zilongwang/ReadingBank huggingface dataset:
31 3/30-4/2 Chapter 4: Communicating in Written Form Read the entire chapter. Reviewing the Topic: #1, 7 Memorize Proofreader’s Marks Reviewing the Topic: #3, 7, 10, 11, 14 Interacting with Others: #1, 2, 3 Activity 1: Form Letters #1-6 (data files) Reviewing the Topic: #1, 4, 5, 8, 9 Key Exam 111 111-166 125 131 147 147 148-149 167 171 See Mrs. G. 32 4/6-4/10 Chapter 5: Communicating Orally Read the entire chapter. Reviewing the Topic: #6, 7, 8 Reviewing the #1, 6, 9 Reviewing the Topic: #1, 4, 5, 6, Key Terms Exam 173 173-184 184 200 215 219 See Mrs. G. 32 4/6-4/10 Chapter 6: Processing and Understanding Financial Information Read the entire chapter. Reviewing the Topic: #1, 4, 6, 7, 8, 9 Reinforcing Math Skills: #1- 4 (data files) Reviewing the #1, 3, 6, 9 Reinforcing English Skills: #1-10 Key Terms Exam 221 221-257 241 241 258 259 262 See Mrs. G. 33 4/13-4/17 Chapter 7: Time and Workstation Management Read the entire chapter. Reviewing the Topic: #1, 2, 9 Reinforcing English Skills: #1-2 (data Reviewing the Topic: #1, 3, 10 Key Terms Exam 267 267-300 280 281 301 305 See Mrs. G. 33 4/13-4/17 Chapter 8: Meetings and Travel 308
Read the entire chapter. Reviewing the Topic: #1, 2, 4, 10 Topic 8-1: Activity 1-Agenda for a Teleconference: #1-2 (data files) Reviewing the Topic: #1, 2, 3, 5, 7, 8, 9 Key Terms Exam 308-342 324 325-326 343 347 See Mrs. G. 34 4/20-4/24 Chapter 9: Records Management Systems Read the entire chapter. Reviewing the Topic: #2, 3 Reviewing the Topic: #1, 2, 3, 6, 9 Key Terms Exam 350 350-383 366 384 388 See Mrs. G. 34 4/20-4/24 Chapter 10: Managing Records Read the entire chapter. Reviewing the Topic: #1, 6, 8, 12, 15 Reviewing the Topic: #1, 2, 6 Key Terms Exam 390 390-42 408 423 428 See Mrs. G. 35 4/27-5/1 Chapter 11: Processing Mail Read the entire chapter. Reviewing the Topic: #2, 5, 7, 10 Reviewing the Topic: #1, 2, 5, 6, 8, 10 11-2: Activity 1-Calculate Postage: #1, 2 Key Terms Exam 430 430-462 443 463 464-465 467 See Mrs. G. 35 4/27-5/1 Chapter 12: Telephone Systems and Procedures Read entire chapter. Reviewing the Topic: #3, 6, 7, 8, 9 Reviewing the Topic: #1, 2, 3, 4, 5, 6 Key Terms Exam 470 470-507 486 508 512 See Mrs. G. 36 5/4-5/7 Brainbench Certification Post-Test: Office Procedures, Telephone Etiquette See Mrs. G. 36-37 5/4-5/14 Projects-See Mrs. G. See Mrs. G.
Assignments for Admin II This is a self-paced class. What that means is you may work at your pace AS LONG AS YOU ARE STILL MEETING EACH DUE DATE. You can work ahead. Get the class finished ahead of time. Do not fall behind. Each chapter in PowerPoint has an EXTRA CREDIT project. Noted by icon. Week Date PowerPoint 2010 (You will be using 3 different Office 2010 textbooks) Text: Office 2010 – Introductory concepts and techniques (Ch. 1 – 3) 1-2 8/14-8/22 Brainbench Certification Pre-Test: MS PowerPoint 2010 Safety Test Letter to Teacher Name About Me Photo Collage 2-3 8/18-8/29 Chapter 1: Creating and Editing a Presentation with Clip Art Pg 32-Clip Art in Step 2 is not available, choose another light bulb Your Knowledge Extend Your Knowledge Lab 2: Creating a Presentation with Bulleted Lists and Clips PPT 1 PPT 55 PPT 57 PPT 61 4 9/2-9/5 Chapter 2: Enhancing a Presentation with Pictures, Shapes and WordArt Apply Your Knowledge Extend Your Knowledge Lab 3: Creating a Presentation with Pictures and Shapes PPT 73 PPT 123 PPT 126 PPT 134 5 9/8-9/12 Chapter 3: Reusing a Presentation and Adding Media Pg 169-Clip Art, Sound Clip search bird then find Glade Birds Pg 171-Clip Art, Sound Clip Birds at Dawn not available-choose another Lab 2: Adding Slide Numbers, Applying Effects to Pictures, and Recoloring a Video Lab 3: Applying Artistic Effects to and Recoloring Pictures, Inserting Audio & Trimming Video PPT 137 PPT 197 PPT 198 Text: Office 2010 – Advanced Concepts and Techniques (Ch. 4-7) 6 9/15-9/19 Chapter 4: Working with Information Graphics Lab 1: Inserting and Formatting Smart Art Lab 2: Creating a Presentation by Inserting SmartArt and a Chart PPT 202 PPT 255 PPT 256 7 9/22-9/26 Chapter 5: Collaborating on and Delivering a Presentation Make It Right Lab 2: Modifying and Deleting Comments in a Protected Presentation PPT 265 PPT 321 PPT 324 8 9/29-10/2 Chapter 6: Navigating Presentations Using Hyperlinks and Action Buttons PPT 329
A list of 15 literature (3 per grade level – 7 to 11 and having poetry, prose and drama per grade level. Use one paragraph per text to explain its usefulness. Compilation of six lesson plans (2 per genre, including both short story and novel and covering grades 7 to 11) Compilation of six enrichment activities (to be done outside of class as homework or projects to enhance what is taught in class) – two per genre and covering grades 7 – 11 For each activity students should provide a name, identify the grade level, use one paragraph to explain how it would be done and use one paragraph to explain its effectiveness. Graphics and illustrations may be used to give further clarification. The manual should have an introduction, table of contents and references. Scheme: Assessment Activities – 50 marks (5 for each activity) List of literature texts – 45 marks (3 for each text) Lesson Plans – 60 marks (10 for each plan – 5 for content, 3 for use of English and 2 for organization) Enrichment Activities 60 marks (10 for each activity) An average of the grades will be used and it will provide 40% of the overall for the course.
Learning Plan 3- Positive Guidance Assignment List Review Wisconsin’s Administrative Rules and Regulations on child guidance Positive Guidance situations – best response Written policies on child guidance – compare and contrast Reflection on discipline strategies List prevention strategies to use to promote social development Agree/Disagree Reframing using positive guidance principles Defining terms Resource list Positive behavior guidance strategies that you will use Scenarios – using positive guidance techniques
Summary Not yet within Expectations *Covers 3 or less details. *Not in paragraph form (possibly a list). *Many errors in spelling or grammar. *No topic sentences. *Covers insignificant details. Minimally Expectations *Covers some details, but not 5/6. *In paragraph form, but it is awkward, *May not have a topic sentence *Has several errors in spelling/grammar. *Some details are not key ones. *May have some insignificant details. Fully Meets Expectations *Covers 5 or 6 details *Paragraph form (may be a little long or short) *may be a bit awkward or *Have a spelling or grammar mistake. *Uses only key details Exceeds Expectations *Covers 5 or 6 details in 5 sentence paragraph. *Details are the key information. *Paragraph covers in the information in a clear and concise way. *Paragraph has a topic sentence *Free of spelling and grammar mistakes Matrix *Misses key ideas in the story. *Is either all words or all pictures. *Has too many words and possibly not enough pictures. *Covers some of the main ideas but misses a few. *Has necessary words and almost all of the key ideas. *Has pictures for the main events. *Has effective, key words. *Has impactful pictures for every main event. *Covers all of the main ideas of the story Presentation *Only one group member presents. *Hard to hear /understand *Most members present and are usually (but not always) easy to hear/understand *All members present and are mostly easy to hear/ understand *All Members Present and presenters, are effective and easy to hear/ understand /12
N001 G71 G90 G92 X-050.0 Y-050.0 Z010.0; N002 G00 Z-015.0 S1592 M03; N003 G01 G42 Y0 D05 F541; N004 G01 X200.0; N005 G01 Y050.0; N006 G01 X150.0; N007 G02 X125.0 Y075.0 R025.0; N008 G01 Y100.0; N009 G01 X025.0; N010 G01 X0 Y050.0; N011 G01 Y0; N012 G40 G00 X-050.0 Y-050.0 Z010.0 M05; N013 M30; Define origin of axes. Rapid to cutter depth, turn spindle on. Bring tool to starting y-value, start cutter offset. Mill lower part edge. Mill right straight edge. Mill horizontal step above two 8 mm holes Circular interpolation around arc. Mill vertical step above arc. Mill top part edge. Mill angled edge at left of part. Mill vertical edge at left of part. Rapid move to target point, cancel offset, spindle stop. End of program, stop machine.
Local indigenous groups Society Previous ethnic owners of the land Preservation and cultural attachment CSR Recipients Private Groups recipients of social assistance Preservation and Conservation visiting SRF Civil Society Groups or Individual who may be concerned in the of SRF Preservation and Conservation; Sustainability of the current status Local Ecology Groups Civil Society Advocacy groups who have local data and info Preservation and Conservation Local Leadership Society Groups/Individuals with Political Interest Sustainability of the current status SRF Authority (Bangladesh and India) Government Main implementers Preservation, Policy and Economic Growth Armies of India and Bangladesh
International Baccalaureate Organisation, (2009). Making the PYP happen: A Curriculum framework for international primary education. UK. pp 4, 6, 7, 11, 15, International Baccalaureate Organisation, (2009) The Primary Years Programme: A basis for Practice. UK. p8. Keengwe, J., & Onchwari, O., (2011). Fostering meaningful student learning through constructivist pedagogy and technology integration. International Journal of Information and Communication Technology Education. 7.4 (2011): accessed 4/9/2012. Oxford Dictionary, access 13/9/2012. accessed 10/9/2012. Renshaw, P. (1992). The psychology of learning and small group work. Unpublished Paper, Murdoch University, p 3. Reprinted in Collaborative Learning, Creativity & Motivation Reader 2011, Murdoch, WA: Murdoch University.p3. Snowball, L., (2007). Becoming more internationally minded: International Teacher Certification and Professional Development. SAGE Handbook of International Education, London. p249, 250, 251. Snowman, et al., 2009, Approaches to teaching for effective learning. Psychology applied to Teaching, John Wiley & Sons Australia, Ltd. Milton, pp 341-3 Walker, J., (2007) Challenges from a New World. SAGE Handbook of International Education, London, p407, 410. M. (2008). Internationalising Curriculum: Framing theory and practice in international Schools. Journal of Research in International Education, Vol. 7, No. 1, 5-19 (2008) pp8, 16.
/*libname us '\\tsclient\e\badm742';*/ libname us 'f:\badm742'; /*data clean*/ data a; set us.crsp2017; year=year(date); month=month(date); if ret>-1; mktval=prc*shrout; if mktval>0; keep cusip year month prc ret vwretd mktval; run; /* get the data (1996-2000) to estimate beta for each stock*/ data b; set a; if year >1995 and year<2001; run; /* keep the stocks with at least 10 obs*/ proc sort data=b; by cusip; run; proc means data=b noprint; var ret; by cusip; output out=b1 n = num_obs; data b1; set b1; if num_obs>9; dum=1; run; proc sort data=b1; by cusip; run; data b2; merge b b1; by cusip; if dum=1; run; /* beta estimation*/ proc sort data=b2; by cusip; run; proc reg data=b2 noprint outest=beta; model ret = vwretd; by cusip; run; data data_beta; set beta; beta=vwretd; keep cusip beta; run; /* assign market value and book-to-market value ratio to each stock (based on the information of previous year) */ data mktval; set a; year=year+1; if month=12; keep cusip year prc mktval; run; data bkval; set us.compustat2017; year=fyear+1; keep cusip year bkvlps; run; proc sort data=mktval; by cusip year; run; proc sort data=bkval; by cusip year; run;
Having the basic knowledge or experience to manage will also help the leader understand the managers under his headship. Level 4 – Effective Leader: Catalyzes commitment to and vigorous pursuit of a clear and compelling vision; stimulates the group to high performance standards. Level 4 encompasses the style approach, situational approach, contingency theory, path-goal theory, and the SWEATT model leadership application. “The approach focuses exclusively on what leaders do and how they act” (Northouse, 2013). It is about “the action of leaders toward subordinates in various contexts” (Northouse, 2013). In studying the style approach of leadership, researchers determined that leadership is composed of two general kinds of behaviors: task and relationship behaviors (Northouse, 2013). Task behaviors help leaders facilitate the achievement of group member’s objectives. Whereas, relationship behaviors help group members “feel comfortable with themselves, with each other, and with the situation in which they find themselves” while working on reaching their goals (Northouse, 2013). The style approach offers leaders a means to assess or change their leadership style (task or relationship oriented) depending on its effectiveness or impact on others (Northouse, 2013). The situational approach, on the other hand, allows leaders to change their leadership approach (directive or supportive) depending on the demands of the situation. Researchers based this approach on the assumption that employees’ development (skills and motivation) change over time (Northouse, 2013). Situational leadership calls for leaders to match their style to the development of the subordinates (Northouse, 2013). Leadership style lies on the person’s manner of behavior in his attempt to influence others (Northouse, 2013). Northouse (2013) classified leadership styles into four distinct categories: S1, S2, S3, and S4. The first style (S1),
Levy, M. (2013, 09). Unity in leadership Part 5: Humility builds unity. Retrieved 11, 2013, from Maxwell, J. (2011, 08). 3 thins level 5 leaders do. Retrieved 11, 2013, from http://www.johnmaxwell.com/blog/3-things-highest-level-leaders-do Northouse, P. (2013). Leadership: Theory and Practice Edition ed., Vol., pp.). Los Angeles, California: Sage Publications, Inc.. Rockwell, D. (2012, 09). in leadership Part 5: Humility builds unity. Retrieved 11, 2013, from http://leadershipfreak.wordpress.com/2012/09/30/the-8-strengths-of-humility/ Turner, C. (2012, 04). Self and Leadership. Applied Psychology - Grad School Blog. Retrieved 11, 2013, from regulation-and-leadership/
Assignment #5: Multiplying & Dividing Polynomials /27 = positive 1 = negative 1 = positive xy-tile = positive x = negative x = positive x2 = positive y-tile = negative x2 1. Sergio wanted to determine 5x(7x – 2). His solution is shown below. (2 marks) (5x)(7x) + (5x)(–2) Step 1 = (5)(7)(x)(x) + (5)(–2)(x)(–2) Step 2 = 35x2 – 10(–2x) Step 3 = x 35x2 + 20x Step 4 Sergio discovered an error in his solution. In which step did Sergio make the error? Show the correct solution. 2. Use an area model to expand each expression. (2 marks) a) (3x)(2x – 1) b) (4d + 3)(3d) 3. Determine the polynomial multiplication statement shown by the diagrams and SOLVE. (4 marks) a) b) 4.Complete the following statements: (3 marks) a) The product (–3.7x)(5.1y), in simplified form, is ____. b) The quotient 10x2 ÷ 4x, in simplified decimal form, is ____. c) Multiplying the polynomial x – 6 by 5x produces the expression ____. 5. Use the distributive property to expand each expression. (2
1.3 BUSINESS AND CORPORATE LAW ASSIGNMENT 6 QUESTION FOUR Kobi Jones, a porter, buys a tricycle motor to help him cart goods of his clients. The motor was purchased from Agaza Motor Company Limited on a hire purchase agreement. The hire purchase price was GH¢4,500.00 to be paid for in twenty equal instalments. By June, 2011, Kobi Jones had paid 60% of the purchase price, but was unable to pay the instalment due in July 2011. His plea to be given more time to pay fell on deaf ears. In August, 2011 while Kobi Jones was on his way to cart goods for customers, the agents of Agaza Motor Company seized the motor. Kobi Jones thus lost a very lucrative job from which he had hoped to make GH¢2,400.00. Kobi Jones is very upset and comes to you for advice. a) Explain the effect that the payment of 60% of the purchase price had on the agreement. (6marks) b) What does the seizure of the by the agents of Agaza Motor Company amount to? (10 c) What remedies, if any, are available to Kobi Jones? (4marks) (Total: 20 marks)
2.5. PUBLIC SECTOR ACCOUNTING ASSIGMNENT 6 QUESTION ONE Below is the Balance of the Consolidated Fund for the year ended ended 31st December, 2015 Debit Credit GHC’Million’ GHC’Million’ Established post salaries 6,762 Materials and office consumables 3,352 Conferences and serminars 1,255 Foreign travel 745 Casual labour cost 234 Non Established post salaries 2,008 Corporate tax 4,500 Grant 825 1,258 Non tax revenue 1,156 Taxes paid individuals 1,800 Direct taxes 641 Free school uniform cost 641 School feeding programme cost 361 Leap 38 Excises 6,716 Domestic Debt interest 1,453 External Debt interest 1,741 Acquisition of motor vehicle 247 Acquisition of plant and equipment 42 Purchase of Aircraft 367 Treasury bills 11,120 Bonds on Ghana Stock Exchange 13,462 Euro bonds 7,456 Bilateral multilateral debt 17,422 Trust fund and deposit 2,235 Other expenditures 910 Accumulated fund 44,758 Gold and reserves 860 Cash and bank 67 and advances 980 Equity and security investment 560 Taxes on imported Goods & Services 1,000 Construction of infrastructure 560 68,766 68,766
San Mateo County Behavioral Health and Recovery Services Fellowship Behavioral Health and Recovery Services (BHRS) is a division within the San County Health System that provides a continuum of services for children, youth, families, adults, and older adults for the prevention, early intervention, and treatment of mental illness and/or substance use conditions. BHRS is offering a placement to a full-time MPA Fellow that is individualized to that student’s interests and provides opportunities in qualitative and quantitative evaluation, program planning, community engagement, and quality improvement projects. This fellowship position last for 1-3 years, with a preference for a 3 year fellow. Potential Assignments Assembling data and providing reports for on-going and ad hoc performance monitoring projects in BHRS. Work with the Quality Improvement team in the completion of performance improvement projects. Participate in quality improvement efforts utilizing LEAN-inspired techniques Participate in the planning, implementation, and evaluation of BHRS efforts to develop Community Service Areas (CSA). CSA is an effort by BHRS to ensure services are related to the communities in which clients live. Participate in stakeholder processes for services funded under the Mental Health Services Act. Desired Skill Sets Familiarity with quantitative evaluation using data stored in a common databases, such as Excel and Access. Ability to provide oral and written reports of data and findings. Ability to engage stakeholders in an effort to assess their needs and build consensus Work effectively in teams Interest in the field of behavioral health Departmental Website:
practices in health and social care settings. discriminatory practice on those who use health or social care services P4 Explain how national initiatives promote anti-discriminatory practice: M2 Assess the influence of a recent national policy initiative promoting practice D1 Evaluate the success of a recent initiative in promoting practice P5 Describe how practice is promoted in health and social care settings M3 Discuss difficulties that may when implementing practice in health and social care settings D2 Justify ways of overcoming difficulties that may arise when implementing practices in health and social care settings Assignments Criteria Covered Assignment Scenario Assessment Method Task 1 P1, P2, P3, M1 Concepts & discriminatory and anti-discriminatory practices You have been appointed as your workplace’s opportunities officer and you have to put together a presentation and information booklet to help train staff at the workplace, as part of their ongoing training and development regarding equality, diversity, rights and practice. Poster Presentation AND PowerPoint Presentation (Group Work) Task 2 P4, P5, M2, M3, D1, D2 National initiatives and practice Information booklet (Individual Work) Task 1 a) Poster Presentation Your poster must describe each of the following words: Equality Diversity Rights Opportunity Difference Overt Discrimination Covert Discrimination
Act What it states Sales of Goods Act All goods must be: Fit for purpose Sold as described Of satisfactory quality Consumer Credit Act Act states that: Must not advertise credit limits unfairly/leading Must provide appropriate notice of when payments are due Borrowers are allowed to challenge unfair debtor-creditor relationship in court Key information must be clear and available Data Protection Act This Act states that: Data must not be held for longer than necessary Must be safe and secure at all times Must not be sold on to third parties unless agreement has been made Consumer Protection Act Act states that: Goods must be sold fairly and prices not misconstrued (e.g. saying they are on sale and not being on sale) Prices cannot be misleading (e.g. cannot have a closing down store if the shop is not closing down) Goods must be safe to use
PV panel size (capacity) (maximum 300 words) In this document, the possibility of a SPIS (solar powered irrigation system) has been studied for a sit in Burundi, East Africa. The site is a farm, where maize, palm trees, sunflower and groundnuts are cultivated. The livestock present on the farm has not been taken into account. The aim was to assure access to irrigation water for the months where harvested rain water is not available but climate conditions demand irrigation for the plants. The special water requirements of each crop have not been considered. An estimated daily waster demand of 1 m³ has been anticipated. Besides daily water demand, the height difference has a big impact on the system’s design. The height between water source (a river) and the farm are 59 m, as a drip irrigation should be built, 2 meters must be added as the final tank must be elevated to assure water transport by gravity (between tank and plants). Final height is 61 m (without friction losses or similar). A third parameter is the “Mean daily global solar radiation”, these data have been taken from a website powered by NASA. As it can be seen in calculations made in chapter 4, such a system would need 101 Wp to run. The highest demand is 110.7 Wp, the lowest is 92.2 Wp.
Storages Water volume (km2 x 103) Water (km2 x 103) Snow and ice 27000 Precipitation over oceans 385 Ground water and aquifers 9000 Precipitation over land 110 Lakes and rivers 250 Ice melt 2 Oceans 1350000 Surface run off 40 Atmosphere 13 over land 70 Soil 35000 Evaporation form sea 425
Teaching about Teaching about Sustainability An In-Class Learning Activity with a Service-Learning Option in a School Classroom David Shapiro, Outcome Rubric for this Assignment: Component Scholar Level (14-15 points) Practitioner Level (12-13 points) Novice Level (11 and under) Problem Student clearly and creatively identifies the pressing problem and explains carefully why it is; references readings where necessary specifically and appropriately. Student adequately identifies the pressing problem and explains generally why it is; references readings where necessary generally Student hasn’t really identified the pressing problem and/or explained generally why it is; needs more background from readings and/or in class discussions. Lesson Student develops and describes a creative classroom lesson that explores the issue creatively and interactively. Indicates age group in mind and discusses possible challenges clearly and with conviction. Student develops and describes a pretty good classroom lesson that explores the issue adequately. Maybe be less than fully clear on age group, challenges, and/or other details. Student hasn’t really described his/her classroom lesson or hasn’t developed one that really explores the issue. Hasn’t provided adequate details on age group, challenges, and/or other details. Reflection Student reflects clearly on actual experience with honesty and creativity; demonstrates real reflective practice and thoughtfulness about real-world challenges. Student reflects generally on some experience; demonstrates some reflective practice and thoughtfulness real-world challenges. Student hasn’t demonstrated real reflective practice about experience; needs to show more thoughtfulness about real-world challenges.
Content (x2) Student demonstrates a detailed and balanced perspective on who is the greatest hero of the War of 1812. Student demonstrates a competent and mostly balanced perspective on who is the greatest hero of the War of 1812. Student demonstrates a basic and somewhat balanced perspective on who is the greatest hero of the War of 1812. Student demonstrates a limited and balanced perspective on who is the greatest hero of the War of 1812. Student demonstrates an incomplete or misguided and unbalanced perspective on who is the greatest hero. Support (x2) Students’ justification is relevant and well supported. Students’ justification is mostly relevant and mostly well supported. Students’ justification is somewhat relevant and somewhat well supported. Students’ justification is limited in relation to relevance and/or support. Students’ justification is incomplete or missing completely in relation to relevance and/or support. Formatting Student has successfully followed the essay format. Student has mostly followed the essay format. Student has somewhat followed the essay format. Student has struggled to follow the essay format. Students essay is limited in following the assignments format. Organization Students essay is written in a clear and effective manner that is easy to follow and understand. Students essay is written in a mostly clear and effective manner that is easy to follow and understand. Students essay is written in a somewhat clear and effective manner that is easy to follow and understand. Students has struggled to write in a clear and effective manner. The essay is at times difficult to understand. Students essay is unclear and ineffective at communicating their perspective. Conventions and Spelling are no spelling, grammar, punctuation, or capitalization errors. There are few spelling, grammar, punctuation, or capitalization errors. There are some spelling, grammar, punctuation, or capitalization errors. There are many spelling, grammar, punctuation, or capitalization errors. There are numerous spelling, grammar, punctuation, or capitalization errors that detract from the writing. Total: /35
Formatting Cover successfully completes all assignment guidelines. mostly completes all or most of assignment guidelines. somewhat completes all or most of assignment guidelines. is limited in completion of assignment guidelines. Cover has failed to completed majority of assignment guidelines. Organization is well organized and easy to understand. Cover is mostly well organized and easy to understand. is somewhat organized and mostly easy to understand. Cover is not well organized and difficult to understand. Cover is disorganized and takes away from clarity of cover. Visuals and Graphics Visuals are relevant, exceptionally eye-catching, and neat. Visuals are mostly relevant, and neat Visuals are somewhat relevant, and neat Visuals are limited in relevance. Cover is messy and takes away from visuals. Visuals are irrelevant or missing completely.
Element Density of original standard soln Conc of original standard soln Mass of standard soln used to make stock soln Volume of standard soln used to make stock soln Conc in stock soln Elemental concentrations in the dilutions of the stock solution 1/100 1/50 1/10 1/5 g/ml mg/l g mL mg/L (mg/L) Al 1.0600 10,000 5.000 Ca 1.0373 10,000 4.000 Fe 1.0546 10,000 2.500 K 1.0206 10,000 4.000 Mg 1.0051 1,000 5.000 Na 1.0207 10,000 2.200 P 1.0030 1,000 5.000 Si 1.0372 10,000 2.500 Sr 1.0222 1,000 0.600 Distilled water 1.0000 69.00 Total Stock Soln 100.00
1.2 QUANTITATIVE TOOLS IN BUSINESS ASSIGNMENT 4 Question one Dodoo Ltd. has decided to set up a sinking fund to replace an asset in 6 years’ time. The value of the fund after 6 years will be GHS 80,000 and the fund is expected to earn interest at the rate of 8% per annum. The asset to be replaced has been bought for GHS 55,000 and it is to be depreciated on a straight-line basis with scrap value of GHS 7,000. Required: What must the annual payment into the fund, commencing one year from now, with a final payment at year 6 What must the annual payment into the fund, commencing now, with a final payment at year 6 Prepare a schedule showing the WDV of the existing assets and the growth of the fund
2.1 FINANCIAL REPORTING ASSIGMENT 4 ATTEMPT ALL QUESTIONS QUESTION ONE a. Identify the TWO kinds of leases stipulated in IAS 17 and compare in tabular form with at least FIVE differences. b. GAG Oil Plc has entered into agreement to lease a plant and equipment from BAJ Leasing Company Limited. The lease period of the plant and equipment is six (6) years. The agreement provides that BAJ Leasing Company Limited will incur upkeep expenses. The cost of the plant and equipment is GHC900,000, The economic useful life is 20 years. GAG Oil Plc is to pay annual lease rentals of GHC15000 in advance over 6 years after which the plant and equipment revert to the lessor. The implicit interest rate is 22% per annum which is stated below: Year 0 1 2 3 4 5 6 PV(N1) 1.0000 0.8197 0.6719 0.5507 0.4514 0.3700 0.3033 You are required to: i. Calculate the present value of the lease rental of the equipment. ii. Identify with justification the kind of lease involved iii. Advice on how to treat the lease rentals paid by GAG Oil Plc. in the financial statements QUESTION TWO ‘A’ Plc is considering acquiring a machine. It has two options; cash purchase at a cost of GHC11,420,000 or a lease. The terms of the lease are as follows: (i) The period is for four years from 1 January 2013 with an annual rental of GHC4,000,000 payable on 31 December each year. (ii) The lessee is required to pay all repairs, maintenance and other incidental costs. (iii) The interest rate implicit in the lease is 15% p.a. Note: Estimated useful economic life span of the machine is four years. You are required to: a. State the type of lease arrangement in the above transaction; giving reason(s) (2 Marks) b. Prepare a schedule of the allocation of the finance charges in the books of ‘A’ Plc for the entire lease period. (8 Marks) c. Prepare an extract of the Statement of Financial Position of ‘A’ Plc for the year ended 31 December 2013.
ASSIGNMENT 4 Q1. There are similarities and differences between the responsibilities of internal and external auditors. Both internal and external auditors have responsibilities relating to the prevention, detection and reporting of fraud, for example, but their responsibilities are not the same. Required: Explain the difference between the responsibilities of internal auditors and external auditors for the prevention, detection and reporting of fraud and error. Q2. Explain the purpose of value for money audit. Q3. Outline three (3) roles of the internal audit department in an organization. 2.4 FINANCIAL MANAGEMENT
Integration, Data Movement, and Transactional Interfaces Description Integration, data movement, transactional interfaces with other systems can be accomplished using the synchronous HTTP/HTTPS SOAP and REST interfaces and asynchronous Java Message Service (JMS). Data payloads can be in HL7, CCD, ASC X12, ICD-9, ICD-10, SNOMED, and other XML format. Methodology Paper conversion is a change management function. Effect on workflows and clinician productivity should be studied to deal with adoption resistance. The project should ultimately enable the DMS integration with existing EMR and other clinical systems to provide the clinician a unified presentation of patient information and quick access to digitized documents and clinical data. The reality is that paper-based health information will require preservation due to regulatory restrictions. Hence, conversion will be done on phased approach while keeping the integrity of the paper-based records for possible future use and ultimate remote or offsite storage or destruction in accordance with applicable regulations. For brevity, the following is a summary of the proposed methodology. Complete description of the methodology shall be provided upon request. 1 – Identify and Document Current Workflows Phase 2 – Map out Paper to Digital Conversion Strategy Define paper-based documents that comprise “record of care” as part of the imaging process, ensuring the integrity of the paper-based record and adopting processes to safeguard regulatory compliance, including audit readiness and chain-of-custody safeguards. Additional measures should be identified to guard against potential loss of clinical quality. Phase 3 – Vendor Deployment of DMS Hardware and Software Phase 4 – Integrate DMS with EMR and Other Systems Phase 5 – Conduct IT Staff, Functional Users, and Clinician Training Using the DMS Phase 6 – Establish DMS User Support Channels 7 – Create New Workflows to Incorporate Data Conversion New workflows that will identify and incorporate the data conversion process are created. The new workflows shall include the scanning, ingestion, classification, annotation, encryption, etc. of paper records to the DMS as needed or ahead of scheduled patient visits.
Job Title Number of FTE % of Dedication System Administrator 1 100 Network Administrator 1 100 Database Administrator 1 100 Information Security Officer 1 50 Lead Application Developer 1 100 CIO 1 30 Functional and Administrative Resources Job Title Number of FTE % of Dedication Provider/Clinician 1 100 Physician Assistant 1 100 Office Manager 1 100 Records Manager 1 100 ITEM COST Initial Cost per 5 Ownership Initial cost per site: $10,000 Ongoing Cost per 5 Ownership Phase 1 and Phase 2: $40,000 per 24 working hours per 2 Vendor’s staff. Phase 3 up to Phase 4: $40,000 per 24 working hours per 2 Vendor’s staff. Phase 5 up to Phase 8: $40,000 per 24 hours working hours per 2 Vendor’s staff. Phase 9 to 12: $40,000 per 24 hours working hours per 2 Vendor’s staff
or glue stains. Nothing is hanging over the edges. or glue stains are present. Nothing is hanging over the edges. stains are present. Nothing is hanging over the edges. stray marks are evident. Creativity Several of the graphics or objects used in the collage reflect an exceptional degree of student creativity in their creation and/or display One or two of the graphics or objects used in the collage reflect student creativity in their creation and/or display. One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative (e.g. apply the emboss filter to a drawing in Photoshop). The student did not make or customize any of the items on the collage. Attention to Theme “Who I Am in a Nutshell” It is very clear that the images are based on values and ideas of the world. For most items, the relationship is clear without explanation. It is that the images are based on values and ideas of the world. For many of the items, the relationship is clear without explanation. It is somewhat that the images are based on values and ideas of the world. It is not clear that the images are based on values and ideas of the world Number of Items The collage includes 15 or more items, each different. The collage includes 10-14 different items. The collage includes 9 different items. The collage contains fewer than 9 different items. *Examples of Transferrable Skills: Communicating Troubleshooting Testing Designing Researching Writing Planning Analyzing Self-understanding Speaking Persuading Understanding Innovating Organizing Motivating Selling Prioritizing Logical Thinking Problem-solving Encouraging Teaching Learning Developing Improving Updating Synthesizing Creating Imagining Visualizing Talking Leading Supervising Estimating Achieving Reporting Negotiating Interpreting Searching Team-building Reasoning Debating Decision-making Advising influencing Performing
To be submitted on 31.03.2018 Please come to class with a printed copy of the question paper. Premps plc manufactures Irish souvenirs. These souvenirs are exported in vast quantities to the US to the extent that Premps is considering setting up a manufacturing and commercial subsidiary there. After undertaking research, it has been found that it would cost $6m, comprising $5m in non-current assets and $1m in working capital. Annual sales of the souvenirs have been estimated as $4m and they would cost $2.5m per annum to produce. Other costs are likely to be $300,000 per annum. Tax are as follows. Ireland 23% US 25% Tax is payable in the year of occurrence in both countries. Assume there is no double tax relief. Capital allowances at a rate of 20% reducing balance are available. Balancing allowances or balancing charges should also be accounted for at the end of the project's life. The maximum possible funds will be remitted to the home country (Ireland) at the end of each year. The exchange rate is €0.71 = $1. It is assumed that this rate will remain constant over the project's life. The project is being appraised on a five-year time span. The non-current assets will be sold for an expected $2.5m at the end of the project's life. Premps uses a cost of capital of 12% on all capital investment projects. Required Calculate the NPV of the proposed project and recommend to the board of directors of Premps whether the US subsidiary should be set up. 3.4 TAXATION AND FISCAL POLICY
Edexcel BTEC Level 3 Extended Diploma in Sport (Development, Coaching and Fitness) Assignment 2: Sports coaching techniques Learning Outcomes – U5: 2 Criteria: U5: P3, M3, D2 Unit 5: Sports Coaching (Please tick where evidence has been submitted) Evidence you need to submit √ if submitted 1. Power point presentation Date Issued: 07/01/13 Submission Date: 22/03/13 Date Submitted: Learner Name: Learner Signature: I certify that the work submitted for this assignment is my own. Assessor Name: Kevin Browne Internal Verifier: Carlos Munoz Date: 11/07/12
Task 1: Coaching Plan, delivery and review In this section you are required to prepare a coaching session plan, deliver a session and thereafter write a report reviewing your performance. Coaching session plan (P4): The coaching session must comprise of a warm up, main skills section, game play and a cool down. It must also outline how you will develop and progress your chosen skill. Coaching delivery (P5) and (M4): Your must observe you performing your coaching session where he/she will check you performance based on the following points; Undertake appropriate roles/responsibilities of a sports coach Demonstrate a variety of coaching skills and techniques Consider health and safety (e.g. emergency procedures, use of resources etc) Demonstrate effective coaching of the components of a session (e.g. warm up, main body, cool down) Perform a de brief at the end of a session Write a review of your session that entails the following; Assess the effectiveness of your session against the aims and objectives and targets that you set the performers at the start of the session. Describe and explain your strengths and areas for future development using formative and summative feedback that you obtained during and after the session from the head coach and your assessor(use the observation record completed by the tutor ad coach and your assessor to support you) Summarise the feedback that you obtained from the performers and other observers of the session after the session.
76 - €1.15 77 110x115 - €1.75 265-266 85x25 - €1.10 / 105x40 - €1.50 416 - €1.00 112-114 40x40,45x45 - €0.75 / 65x65 - €1.15 865 85x25 - €1.10 428 70x70 - €1.20 123 55x55 - €0.90 125-126 40x40 - €0.75 / 50x50 - €0.80 309 140x80 - €2.10 106 170x135 - €2.60 907 190x130 - €2.80 128 140x50 - €1.95 150 125x65 - €1.95 860 90x210 - €2.90 515 160x145 - €2.90 104 145x105 - €2.40 124 110x115 - €1.85 527 130x230 - €4.00 1245 130x230 - €4.00 386 90x95 - €1.95 439 420x210 - €12.00 464 375x295 - €14.00 252 110x60 - €1.95 974 220x120 - €3.95 1059 150x60 - €1.95 944 260x120 - €5.95
523 410x210 - €11.00 147-148 300x160 - €9.00 , 380x180 - €10.00 144 255x115 - €4.95 945 260x80 - €3.95 100 335x170 - €7.80 575 105x205 - €4.00 799 260x80 - €3.95 101 250x50 - €3.95 574 410x110 - €7.00 450 330x82 - €6.80 356 225x75 - €4.95 798 270x80 - €3.95 130 60x30 - €2.50 (pair) 131 80x30 - €2.95 (pair) 421 110x70 - €3.90 (pair) 158 160x125 - €5.90 (pair) 159 225x85 - €8.90 (pair) 1383 250x110 - €9.90 (pair) 675 425x425 - €10.90 1060 250x250 - €12.90 (pair) 1061 250x200 - €10.90 (pair) 120 270x80 - €3.95 404 400x70 - €5.90 121 175x60 - €2.35 122 130x45 - €1.55 116 470x100 - €7.90 186-87 250x75 - €3.75, 355x80 - €5.90 324,326,328 400x90 - €6.90, 260x60 - €3.75, 130x30 - €1.55 329-330 360x90 - €6.90, 260x80 - €3.95 118 280x90 - €4.10 119 200x80 - €3.15
518 400x45 - €8.90 453 570x45 - €9.90 365 450x45 - €8.90 679,680 30x1200 - €11.90, 55x1040 - €13.90 Dimensions are in mm. Depth is 7 mm. Prices are for MDF. Please contact us for prices for Pine, Poplar, Samba, Beech, Meranti, Red Oak, W. Oak, Mahogany, e.t.c. Διαστάσεις σε μμ. Bάθος 7 μμ. Tιμές για MDF. Επικοινωνήστε μαζί μας για τιμές για Πεύκο, Λεύκα, Σάμπα, Oξιά, Mεράντι, Κοκ. Δρυς, Ασπ. Δρυς, Mαχόκανι, κ.λ.π. Discount / Έκπτωση : 11-50 : 10% / 51-100 : 15% / 101-1000 : 30% / >1000 : 40% More Coming Soon in Various Shapes
Interview and make hiring recommendations. Job Function, % Time, Essential 5%, Supervision, Essential Duties Performed Oversees the supervision of personnel, which includes work allocation, training, corrective action and problem resolution. Evaluates performance and recommendations for personnel actions. Motivates employees to achieve peak productivity and performance. Job Function, % Time, Essential 5%, Facilities/Equipment, Essential Duties Performed Provide recommendations on facility, planning, remodeling, construction, and equipment purchasing and maintenance. Monitoring the maintenance of required equipment including computer and communication systems. Provide oversight for facilities, safety, security, environmental health and auxiliary services. Job Function, % Time, Essential 5%, Other, Non-Essential Duties Performed Perform duties as assigned. Supervisory/Lead Responsibilities Does this position lead the work of others? Yes Does this position supervise the work of others? Yes Position Qualifications
ASSISTED LIVING (*)=Accepts Medicaid (*) Aldersgate Village Topeka, 785-478-9440 www.aldersgatevillage.org Atria Hearthstone Assisted Living Topeka, 785-234-6806 Fax 785-235-5709 www.atriahearthstone.com (*) Brewster Place Assisted Living Topeka, 785-267-1666 www.brewsterplace.org Clare Bridge Brookdale Senior Living (For Alzheimer’s and Dementia) Topeka, 785-271-5100 Fax 785-271-5595 www.brookdaleliving.com (*) Countryside Health Center Topeka, 785-234-6147 Fax 785-232-8781 www.midwest-health.com (*) Fairlawn Heights Topeka, 785-272-6880 Fax 785-272-6948 Homestead Assisted Living Topeka, 785-272-2200 Fax 785-272-3862 (*) Homestead of Auburn Auburn, 785-256-7100 Fax 785-256-7902 (*) Peggy Kelly House I Topeka, 785-234-8888 Fax 785-234-0885 (*) Peggy Kelly House II Topeka, 785-273-3773 Fax 785-271-6638
Example of Works Cited Wordsworth, William. Lyrical Ballads. London: Oxford UP, 1967. Print. Evidence can be cited in three different ways: “quote” (word for word) paraphrase (use your own including the author’s name (or source) in the sentence Examples of Citing Evidence – Quote, Paraphrase, Author’s Name “Quote” “Austria was more responsible for the immediate origin of the war than any other power” (Fay p.180). Paraphrase Austrian Foreign Minister Berchtold drafted the ultimatum to Serbia with the intention Serbia would reject it and therefore give Austrian an excuse to attack (Fay p.180). the author’s name or source in the sentence According to Fay, Austria wanted a war with Serbia only but was prepared to drag the rest of Europe into war (p.180). Works Consulted/Cited List all the sources used to obtain the evidence at the end of the in a works cited page. All entries in the works cited page must correspond to the works cited in your main text. The works cited entry should include the following information and the elements should be listed in the following order and followed by the punctuation mark shown: author. title of source. title of container, other contributors, version, number, publisher, publication date, location. Refer to The Purdue OWL for explanation and examples Example of Works Cited
Appendix A- Definition of an individual with a disability For the purpose of determining whether civil rights protections apply, a person is an “individual with a disability” if he or she has, or has a record of having, or is regarded as having, a physical or mental impairment which substantially limits one or more of his or her life activities. A “physical impairment” is any physiological disorder or condition, loss, disease or disfigurement which affects one or more body systems. This includes, but is not limited to such contagious and noncontagious diseases and conditions as orthopedic, visual, speech, and hearing impairments, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation, emotional illness, specific learning disabilities, HIV disease (whether symptomatic or asymptomatic), tuberculosis, drug addiction, and alcoholism. A “mental impairment” is any mental or psychological disorder such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. A physical or mental impairment “substantially limits” a person in one or more life activities” if it causes substantial difficulty in a person’s ability to: care for one´s self, perform manual tasks, walk, see, hear, speak, breathe, learn, and/or work. Appendix B- The Fair Housing Act The Fair Housing Act (FHAct), as well as Section 504 and the ADA, have regulations that prohibit discrimination because of disability. The FHAct states it is necessary to afford a person with a disability an equal opportunity to use and enjoy a dwelling and/or the common areas of a dwelling, or to allow a qualified individual with a disability to participate in, or benefit from, any housing program or activity. The individual requesting the accommodation of use of an assistance animal must: have a disability – i.e., a physical or mental impairment which substantially limits one or more of his or her life activities; require the animal in order to have an equal opportunity to use and enjoy/participate in campus housing; and verify a relationship between their disability and the assistance the animal provides – i.e., the animal provides emotional support that alleviates one or more of the identified symptoms or effects of the person’s existing disability. For more information see: