...I am writing this in reply to a letter I have recieved by Molina regarding the denyal of my request for shoe orthitics. If the notes in the report states I have pes planus (flat feet), then how do I have high arches? pes planus: people with flat feet or fallen arches either have no arch, or it is very low. My feet are flat to the ground, my left foot is severely flat and my ankle rolls inward. In the letter I recieved it states that I have high arches and hammer toe which is new to me. It also states that the notes don't show any of the problems that I have been going to the doctors for. Yes, I do believe my feet are the same size they just don't stand on the ground the same, the left one falls flat to the ground with no arch at all with the ankle rolling inwards, while the other foot has very little arch....
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...a ACCA F9 Key Examinable Areas for December 2012 NOTE: These should only be used in conjunction with proper studying. We cannot guarantee that these topics will appear in the actual exam as we have not seen the exam papers. Examiners are not predictable so it is vital that all core syllabus areas are revised fully. The tips are based on Kaplan’s experience and understanding of the ACCA exams and will help focus your last minute revision. Please also read all the Examiner’s Articles – available on the ACCA Global website Investment appraisal This is a key topic which is highly likely to be examined every time. The most common technique assessed is NPV with inflation and taxation although be prepared for a twist, possibly involving some of the more basic methods of the applications of NPV such as capital rationing or lease v buy. Working Capital Management Another key topic which is likely to examined every time. Exams to date have covered much of this topic but it’s been a while since we’ve seen the more numerical aspects surrounding inventory or payables management or anything regarding cash budgeting. Valuations This has been examined in virtually every F9 exam to date. Cash flow based values have yet to be examined although the PE ratio and dividend valuation methods still appear to be the more examinable areas. This syllabus area often appears alongside cost of capital questions. Business Finance This topic has been heavily examined recently and in particular...
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...Introduction The world health organisation defines health as being a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity (WHO, 1948). In terms of education this can broken down even more with the general aim being to develop students aesthetically, creatively, critically, culturally, emotionally, intellectually, morally, physically, politically, socially and spiritually (DES and NCCA, 2003). According to the Education Act (1998) schools should promote the social and personal development of students and provide health education for them. This led to the development of a new subject called social, personal and health education (SPHE) which was introduced in the year 2000. The general aim of SPHE is to holistically develop students through a multi-dimensional view of society and an acknowledgment of the complexity and strength of the relationship between the individual and their local, national and global communities (DES and NCCA, 2003). For this to happen a school climate which encourages open communication, where conflict is handled constructively, and which promotes high standards in all its endeavours is needed, thus, an environment in which the core principles of SPHE thrive is created (SPHE.ie, 2011). Unfortunately SPHE is a subject that poses many challenges also to schools and this essay through research in the area and reference to personal experience as a teacher and student will help to investigate these challenges...
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...ECFS895 Private Equity Investment AFC Term 1 CBD 2015 Dept of Applied Finance and Actuarial Studies Contents General Information Learning Outcomes General Assessment Information Assessment Tasks Delivery and Resources Unit Schedule Learning and Teaching Activities Policies and Procedures Graduate Capabilities Changes from Previous Offering Important Notice Standards Required to Complete the Unit Satisfactorily 2 2 3 3 7 8 10 10 12 15 15 15 Disclaimer Macquarie University has taken all reasonable measures to ensure the information in this publication is accurate and up-to-date. However, the information may change or become out-dated as a result of change in University policies, procedures or rules. The University reserves the right to make changes to any information in this publication without notice. Users of this publication are advised to check the website version of this publication [or the relevant faculty or department] before acting on any information in this publication. http://unitguides.mq.edu.au/unit_offerings/52041/unit_guide/print 1 Unit guide ECFS895 Private Equity Investment General Information Unit convenor and teaching staff Lecturer (Sydney/Melbourne) Stephane Chatonsky stephane.chatonsky@mq.edu.au Contact via Email Unit Convenor / Lecturer Roger Casey roger.casey@mq.edu.au Contact via Email Credit points 2 Prerequisites (Admission to MAppFin or PGCertAppFin or GradDipAppFin) and ECFS866 Corequisites Co-badged status Unit description This...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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