...D38–D51 Nucleic Acids Research, 2011, Vol. 39, Database issue doi:10.1093/nar/gkq1172 Published online 20 November 2010 Database resources of the National Center for Biotechnology Information Eric W. Sayers1,*, Tanya Barrett1, Dennis A. Benson1, Evan Bolton1, Stephen H. Bryant1, Kathi Canese1, Vyacheslav Chetvernin1, Deanna M. Church1, Michael DiCuccio1, Scott Federhen1, Michael Feolo1, Ian M. Fingerman1, Lewis Y. Geer1, Wolfgang Helmberg2, Yuri Kapustin1, David Landsman1, David J. Lipman1, Zhiyong Lu1, Thomas L. Madden1, Tom Madej1, Donna R. Maglott1, Aron Marchler-Bauer1, Vadim Miller1, Ilene Mizrachi1, James Ostell1, Anna Panchenko1, Lon Phan1, Kim D. Pruitt1, Gregory D. Schuler1, Edwin Sequeira1, Stephen T. Sherry1, Martin Shumway1, Karl Sirotkin1, Douglas Slotta1, Alexandre Souvorov1, Grigory Starchenko1, Tatiana A. Tatusova1, Lukas Wagner1, Yanli Wang1, W. John Wilbur1, Eugene Yaschenko1 and Jian Ye1 1 Downloaded from http://nar.oxfordjournals.org/ by guest on March 20, 2015 National Center for Biotechnology Information, National Library of Medicine, National Institutes of Health, Building 38A, 8600 Rockville Pike, Bethesda, MD 20894, USA and 2University Clinic of Blood Group Serology and Transfusion Medicine, Medical University of Graz, Auenbruggerplatz 3, A-8036 Graz, Austria Received September 16, 2010; Revised October 29, 2010; Accepted November 1, 2010 ABSTRACT In addition to maintaining the GenBank nucleic acid sequence database, the National Center for Biotechnology...
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...OSCOLA Oxford Standard for the Citation of Legal Authorities Fourth Edition Faculty of Law, University of Oxford www.law.ox.ac.uk/oscola Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1 General notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 1 .1 Citations and footnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 1 .1 .1 1 .1 .2 1 .1 .3 1 .1 .4 Citing cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Citing legislation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Citing secondary sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Order of sources in footnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 1 .2 Subsequent citations, cross-references and Latin ‘gadgets’ . . . . . . . . . . . . .5 1 .2 .1 Subsequent citations . . . . . . . . . . . . . . . . . . . . . . ....
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...University of Sydney Business School Referencing Guide This referencing guide has been prepared by the Business Programs Unit for use in Units of Study within The University of Sydney Business School. It is based on the Harvard referencing style. Contents 1. How to use this guide...........................................................................................................................2 2. Some basic referencing terms and rules ..............................................................................................2 3. Examples – when and how to reference ..............................................................................................3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 3.22 Placement of in-text references....................................................................................................................3 Summarising a source ..................................................................................................................................3 Paraphrasing a source .................................................................................................................................3 Short quotation .............................................................................................................................................4 Long quotation ........................................................................................
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...University of Sydney Business School Referencing Guide This referencing guide has been prepared by the Business Programs Unit for use in Units of Study within The University of Sydney Business School. It is based on the Harvard referencing style. Contents 1. How to use this guide...........................................................................................................................2 2. Some basic referencing terms and rules ..............................................................................................2 3. Examples – when and how to reference ..............................................................................................3 3.1 Placement of in-text references....................................................................................................................3 3.2 Summarising a source ..................................................................................................................................3 3.3 Paraphrasing a source .................................................................................................................................3 3.4 Short quotation .............................................................................................................................................4 3.5 Long quotation ...........................................................................................................................................
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...Advances in Accounting, incorporating Advances in International Accounting 29 (2013) 124–133 Contents lists available at SciVerse ScienceDirect Advances in Accounting, incorporating Advances in International Accounting journal homepage: www.elsevier.com/locate/adiac Continental European accounting model and accounting modernization in Germany Andreas Hellmann ⁎, Hector Perera 1, Chris Patel 2 Department of Accounting and Corporate Governance, Faculty of Business and Economics, Macquarie University, Sydney, NSW 2109, Australia a r t i c l e i n f o Keywords: Convergence German Commercial Code (Handelsgesetzbuch) International Financial Reporting Standards Act to Modernize Accounting Law (Bilanzrechtsmodernisierungsgesetz) Classification of accounting systems a b s t r a c t Classification techniques based on one or few dimensions are widely used in research studies and textbooks to explain and predict the development of accounting systems internationally. However, their usefulness in international accounting has been limited in today's globalized world. For example, in the context of the EU, IFRS are required for consolidated accounting, while national accounting systems continue to be the dominant system for unconsolidated accounting in many countries. Using Germany as a case study, the objective of this paper is to examine whether Germany can still be classified within the Continental European model of accounting following the Act to Modernize...
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...University of Sydney Business School Referencing Guide This referencing guide has been prepared by the Business Programs Unit for use in Units of Study within The University of Sydney Business School. It is based on the Harvard referencing style. Contents 1. How to use this guide...........................................................................................................................2 2. Some useful terms ...............................................................................................................................2 3. Examples – when and how to reference ..............................................................................................3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 Placement of in-text references....................................................................................................................3 Summarising a source ..................................................................................................................................3 Paraphrasing a source .................................................................................................................................3 Short quotation .............................................................................................................................................4 Long quotation .................................................................................
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...Botho University Student Regulations Student Regulations GL-BOT-014 Rev. 000 Page 1 of 24 08-06-2015 Table of Contents 1. Abbreviations and Key Terms ..................................................................................................................3 1.1 Abbreviations ...................................................................................................................................3 1.2 Key Terms.........................................................................................................................................3 2. Qualifications and Credits ........................................................................................................................5 2.1 Qualifications ...................................................................................................................................5 2.2 Credits and Notional Learning Hours ...............................................................................................5 2.2.1 Guidelines for Independent Learning Hours for Skills Training Courses .....................................6 2.2.2 Guidelines for Independent Learning Hours for Higher Education Qualifications ......................6 3. General Academic Regulations ................................................................................................................7 3.1 Entry Requirements and Exemptions ..................................................
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...discussed in person or by telephone? This may be the case if your query requires a lengthy response or a dialogue in order to address. If so, see consultation times above and/or schedule an appointment. * Are you addressing your request to the most appropriate person? Specific email title/ header to enable easy identification of subject related/ student emails * Identify the subject code of the subject you are enquiring about (as your teacher may be involved in more than one subject) in the email header. Add a brief, specific header after the subject code where appropriate Professional courtesy * Address your teacher appropriately by name (and formal title if you do not yet know them). * Use full words (avoid 'text-speak' abbreviations), correct grammar and correct spelling. * Be...
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...FAR EASTERN UNIVERSITY INSTITUTE OF TOURISM AND HOTEL MANAGEMENT “Manila Zoological & Botanical Garden: An Assessment of Facilities and Services” -------------------------------------------------- In Partial Fulfillment of the Requirements in Tourism Research Methods and Techniques Acio, Jessa Mae M. Agustin, Resurreccion F. Jr. Huang, Ya-Hui E. Magante, Maean V. Martin, Ma. Rizza Veronica G. Pacupac, Kyla Ann Marie O. Gladys B. Nocon March 2015 FAR EASTERN UNIVERSITY INTITUTE OF TOURISM AND HOTEL MANAGEMENT APPROVAL SHEET In partial fulfillment of the requirements for the degree BACHELOR OF SCIENCE IN TOURISM MANAGEMENT, this tourism research paper entitled “Manila Zoological & Botanical Garden: An Assessment of Facilities and Services,” prepared and submitted by Jessa Mae M. Acio, Resurreccion F. Agustin Jr., Ya-Hui E. Huang, Maean V. Magante, Ma. Rizza Veronica G. Martin, and Kyla Ann Marie O. Pacupac, is hereby recommended for submission for the Oral Presentation. _________________________ Adviser Approved by the Research Committee for the Oral Examination conducted on ______________________________ (date) with the grade of __________ %. THE RESEARCH AND PANEL COMMITTEE ______________________________ Chairman ____________________ Member ____________________ Member Accepted as partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN TOURISM MANAGEMENT. _________________________ Dean ...
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...ISCHOOL OF FINANCE AND BANKING (SFB) UNDERGRADUATE INTERNSHIP REPORT PREPARED BY: Benjamin AMAHORO REGISTRATION NUMBER: GSF 20103386 PLACED IN: FINA BANK LTD ACADEMIC YEAR: 2012-2013 INTERNSHIP PERIOD: FROM: 28TH JANUARY TO 28TH MARCH 2013 BACHELOR OF BUSINESS ADMINISTRATION IN: ACCOUNTING NAME OF ACADEMIC SUPERVISOR IN FIELD: DR IBRAHIM MUSOBO Acknowledgements I would like to sincerely thank the management and staff of FINA BANK Ltd for allowing me to do my internship within this organization. I am grateful to my internal supervisor, Service delivery manager who willingly accepted to supervise and support me on the course of the training. My deep thanks go to the administration of SFB and career center for providing us the necessary knowledge and tools that equipped us for the internship. I am also thankful to my beloved parents for the moral and financial supports. I am grateful to my brothers and sisters for spiritual, financial, or moral support they contributed during my studies. i Declaration I hereby declare that, except where otherwise indicated, this document is entirely my own work and has not been submitted in whole or in part to any other university. Name: ……………………………………………………………. Signature: ……………………………..: Date: …………………. ii CERTIFICATE I, Mr. Jean Pierre SINDIZERA, the Service Delivery Manager at FINA Bank Ltd, certify that this report is a genuine work of Benjamin AMAHORO who has carried out his internship in FINA Bank Ltd, for...
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...students’ competence in practice Kathleen Duffy Caledonian Nursing and Midwifery Research Centre School of Nursing, Midwifery and Community Health Glasgow Caledonian University This study was funded by a scholarship from the Nursing and Midwifery Council (formally The United Kingdom Central Council for Nursing, Midwifery and Health Visiting). January 2003 ISBN 1-903661-40-4 CONTENTS LIST CONTENT PAGE ACKNOWLEDGEMENTS GLOSSARY OF TERMS AND ABBREVIATIONS ABSTRACT CHAPTER 1: BACKGROUND TO THE STUDY 1.1 Introduction 1.2 Background to the study 1.3 Aim of study CHAPTER 2: METHODOLOGY 2.1 Grounded theory 2.2 Data collection 2.2.1 Sampling 2.2.2 Participants 2.2.3 Methods 2.2.4 Ethical considerations and access 2.3 Data analysis 2.3.1 Rigour and trustworthiness 2.4 Chapter summary CHAPTER 3: CATEGORY ONE: THE CURRENT DILEMMAS 3.1 Existing problems 3.2 More fail theory than practice 3.3 Differing agendas 3.4 Chapter summary CHAPTER 4: CATEGORY TWO: THE PROCESS OF MANAGING A FAILED CLINICAL ASSESSMENT 4.1 Identifying the weak student 4.2 Developing a plan of action 4.3 The decision to fail 4.4 After the deed is done 4.5 Chapter summary CHAPTER 5: CATEGORY THREE: FAILING TO FAIL 5.1 Leaving it too late 5.2 Personal consequences 5.3 Facing personal challenges 5.4 Experience and confidence 5.5 Chapter summary PAGE 1 2 3 4 6 6 6 10 11 11 12 12 13 14 14 16 16 19 20 20 23 24 26 28 28 32 36 41 45 47 47 52 55 60 62 1 CHAPTER 6: CATEGORY FOUR: DOING ENOUGH TO PASS 6.1 Not bad enough...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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.... ReseaRching and WRiting a disseRtation a guidebook foR business students Colin Fisher second edition . Researching and Writing a Dissertation: A Guidebook for Business Students . We work with leading authors to develop the strongest educational materials in management, bringing cutting-edge thinking and best learning practice to a global market. Under a range of well-known imprints, including Financial Times Prentice Hall, we craft high-quality print and electronic publications which help readers to understand and apply their content, whether studying or at work. To find out more about the complete range of our publishing, please visit us on the World Wide Web at: www.pearsoned.co.uk . Researching and Writing a Dissertation: A Guidebook for Business Students Second edition Colin Fisher with John Buglear Diannah Lowry Alistair Mutch Carole Tansley . Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published 2004 Second edition 2007 © Pearson Education Limited 2004 © Pearson Education Limited 2007 The right of Colin Fisher to be identified as author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical...
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...Y METHODS IN EDUCATIONAL RESEARCH From Theory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle METHODS IN EDUCATIONAL RESEARCH Y METHODS IN EDUCATIONAL RESEARCH From Theory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle Copyright © 2006 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this...
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...# 2004 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria SDLANG-T/1/2005±2008 LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE...
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