Examples of how a Nonminor Dependent Meets the Postsecondary Education/ Training Requirements: Eligible Institutions Eligible Institutions include, but are not limited to: • All public postsecondary systems in California (Community College, California State University and University of California); • All public postsecondary systems outside of California (Community Colleges and Universities); • Schools approved by the Bureau for Private Postsecondary Education; • Schools accredited through the Western Association of Schools and Colleges; Revised September 7, 2011 • Schools approved or accredited through a similar body in another state; • Courses taken through correspondence or on-line studies that are affiliated with a licensed institution count towards the participation requirement. Unavailable Coursework If a nonminor dependent is unable to enroll in any coursework due to required classes being full, participation condition # 3 should be used for supporting the nonminor dependent until the nonminor dependent can enroll in the next available semester. Additionally, if a nonminor dependent is only able to enroll in one course and does not meet the part-time requirement, the nonminor dependent is eligible under participation condition #3 and this should be documented on the Transitional Independent Living Case Plan if it is not already listed as a back-up plan.
Examples of how. Transaction Fees and taxes are calculated can be seen at Appendix A to this Client Agreement.
Examples of how to formulate the goals • to get involved personally in collective discussion… • to raise awareness of the values implied … • to learn to share and empathize with different points of view • to learn to cope rationally, emotionally, creatively and responsively with their future • to enlarge the imagination about possible future STEM careers. The meta-cognition level can easily overlap with the conceptual dimension. The distinction depends on the teacher, on how she/he stresses to what extent a conceptual aspect makes that piece of knowledge or process a scientific one (to what extent a teacher points out the epistemological dimension of knowledge).
Examples of how it may work in practice Dr Xxx and Xx Xxxxxx are both ST3 trainees in obstetrics and gynaecology. They both receive their generic work schedules prior to starting in their posts. Shortly after beginning in post, they have their first meeting with their educational/clinical supervisor, during which they personalise their work schedules in accordance with t heir needs and the opportunities in the post. in order to achieve this particular learning outcome, the work schedule should be changed to allow Dr Xxx to access the training opportunity. The educational/clinical supervisor makes the necessary arrangements, and communicates this outcome to the doctor, copying the DME. After a few weeks Dr Xxx feels that he is not able to achieve a particular learning objective in the work schedule because he is never working on the day that a particular procedure takes place. Dr Xxx raises an exception report, copying the DME as the issue is related to training. Example 1:
Examples of how. We May Use and Disclose PHI Subject to applicable state law, the following are descriptions and examples of ways we use and disclose PHI:
