...I am Renae Hansen, a senior at MOC- Floyd Valley and I am very interested in Veterinary Science. I have worked at Bomgaars since November 2016 as a cashier. I work quite often and have enjoyed it as a job throughout high school. I am in FFA and 4-H and show cattle through these. Bomgaars supports the FFA and 4-H which really helped to attract me to work there. I have received the Certificate of Achievement, Intermediate Merit Award and the Senior Merit Award through 4-H. This year I am the Holland FFA’s President. I have many responsibilities in planning meetings, trips, and other events we host. I also am in charge of watching over committees, fruit sales, and running meetings. In 4-H I have held the Historian, Secretary, Vice President and...
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...Reeltown FFA Chapter Officer Application 2015-2016 [pic] Check-off sheet Candidates Name and Grade: Lacey Newman 12th Grade ❑ Completed Application (in ink or typed) - and all appropriate signatures present. ❑ Chapter Officer Contract is checked-off and signed. ❑ Signed “Expectations of the Chapter Officers.” ❑ You have read and understand all contained in the Chapter Officer Handbook. ❑ Grade Check Form is 100% complete! Reeltown FFA Chapter Officer Application 2015-2016 [pic] Applicant's Name: Lacey Newman Address: 499 Lovelady road City: Tallassee State: AL Zip: 36078_ Phone #: 334-257-4674 Cell # 334-312-0343 Grade: 12 Age: 17 Agriculture classes planned for the coming year: Fundamentals of Agriscience and Agricultural mechanics Number 1 - 6 by preference, the offices you want to be considered for, if you are elected. (One is your most desired spot and six is your least desired spot.) (Freshmen applicants are eligible for Sentinel, Parliamentarian, Historian, and Chaplain only.) _2_ President _3_ Vice President _4_ Secretary _5_ Treasurer _6_ Reporter __ Sentinel __ Parliamentarian __ Historian __ Chaplain _1_ Jr.Advisor 1. Briefly state the qualities you possess that qualify you for a chapter office. Qualifying for a chapter office requires many consistent qualities. As an individual...
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...I would not be the person I am today if I did not join 4-H seven years ago. 4H has affected me in the most positive ways possible, from learning new life skills, meeting new people, creating friendships, and even solidifying my career choice of being a veterinarian. When I first joined 4-H in 2010 I was living in California and was only a part of two projects. I added on two projects the next year, and I was in five projects the year I moved here to New Jersey in 2013. I am now currently apart of Fluff-N-Stuff Rabbit and Small Animal Club, Gloucester County Goat Club, Canine Can Do Dog Club, Peckin Pals Poultry Club, Helping Paws Animal Community Service Club, Taste Buds Cooking Club, Small Treasures Miniature Dollhouse Club, Senior Council,...
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...The Houston Livestock Show and Rodeo is full of opportunities. There is something for everybody including but not limited to art, rodeo sports, horticulture, and livestock. Rodeo Houston has played a huge role in my life. It has made a positive impact on me and my future. I gained lifelong qualities of leadership, responsibility, and career growth. My calf scramble experience allowed me to gain the leadership I need to influence others. Since I was five-years old, I have been attending the rodeo and dreamed of participating in the calf scramble. When the time came my freshman year, I took advantage of my opportunity. I had to write an essay about my future project including the care it would receive and the reason I deserved to be in the calf scramble. The night before my scramble date, I was diagnosed with the stomach flu. My devastating condition kept me awake and over the toilet the entire night. It was awful. My dream...
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...Team Project CSX Railroad Team 24: Section 1: Company and Industry Background CSX is a rail based transportation company that carries the nation’s commodities like coal, agricultural products, merchandise, and other materials. Headquartered in Jacksonville, FL, CSX serves 23 states across the eastern United States and parts of Canada. The 21,000 mile rail network reaches more than 70 water ports throughout the region and operates nearly 4200 locomotives that carry roughly 190,000 freight cars and containers daily. CSX employees over 31,000 people and realized just over $12 billion in revenue in 2013. (Ward, 2012) The railroad industry in America is divided by the Mississippi river. Union Pacific and Burlington Northern & Santa Fe dominate the west with CXS and Norfolk Southern to the east. Union Pacific is the largest railway company in the country. It encompasses 23,000 miles of track in 23 western states. Union Pacific ended 2013 with almost $22 billion in revenue. Burlington Northern & Santa Fe is the second largest railway in the country and is owned by Berkshire Hathaway with $21 billion in revenue. CSX falls in at number three and Norfolk Southern makes the list at number four. Norfolk Southern is the only real rail competitor to CSX, sharing the eastern part of the country. Norfolk Southern’s annual revenue is similar to CSX at $11 billion with around 31,000 employees. (Henage, 2013) Starting in 1827, CSX’s history dates back to the beginning...
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...of Standards Reform Over the last decade, concern over our global economic status and the role of public education in preparing workers has led to a push for standards reform. Two converging reform strategies have emerged: 1) to create a voluntary system of academic standards (e.g., in math, science, English, civics) for students in kindergarten through twelfth grade, and 2) to create a voluntary system of industry skill standards that specify prerequisite skills for individuals planning to enter certain industries and occupations (e.g., electronics, health care, printing, human services). Standards-driven reform is not without controversy. The notion of national academic standards, synonymous in many minds with federal efforts such as Goals 2000: Educate America Act of 1994, raises concern that local autonomy will be jeopardized. Meanwhile, industry skill standards, when linked to public school curricula, trigger concerns that schools will simply become a training ground to ensure better products and services. The question is not so much whether academic or industry skill standards should exist. They already do -- at state, local, and federal levels. At issue is who should be setting standards, how they should be implemented, how the multiple and diverse standards development efforts should be integrated, and which types of standards will best improve learning and ensure a high-performing workforce. Currently, business and education officials are joining forces to use industry...
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...UNDERGRADUATE REGULATIONS & SYLLABUSES 2014 - 2015 THE FACULTY OF SOCIAL SCIENCES TABLE OF CONTENTS MESSAGE FROM THE DEAN ............................................................. 3 UNDERGRADUATE PROGRAMMES ................................................ 4 ACADEMIC CALENDAR 2014-2015 ................................................ 5 DEFINITIONS ...................................................................................... 13 GENERAL INFORMATION & REGULATIONS .............................. 14 General Regulations for Bachelor of Science Degrees 14 Special Regulations for Degrees in Hospitality and Tourism Management........................................................... 27 Franchise Agreements .......................................................... 27 EVENING UNIVERSITY -GENERAL INFORMATION & REGULATIONS ................................................................................... 28 General Regulations for Bachelor of Science Degrees 28 General Regulations for Diploma Programmes ............ 36 General Regulations for Certificate Programmes ......... 37 STUDENT PRIZES .............................................................................. 38 CODE OF CONDUCT ........................................................................ 39 UNIVERSITY REGULATIONS ON PLAGIARISM .......................... 40 THE ACADEMIC SUPPORT/ DISABILITIES LIAISON UNIT (ASDLU) ..............................................................................................
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...FFA PAPER F3 FINANCIAL ACCOUNTING BPP Learning Media is the sole ACCA Platinum Approved Learning Partner – content for FIA and ACCA qualifications. In this, the only FFA/F3 study text to be reviewed by the examiner: We highlight the most important elements in the syllabus and the key skills you will need We signpost how each chapter links to the syllabus and the study guide We provide lots of exam focus points demonstrating what the examiner will want you to do We emphasise key points in regular fast forward summaries We test your knowledge of what you’ve studied in quick quizzes We examine your understanding in our exam question bank We reference all the important topics in our full index I N T E R A C T I V E T E X T BPP’s Practice & Revision Kit, i-Pass and Interactive Passcard products also support this paper. Note FIA FFA and ACCA Paper F3 are examined under the same syllabus and study guide. FOR EXAMS FROM FEBRUARY 2013 TO JANUARY 2014 FFA/F3 FINANCIAL ACCOUNTING First edition March 2011 Second edition September 2012 ISBN 9781 4453 9966 9 Previous ISBN 9781 4453 7305 8 eISBN 9781 4453 9242 4 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Published by BPP Learning Media Ltd BPP House, Aldine Place 142-144 Uxbridge Road London W12 8AA www.bpp.com/learningmedia Printed in the United Kingdom by Printers Polestar Wheatons Hennock Road Marsh Barton Exeter EX2 8RP Your...
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...MULTIMEDIA LEARNING MATERIALS FROM THE EXPERTS PRODUCT CATALOGUE JANUARY 2012–JUNE 2012 BPP Learning Media has been producing high quality study materials for more than 30 years. We are the publisher of choice for students, tuition providers, companies and professional bodies in more than 150 countries worldwide. Using the expertise of our specialist authors and tutors, we have developed a range of innovative study aids in a variety of formats including web delivery, audio-visual products, CD-ROMs and books. Our products are designed to support a variety of different learning styles, ensuring all students make the most of their study time and successfully achieve their learning outcomes. This catalogue is your comprehensive guide to the qualifications we publish for and the learning materials we offer in support of those qualifications, together with our UK and overseas stockists directory. CONNECT WITH US bpp.com/learningmedia twitter.com/bpplm LinkedIn: BPP Learning Media Clients contents 04 ABoUt Us WhaT’s neW aT 12 BPP LeaRning MeDia 14 insTiTUTe OF LeaDeRshiP anD ManageMenT (iLM) 15 MeDiCaL seRies assOCiaTiOn OF BUsiness exeCUTives (aBe) 16 a BRanD neW 17 aPPROaCh a neW iDenTiTY 17 a neW PROPOsiTiOn 18 inFORMaTiOn FOR BOOKseLLeRs 20 WhOLesaLe ORDeRs 23 BeCOMe a sTOCKisT TUiTiOn PROviDeRs 24 TeRMs anD COnDiTiOns OF saLe RegiOnaL saLes ManageRs 24 CUsTOMeR seRviCes PRinTeD 25 PRODUCTs 26 sTUDY TexTs PRaCTiCe & RevisiOn KiTs 27 PassCaRDs 28 eLeCTROniC PRODUCTs...
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...The Six Sigma Handbook Revised and Expanded A Complete Guide for Green Belts, Black Belts, and Managers at All Levels THOMAS PYZDEK McGraw-Hill New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2003 by The McGraw-HIll Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-141596-3 The material in this eBook also appears in the print version of this title: 0-07-141015-5. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all...
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...An Introduction to PMBOK Guide 5th Edition: Knowledge Areas, Processes and Process Groups One of the most discussed tables in the Project Management Institute’s (PMI), A Guide to the Project Management Body of Knowledge, (PMBOK® Guide) Fifth Edition is the “Project Management Process Groups and Knowledge Areas Mapping” matrix, found in Table 3-1 on page 61. This table maps the 47 processes of project management to their corresponding Knowledge Area, as well as to their corresponding Process Group. At first glance, the table seems quite complicated, so let’s break it down and uncover why a solid understanding of the relationships between processes, Process Groups, and Knowledge Areas is important to anyone preparing to take the Project Management Professional (PMP) ® exam. It’s so important, in fact, that we suggest you memorize this matrix and the relationships it calls out. Memorizing the table will prove to be a valuable asset to you during your PMP Exam. What is a “Process” – 47 processes of project management? Let’s start with the building blocks of the matrix - what is a process? At its most basic level, a process is simply a way of transforming an input into an output using proven tools and techniques. The PMBOK® Guide defines a process as “a set of interrelated actions and activities performed to achieve a specified set of products, results, or services.” Good processes-based on sound principles and proven practices-are extremely important for a project’s success....
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...Collins W ith CD English for Exams Grammar for IELTS Fiona Aish & Jo Tomlinson \ ■L& 11 * . ; P O W E R E D BY C O B U I L D ■ t; j ju B P H Contents Unit 1 O 2 Topic Grammar focus Holidays and travel Free time Exam Page number Grammar practice Sub-skill Simple tenses Present sim ple, past sim ple and present perfect Speaking Part 1 W riting Task 2 6 Continuous tenses Past continuous, present continuous, present perfect W riting Task 1 Reading 10 continuous 3 Fame Past N arrative tenses: past perfect and used to/would Reading Listening Section 2 14 Education Future 1 Witt and going to Listening Section 1 Speaking Part 3 18 The Internet Future 2 Present continuous fo r future and future perfect Listening Section 2 Reading 22 The family Word order and punctuation Subject + verb + object and punctuation W riting Task 2 Speaking Part 2 26 7 The environment Subject/verb agreem ent S ingular + p lu ra l nouns/verbs and determ iners Reading W riting Task 1 30 8 Food Countable/ uncountable nouns Countable and uncountable nouns Speaking Part 2 Listening Section 1 34 9 Employment and finance A rticles Using a, the or no article W riting Task 1 Reading 38 10 Youth Linking words and signposting Giving...
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...4.1 Framework Control Objectives Management Guidelines Maturity Models COBIT 4.1 The IT Governance Institute® The IT Governance Institute (ITGITM) (www.itgi.org) was established in 1998 to advance international thinking and standards in directing and controlling an enterprise’s information technology. Effective IT governance helps ensure that IT supports business goals, optimises business investment in IT, and appropriately manages IT-related risks and opportunities. ITGI offers original research, electronic resources and case studies to assist enterprise leaders and boards of directors in their IT governance responsibilities. Disclaimer ITGI (the “Owner”) has designed and created this publication, titled COBIT® 4.1 (the “Work”), primarily as an educational resource for chief information officers (CIOs), senior management, IT management and control professionals. The Owner makes no claim that use of any of the Work will assure a successful outcome. The Work should not be considered inclusive of any proper information, procedures and tests or exclusive of other information, procedures and tests that are reasonably directed to obtaining the same results. In determining the propriety of any specific information, procedure or test, CIOs, senior management, IT management and control professionals should apply their own professional judgement to the specific circumstances presented by the particular systems or IT environment. Disclosure Copyright © 2007 by the IT Governance...
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...4.1 Framework Control Objectives Management Guidelines Maturity Models COBIT 4.1 The IT Governance Institute® The IT Governance Institute (ITGITM) (www.itgi.org) was established in 1998 to advance international thinking and standards in directing and controlling an enterprise’s information technology. Effective IT governance helps ensure that IT supports business goals, optimises business investment in IT, and appropriately manages IT-related risks and opportunities. ITGI offers original research, electronic resources and case studies to assist enterprise leaders and boards of directors in their IT governance responsibilities. Disclaimer ITGI (the “Owner”) has designed and created this publication, titled COBIT® 4.1 (the “Work”), primarily as an educational resource for chief information officers (CIOs), senior management, IT management and control professionals. The Owner makes no claim that use of any of the Work will assure a successful outcome. The Work should not be considered inclusive of any proper information, procedures and tests or exclusive of other information, procedures and tests that are reasonably directed to obtaining the same results. In determining the propriety of any specific information, procedure or test, CIOs, senior management, IT management and control professionals should apply their own professional judgement to the specific circumstances presented by the particular systems or IT environment. Disclosure Copyright © 2007 by...
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...pResented by the society of ActuARies, the cAsuAlty ActuARiAl society And the cAnAdiAn institute of ActuARies Risk Management: The Current Financial Crisis, Lessons Learned and Future Implications Copyright 2008 by the Society of Actuaries. R I s k M a n a g e M e n T: the current financial crisis, lessons learned and future implications introduction the current financial crisis presents a case study of a “financial tsunami” (as former federal Reserve chairman Alan Greenspan recently called it) on what can go wrong. its ramifications are far-reaching and the lessons learned will be embedded in risk management practices for years to come. As one of the premier enterprise risk professions in practice today, the actuarial profession is sharing its substantial insight into what went wrong and the implications for the future. on behalf of the society of Actuaries, the casualty Actuarial society and the canadian institute of Actuaries, we are pleased to provide a series of essays on Risk Management: The Current Financial Crisis, Lessons Learned and Future Implications. this e-book is the result of a call for essays on the subject coordinated by the following groups: • • • • The Joint Risk Management Section of the Society of Actuaries, Casualty Actuarial Society and Canadian institute of Actuaries The Investment Section of the Society of Actuaries International Network of Actuarial Risk Managers Enterprise Risk Management Institute International ...
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