zilongwang/ReadingBank huggingface dataset:
Lichfield DC – Lichfield Visitor Guide Chq 4325 72.00 Tippers Chq 4326 120.11 Webdesign –NPG Website Chq 4327 48.00 Bryland Fire Extinguisher Service Chq 4328 75.01 SafetySigns4Less –Allotments Chq 4329 21.78 Garry Hyde – NP Leaflets Chq 4330 150.00 Bishops Fencing – Swan Meadow Chq 4331 728.00 Tonks Brothers – Grasscutting Chq 4332 1,309.54 Steve Kirk Site Services Chq 4333 237.00 Peter Poolton Nativity Chq 4334 71.64 David Walton Clerk Office Expenses 69.53 SSWA – Water DD 95.69 NPower – Electricity DD 271.96 PWLB – Loan Payment DD (£1,497.92 outstanding) 90.47 3,753.87 RESOLVED: TO AGREE THE ABOVE AND TO AUTHORISE THE LISTED PAYMENTS of £3,753.87. Consideration of current financial situation of the Council. The current financial situation (see Appendix) of the Council was presented for consideration and it was proposed, and agreed to be a true reflection of the current financial situation. RESOLVED: TO APPROVE THE STATEMENTS PRESENTED. Chairman’s Report. 9.1 Cllr. Bennett outlined a request put forward by Cllr. Garry Hyde for a Memorial Bench that had been requested by Mrs Helen Davies. RESOLVED: THE PARISH CLERK TO WRITE TO HELEN TO CONFIRM THAT IT HAS NO OBJECTIONS. 9.2 Mobile Post Office – Cllr. Bennett outlined the recent developments and the consultation document relating to the proposed mobile PO. RESOLVED: AN ARTICLE TO BE DRAFTED FOR THE CONNECT MAGAZINE. 9.3. Parked Trailer on Main Street – A letter had been sent to the owner advising him that it could be positioned at Swan Park on a temporary basis. 9.4 Rat Poison found at Bit End Field – Cllr. Bennett praised the prompt action taken by Steve Kirk. 9.5 The Community Facebook proposal of Cllr. Miles would be discussed at the next meeting.
Bullseye! I can do this well all of the time. Getting better, I am starting to understand what to do. Just beginning, I am not sure how to do this yet. I have a understanding of why the state is promoting the MMD effort. I can clearly describe the importance of shifting to a district focus. I can articulate the foundational research that serves as the foundation for the MMD. I can partially describe why a district focus is important. I know parts of the research that support the MMD. I do not understand why a district focus is important. I do not know the research that is supporting the MMD. I have a understanding of the MMD framework and its key elements. I can clearly describe the MMD framework and its key elements to a co-worker who did not attend the Summit. I can describe some parts of the MMD framework and its key elements to a co-worker who did not attend the Summit. I do not yet feel comfortable attempting to describe the MMD framework and its key elements to a co-worker who did not attend the Summit. I have a clear understanding of how the MMD framework should be implemented at the district level. I have a understanding of what ideal MMD implementation looks like at the district level. I have a clear understanding of the current level of MMD implementation in my district. I have a clear understanding of the key elements and processes that support MMD implementation. I have a clear understanding of how coaching will support and guide implementation of MMD effective educational practices and processes. I have a general understanding of what ideal MMD implementation looks like at the district level. I have a general idea of the current level of MMD implementation in my district. I know some of the key elements and processes that support MMD implementation. I have a general understanding of how coaching will support and guide implementation of MMD effective educational practices and processes. I do not yet have a clear understanding of what ideal MMD implementation looks like at the district level. I have little or no knowledge what current MMD implementation looks like in my district. I do not yet know the key elements and processes that support MMD implementation. I do not yet know how coaching will support and guide implementation of MMD effective educational practices and processes. I can identify the effective educational I know the effective practices that drive the MMD. I know some of the effective practices that drive the MMD. I do not yet know the effective practices that drive the MMD.
Muslim Sikh None Prefer not to say Any other religion: Please Specify Ethnic origin ASIAN OR ASIAN BRITISH: Indian Pakistani Bangladeshi Other Asian – Please Specify: BLACK OR BLACK BRITISH: Caribbean African Other Black – Please Specify: CHINESE: Chinese Other – Please Specify: WHITE: British Irish Other White – Please Specify: MIXED: White & Black Caribbean & Black African White & Asian Other Mixed – Please Specify: OTHER ETHNIC GROUP: Please Specify: Sexual orientation Bisexual Gay Man Heterosexual Lesbian Prefer not to say External Please use this to provide details of any external roles you undertake, e.g. Territorial Army, Armed Forces Reservist, School Governor, Parish Councillor, Magistrate …
ASIAN OR ASIAN BRITISH: Indian Pakistani Bangladeshi Other Asian – Please Specify: BLACK OR BLACK BRITISH: Caribbean African Other Black – Please Specify: CHINESE: Chinese Other – Please Specify: WHITE: British Irish Other White – Please Specify: MIXED: White & Black Caribbean White & Black African White & Asian Mixed – Please Specify: ETHNIC GROUP: Please Specify: Sexual orientation Bisexual Gay Man Heterosexual Lesbian Prefer not to say External roles Please use this space to provide details of any external roles you undertake, e.g. Territorial Army, Armed Forces Reservist, School Governor, Parish Councillor, Magistrate … Where did you see this post advertised?
COUNCILLORS’ CODE OF CONDUCT (CNCL6) Submitting Councillor: The Mayor MOTION That Council: Resolves to adopt the significantly revised Councillor Code of Conduct (Code) which is attached to this Notice of Motion. Notes that as well as providing for all matters which a Council must include in the Code following recent amendments to the Local Government Act 1989 (Act), the attached draft has been specifically changed from the model code recommended by the Municipal Association of Victoria to focus on Council achieving significant improvement in the standard of behaviour of councillors at Council meetings. Expressly identifies the following matters as requiring a particular focus which this new Code is intended to specifically address: the unreasonable behaviour of a small number of Councillors and the need for all councillors to: observe the requirements of Council’s Local Law No 1 on Meeting Procedures (Local Law No 1); and abide by and follow the requests, directions or orders of the Chairperson; the finishing time of Council meetings, noting that the last three ordinary meetings of Council have finished unreasonably late at midnight, 3.00 am and 11.30 pm respectively; the rehashing of matters which have previously been largely considered by Council; the unreasonable and negative reflections on Council officers by a councillor; the making of Points of Order and the moving of Procedural Motions which are often presented in a disruptive, combative and aggressive way; the way that Conflicts of Interest are declared which sometimes do not include all of the matters required to be disclosed by the Act; the way that Councillor Reports are occasionally used unreasonably and unfairly to raise controversial matters which go further than reporting on an Advisory Committee of Council, an external body which the councillor has been appointed to by Council or the Councillor’s attendance or participation in a civic event or community event; and the process for making a Personal Explanation which often causes confusion.
WV TREE Resource: English Language Arts Resource Name: Grade Level(s): Resource Summary/Overview: Length: Domain(s) Addressed: (Reading, Writing, Speaking/Listening, and/or Language) West Virginia College- and Career-Readiness Standards: Delivery Method(s): Resource Materials: Resource Purpose(s): Instructor Notes:
Steamfitter Terrazzo, tile and marble setter Q: Only some trades seem to be listed in this proposed regulation related to the establishment of apprenticeship programs. Why aren’t all trades included – don’t they all have apprenticeship programs? A: All trades in Ontario have apprenticeship programs include workplace-based training and experience and, where applicable, classroom-based training and instruction. Details of the apprenticeship programs for each trade are set out in policies, as well as training and curriculum standards. The Board is required by the Ontario College of Trades and Apprenticeship Act, 2009 (OCTAA) to make regulations prescribing wage rates, ratios and training hours for apprentices in certain trades. The College is proposing to mirror the wage rates, ratios and training hours currently set out under the Trades Qualification and Apprenticeship Act, 1990 (TQAA) and is also proposing to set out whether or not overtime will be included in training hours for some trades, again as currently set out in the TQAA. There are no similar regulations for trades named under the Apprenticeship and Certification Act, 1998 (ACA): that is why no other trades are included in this proposed regulation. Other trades will have the requirements of their apprenticeship program set out in policy documents such as training and curriculum standards – as is now the case for those trades. The following table lists the TQAA trades that have trade-specific regulations. Please note that some trades are named differently under OCTAA (they are outlined in the table below). Trade Name under TQAA Regulation(s) under TQAA Trade Name under OCTAA 1 Architectural Glass and Metal Technician 331/07; 1055 Same 2 and Stone Mason 1045; 1055 Same 3 Cement Finisher 1055 Cement (Concrete) Finisher 4 Cement 1046 Same 5 Construction Boilermaker 1047; 1055 Same 6 Construction Millwright 1048; 1055 Same 7 Drywall, Acoustic and Lathing Applicator 97/01; 1055 Same 8 Drywall Finisher and Plasterer 99/01; 1055 Same 9 Electrician – Branch 1 1051; 1055 Electrician – Construction and Maintenance 10 Electrician – Branch 2 Electrician – Domestic and Rural
Offerors not responding to this solicitation are requested to complete and submit the Notice to Vendors/Contractors form that includes the company information and the reason for not responding, e.g., too busy, cannot meet mandatory requirements, etc. This form is located immediately after the Key Information Summary Sheet. The content of this RFP and the Proposal of the successful Offeror will be included by reference in any resulting Contract. All prices, terms and conditions in the Proposal shall remain fixed and valid for 180 days after the closing date for receipt of Proposals or the closing date for receipt of Best and Final Offers (if requested), or the date any protest concerning this RFP is finally resolved. This period may be extended by written mutual agreement between the Offeror and the requesting Department. Any Offeror opposing the duration timeline shall send a letter to the Procurement Officer stating the reasons. The State Project Manager for this Contract is: Joe May Electronic Benefits Transfer Director Department of Human Resources Office of Technology for Human Services 1100 Eastern Boulevard Essex, MD 21221 Office: 410-238-3563 Fax: 410-238-3569 Contract award, this person will serve as the primary point of contact for the Contractor in regards to the Contract resulting from this RFP. However, for certain Contract related actions; the Procurement Officer may communicate with the Contractor. In the event the State Project Manager is unavailable for an extended period of time, the secondary point of contact is: Kenyatta Powers Chief Information Officer Department of Human Resources Office of Technology for Human Services 1100 Eastern Boulevard Essex, MD 21221 The State Project Manager and secondary point of contact may be changed at any time by written notice to the Contractor.
Strategic bushfire risk management aims to achieve a balance between the two core objectives of reducing bushfire risk to life, communities, the economy and the environment, while maintaining resilient ecosystems. Victoria is one of the most fire-prone areas in the world. In past decades, we have seen the disastrous effects that bushfires can have on communities — on people, properties, infrastructure, the economy and the environment. Climate change projections indicate that Victoria is likely to have up to 70% more Extreme and Code Red days by 2050. Climate change is also likely to alter habitats for plants and animals. Alpine and Greater Gippsland is one of Victoria’s seven risk landscapes, which are operational areas largely defined by the way bushfires start and spread within a region. The landscape covers two shires, East Gippsland and Wellington, and parts of the shires in alpine areas. It comprises 3.3million hectares, around 70% of which is public land, mostly continuous forest. Although covering 14.5% of the state, the landscape contains only 1.7% of the population. More than 32,000 people live in communities of fewer than 500 in rural, coastal and remote areas, often adjacent to forested public land. Teams from the Department of Environment, Land, Water and Planning (DELWP) and Parks Victoria (PV) have been working with stakeholders to develop a risk-based approach to bushfire management in the landscape. This allows DELWP, PV and other agencies responsible for bushfire management to focus on the most effective ways of reducing bushfire risk. The framework The risk planning process provides an adaptive and sustainable framework for PV, key stakeholders and communities to work together to minimise bushfire risk. It comprises four key stages:
Figure 2. Source: Calculated from Election data from Data; Census 2011. The upward slope and tight bunching of dots around the line indicates that BNP support is strongest in wards that were relatively White British in 2001 but experienced a fast increase in ethnic minority share during the 2000s. For example, a number of wards in Outer London or Essex boroughs such as Redbridge, Barking and Dagenham or Thurrock changed quickly and saw high BNP support. The line is considerably less steep for UKIP: in the local elections of 2010-12, UKIP supporters were much more likely to live in whiter, rural constituencies than BNP voters. This reflects the fact that UKIP is concerned with a broader suite of issues than the BNP, encompassing, in particular, European integration. When one factors in the age and class profile of UKIP voters, their views on immigration are less distinct from the average than those of the BNP, whose voters are younger and more urban. Our data are for local elections of 2010-12, however, and there is some evidence from the 2014 British Election Study (see Matt Goodwin and Rob Ford's contribution) that UKIP's support profile may have moved in a more working-class, northern, immigration-focused direction since. The increase in minority share is associated in a less direct way with UKIP support insofar as increases in minority share at ward level correlate with a higher share of White British people identifying their national identity as English rather than British. Even more so than the BNP, UKIP-supporting wards in the 2010-12 local elections are located in Local Authorities where a disproportionate share of White Britons identify as English rather than British. Moreover, English national
4 30 JAN To 04 FEB Circumstances leading to the martyrdom of Guru Tegh Bahadur and its significance 6 FEB To 11 FEB On leave 6 13 FEB To 18 FEB Establishment of independent rule under Banda Bahadur- socio economic transformation 7 2O To 25 FEB Circumstances leading to the creation of Khalsa and its significance- The new injections and symbols of khalsa 8 27 FEB To 4 MARCH role of rakhi- gurmata and dal khalsa in 18th century polity-emergence of autonomous chiefs 9 6 MARCH TO 11 MARCH Map study
13MARCH TO 14 MARCH REVISION 15MARCH TO 25 MARCH MID SEMESTER EXAM. 27MARCH TO I APRIL Unification under Maharaja Ranjit singh- expansion of the kingdom of Lahore 3 8 TO APRIL civil and military administration- land revenue system under Maharaja Ranjit singh 10APRIL TO 15 APRIL Social structure I the early 19th century –anglo-sikh relations up to developments 1839-1849 17APRIL TO 22 APRIL First and second anglo sikh wars – annexation of punjab
4th course: ____________________________________________________
2.3 We set high expectations within our classrooms and use tracking to ensure all our pupils are challenged. Embed further tracking approaches in the primary through further moderation and the development of whole school and year group measures, including use of ACORN. Introduce primary tracking model into English and Maths in S1, using P7 teacher predictions as initial baseline measures. Enhance existing procedures from tracking progress within the BGE within all curriculum Are we using data effectively to monitor our attainment against national benchmarks? Do we use data to monitor and challenge any attainment gaps? Have we improved continuity in assessment, and so improved pace and challenge over the P7/S1 transition? Can all departments demonstrate that they have a coherent approach towards tracking in the BGE? 2.4 All of our children benefit from coherent universal support and as appropriate our targeted support builds on this. Develop support policy for primary delineating roles and responsibilities of staff in providing support. Ensure that approaches towards support are consistent across primary and secondary. Review secondary personal support to ensure consistency of experience for pupils. This review to include creation of a Personal Support policy delineating roles and responsibilities for relevant staff. Are staff clear about our approach towards pupil support and their roles within this? Has this been clearly communicated to parents? Do our pupils experience a consistent approach in of pupil support across primary and secondary? Are staff clear about the purpose of personal support and their role in delivering it? Are pupils clear on the purpose of personal support? 2.5 We work with other agencies where appropriate to engage families in improving learning Further develop Integrated Team along a locality model Develop further existing partnerships with relevant agencies to develop, as appropriate, tailored family learning programmes. Does our approach to formal collaboration with partners fit with evolving locality models? Have we engaged with partners to ensure a joined-up approach to support for families? OUTCOME 3 – SUCCESSES AND ACHIEVEMENTS Evaluation/Support 3.1 We aim to provide equality of opportunity for all to achieve irrespective of background. School to interrogate authority and national level data, using ACORN, to ensure equity of outcome for pupils where possible Do we use data to monitor and challenge any attainment gaps?
Optional Modules These modules are indicative; The full list of options is available from the programme leader. Single Honours students must select at least 90 credits at Stage 3. Joint Honours students must select at least 45 credits at Stage 3: LL510 Stylistics & Creative Writing 6 15 Autumn or Spring LL512 Language Processing 6 30 Autumn or Spring LL524 History of British English 6 30 Autumn or Spring LL530 Writing in the Media: A Practical Approach 6 15 Autumn or Spring LL531 Language in Atypical Circumstances 6 15 Autumn or Spring LL532 Learning and Teaching Languages 6 15 Autumn or Spring LL533 Topics in Pragmatics 6 15 Autumn or Spring LL535 Topics in Semantics 6 15 Autumn or Spring LL539 English Language Teaching 1 6 15 Autumn or Spring LL540 English Language Teaching 2 6 15 Autumn or Spring LL541 Language and Gender 6 15 Autumn or Spring LL599 Dissertation 6 30 Autumn and Spring PL576 Philosophy of Language 6 30 Spring 18 Work-Based Learning Disability Statement: Where disabled students are due to undertake a work placement as part of this programme of study, a representative of the University will meet with the work placement provider in advance to ensure the provision of anticipatory and reasonable adjustments in line with legal requirements. Where relevant to the programme of study, provide details of any work-based learning element, inclusive of employer details, delivery, assessment and support for students: Not applicable 19 Support for Students and their Learning School and University induction programme Programme/module handbooks Library services, see Student Support
BA English Language & Linguistics (Single Honours & Joint Honours) Stage 1 Compulsory Optional (Indicative List) LL310 – Foundations of Language 1: Sounds and Words LL311 – Foundations of Language 2: Structure and Meaning LL307 – Tackling Text LL309 – World Englishes: English as a Global Language LL312 – Grammar for Everyone Programme Learning outcomes Knowledge and Understanding: A1 x x x A2 x x x x x A3 x A4 x x x x A5 x x x x A6 x x x x A7 x x x x A8 x x x A9 x x x Intellectual Skills: B1 x x x x x B2 x x x x x B3 x x x x x B4 x x x x B5 x x B6 x x B7 x x x x x B8 x x x x x Subject-specific Skills: C1 x x x C2 x x C3 x x C4 x x x x C5 x x x x Transferable Skills: D1 x x x x D2 x x x x x D3 x x x x x D4 x x x x x D5 x x x D6 x x x x x D7 x x x D8 x x x x x D9 x x x x x D10 x x x
Category Element Component Name Component Weighting Comments include links to learning objectives Coursework C1 Report Case 80% 20% Total = 100% 1, 2, 3, 4. Write a formal report addressing these outcome Harvard referenced (4000 words) 5 Present a critically review of current literature addressing a specific impairment in the context of a case Harvard referenced (1000 words equivalent) Updated by Mark Delf Date: 2014 Approved by: Amanda Crowle Date: April 2014 Recommended and Sources: Core Texts The key for this course are: Hodkinson, A. (2015) Key Issues in Special Educational Needs and Inclusion, London: Sage. Griffin, S. (2008) Inclusion, Equality and Diversity in Working with Children, Portsmouth: Heinemann. Goodley, D. (2010) Disability Studies: An Interdisciplinary Introduction Paperback, London: Sage. Recommended Texts Nettleton, M. (2015) Special Needs and Legal Entitlement, London: Jessica Kingsley Publishers. Journals: Disability and Health Journal Disability and Society Equality, Diversity and Inclusion: An International Journal SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and of new module code. MODULE CODE: CORC376 MODULE TITLE: Language Learning CREDITS: 20 FHEQ Level: 6 JACS CODE: Q190
PS12. Programme Structure FHEQ level: 6 For: Full Time – 1 Year F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module AUTUMN CORE 30 CORC 315 CONCEPT DEVELOPMENT AND PRACTICE AUTUMN, SPRING CORE 30 CORC 316 DISSERTATION SPRING, SUMMER CORE 40 CORC 317 NEGOTIATED EXTENDED PRACTICE AUTUMN, SPRING, SUMMER CORE 20 CORC 318 PROFESSIONAL PRACTICE FHEQ level: 6 Part Time – 2 Year F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module Year 1 AUTUMN,SPRING SUMMER CORE 30 CORC 315 CONCEPT DEVELOPMENT AND PRACTICE SPRING CORE 30 CORC 316 DISSERTATION Year 2 AUTUMN SPRING, SUMMER CORE 40 CORC 317 NEGOTIATED EXTENDED PRACTICE AUTUMN, SPRING, SUMMER CORE 20 CORC 318 PROFESSIONAL PRACTICE the
Year Three Leader Subject Leaders Jacqui Basquill Course Leader Year one and three Leader basquilj@edgehill.ac.uk 01695 587337 Jackie Sumner Senior Lecturer Early Years Year Two Leader sumnerj@edgehill.ac.uk 01695 654319 Administrative Staff Professional Support Team EarlyYearsPartnership@edgehill.ac.uk 01695 584556 Management of the [Early/Primary/Secondary/Further Education and Training] Area Karen Boardman Head of Early Years boardmak@edgehill.ac.uk 01695 650766 Tim Lucas Assistant Head of Early Years lucast@edgehill.ac.uk 01695 584727 You will be supported in a great many ways during the year. The following people will work with you closely during your time on the Programme: Personal Tutors 2015-2016 Heidi Winrow Personal Tutor Year 1 Judith Farrell Personal Tutor Year 1 Susan Mullin Personal Year 1 Jackie Sumner Personal Year 2 Rob Randall Personal Tutor Year 2 Liz Ludden Personal Tutor Year 2 Jacqui Basquill Personal Tutor Year 3 The Personal Tutor as identified above is the named person who will work with you throughout the year to support your academic and setting-based progress. Module Leaders
Week beginning Week Mon EYE 1000/1002/ 1003/1004 Tues Placement Wed Placement Thurs EYE 1001 Fri Independent Study Assessment Dates 31 August 15 1 7 Sep 15 2 14 Sep 15 3 21 Sep 15 4 First Week 28 Sep 15 5 X X X 5 Oct 15 6 X X X 12 Oct 15 7 X X X 19 Oct 15 8 X X X 26 Oct 15 9 Assessment Week EYT1003A 2 Nov 15 10 X X X SSCF1 9 Nov 15 11 X X X 16 Nov 15 12 X X X EYT1000 Portfolio Review 1 23 Nov 15 13 X X X 30 Nov 15 14 X X X EYT1003B 7 Dec 15 15 X X X 14 Dec 15 16 X X X 21 Dec 15 17 Christmas 28 Dec 15 18 4 Jan 16 19 Assessment Week Activity Plan EYT1001 11 Jan 16 20 X X X X X 18 Jan 16 21 X X X X X
20 Jun 16 43 27 Jun 16 44 4 July 16 45 11 July 16 46 18 July 16 47 Close for Summer (21 July) 25 July 16 48 1 Aug 16 49 8 Aug 16 50 15 Aug 16 51 22 Aug 16 52 BA (Honours) Early Years Education Leading to EYTS - Year 3 Week beginning Week Mon EYE 2000/2002/ 2003/2004 Tues Placement Wed Placement Thurs EYE 2001 Fri Enquiry Based Learning Assessment Dates 31 August 15 1
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Title of project: Please state the title of your project. Previous research: Please give a description of research already undertaken, normally referring to the doctoral thesis (500 max.). Proposed programme: Please give a detailed description of the research programme, including methodology and intended outcomes. (1000 words max.). Language/skills: Please indicate here, if relevant, your level of language competence, or any other skills required conduct the research programme.
Surname: Full Address details: Nationality: University and Country for PhD: address: Telephone (work): Applicant Career Summary Statement of Qualifications and career: Please give details of all qualifications in reverse chronological order. Present appointment: Please state your present appointment and the institution at which you are currently based. If doctoral student please say so. If no current academic employment, please indicate if employed in a non-academic post Publications: If you have an extensive list of publications already, please attach the list as an uploaded PDF file. Please list publications to date in reverse chronological order. Unpublished research: Please include the title of the doctoral thesis and any other unpublished research here. Name of doctoral supervisor: Please the names of your doctoral supervisor(s). Name of examiners: Please state the names of both internal and external examiners where known. Other academic experience: Please provide details of all academic posts held prior to, and including, your present position (with dates), including any teaching experience gained during the course of doctoral registration. Please include any experience in organizing conferences, workshops etc. If none, please state none. (max 250 words) Proposal
Jensen, Iben (2005): ”Grundbog i kulturforståelse” Roskilde Universitetsforlag. Steiner (1996). Interviews: An Introduction to Qualitative Research Interviewing. SAGE Publications Ltd Plum, Elisabeth (2007): ”KI Kulturel intelligens” Børsens forlag. Ritchie, Jane og Lewis, Jane (2007). Qualitative research practice. Cromwell Press Ltd: SAGE Publications Ltd Casestudy Laurano, Madeline (2009): ” Engaging New Hires in the Company Culture - Vestas Wind Systems Creates a Virtual World as the Setting for Its Global Employee Onboarding Program”: Bersin & Associates. Artikler Søderberg, Anne-Marie (2008): ”Styrk den kulturelle intelligens”Ledelseidag.dk, Nr. 6, juni. Websider: , 24. April 2010, Vestas. Learning
Incidents (Yellow, Red, & Cards) Note: 1) Please indicate the appropriate abbreviation Yellow (Y), Red (R), and Black (B) Cards on action taken for misconduct/penalties 2) Formal warnings – Yellow Card; Faults for misconduct – Red Card; Disqualification for misconduct – Black Card. Enter “None” if none. No BWF ID Name Country Event Date (DD/MM/YY) Card Issued (Y/R/B) Reason 1 2 3 4 5 6 7 8 9 10 11 12 BWF GCR & Codes of Conduct Breaches Report *Note: 1) This include the Player Code of Conduct, Coaches & Educators Code of Conduct, and all breaches of GCR that incur a penalty as per BWF Statutes, Chapter 2, Section 2.5 – Table of Offences and Penalties 2) Submit extensive documentation in support of your report. Do not include incidents reported elsewhere (e.g. cards issued). No. Role (Player/ Coach) BWF ID Name Country Event Date (DD/MM/YY) GCR Incident Code of Conduct Incident Description 1
Appendix: Summary Statistics Table 1 Statistics Home Win Probability (Away Win Probability between brackets) League Average Big Clubs Average Small Clubs Average League Average Standard Deviation Min Max 2000-2001 0.4669 (0.2568) 0.5589 (0.3407) 0.4082 (0.2034) 0.1035 0.3309 (0.1441) 0.6395 (0.4305) 2001-2002 0.4553 (0.2683) 0.4539 (0.2655) 0.4560 (0.2697) 0.0152 0.4233 (0.2306) 0.4836 (0.3249) 2002-2003 0.4494 (0.2708) 0.4610 (0.2887) 0.4449 (0.2638) 0.0276 0.4010 (0.2193) 0.5106 (0.3461) 2003-2004 0.4498 (0.2680) 0.6044 (0.4302) 0.3903 (0.2057) 0.1137 0.2451 (0.1097) 0.6420 (0.4567) 2004-2005 0.4417 (0.2642) 0.5268 (0.3701) 0.3980 (0.2189) 0.0941 0.3421 (0.1727) 0.6518 (0.4944)
Azerbaijan and play a critical role in International transshipment and between East and West. The port’s role in the Caspian region will be considered as a main logistical center, linking good markets of Europe and Asia. The Table 7 presents main advantages and disadvantages of the new Alyat project and will make comparisons between new and existing Port of Baku. Table 7: Port of Baku vs. Port of Alyat Advantages/ TRACECA Disadvantages/ TRACECA The Great Silk Road Port of Baku One of the biggest ports in the Caspian Sea Is considered as transshipment, but oil trade is mainly dominated The location to the northern boarders The railway station is just in 2 km distance The monopoly of CASPAR at the port- high prices Bribery at the boarder Delays in deliveries Problem with security Old machinery and technology 1.Port of Baku is located on the of the Great Silk Road Improves and expands the trade volumes Creates working places Alyat Port Plans to handle 25 mln tons of cargo and 1 mln TEUs Is only 70 km away from Port of Baku Faster and more competitive transshipment from to Georgia, Iran, Turkey, Russia and Southern Europe Financed by TRACECA, the project might be closed any time The presence of many international shipping companies kick the local companies from the market Improved security Development of the other regions Creation of working places Greater number of countries to trade (opportunity to learn, exchange)
the flights going there. Also if a passenger has a specific preference for a departing time the frequency will play a big role, more times to choose from means freedom. The price also plays a role, regional airports that have enough demand often attract low cost carriers (LCC) which can give low flight fares. LCC choose for regional airports because landing fees are often low, partly because airports use subsidies. Another attractive point for the LCC’s is shorter turnaround times. These are short because taxi times are shorter, the luggage system is less complex and passengers are less likely to be late. Recreational possibilities at the airport are better at bigger airports. The smaller size of the airport and lower number of traffic have the disadvantage of a lower variety of shops and eating facilities which might make spending time at the airport less pleasurable (www.justtheflight.co.uk). In figure one, presented below, the characteristics described in the paragraphs above are summarized. Characteristics of a regional airport 1. Location close to home + 2. Easy Internal accessibility + 3. Less recreational possibilities - 4. Airport accessibility a. Easy access by car + b. Public Transport could improve - 5. Low flight fare + 6. Low Number of Destinations & low flight frequency - Figure 1: summary of the characteristics of a regional airport Different research using stated preference data over the years dealt with the issue of why people choose particular airports. Air fare and access time are significant in all the papers. Other important factors are ground-level distance, flight frequency, the probability to be on time, convenience of parking and availability of international flights (Adler, Falzarano, & Spitz, 2005; Hess, Adler, & Polak, 2007; Marcuccia & Gatta, 2011). Figure 1 showed in what factors region airports have an advantage and in which ones they have a disadvantage. But how do passengers choose the airport they will use? A traveller makes the decision based on all different aspects but they all distribute different weights to different factors. The specific reason of why travellers make a certain final decision differs but the increase of passengers choosing regional airports is a fact. In the years between 1997 and 2013 the number of people flying from the Netherlands increased with 81 percent. For Schiphol this number increased with 69 percent, this seems a lot but Groningen, Rotterdam and Maastricht increased with 112, 217 and 86 percent respectively and Eindhoven is really doing well with an increase of almost 1200 percent! 2.3 Airports legal structure
Figure 1 Source: Mapland; MSA Metropolitan Statistical Areas Sources of the data There are 13 different variables present in the dataset. The variables are divided in five different groups. Table 1 gives an overview of the variables used in this research. 1 Group Variables Description Variable of interest Unemployment rate Per MSA. The influence of unemployment on the different health variables is studied. When generating the regressions, the coefficient of the unemployment is the main interested effect. Control variables Age per Gender Per MSA. The variables will control for differences in age and gender between the MSAs. Health behaviors Overweight Exercise Alcohol Tobacco Per MSA. The variables will be directly affected by the change in unemployment Health outcomes MI Self-assessed health Per MSA. The variables are directly affected by the change in unemployment but also indirectly through the health behaviors. Fair and poor health Fair and poor health Canada Fair and poor health USA Both on state and national level for the USA and Canada. The variables are used for the difference-in-differences analysis. The unemployment rates per MSA are provided by The Bureau of Labor Statistics (BLS). It is the principal Federal agency that is responsible for measuring labor market activity, working conditions and price changes in the economy of the USA. Its mission is to collect, analyze and spread essential economic information to ensure that public and private decision-making is possible in a rapidly changing country and global economy. They provide information that is objective, timely, accurate
[year=2004] ,195 ,452 ,431 ,689 -1,061 1,451 [year=2005] ,458 ,346 1,324 ,256 -,502 1,417 [year=2006] ,055 ,452 ,122 ,909 -1,201 1,311 [year=2007] ,216 ,333 ,649 ,551 -,708 1,141 [year=2008] ,386 ,333 1,160 ,311 -,538 1,311 [year=2009] -,239 ,333 -,717 ,513 -1,163 ,686 [year=2010] ,126 ,333 ,379 ,724 -,798 1,051 [year=2011] ,680 ,369 1,841 ,139 -,346 1,706 [year=2012] 0a . . . . . America_Crisis -,248 ,320 -,774 ,482 -1,136 ,641 a. This parameter is set to zero because it is redundant. D. Summary variables D. I. Unemployment rate
The 31st IPPR Conference on Computer Vision, Graphics, and Image Processing (CVGIP 2018) August 19 – 21, 2018 Guan-Zi-Ling Toong Mao SPA Resort, Tainan, Taiwan Call for Papers Special Session on Intelligent Multimedia Data Analysis Session Organizers: Prof. Chih-Chung Hsu and Prof. Li-Wei Kang We are organizing a special session on Intelligent Multimedia Data Analysis for CVGIP 2018, which will be held in Guan-Zi-Ling Toong Mao SPA Resort, Tainan, Taiwan on August 19 - 21. The goal of this session is to bring together researchers interesting in Intelligent Multimedia Data Analysis. Topics of interest include, but are not limited to: Intelligent Applications for Multimedia Processing Deep Learning based Multimedia Applications Multimedia Data Analysis Intelligent Vision Analysis for Industrial Applications Submissions: Prospective authors are invited to submit their full-length papers electronically in PDF form. Each paper should follow the CVGIP’s format with title, author’s names, affiliation, email addresses, an up to 150-words abstract, and a two-column body with no more than 8 pages (2~4 pages would be fine) and with font size at 10 pts. All submissions should be directly submitted to the organizer(s) by email. Important Dates: Deadline for paper submission July 8, 2018 Notification of acceptance July 19, 2018 Deadline for camera-ready manuscript submission July 23, 2018 For paper submission and more information, please contact: Prof. Chih-Chung Hsu Department of Management Information Systems National Pingtung University of Science and Technology
Motivation this year, I have found interest in accounting, and management accounting in particular. Therefore, I choose to do the seminar called ¨Management Accounting & Control¨ to get a look on how management accounting is applied in practice rather than purely the theoretical approaches from previous study years. My group was chosen to write a paper and present on the topic of ¨EVA and Value-Based Management¨. We found that the paper worked out very successfully. Further in the seminar, another group made a presentation about the Balanced Scorecard and since that moment I had found the subject of my thesis. I wanted to compare 2 companies operating in the same industry, one using EVA and the other using BSC. In an industry, there are a lot of management strategies that can be applied, and different firms are successful with the help of different performance measurements. The choice of the industry to take as example for the 2 methods was a real challenge; but a case study made during my minor on Ryanair made it easier to choose since it gave me more background information. I remembered their focus on costs cutting and prices making them the most profitable firm in the industry. KLM is the oldest firm in the industry still operating and their focus is not purely financially based, but customer services play an important role as well.
Add New PROCESS Process Description: Process ID: Is this an Insignificant Emissions Unit? SCC Code: ANNUAL THROUGHPUT Operating Type: Material: Material State: Throughput: Throughput Unit: OPERATING SCHEDULE Seasonal Percentages (must = 100%) Hours/days/weeks Jan – March Hours/Day April – June Days/week July – Sept Weeks/Year Oct - Dec Hours/Year Comments: RELEASE POINT APPORTIONMENT RP ID Release Point Description Avg. Emissions (%)
M1. (a) (i) reaction and weight labelled B1 sensible positions and directions B1 2 (ii) mention of reaction contributing (‘providing’) centripetal force B1 providing rider moves fast enough weight will not exceed the required centripetal force B1 2 (b) (i) 1.6(1) B1 rad s–1 B1 2 (ii) 840 – 860 (N) B1 1 (iii) for A R – mg – centripetal force or C1 for B mg + R = centripetal for A 1400 – 1500 (N) A1 for B 240 – 270 (N) A1 3 [10] M2. (a) attempt to use = mgh/t or P = Fv and v = s/t
C1 7546/7550/7600 A1 W (allow J s–1 and condone N ms–1) B1 3 (b) loss of GPE = 550 × 9.81 × 35 = 189 kJ C1 gain in KE = 0.5 × 550 × 222 = 133 kJ C1 resistance force = their difference/63 (890 N if correct) A1 answer to 2 sf if answer is from working even if incorrect) B1 4 (c) air resistance varies/increases B1 frictional force varies/increases B1 further detail: air resistance increases with speed/v or normal reaction force varies with angle of the slope B1 3 (d) use of F = mv2/r C1 arrives at r = 12 m (ignoring the weight) C1
Q1.The diagram the path of an α particle deflected by the nucleus of an atom. Point P on the path is the point of closest approach of the α particle to the nucleus. Which of the following statements about the α particle on this path is correct? A Its acceleration is zero at P. B Its kinetic energy is greatest at P. C Its potential energy is at P. D Its speed is least at P. (Total 1 mark) Q2.The actinium series of radioactive decays starts with an isotope of uranium, nucleon (mass) number 235, proton (atomic) number 92. Which line in the table shows the nucleon number and proton number of the isotope after the emission of 5 α particles and 2 β– particles? Nucleon number proton number A 213 82 B 215 80 C 215 84 D 227 87 (Total 1 mark)
Course Calendar 8/29 Session 1 – Organizational & Introduction *1. John A. Howard and Jagdish N. Sheth, The Theory of Buyer Behavior, Chapter 2. *2. James R. Bettman, An Information Processing Theory of Consumer Choice, Chapter 2. 9/5 Session 2 Motivation and Personality 1. Harold H. Kassarjian, “Personality and Consumer Behavior: A Review,” Journal of Marketing Research (JMR), 8 (1971), 40918. *2. Russell Belk, “Possessions and the Extended Self,” Journal of Consumer Research (JCR), 15 (September 1988), 139-168. 3. Richard S. Lazarus, “Progress on a Cognitive-Motivational-Relational Theory of Emotion,” American Psychologist, 46 (1991), 819-834. 4. Jennifer Aaker, “Dimensions of Brand Personality,” JMR, 34 (August 1997), 347-356. *5. Fournier, “Consumers and Their Brands: Developing Relationship Theory in Consumer Research,” JCR, 24 (March 1998), 343-373 6. Rosellina Ferraro, Baba Shiv, and R. Bettman, “Let Us Eat and Drink, for Tomorrow We Shall Die: Effects of Mortality Salience and Self-Esteem on Self- Regulation in Consumer Choice” 32, JCR, (June 2005), 65-75. 7. Ayelet Fishbach and Ravi Dhar, “Goals as Excuses or Guides: The Liberating Effect of Perceived Goal Progress on Choice,” JCR, 32 (December 2005), *8. Ji Kyung Park and Deborah Roedder John, “Got to Get You into My Life: Do Brand Personalities Rub Off on Consumers,” JCR, 37 (December 2010), 655-669. *9. Szu-Chi Huang and Ying Zhang, “Motivational Consequences of Perceived Velocity in Consumer Goal Pursuit,” JMR, 48 (December 2011), 1045-1056. 10. Jordan Etkin, “The Hidden Cost of Personal Quantification,” JCR, 42 (April 2016), 967-984. 9/12 Session 3 Attention and Perception
a. Liu, Peggy J., Cait Lamberton, James R. Bettman, and Gavan J. Fitzsimons (2018), “Delicate Snowflakes and Broken Bonds: A Conceptualization of Consumption-Based Offense,” working paper. b. Schumann, Karina (2018), “The Psychology of Offering an Apology: Understanding the Barriers to Apologizing and How to Overcome Them,” Current Directions in Psychological Science. c. Schumann, Karina and Michael Ross (2010), “Why Apologize More Than Men: Gender Differences in the Thresholds for Perceiving Offensive Behavior,” Psychological Science, 21 (11), 1649-1655. WRITING A BEHAVIORAL PAPER Introduction Positioning Importance - big picture - knowing the literature and important issues State purpose early and often Issue in marketing/conceptual issue/combination of the two Not “no one has studied this” (as the main reason) Overview of the paper Literature Review and Hypotheses Use only what you need for the case at hand Use subheads and overviews of coming points - try to have a logical flow Summarize main points you want the reader to get Hypotheses - explicit or not? Method Overview Sections - see psychology journals Ps, Design, Procedure, Measures, Analyses Results Only present results relevant to hypotheses Organize by H (repeat) or by major dependent variable Try to present in some logical flow Use tables and figures Discuss after presenting - discussion section for each study Overall Discussion Summary Relate back to introduction and purpose - conclusions Some issues better in discussion than up front References Pick a style and stick with it - either the journal you’ve targeted or APA General issues
Top down vs. bottom up writing – using a powerpoint “outline” You are telling a story – it must be coherent and simple (not too many “Main points”), write using reader expectations (what does the reader know by this point, what does the reader need to know to get what I am saying) See Heath and Heath, Made to Stick; Peracchio and Escalas, JCP (2008), 18, 3, pp. 197-204; Bem (see reference in Peracchio and Escalas).
Appendix 1. Examples of suitable activities Learning outcome Examples 1.Carry out a service audit, evaluating current practice, identify the need for improvement / change, action as necessary and Audit to assess if staff are following clinical protocols Audit of clinical outcomes from balance rehabilitation of patients referred for tinnitus therapy to see if there is a more appropriate patient journey for them 2.Identify areas for service development based on evidence based practice, assess the benefits and risks of the ideas, and seek constructive feedback regarding your ideas from colleagues. New areas of knowledge / development such as auditory disynchrony, auditory processing disorders, dead regions testing Introduction of a service not currently provided within local service Develop departmental training strategy 3.Write a detailed business case for at least one proposed service development to include details of resources needed and costs. 4.Provide constructive feedback to others with respect to service development discussions Minutes from meetings Written responses to proposals you have been asked to comment on 5.Take responsibility for organising a specific area of service development, by developing a realistic and achievable project plan and overseeing implementation Project plan charts Meeting minutes Written proposals 6.Understand the relationship between local service development and the wider organisational framework Summary document showing local organisation, stakeholders, decision making processes within department and directorate / division / hospital 7.Monitor the outcome of an area of service Procedure for monitoring Report from monitoring 8.Challenge poor practice in a safe and constructive manner Description of problems identified, approach taken, outcome Notes on giving feedback in a constructive way Reflective diary entries
Father Siblings Others Social and care history including lifestyle issues, and any risk of viruses or other infections Personal health history including summary of Forms M & B where available a. Antenatal and including risk-taking behaviour, time and place of birth, birth measurements, resuscitation required, Apgar scores b. Neonatal, including feeding details and attachment c. Other past health history including growth, illnesses, hospital admissions and accidents Regular medication/equipment required Allergies/adverse reactions to medication, food or animals Investigations Date Result Thyroid function and PKU Haemoglobinopathy screen Cystic fibrosis Hepatitis B Hepatitis C
Allergies Yes/No Immunisations up to date? Yes/No Registered with GP? Yes/No Permanently registered with GP? Yes/No Name Registered with dentist? Yes/No Name All issues to be reviewed by social worker at Looked After Young Person Reviews Name of person completing Part C Date Designation Address Qualifications Postcode Telephone Fax Email Signature Panel