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Before the Board of Optometry Department of Consumer Affairs State of California
BEFORE THE BOARD OF OPTOMETRY DEPARTMENT OF CONSUMER AFFAIRS STATE OF CALIFORNIA In the Matter of the Amended Accusation Case No. 1002502512 Against: OAH No. 2017070083 Gary Bruce Myers 1012 Main St Ste 105 Ramona, CA 92065 Optometrist License No. 7998 Respondent DECISION The attached Proposed Decision is hereby adopted by the California State Board of Optometry, Department of Consumer Affairs, as its Decision in this matter. This Decision shall become effective December 22, 2017 . It is so ORDERED November 22, 2017 . _________________________________ Cyd Brandvein, President California State Board of Optometry 1 XAVIER BECERRA Attorney General of California 2 ANTOINETTE B. CINCOTTA Supervising Deputy Attorney General 3 NICOLE R. TRAMA Deputy Attorney General 4 State Bar No. 263607 600 West Broadway, Suite 1800 5 San Diego, CA 92101 P.O. Box 85266 6 San Diego, CA 92186-5266 Telephone: (619) 738-9441 7 Facsimile: (619) 645-2061 Attorneys for Complainant 8 BEFORE THE 9 CALIFORNIA STATE BOARD OF OPTOMETRY DEPARTMENT OF CONSUMER AFFAIRS 10 STATE OF CALIFORNIA 11 In the Matter of the Accusation Against: Case No. 1002502512 12 GARY BRUCE MYERS 13 398 D Street Ramona, CA 92065 A C C U S A T I O N 14 Optometrist License No. OPT 7998 15 Respondent. 16 17 Complainant alleges: 18 PARTIES 19 1. Jessica Sieferman (Complainant) brings this Accusation solely in her official capacity 20 as the Executive Officer of the California State Board of Optometry (Board), Department of 21 Consumer Affairs. 22 2. On or about February 3, 1984, the Board issued Optometrist License Number OPT 23 7998 to Gary Bruce Myers (Respondent). -
Options for a National Culture Symbol of Cameroon: Can the Bamenda Grassfields Traditional Dress Fit?
EAS Journal of Humanities and Cultural Studies Abbreviated Key Title: EAS J Humanit Cult Stud ISSN: 2663-0958 (Print) & ISSN: 2663-6743 (Online) Published By East African Scholars Publisher, Kenya Volume-2 | Issue-1| Jan-Feb-2020 | DOI: 10.36349/easjhcs.2020.v02i01.003 Research Article Options for a National Culture Symbol of Cameroon: Can the Bamenda Grassfields Traditional Dress Fit? Venantius Kum NGWOH Ph.D* Department of History Faculty of Arts University of Buea, Cameroon Abstract: The national symbols of Cameroon like flag, anthem, coat of arms and seal do not Article History in any way reveal her cultural background because of the political inclination of these signs. Received: 14.01.2020 In global sporting events and gatherings like World Cup and international conferences Accepted: 28.12.2020 respectively, participants who appear in traditional costume usually easily reveal their Published: 17.02.2020 nationalities. The Ghanaian Kente, Kenyan Kitenge, Nigerian Yoruba outfit, Moroccan Journal homepage: Djellaba or Indian Dhoti serve as national cultural insignia of their respective countries. The https://www.easpublisher.com/easjhcs reason why Cameroon is referred in tourist circles as a cultural mosaic is that she harbours numerous strands of culture including indigenous, Gaullist or Francophone and Anglo- Quick Response Code Saxon or Anglophone. Although aspects of indigenous culture, which have been grouped into four spheres, namely Fang-Beti, Grassfields, Sawa and Sudano-Sahelian, are dotted all over the country in multiple ways, Cameroon cannot still boast of a national culture emblem. The purpose of this article is to define the major components of a Cameroonian national culture and further identify which of them can be used as an acceptable domestic cultural device. -
5 Phonology Florian Lionnet and Larry M
5 Phonology Florian Lionnet and Larry M. Hyman 5.1. Introduction The historical relation between African and general phonology has been a mutu- ally beneficial one: the languages of the African continent provide some of the most interesting and, at times, unusual phonological phenomena, which have con- tributed to the development of phonology in quite central ways. This has been made possible by the careful descriptive work that has been done on African lan- guages, by linguists and non-linguists, and by Africanists and non-Africanists who have peeked in from time to time. Except for the click consonants of the Khoisan languages (which spill over onto some neighboring Bantu languages that have “borrowed” them), the phonological phenomena found in African languages are usually duplicated elsewhere on the globe, though not always in as concen- trated a fashion. The vast majority of African languages are tonal, and many also have vowel harmony (especially vowel height harmony and advanced tongue root [ATR] harmony). Not surprisingly, then, African languages have figured dispro- portionately in theoretical treatments of these two phenomena. On the other hand, if there is a phonological property where African languages are underrepresented, it would have to be stress systems – which rarely, if ever, achieve the complexity found in other (mostly non-tonal) languages. However, it should be noted that the languages of Africa have contributed significantly to virtually every other aspect of general phonology, and that the various developments of phonological theory have in turn often greatly contributed to a better understanding of the phonologies of African languages. Given the considerable diversity of the properties found in different parts of the continent, as well as in different genetic groups or areas, it will not be possible to provide a complete account of the phonological phenomena typically found in African languages, overviews of which are available in such works as Creissels (1994) and Clements (2000). -
Postgraduate Education in Europe Harmonising with a Dissonance?
Sakari Ahola & Osmo Kivinen Postgraduate Education in Europe Harmonising with a dissonance? This presentation deals with the emerging European postgraduate policies and their larger EU-dimensions which have motivated the establishing of a co-operative network (PG-NET) of eight European countries. The focus is on the harmonisation of the European higher education scene, especially from the Finnish point of view. The ongoing Bologna process can be seen as an expression of the will to create a common higher education market in Europe in order to promote the free mobility of students and the labour force. In this respect the speculation taken furthest is that already in the near future the effort to maintain the distinction between universities and polytechnics will be given up. In this way Europe will probably follow in the footsteps of the US, and gradually move towards a three-phase model of higher education with abroad access and initial three-year programmes leading to the bachelor’s degree that provides advanced training but that are not closely linked with the world of academic research. In the next phase a smaller part will advance through selective procedures to the master’s level on which studies are also more closely connected with scientific work. Only at the post-master’s level leading to a doctorate will the humboldtian ideal of the integrated nexus of teaching, research and learning be attained. It is argued in the paper that this kind of a two (or three) tier structure would be suitable especially from the perspective of the European Graduate School model and beneficial also to the functioning of the Finnish higher education system with its special problem points. -
The Oxford Guide to the Bantu Languages
submitted for The Oxford Guide to the Bantu Languages Bantu languages: Typology and variation Denis Creissels (3rd draft, August 12 2019) 1. Introduction With over 400 languages, the Bantu family provides an excellent empirical base for typological and comparative studies, and is particularly well suited to the study of microvariation (cf. Bloom & Petzell (this volume), Marlo (this volume)). This chapter provides an overview of the broad typological profile of Bantu languages, and of the major patterns and parameters of variation within the family. Inheritance from Proto-Bantu and uninterrupted contact between Bantu languages are certainly responsible for their relative typological homogeneity. It is however remarkable that the departures from the basic phonological and morphosyntactic structure inherited from Proto-Bantu are not equally distributed across the Bantu area. They are typically found in zone A, and to a lesser degree in (part of) zones B to D, resulting in a relatively high degree of typological diversity in this part of the Bantu area (often referred to as ‘Forest Bantu’), as opposed to the relative uniformity observed elsewhere (‘Savanna Bantu’). Typologically, Forest Bantu can be roughly characterized as intermediate between Savanna Bantu and the languages grouped with Narrow Bantu into the Southern Bantoid branch of Benue-Congo. Kiessling (this volume) provides an introduction to the West Ring languages of the Grassfields Bantu group, the closest relative of Narrow Bantu. Departures from the predominant typological profile -
Index of Educational Terms 2Nd Edition Now with Farsi
INTERNATIONAL EDUCATION RESEARCH FOUNDATION ® Index of Educational Terms 2nd Edition now with Farsi 1969-2019 Celebrating 50 years of service Index of Educational Terms We are pleased to present this 2nd edition of the Index of Educational Terms, as part of IERF’s 50th anniversary celebration. This handy resource can trace its beginnings to the 1979 publication of The Glossary of Foreign Educational Terms. Developed by Theodore Sharp, IERF’s co-founder, The Glossary focused on a selection of languages from Europe and Latin America. The Index of Educational Terms, compiled by IERF evaluators, provides glossaries from 11 major languages around the world, including Arabic, Chinese and Russian. This new edition, which now also includes Farsi, is intended as a handy tool for admissions officers, credentials analysts and registrars, the Index of Educational Terms focuses on the most commonly used terms found on international academic records. We are grateful for the enthusiastic feedback we have received over the years, since its first release in 2012. I would like to give special thanks to the following individuals for their hard work and for making this possible: Editors: Emily Tse Alice Tang Contributors: Liana Amelova Andrej Molchan Andrea Ben Zion Maryam Rawson Daniel Borhanian Irene Romo Joshua Everett Amy Santiago Matthew Fisher Traci Wells Victoria Haydenko Alvin Yin I-Hsing Lin Nina Zhao Finally, I would also like to express my appreciation to our colleagues, Ujjaini Sahasrabudhe and Herman de Leeuw, for their kind support and feedback. -
Curriculum for Licentiate Degree in Engineering 2020- 2022
1 Curriculum for Licentiate Degree in Engineering 2020- 2022 March 16, 2020 2 Contents In accordance with the Aalto University General Regulations on Teaching and Studying, the curriculum is a confirmed overall description of the learning outcomes of a licentiate programme, the goals and contents of its study modules and the courses offered as well as the organisation of teaching within a given period of time as indicated in the Aalto University General Regulations on Teaching and Studying (Section 2). When the curriculum is being designed, at least the following details must be specified for each course: name, scope in credits, timing, learning outcomes, implementation method, language of instruction, assessment methods, grading scale, prerequisites (if any), the unit responsible for and the teacher-in-charge of the course. Contents ................................................................................................................................................. 2 1. Basic information about the degree ............................................................................................. 3 1.1. Name of the degree ................................................................................................................ 3 1.2. Language of the degree .......................................................................................................... 3 1.3. Research fields ........................................................................................................................ 3 1.4. Scope of -
Master's/Licentiate Thesis Handbook
Master's and Licentiate Thesis Handbook 2020-2021 Edition Table of Contents INTRODUCTION ................................................................................................................................................................................. 3 WRITING YOUR THESIS ...................................................................................................................................................................... 3 STYLE ....................................................................................................................................................................................................... 3 THE WRITING CENTER ................................................................................................................................................................................. 4 CATHOLIC UNIVERSITY ACADEMIC AND RESEARCH COMPUTING RESOURCES ...................................................................................................... 4 USING AN INDEPENDENT TYPIST AND COPY EDITOR ............................................................................................................................................ 4 THE COPYRIGHT ......................................................................................................................................................................................... 5 ECCLESIASTICAL IMPRIMATUR ....................................................................................................................................................................... -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
Central Africa, 2021 Region of Africa
Quickworld Entity Report Central Africa, 2021 Region of Africa Quickworld Factoid Name : Central Africa Status : Region of Africa Land Area : 7,215,000 sq km - 2,786,000 sq mi Political Entities Sovereign Countries (19) Angola Burundi Cameroon Central African Republic Chad Congo (DR) Congo (Republic) Equatorial Guinea Gabon Libya Malawi Niger Nigeria Rwanda South Sudan Sudan Tanzania Uganda Zambia International Organizations Worldwide Organizations (3) Commonwealth of Nations La Francophonie United Nations Organization Continental Organizations (1) African Union Conflicts and Disputes Internal Conflicts and Secessions (1) Lybian Civil War Territorial Disputes (1) Sudan-South Sudan Border Disputes Languages Language Families (9) Bihari languages Central Sudanic languages Chadic languages English-based creoles and pidgins French-based creoles and pidgins Manobo languages Portuguese-based creoles and pidgins Prakrit languages Songhai languages © 2019 Quickworld Inc. Page 1 of 7 Quickworld Inc assumes no responsibility or liability for any errors or omissions in the content of this document. The information contained in this document is provided on an "as is" basis with no guarantees of completeness, accuracy, usefulness or timeliness. Quickworld Entity Report Central Africa, 2021 Region of Africa Languages (485) Abar Acoli Adhola Aghem Ajumbu Aka Aka Akoose Akum Akwa Alur Amba language Ambele Amdang Áncá Assangori Atong language Awing Baali Babango Babanki Bada Bafaw-Balong Bafia Bakaka Bakoko Bakole Bala Balo Baloi Bambili-Bambui Bamukumbit -
Licentiate in Sacred Theology
LICENTIATE IN SACRED THEOLOGY 2 Licentiate in Sacred Theology These guidelines are intended to assist students in understanding the features of the Licentiate in Sacred Theology (STL) program at the Boston College School of Theology and Ministry (STM). As a guide to the policies and expectations for the STL, this information will be helpful to prospective applicants, as well as to matriculated students making progress toward completing the degree. Regarding interpretation of these policies, the Associate Dean for Academic Affairs and the STL Program Director are the proper arbiters. 1. What is the STL? The STL is an advanced ecclesiastical degree that the STM offers by virtue of its status as an ecclesiastical faculty; it does so in accordance with the provisions of Sapientia Christiana. The STL is a “second cycle” degree: it follows the first level Bachelor of Sacred Theology degree (STB), the B.D., or the M.Div and is a prerequisite for the “third cycle”, the Doctor of Sacred Theology. The STL enables students to deepen their theological background in order to equip themselves for service in official capacities within dioceses and religious communities. The degree prepares students to teach theology in major seminaries, diocesan schools, and other institutions of higher learning. Through the thesis component, the degree also helps students to expand their skills in the methods of theological research and writing; these skills are crucial for doctoral work. 2. What is the focus of this degree? The Licentiate focuses on the traditional theological disciplines as represented under the following areas: 1) Biblical Studies; 2) Systematic, Historical, and Liturgical Theology; 3) Moral Theology; and 4) Church History. -
Agreement As a Grammatical Criterion for Proper Name Status in Kirundi
Agreement as a grammatical criterion for Proper Name status in Kirundi Mark VAN DE VELDE Introduction In name studies, as in other subdisciplines of linguistics, the syn- chronic grammatical analysis of proper names is generally neglected. By means of a description and analysis of the agreement properties of proper name controllers in Kirundi, this paper shows that grammatical analysis can provide onomastics with language specific formal criteria for delimiting the category of Proper Names, as well as with data that are relevant for the ongoing discussion on the meaning of names. Conversely, paying due attention to Proper Names as a grammatical category allows for a coherent analysis of some otherwise puzzling agreement phenomena in the Bantu languages, which illustrates the usefulness of name studies for other branches of linguistics. Before looking at the agreement properties of different types of Proper Names in Kirundi, I will discuss two essential theoretical dis- tinctions underlying the analysis in this paper, viz. the distinction between proper names and proprial lemmas (Section 2.1) and that between proper names as a comparative concept and Proper Names as a descriptive category (Section 2.2). I will then provide some back- ground on gender and agreement in the Bantu languages (Section 2.3). Section 3 applies the criterion of agreement on eight types of potential Proper Names. Section 4, finally, discusses the relevance of semantic agreement in Kirundi for the debate on the meaning of proper names. Preliminaries Proper names versus proprial lemmas Following Van Langendonck (2007, 7), I make an essential distinction between proprial lemmas and proper names.