ADKAR and how they align with LDIS. Prosci® ADKAR model ADKAR is both an individual journey, and an organisational journey through change. Individuals will journey through the ADKAR stages at their own pace, and may need support from a manager or leader to help them progress through the stages. On an organisational level, specific change activities should occur in line with LDIS process changes that ensure the organisation is journeying through the change process effectively. Use the template below to identify what organisational activities will take place, and when they will occur within the LDIS framework. Some examples of how to align ADKAR & LDIS activities can be found on page 4 of the LDIS Toolkit ADKAR alignment with LDIS? ADKAR Stage Description of activities Who is responsible for the activity? What LDIS stage will this take place in? Awareness This is the ‘why’ stage. It’s about helping people to become aware of the need for change. If you don’t answer the why, people won’t buy into the change and you’ll be spinning your wheels. Learn Design Desire This is the ‘what’s in it for me’ (WIFM) stage. Research shows that it’s better if communication from this stage comes from the next level of manager up, rather than high level mgt. The immediate manager needs to be sold on the new way of operating, and able to share this information, or else no amount of communicating from high level leadership will make a difference. Learn & Design Knowledge This is the training/educating/equipping stage. Training people at this stage if they haven’t yet reached the ‘Desire or WIFM’ is unlikely to be effective. Training needs to take place fairly close to when it will be used. If it’s too early or too long before it’s needed, it won’t be remembered. The most effective training is where there is a lot of group learning (rather than a talking head giving information). Implementation