Books on the topic 'Standard reference. eng'

The textbook includes the organization of independent work c system Thomson Reuters students studying disciplines related to the management of a portfolio of financial assets. Theoretical and practical information, as well as an algorithm for working with Thomson Reuters for solving educational and scientific problems. At the end of the training manuals given references. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for students enrolled in training 38.04.02 "Management" (master program "Investment management in the innovation economy").

In the textbook, the rules of Russian spelling and punctuation are grouped by topics: "Spelling of roots", "Spelling of suffixes and endings", "Use of hyphens", "Colons and dashes", etc. Training exercises will help to consolidate the theoretical material. The summary tables and answers to the exercises given at the end of the book allow you to control yourself during independent classes. The reference nature of the book contributes to the rapid and successful preparation for control works, tests and exams in the Russian language. Meets the requirements of the federal state standards of secondary vocational education of the latest generation. For students of secondary vocational education, as well as for high school students, applicants, students and everyone who wants to master the skills of literate writing.

The purpose of the textbook is to give students an idea of the theoretical grammar of the English language and the issues that it solves. The basics of the general grammatical theory and theoretical grammar of the modern English language are described. The sections of grammar — morphology and syntax, their correlation in different languages are considered. The most important grammatical concepts are analyzed: a word, a phrase, a sentence. The idea of the theory of parts of speech, as well as parts of speech in the English language is given. The textbook includes eight chapters, a bibliographic list and appendices containing additional material. Each chapter is devoted to a specific question of theoretical grammar. At the end of each chapter, conclusions are given — a summary of its essence, a list of references, questions and tasks that help to assimilate the material are given. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is recommended for students of philological faculties of universities studying the theory of grammar and theoretical grammar of the English language.

This chapter identifies the content and scope of application of the EU prohibition of refoulement. Following the ‘cumulative standards’ approach, the analysis incorporates developments in international human rights law (IHRL) and international refugee law (IRL). Taking account of the prominent role of the ECHR and the Refugee Convention (CSR51) as sources of Article 19 CFR, these are the two main instruments taken in consideration. The scope of application of Articles 33 CSR51 and 3 ECHR will be identified in turns. Autonomous requirements of EU law will be determined by reference to the asylum acquis as interpreted by the CJEU. The main focus will be on the establishment of the territorial reach of EU non-refoulement. The idea that it may be territorially confined will be rejected. Drawing on the ‘Fransson paradigm’, a ‘functional’ understanding of the ‘implementation of EU law’ standard under Article 51 CFR will be put forward, as the decisive factor to determine applicability of Charter provisions. The implications of non-refoulement for the different measures of extraterritorial control considered in Part I will be delineated at the end.

Arterial hypertension is a well-recognized manifestation of various forms of renal disease both in adults and children. In the paediatric age group, standards for normal blood pressure are different from adults and have now been satisfactorily defined as have standards for measuring blood pressure. The epidemic of overweight and obesity in youth is increasing the prevalence of hypertension among children and adolescents. Measurement of blood pressure requires a technique specific for different age groups of the paediatric population, is more complex and requires particular expertise. Reference values in children requires adaptation to the age and size of the child and interpretation must be related to normative values specific for age, sex, and height. Evaluation for causes of secondary hypertension and for end-organ damage is basically similar in children as in adults. This chapter discusses measuring blood pressure, blood pressure standards, definition, classification, clinical presentation, and diagnostic approach to hypertension in children.

Routine assessment of nutritional status should be part of normal practice when seeing any patient. The purpose is to document objective nutritional parameters (e.g. anthropometry), identify nutritional deficiencies, and establish nutritional needs. Protein–energy malnutrition has many adverse consequences including growth failure (identified by reference to standard growth charts). Worldwide, malnutrition contributes to a third of deaths in children under 5 years of age, and one in nine people don’t have enough food to lead an active and healthy life. In developed countries, malnutrition complicates both acute and chronic illness with negative effects on outcomes. In clinical practice, a useful approach to nutritional assessment is to consider three elements: ‘what you are’ (i.e. body habitus—underweight for height; short for age; etc.), ‘what you can do’ (functional activity), and ‘what you eat’ (current nutritional intake).

Musical comedy in London’s West End theatres during and on either side of the Edwardian period is reassessed against the traditional narrative of period obsolescence and Americanization. This is done through close readings of audience capacity and demographics, musical economics, musical topics, script and lyric writing (including humour), standard plots, performance practice, and opulent production values. The genre’s celebration of modernity and investment not only in the British Empire but also in its own merchandise and afterlife of amateur productions is analysed. Special reference is made to the producer George Edwardes; the composers Lionel Monckton, Paul Rubens, and Howard Talbot; the lyricist Adrian Ross; the stars Gertie Millar and George Grossmith; and the shows The Arcadians, To-Night’s the Night, The Quaker Girl, and A Country Girl. The genre’s particular appeal during the First World War is also covered. Research questions for the future are raised.

The Backyard Duck Book is a revised edition of Nyiri Murtagh’s popular book, For the Love of Ducks, but with colour photographs of the duck breeds. It covers all aspects of duck husbandry, from selecting a breed and buying ducks to housing, breeding, feeding and health. It includes a description of each of the duck breeds currently available in Australia, the standards for each breed, their egg-laying capacity and their potential as table birds. The book also has a comprehensive section on artificial incubation of eggs that includes step-by-step instructions on how to test eggs for fertility and defects. Crossbreeding, developing your own lines and raising ducks for meat are also covered. Backyard poultry farmers, small-acre farmers and hobby farmers will find this book an enjoyable and useful reference.

Over 3,900 entriesThis best-selling dictionary contains entries on all aspects of accounting, including financial accounting, financial reporting, management accounting, taxation, auditing, corporate finance, and accounting bodies and institutions. Its international coverage includes important terms from the UK, US, Australia, India, and Asia-Pacific.New entries reflect the latest developments in the accounting profession, e.g. Accounting Council, European Financial Stability Mechanism, and General Anti-Abuse Rule. Existing entries have been updated to cover the latest developments, most notably the Financial Reporting Standard Applicable in the UK and the Republic of Ireland, which sets out new rules in areas such as goodwill, hedge accounting, and fair value accounting. There is increased coverage of topics such as corporate governance, accounting ethics, accounting scandals, and major firms and professional bodies.This dictionary is essential for students and professionals in accounting and finance, and an ideal source of reference for anyone seeking a clear guide to the often-confusing world of accountancy terms.

Corporate social responsibility is a subject of growing importance in business and law. Today, no analysis of corporate governance systems would be complete without considering the pressures on companies to be seen as responsible corporate citizens. This chapter provides a descriptive overview of developments in the field, including increasing voluntary and required environmental, social, and governance (ESG) disclosure; and proliferating voluntary and multilateral standards for responsible corporate behavior. It reviews some of the more significant empirical evidence on the financial results of companies’ implementation of corporate responsibility initiatives, including the effects of such initiatives on innovation, trust, and social welfare. It concludes with an analysis relating these developments to arguments about the objectives of the corporation and the shareholder/stakeholder debate—with particular reference to the argument between Cornell Distinguished Professor of Corporate and Business Law, Lynn A. Stout, and Chief Justice of the Delaware Supreme Court, Leo E. Strine, Jr.

Vocational education and training has emerged from traditional industry and technical training into a vigorous post-compulsory education sector focused on satisfying the ever-changing demands of today’s employers. This chapter considers issues around the accreditation and regulation of providers and the assessment and certification of outcomes. Quality and comparability of outcomes has been a common concern for regulatory regimes. The front-end emphasis of training assessors and the requirement for workplace assessment contexts is designed to align with employer needs. However there are legitimate concerns about the consistency of judgments. Competency based assessment (CBA) has been the dominant assessment model and contrasts with the traditional assessment approach in general education. However the more recent standards-referenced assessment movement in the latter sector suggests ways in which assessment approaches are converging. Employability and 21st century skills reinforce the interest in developing generic skills in all sectors of education.

In contrast with humanitarian access or the provision of humanitarian assistance, humanitarian intervention is commonly defined as the threat or use of force by a state to prevent or end widespread and grave violations of the fundamental human rights of individuals other than its own citizens, without the permission of the state within whose territory force is applied. In support of their cause, advocates of humanitarian intervention often draw upon and reference the authority of the notional “just war.” The four main ways by which humanitarian intervention has been connected to the idea of the just war relate to the ideals of self-determination, punishment, responsibility, and conditional sovereignty. For a humanitarian intervention to be considered legitimate, there must be a just cause for intervention; the use of force must be a last resort; it must meet the standard of proportionality; and there must be a good likelihood that the use of force will contribute to a positive humanitarian outcome. The historical practice of humanitarian intervention can be traced from the nineteenth century to the recognition of the Responsibility to Protect by the World Summit in 2005 and its application in Darfur. Major conceptual debates surrounding humanitarian intervention include the problematic relation between sovereignty and human rights, the legal status of intervention, the issue of multilateralism versus unilateralism, and the quest for criteria for intervention.

The first completely researched history of U.S. Spanish-language television traces the rise of two foremost, if widely unrecognized, modern American enterprises—the Spanish-language networks Univision and Telemundo. It is a standard scholarly history constructed from archives, original interviews, reportage, and other public materials. Occasioned by the public’s wakening to a “Latinization” of the U.S., the book demonstrates that the emergence of Spanish-language television as a force in mass communication is essential to understanding the increasing role of Latinos and Latino affairs in modern American society. It argues that a combination of foreign and domestic entrepreneurs and innovators who overcame large odds resolves a significant and timely question: In an English-speaking country, how could a Spanish-speaking institution have emerged? Through exploration of significant and colorful pioneers, continuing conflicts and setbacks, landmark strides, and ongoing controversies—and with revelations that include regulatory indecision, behind-the-scenes tug-of-war, and the internationalization of U.S. mass media—the rise of a Spanish-language institution in the English-speaking U.S. is explained. Nine chapters that begin with Spanish-language television’s inception in 1961 and end 2012 chronologically narrate the endeavor’s first 50 years. Events, passages, and themes are thoroughly referenced.

Experienced neurologists work fast. They ask few questions, maybe perform a brief examination, and come up with the right answer. Sometimes they do neither and their conclusions are accurate—but how do they do it? Traditionally, the diagnostic process includes pattern recognition and probabilistic, causal, or deterministic methods. The aeronautical expert uses so-called demons—which are essentially memorized diagnostic shortcuts that help to solve problems rapidly. In this text they are called Handles. Another complementary diagnostic process is the use of caveats, or Red Flags, which are negative Handles in the sense that if one encounters a Red Flag, then the diagnosis should be reconsidered. This book provides diagnostic shortcuts, collected by the authors through their own observations, with many others identified at grand rounds and conferences. Thus a diagnosis may be reached rapidly by applying a mixture of Handles and Flags. The Handles and Flags are grouped into regions based on standard neurological history and examination, and others in relation to specific diseases. The book contains thirteen chapters, which for the most part focus on a particular neurological condition, namely demyelination, headache, epilepsy and sleep, myopathy and motor neuron disorders, movement disorders, stroke, peripheral neuropathy, cerebellar ataxia, and dementia. The remaining chapters are concerned with the clinician’s initial impressions (first encounters), cranial nerves, limbs and trunk, spinal lesions, and cerebrospinal fluid. At the end of each chapter is a summary of the salient points and a few key references. Most Handles, are illustrated by a table, figure, or video clip to reinforce a particular message.

<p><b>Bentonites</b> are rocks mostly consisting of swelling clay minerals. They were first described from the Cretaceous Benton Shale near Rock River, Wyoming, USA. </p> <p> Because of their useful properties (e.g. highly adsorbent, cation exchanging, swelling), bentonites have many uses, in industry (among them as drilling mud, purification agent, binder, adsorbent, paper production), culture (for e.g. pottery) and medicine/cosmetics/cat litter, civil engineering, and in the future even in the disposal of high-level nuclear waste. </p> <p> Particular chemical characteristics of bentonite clay minerals are rather variable but critically determine their suitability for a particular application. </p> <p> The 15 specialist authors discuss bentonite terminology, classification and genesis and use in eight chapters. Individual chapters deal with the methods bentonites are analysed with, their properties and performance in terms of parameters such as cation exchange capactiy, rheology, coagulation concentraion, water uptake capacity, free swelling, and electrical resistivity (amongst others). </p> <p> A chapter is dedicated to the sources of bentonites, the technology employed to produce them, and how quality control is carried out both in the mine and the laboratory. A further chapter is dedicated to methods of processing the mined material, different activation methods, drying, grinding, and purification. </p> <P> Use cases for bentonites are discussed in a chapter of its own. References, a section on norms and standards, and a list of abbreviations complete the text. </p> <p> The volume addresses students, researchers, and professionals in the mineral industry dealing with bentonite and their clay-mineral constituents, quality assessement and control, and persons that use bentonites in their products. </p>

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

This book develops a new interpretation of Propertius’ use of Greek myth and of his relationship to Virgil, working out the implications of a revised relative dating of the two poets’ early works. It begins by examining from an intertextual perspective all of the mythological references in the first book of Propertius. Mythological allegory emerges as the vehicle for a polemic against Virgil over the question of which of them would be the standard-bearer for Alexandrian poetry at Rome. Virgil began the debate with elegy by creating a quasi-mythological figure out of Cornelius Gallus, and Propertius responded in kind: his Milanion, Hylas and several of his own Galluses respond primarily to Virgil’s Gallus. In the Georgics, Virgil’s Aristaeus and Orpheus are, in part, a response to Propertius; Propertius then responds in his second book via his own conception of Orpheus and Adonis. The polemic then took a different direction, in the light of Virgil’s announcement of his intention to write an epic for Octavian. Virgilian pastoral was no longer the antithesis of elegy, but its near neighbour. Propertius critiqued Virgil’s turn to epic in mythological terms throughout his second book, while also developing a new line of attack. Beginning in his second book and intensifying in his third, Propertius insinuated that Virgil’s epic in progress would turn out to be a tedious neo-Ennian annalistic epic on the military exploits of Augustus. In his fourth book, Propertius finally acknowledged the published Aeneid as a masterpiece; but by then Virgil’s death had brought an end to the fierce rivalry that had shaped Propertius’ career as a poet.