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There are many restorations of entire settlements throughout the United States that depict the furniture and decorations used during specific time periods. Some of the more famous places to visit are Sturbridge Village, Plymouth, and Williamsburg. Other great examples of historical decorations can be seen by visiting some of the homes of the early presidents, such as George Washington’s Mt. Vernon or Thomas Jefferson’s Monticello. These restorations are wonderful tributes to our past. Take the opportunity to visit them should you ever have the chance. There are also many castles and museums around the world that exemplify historical decoration, such as the many European castles. In this LIFEPAC®, you will learn about some of the more important historical periods of decoration and about the changes that have brought us to modern interior decoration. You will also be given the opportunity to develop and polish your skills at designing and decorating your own bedroom, at least on paper. In order to do this, we will review the elements and principles of design as they relate to interior decorating. You will learn specific techniques for interior design and special treatments to enhance your endeavors. You will learn to use two- and three-dimensional effects to enrich your efforts. The last section of this LIFEPAC will give you a chance to show your skill at sewing a pillow that will complement the bedroom you have designed. This LIFEPAC should challenge you by sending you down the path of a new and exciting adventure.
How to write a CV for an Experienced Physician Seeking a New Permanent Position or Locum Tenens job Mark Stanton, m.D. 12 James street, Barton, VA, 00001 • (000) 555-2345 • Email: Mark.Stanton@ABC.XYZ Objective Education To obtain a locum tenens pediatrics position in a children’s hospital Bareston College of Medicine Doctor of Medicine, Magna Cum Laude Honors: Alpha Omega Alpha Medical Honor Society Bareston, TX May 1988 College of Illinois Chicago, IL Bachelor of Science in Biology, Magna Cum Laude May 1984 Honors: Pre-Medical Student Association, President (1983-1984); Golden Key National Honor Society; Phi Beta Kappa National Honor Society Internship and Residency Portville, PA Pediatric Hospital of Portville Pediatric Resident 1988 – 1991 The Pediatric Hospital is a 270-bed pediatric hospital with a Level II Pediatric Regional Resource Trauma Center. As a senior resident, responsibilities included supervising medical students and interns in the pediatric intensive care unit.
*Note: A tumor may penetrate the muscularis propria with extension into the gastrocolic or gastrohepatic ligaments, or into the greater or lesser omentum, without perforation of the visceral peritoneum covering these structures. In this case, the tumor is classified T3. If there is perforation of the visceral peritoneum covering the gastric ligaments or the omentum, the tumor should be classified T4. **The adjacent structures of the stomach include the spleen, transverse colon, liver, diaphragm, pancreas, abdominal wall, adrenal gland, kidney, small intestine, and retroperitoneum. ***Intramural extension to the deodenum or esophagus is classified by the depth of the greatest invasion in any of these sites, including the stomach. Reprinted with the permission of the American Joint Committee on Cancer (AJCC), Chicago, Illinois. The original source for this material is the AJCC Cancer Staging Manual, Seventh Edition (2010) published by Springer Science and Business Media LLC, www.springer.com. Stomach. In: Edge SE, Byrd DR, Carducci MA, Compton CC, eds. AJCC Cancer Staging Manual. 7th ed. New York, NY: Springer; 2010:117-126.
o This paper is in the University of Chicago Style—the standard for history. SO YOU CAN USE IT AS A MODEL FOR CITATION. Linguistics: http://www.dianahacker.com/pdfs/Hacker-Shaw-APA.pdf o This piece is written in APA format, so it may be somewhat useful to you. Many linguistics faculty use MLA format instead. Chemistry: http://www.mel.nist.gov/msidlibrary/doc/framework.pdf#search=%22chemistry%20an d%20%22sample%20paper%22%22 o This piece is not written in MLA or APA format. Therefore, you SHOULD NOT use it as a model for citation. Education: http://depts.gallaudet.edu/englishworks/writing/apa_sample.html o This paper is written in APA format. SO YOU CAN USE IT AS A MODEL FOR CITATION. Sociology: http://www.teced.com/PDFs/upa2003_lk_tk_paper.pdf#search=%22sociology%20and %20%22sample%20paper%22%22 o This piece is not written in MLA or APA format. Therefore, you SHOULD NOT use it as a model for citation. Political Science: http://www.usca.edu/polisci/apls301/sample%20research%20paper.doc o This piece is not written in MLA or APA format. Therefore, you SHOULD NOT use it as a model for citation. Film Studies: http://www.filmstudies.ucsb.edu/courses/101ApaperSCAN.pdf o This piece is not written in MLA or APA format. Therefore, you SHOULD NOT use it as a model for citation. Economics: http://www.mptceconomics.org/data/Australia_Economy_Article_Critique.pdf o This piece is not written in MLA or APA format. Therefore, you SHOULD NOT use it as a model for citation. English: http://www.dianahacker.com/pdfs/Hacker-Lars-MLA.pdf. o This paper is written in MLA format. SO YOU CAN USE IT AS A MODEL FOR CITATION. Engineering: http://wwwlisc.clermont.cemagref.fr/Labo/MembresEtPagesIntermediaires/pagesperso/ anciens_membres/amblard_frederic/ressources/2002/AmblardAIS%202002.pdf o This piece is not written in MLA or APA format. Therefore, you SHOULD NOT use it as a model for citation. Computer Science: http://www.uninova.pt/~cam/ev/AIS2002cam.pdf#search=%22sociology%20and%20% 22sample%20paper%22%22 o This piece is not written in MLA or APA format. Therefore, you SHOULD
Sample Research Project in the Context of a Freshman Writing Course Prepared by Steve Tollefson, College Writing Programs, UC Berkeley, 2005 Includes Final Research Paper, Annotated Bibliography and Reflection on the Process Internalizing Dead Kings and Ambiguous Art Marian Feldman has been a member of the UC Berkeley faculty for the last seven years and is currently Assistant Professor in the Near Eastern Studies Department. She has published two articles, two reviews, and is in the editing process of her first book. The publications reveal Feldman’s process of internalizing her academic interests by the stylistic differences between the articles. In her professorial career thus far, Feldman has donned various roles as art historian, archaeologist, professor and writer. This paper provides insight as to how Feldman’s personality and different aspects show through in her writing and by changes in her writing over the course of her publishing career thus far. As I enter my first college class, my attention goes to Professor Feldman, a tall, slender woman in a loose pearl blouse with black dress pants. The combination of her graceful stance and scholarly presence distinguishes her already from the chaos of the lecture room. The calm demeanor spreads through the room as she gradually turns the lights down low, signaling the beginning of lecture, and gives life to the art historian’s companion, the slide projector. Her slow and steady speech is punctuated by inflections at nearly every other word and reflects her scholarly presence. She picks her words carefully and you can sense the moment’s thought before each. Her precisely chosen words make each one valuable as I frantically try to catch them all. Feldman incorporates her elevated vocabulary in daily speech and lecture, requiring that I form my own vocabulary list: mélange, koine, cache, lingua franca, etc.
The role of the perceived gender of an infant and the gender of adolescents on ratings of the infant will be explored. Thirty-six junior high students (18 boys and 18 girls) will view a photo of a 3-month-old infant. Students will be told the infant’s name is either “Larry,” “Laurie,” or they will not be told the infant’s name. Each student will rate the infant on 6 bipolar adjective scales (firm/soft, big/little, strong/weak, hardy/delicate, well coordinated/awkward, and beautiful/plain). It is predicted that both the name assigned to the infant and the students’ gender will affect ratings. Implications of the results for parenting and for future research will be discussed.Effect of Infant’s Perceived Gender on Adolescents’ Ratings of the Infant Many researchers agree that gender role socialization begins at the time of an infant’s birth (Haugh, Hoffman, & Cowan, 1980; Honig, 1983). Most parents are extremely interested in learning whether their newborn infant is a boy or a girl, and intentionally or not, this knowledge elicits in them a set of expectations about sex role appropriate traits (Rubin, Provenzano, & Luria, 1974). Empirical research suggests that these initial expectations, which form the basis of gender schemas (Leone & Robertson, 1989), can have a powerful impact on parents’ perceptions of and behavior toward infants (Fagot, 1978; Lewis, 1972). Gender contributes to the initial context within which adults respond to an infant and may become an influential agent in the socializing process and the development of the child’s sense of self (Berndt & Heller, 1986). Stereotyped expectations may influence gender role socialization and the acquisition of sex-typed behavior through a self-fulfilling prophecy process (Darley & Fazio, 1980). Preconceived gender-based expectations may cause the parent to elicit expected behavior from the infant and to reinforce expected behavior when it occurs; this would confirm the parents’ initial expectations.
Cisco began providing electronic support to its business in 1991 using value-added networks (VANs). The first applications offered were software downloads, defects diagnoses, and technical advice. In spring 1994, Cisco moved its system to the Web and named it Cisco Connection Online (CCO). (Not to be confused with Cisco Learning connection, which is related to e-learning at Cisco, see Chapter 5.) By 2004, Cisco’s customers and reseller partners were logging onto Cisco’s website over 2 million times a month to receive technical assistance, place and check orders, or download software. The online service has been so well received that nearly 85 percent of all customer service inquiries and 95 percent of software updates are delivered online. The service is delivered globally in 16 languages. CCO is considered a model for B2B success, and several books have been written about it. Online Ordering by Customers Virtually all of Cisco’s B2B products are made to order. Before CCO, ordering a product was a lengthy, complicated, and error-prone process because it was done by fax or by “snail mail.” Cisco began deploying Web-based commerce tools in July 1995, and within a year its Internet Product Center allowed users to configure and purchase any Cisco product over the Web. Today, a business customer’s engineer can sit down at a PC, configure a product, and find out immediately if there are any errors in the configuration (feedback is given by intelligent agents).
Payday loans are short-term loans secured against future income that have very high finance charges. Payday loans become a problem when consumers cannot repay after borrowing a substantial amount against their paychecks. Instead, consumers renew the loan and pay additional fees. Some consumers take out additional loans to pay the fees on their original payday loan. The Payday Loan Reform Act (“PLRA” or “Act”) was introduced in the State Legislature in 2005 as HB 1100, passed the House of Representatives unanimously and the Senate nearly unanimously, and became effective December 6, 2005. Prior to the passage of the PLRA there were no limits on (A) payday loan finance charges, (B) the amount that a consumer could borrow or (C) the number of loans a borrower could have at any one time. In addition, the average annual percentage rate for a payday loan was approximately 595%. With passage of the Act, the payday loan industry in Illinois became state regulated for the first time and consumers were afforded protection from a form of short-term credit that many view as abusive and predatory. The Payday Loan Reform Act provides consumer protections by restricting payday lending in several ways:...
I n spite of public controversy and warnings from regulators, a few national and regional banks are routinely making payday loans, marketed under more appealing names. As shown by previous research and discussed here, these loans are promoted as a short-term solution to a financial shortfall, but in fact they keep borrowers trapped in extremely high-cost debt for a significant portion of the year. Bank payday loans are structured in the same way as other payday loans. The bank deposits the loan amount directly into the customer’s account and then repays itself in full, plus a very high fee, directly from the customer’s next incoming direct deposit of wages or funds such as Social Security checks. If the customer’s direct deposits are not sufficient to repay the loan, the bank typically repays itself anyway within 35 days, even if the repayment overdraws the consumer’s account, triggering high overdraft fees for subsequent transactions. The great majority of banks do not offer payday loans, but as of August 2013 we are aware of at least six that do: Wells Fargo Bank, U.S. Bank, Regions Bank, Fifth Third Bank, Bank of Oklahoma and its bank affiliates,1 and Guaranty Bank. The federal prudential banking regulators—who have long expressed concern about payday lending and who stopped banks from partnering with non-bank payday lenders years ago—have recently expressed serious concern about bank payday lending and proposed guidance that would put in place important protections. In addition, the Consumer Financial Protection Bureau (CFPB) recently released initial findings based on its analysis of bank payday data, expressed concern based on those findings, and indicated that it will take further action to address those concerns. CFPB’s findings are noted throughout this chapter, and the supervisory developments are discussed in the Legislation and Regulation section at the end.