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delight for me to introduce dr. steven.case who actually was born and spent.part of his time born in brooklyn and.spent part of his time on Long Island he.earned his BS in biology from PMC.colleges in Chester Pennsylvania his.master's in genetics from wilkes College.in wilkes-barre Pennsylvania and his PhD.in cellular and molecular biology from.the University of Southern California.Los Angeles he then did his post-grad.training at the Karolinska Institute and.also at Yale he's been at the University.of Mississippi since 1979 and been a.professor in the department of.biochemistry since 1990 during his.research career he was a principal.investigator for over 22 million dollars.worth of funding and authored more than.50 scientific publications he's also.served as an ad hoc reviewer for funding.agencies and scientific journals and was.the editor of gene until 1992 and the.senior editor for the north south.american international journal of.biologic macromolecules with that you.might ask why is he coming today to.speak to us for medical education Grand.Rounds well in two thousand dr. case had.a career change and was appointed.associate dean for medical school.admissions and chair of the admissions.committee at the University of.Mississippi he then is served with the.double AMC on the group for student.affairs he's been the chair of the.southern region GSA he's also a member.of the GSA National Steering Committee.the double AMC annual meeting planning.committee the double AMC criminal.background check implementation Advisory.Committee and has is a trained.facilitator for the double AMC holistic.review admissions workshops I find it.ironic that he's coming to talk today.since the double AMC just released.yesterday their data on the medical.school admissions classes so it turns.out there's been a 1.5 percent increase.in enrollment to medical schools 19,000.517 medicals medical students were.enrolled this year there was a 3.1.percent increase in applications so.there were forty five thousand two.hundred and sixty.applications for medical school this.year the average undergraduate GPA was.3.5 for and the mean MCAT was 29 and.there were the of all of the medical.students admitted to medical school this.year 771 were from new medical schools.that had just gotten accreditation.within the last three years or four.years so with that doctor case is going.to talk about transforming medical.school admissions well it is indeed an.honor to be able to address you today.the head I'm going to be wearing during.most of my presentation will be in my.current role on the double AMC chair of.the National Committee on admissions I'm.not here to lecture you about your.admissions process but what I'd like to.do today is give you a feel at the.national level about some.transformations that are taking place in.medical school admissions if I'm.successful I hope to convince you that.there have been three or four major.projects although highly related they've.been frankly running on independent.tracks and perhaps now for the first.time at double AMC there's going to be.some effort to pull all these tracks.together and get us going in the same.direction so if you allow me I'll move.on and share with you what I'd like to.do today when Darryl curse first became.president and CEO of the double AMC he.identified about three or four areas.that he considered high priority for his.attention and transforming medical.school admissions was one of them in the.sep tember 2010 a double AMC reporter.article he took the lead and I'd like to.just show you a few bullet points from.what he laid out there first to.recognize in his view the call for.transformative medical school admissions.was coming from the top down the.leadership of double AMC thought it was.time to implement some changes it was.very careful to point out that things.weren't broken and medical school.admissions I think all of our medical.schools nationwide enjoy very.I success rate if you look at things.such as graduation outcomes so what was.there to tickle with and I think the key.that he was trying to emphasize was that.whether it's for practical reasons or.philosophical reasons a lot of our.processes were driven by metrics grades.and mcat scores are always the fall back.to go back and look at applicants and.what few people appreciated them or I.will say even appreciate now is that.there are data to support the notion.that a wide range of metrics can predict.success in medical school so i'll throw.one number out to you perhaps you're not.familiar with if you look at graduation.rates mcats from 24 to 45 there's no.significant difference in graduation.rates nationwide for medical school so.the contact that dr. cursed was trying.to put here is although many of us tend.to lean on metrics in our admissions.decisions were we missing applicants who.may have lower but quite acceptable.metrics who had lots of other things to.offer our students and medical school as.well as for physicians in the practicing.workforce so what's the issue the issue.is metrics are easier things for medical.schools to process you've got roughly.5,000 applicants to Mount Sinai School.of Medicine it's certainly a lot easier.to process a list of metrics than it is.to take the time and delve into.applicants and learn about for example.the life experiences that they have or.the personal attributes that they might.contribute to your medical school class.I think it was very key to dr. Kirsch.recognized it's not that admissions.committee were unwilling to consider.these things but they didn't have tools.in hand and so he was committed to.having a number of projects on going to.get some high profile attention perhaps.to help close this gap in the admissions.process and his rationale for doing so.was research based on other professions.that showed when these other factors.were taken.into consideration one can in fact.influence and to some degree even alter.the pool of applicants who do get.interviewed for professional school so.let me show you some of the projects.then we're on going and again this is.something that began before dr. Kirsch.came on board but he has certainly been.an advocate of the holistic review.project this team has been working for.some years they've put out some key.publications most of them come under the.heading of the roadmap to diversity the.first publication that came out 2008 had.to do with the legal foundations for.medical schools considering diversity in.the admissions process in 2010 their.second publication came out which talked.about doing a holistic review admissions.process the third publication this.series will come out next year in 2013.and that will talk about evaluating the.outcomes of holistic review processes so.a project that's been supported by a.number of major publications providing.information one of the sides spin off so.the holistic review project has been the.holistic review admissions workshop I'm.about a one of about a dozen or so.trained facilitators we've got around.the country over the past three years.and I've actually done this workshop at.43 different medical schools this is one.of those things if the medical school is.interested they apply to double AMC and.they select the schools that they can.accommodate they've been averaging about.ten or twelve of these workshops per.year the workshop on site basically.entails a half-day pretty intense.facilitator lead session with your.admissions committee or other related.people they are given some wonderful.tools during this workshop not the least.of which is this publication that allows.participants to follow through the.lessons and the activities during the.workshop and most importantly the.workshop should really be the catalyst.for a series of subsequent meetings that.the school is willing to commit to and.where their admissions committee and.related missions officers discuss how.and what would they like to implement.from what they learned during this.workshop let me summarize the take-home.messages of the workshop in the.following way number one the major point.to be made is that the admissions.process for any medical school should be.grounded in the mission and the.diversity interest that's unique to each.medical school secondly it touts the.idea that diversity is a driver of.educational excellence thirdly diversity.is not limited to race ethnicity and.gender but diversity describes the.multiple dimensions by which we should.be able to describe our applicants to.students we want to educate and the.physicians we'd like to graduate into.the workforce diversity should include.demographic things including socio.economic and educational backgrounds.diversity should include the life.experiences that an applicant brings to.us as well as the personal attributes.they have it's up to each school to.define those experiences and attributes.as well as the metrics that they seek.but the concept then is that if you put.these three things on the table that's.why we refer to as the eam model.experiences attributes and metrics by.and large for a lot of medical schools.although those three things are being.considered its metrics that's tipping.the scale and one of the outcomes of the.holistic review workshop is a model that.perhaps one can use to help balance the.consideration of experiences attributes.and metrics in other words help justify.or rationalize or document how.applicants with some superlative metrics.are not being accepted to your medical.school because they lack either the.experiences or personal attributes that.you seek or conversely applicants who.might have would you consider being.minimally acceptable metrics are being.accepted because they happen to bring.some very unique life experiences and or.personal attributes that would add to.the.educational benefit of all your students.so that's a take-home message of that.workshop on a separate parallel track.there's the mr5 committee that acronym.stands for the fifth review of the.medical college admissions test you're.all probably quite familiar with the.exam but you might not realize the same.exam has been given since 1999 and even.psychomech partitions will tell you.every now then you've got to review.these things so I just like you to know.that the double AMC assembled a.committee they work for three years they.took lots of input from stakeholders.including undergraduate and Medical.School faculty public opinion polls.content experts etc and after lots of.deliberations over three years made some.very profound recommendations for.changes in the medical college.admissions tests which are summarized in.this last bullet first and foremost they.decided that biochemistry should be part.of the content of the medical college.admissions test and to support the.notion that medical school should be.seeking students who have something to.offer besides their background in.science courses please remember I'm a.biochemist now that they should also.have some background in Social and.Behavioral Sciences so in 2015 starting.the spring this is what the new mcat.will look like biochemistry is.incorporated there under biological and.biochemical foundations chemistry and.physics are sort of in a section they.used to be in any way the lower.left-hand quadrant here you got the.psychological social and biological.foundations of behavior emphasizing.again the desire for students to have.some familiarity with these areas and.then last the critical analysis and.reading skills the folks at the mcat I.think have done a fantastic job in terms.of making materials available this is.the second dition of their mcat preview.guy for 2015 what you need to know is.that for all four sections of the exam.that I show.you this guide lists the foundational.concepts underlying each of the four.sections of the exam as well as content.categories and sample questions but.Committee on admissions later this fall.will actually be reaching out to our.medical schools nationwide reminding.folks it's not just the admissions.officers who need to be aware of these.things but we need the admissions.officers at medical schools nationwide.to be reaching out to the undergraduate.schools that help feed you and make sure.that the undergraduate pre medical.advisors are aware these forthcoming.changes we've also been reaching out to.them directly through the national.associations of Health Professions.advisors okay so changes in the MCAT on.the third independent in parallel track.I see smiles around the table so.certainly a number of you here in the.room are familiar with this report that.came out in 2010 it's the conclusion of.the Howard Hughes Medical Institute.double AMC Joint Committee the report.was titled scientific foundations for.future physicians and to very briefly.state the intent they asked the question.what does an entering medical student.need to succeed in medical school what.does a medical student need to graduate.and be a successful postgraduate medical.student and the bottom line is that they.recommend giving both the students and.the faculty who teach students added.flexibility and the first target of this.was trying to drop the concept of making.everything based on a list of required.courses and perhaps substituting that.with the idea of achieving competencies.if you have time to look at this report.I can give you the quick digestion of it.for schools like mine that have.traditionally had a list of required.courses their recommendation instead is.ask if your applicant has met these.eight entering student competencies and.if your medical school is brave enough.ask if your graduates have met their.suggested list.eight medical student competencies don't.panic these things are not as simple as.they appear for each of these.competencies there's a good list of.learning objectives through which.hopefully the pre-medical and medical.student would achieve these competencies.but this absolutely was a pretty bold.concept to put out across the country.dance schools to start thinking this way.certainly as a biochemist I was anxious.to see how the scientific community.would react to that it was pleasantly.surprised to find the following a lead.guest editorial in science magazine came.out strongly in support of moving from.required courses to competencies that.same issue had a letter down here.competencies a cure for the pre medical.education curriculum signed off by more.than 30 very prominent scientist.supporting the notion that this would.actually give them greater flexibility.in undergraduate education if medical.schools in fact would consider moving to.this model and last but not least the.American Society for biological.chemistry and molecular biology came out.with a position paper and I'll summarize.their paper with the following slide.their recommendation in terms of what a.pre medical curriculum should have.remembering in parallel that the MCAT.has suggested biochemistry be part of.the subject matter their recommendation.was the following first off an applicant.should have some exposure to biology but.for all the schools who like to list.biology 1 and 2 as an entrance.requirement how they consider the fact.that it's some undergraduate.institutions this is still talking about.taxonomy by and botany have they.actually thought about the content of.what they're asking this courses so say.if you want to require biology have.something more modernized cellular.molecular biology biological information.transfer this would be more useful for.an entering medical student than.some of the classic biology courses that.are being taught secondly in terms of.chemistry for a science major the normal.track to get to biochemistry is two full.years of chemistry the American.biological chemistry society recommended.not for science major but for a student.who's interested in entering medical.school perhaps the two full years of.chemistry general chemistry and organic.chemistry could be distilled down to one.year of chemistry relevant to a.biochemistry course and then that would.allow the student in their third.semester to get into an introductory.biochemistry course so streamlining the.pathway by which an undergraduate can.get to biochemistry I think you have to.admit there's not too many science.majors excuse me non-science majors are.willing to go through five semesters of.chemistry for the opportunity to apply.to medical school so they've actually.recommended streamlining that the same.paper also noted the value and.laboratory courses associated with the.sciences but again question does the.student really need to take laboratories.in all of the science courses that we.typically require or instead would a.well-designed single laboratory course.in any one of those subjects in which.the student was introduced to the.concepts of research methods and.particularly statistics and analyzing.data if that not what's with that not.suffice and getting an entering medical.student what they need to begin their.medical education on a fourth track and.there's about this time I think that the.National Committee on admissions.recognized we had these trains running.on parallel tracks we have to request.the double AMC to start thinking about.bringing these things under one umbrella.and so I'm going to use this as an.independent track at the moment what was.initiated under Darrell crushers.leadership was the so-called admissions.initiatives and these got broken down.into two categories the first had to do.with personal.competencies and this is being headed up.by steve fitzpatrick at the double AMC.working very closely with the National.Committee on admissions the goal here.was taking input from that mr5 committee.that revamped the MCAT as well as a.subgroup of them called the innovations.working lab our National Committee on.admissions as well as the committee on.diversity affairs and the goal was to.come up with a common set of core.personal competencies that we could all.agree on this is not to say any one.medical school would be limited to these.nine personal competencies but try to.identify nine it wasn't a target of nine.we ended up with nine that we felt all.medical schools could agree to and this.is how they broke down the idea that.would be some would-be interpersonal.competencies is listed here service.orientation social interpersonal skills.cultural competence teamwork oral.communication and complement that the.following intra personal competencies.integrity and ethics reliability.dependability resilience and.adaptability and capacity for.improvement why try to come up with a.common set of personal competencies the.idea being that if we could get medical.schools to agree on a common set then.perhaps we could move forward and look.for multiple ways of assessing these now.these are ideas these are not things in.process yet the list has been agreed to.but to give you some idea of the.application we're talking about for.example as part of the am cast.application asking applicants to reflect.on the personal experiences that they.have that might illustrate their.strengths in these personal competencies.at the same time perhaps develop an.evaluation form that hypothetically.might replace or be appended to faculty.evaluations that asked external raiders.to evaluate applicants on this common.list.personal competencies and last but not.least and perhaps the most far-fetched.at the moment is looking into some type.of national nationally administered.behavioral exam that might also provide.some measures of these personal.competencies so again the concept being.if there is a common list we can agree.to perhaps we can get these things.evaluated for each applicant through.multiple sources therefore giving.admissions committee a little more.confidence versus some of us rely on the.interaction of a single interviewer in.evaluating ethical knowledge of an.applicant also under admissions.initiatives there's the academic.component to complement the personal.side Henry sondheimer at the double AMC.is heading up this initiative it will.recognize or what started this was the.recognition that the MCAT was scheduled.to be changed that will include.biochemistry in it the question became.what options are there for schools.besides their list of required courses.and how many schools would be willing to.consider these options so back in March.of 2012 with the assistance of the.committee and emissions and the double.AMC staff we actually went out and.surveyed admissions officers on this.area I'm just going to briefly summarize.a few points number one at least.two-thirds or the responding schools.admitted to the fact that in spite of.all these things that were going on with.the MCAT the Howard Hughes report etc.more than two-thirds of the schools had.not taken the time to sit down and even.look at their current list of required.courses more than half the schools also.admitted they had no plans to do so in.the next two years north of those.schools have they started any.discussions about moving from required.courses to competency-based admissions.in other words things were at a pretty.stagnant situation nationwide.recognizing that going from required.courses hypothetically to.competency-based admissions would take.considerable times nothing that's going.to.and with the throw of switch could we.from the double am seeing the Committee.on admissions offer some intermediate.solutions that schools would consider so.the bridge solution that was put on the.table for schools to consider I will try.to illustrate in the following way for.example if your school like mine that.has a list of required courses what.might this alternative bridge look like.well one solution was to list the final.course in a series rather than prescribe.all the courses to get there let me see.if I can illustrate that for you for.example we require two semesters of.biology how might we define that in this.new bridge model simply say you need a.second semester of biology I know that.doesn't look too earth-shattering at you.all right let's look at chemistry.however we now would say if we want our.students to have biochemistry our.current format would say you need two.semesters of general chemistry two.semesters of organic chemistry and one.semester of biochemistry the bridge.model would have a simply say acquire a.semester of biochemistry what's the.difference it allows the undergraduate.institutions the flexibility for.determining how their students get to.that biochemistry course for example if.they accept AP credit for freshman.chemistry if they're willing to design.some novel curricula that reduced two.years of chemistry to one let the.undergraduate institutions which take.great pride in the outcomes of their.students let them design the pathway to.get there we simply ask that the student.have a semester of biochemistry so we.actually put this bridge model on the.survey and I'll show you the reaction to.with simply this clearly most schools.said given the choice of the majority of.medical school supported one model or.the other the list of courses or the.bridge what would your school prefer to.do and I think not surprisingly the.majority the medical schools were most.comfortable with keeping with.a list of prescribed courses I looked at.it from the other point of view I was.encouraged by how many schools were.willing to consider doing an alternative.to that list and so the bottom line of.the extensive survey is the following.there was no consensus right now amongst.our medical schools as to what to do.with admissions criteria however what.was surprising and I think very.encouraging is we found examples of.medical schools that are currently or.will soon be doing all of the following.number one there are schools that are.going to stay with the prescribed list.of required courses there are schools in.fact some have already started this.where they're going to that bridge model.just list the endpoint and let students.and their undergraduate schools figure.out how to get there what was surprising.to me and it might be my naivete was.finding out there are medical schools.that do not require any courses they.simply list recommendations and one of.these schools have been doing this for.several decades in fact thirdly there.are schools that following the Howard.Hughes model are going to move towards.competency-based admissions rather than.talk about listing courses and nest last.but not least there are schools that are.investing in looking at programs that.offer novel curricula whereas I think.you can understand the list of required.courses let me take a moment to digress.on these last two and illustrate for you.what I'm talking about so let me start.out with competency-based admissions.allow me to slip my hat on as dean of.admissions in Mississippi for those not.familiar we've got some of the worst.health care needs of any state we have.the fewest physicians per capita our.mission and being the only medical.school in the state our missions to try.to Train physicians most likely to.practice in Mississippi I give you all.those comments to say we only accept.Mississippi residents to our medical.school so I understand I have a very.different applicant pool both in.terms of number and background and you.have to deal with but this afforded me.an opportunity to do the following I.actually reached out to our key feeder.institutions three public universities.that range in size from about fifteen to.twenty thousand and to liberal arts.colleges who's written Ruhlman ranges.between roughly one in five thousand and.with the assistance of the provost or.appropriate Dean who called the meeting.on my behalf of department chairs.interested faculty and pre medical.advisors we sat down and had a.discussion we talked about some of the.things we just discussed here in terms.of the transformation going on in.medical school admissions and then I.brought them to that Howard Hughes.report my question to them was if we.went to competency-based admissions what.burden might that put on you in other.words does your existing curriculum.support that or would you have to do.something different to allow us to do.that and very briefly here's a tool i.developed and i don't expect you can.read this i just want to illustrate i.provided them a spreadsheet columns.allow them to list course numbers and.names and down the right-hand column.where the details from the howard hughes.report lines in gray or one of those.entering student competencies under.which there were multiple learning.objectives listed and under each.learning objective examples and what i.asked these chairman to do in.collaboration with their faculty was.list all your courses and for any course.you offer check off if it addresses one.of these learning objectives and let's.see what falls out from that I was.delighted to get some widespread.cooperation across the schools this is.just a bird's eye view of the course.competency map from one school I use it.to only illustrate the following.departments are color-coded here's the.eight lines with the competencies and.the take home message from this exercise.number one was whether was the smallest.liberal arts college or the largest.public university with courses.currently being offered at these.institutions there were multiple.pathways for their students to cover the.entering competencies recommended by the.Howard Hughes Institute in other words.none of the school's had to go through.any kind of curriculum redesign to be.able to afford these opportunities to.the students if we chose to go to that.model the second thing that came out of.this was some interesting discussions.I'll be honest with you as administrator.understand the practicalities that.Dean's and department chairs have to.face department chairs were very.satisfied with leaving things as is.after all this the chemistry chair is.often reminded me their goal was not to.Train pre-medical students they were.training students for careers in.chemistry but what's fascinating is.after the dust settled on almost all.campuses junior faculty got together and.started having discussions I'll just.take you quickly to the outcomes I want.to put this under the heading novel.curricula because there's paper which I.hope everybody in this room is well.aware of we're going to point the.fingers back to the medicine and.humanities program here at Mount Sinai.one of the Chancellor's for example the.University of Mississippi not to mention.the Dean of the Honors College was.highly aware of this program and when.they looked at this paper which.conclusions were down here students.without the traditional background.meaning Sciences of medical students.could succeed quite well here in medical.school this has been touted as a.catalyst for discussions about not only.going to competency-based admissions but.perhaps considering novel curricula such.as the medical humanities program here.and the impact that has had is the.following for example up at the.University of Mississippi those junior.faculty who are already used to doing.research projects that cross.departmental lines have had a discussion.thank you about putting together an.interdepartmental track of courses of.course no chair wanted to how's this.thing but the Dean of the Honors College.was quite excited about the prospect of.housing this track.of courses that could be offered to.non-science majors interested medical.school they would try to cover the.Howard Hughes competencies in terms of.basic natural sciences bringing also the.social and behavioral aspects and wrap.these around some of the chronic disease.states that are associated in.Mississippi totally independently that.one of our small colleges Millsaps.College was a recipient of a 1.4 million.dollar grant by the Howard Hughes in.just a medical institute to actually put.together a again interdepartmental track.of courses that could provide students.of the competencies listed in the Howard.Hughes double AMC report so again I'm.trying to show you that the program that.began here I think almost a decade ago I.was very excited to learn is still going.and learn some more details about it I.think it's just really going to start.getting the attention it deserves as it.serves as a catalyst for other schools.to consider alternative ways of.preparing students for medical school.and last probably the biggest experiment.that's ongoing you may not have heard.this it's called transformation medical.education in Texas what they're doing is.they put together for pilot programs.with 10 different institutions their.goal is to try to identify students in.their sophomore year of college and in.short put them through what could be a.combined six or seven year program that.would cover both their pre medical and.medical education on sort of a.competency-based system so four very.different things but I like to put them.under the heading of novel curricula and.remind you then that there are medical.schools currently based on our survey.we're thinking of switching to either.competency-based admissions or consider.applicants who come from these novel.curriculum as candidates for their.medical school last but not least all.these parallel tracks is anybody going.to get us all on the same track together.the current effort right now at the.double AMC with the Committee on.admissions is in fact to pull all these.things together so our discussions that.are ongoing now is trying to devise a.quote complete copy.the sea model who's going to pick which.things we're going to use let's try to.put them all together and so there's.attempts being done by the double AMC.staff to look at the Howard Hughes.report the scientific foundations for.future physicians recommendations that.came out of the mcat review as well as.the intro enter personal competencies.and finally assemble one table if you.will that relates all these things and.then most importantly ask the question.have we got in place tools that will.help medical schools assess these things.and if not try to develop them and again.the goal being least hypothetically try.to make these available in tools that.would be available to admissions.committees early in the admissions.process so perhaps they might even be.able to consider them when screening.applicants for interviews so that.interviews aren't solely on metrics.based so where are we now my view is the.following still most of our medical.schools are requiring courses for.admissions next thing that's happened is.MCAT spring of 2015 this is carved in.stone the change is going to happen what.might be coming on the near horizon I.think it's clear that some schools are.considering loosening up their.requirements using either this so-called.endpoint bridge model way of describing.courses or actually dropping.requirements all together and having.recommended courses for missions rather.than require courses probably still way.out on the horizon will be the concept.of schools going to competency-based.admissions or admissions based on novel.curriculum I think one of the things I.find most exciting so looking down the.road what you're going to do my esteemed.colleague those of you who may know.Carol Elam from the University of.Kentucky School of Medicine chaired a.session at our combined central southern.GSA titled what you're going to do and.it was covering the same topics more or.less that I described to you today I.thought carol slide was an articulate.wrap-up of what we face and I'm going to.quote it if you'll permit me first it's.clear that we are on a period of.transition and.change to respond effectively we must.recognize we have a lot of work it.requires to be cooperative and.collaborative that's not only within our.institutions in between medical schools.but that will certainly involve.communicating with the undergraduate.schools that provide the pipeline of.students to our medical schools and.perhaps in the future even competencies.will be part of our institutions thank.you for giving me your attention and if.we do have time I'll be happy to answer.any questions.

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Publication 517 2011 2013 Form FAQs

Here you can acquire solutions to the most FAQs about Publication 517 2011 2013 Form . If you have specific doubts, press 'Contact Us' at the top of the page.

Need help? Contact support

How do I fill out 2013 tax forms?

You file Form 8843 to exclude the days that you were present in the US as an exempt individual. OPT is considered to be an extension of your student status, so you are an exempt individual for the purposes of the substantial presence test while you are on OPT. Because you are considered to be a student while on OPT, you can claim the benefit of the standard deduction that is available for students under the US/India tax treaty.

Is there a way to upload a publication list to LinkedIn without filling out the form for each publication?

You could create a Web page with the listing (& maybe an excerpt for each) and link that webpage to your LinkedIn profile in the Summary or Experience Section, or the Publication Section.

How do I fill out the Rai Publication Scholarship Form 2019?

Rai Publication Scholarship Exam 2019- Rai Publication Scholarship Form 5th, 8th, 10th & 12th. Rai Publication Scholarship Examination 2019 is going to held in 2019 for various standards 5th, 8th, 10th & 12th in which interested candidates can apply for the following scholarship examination going to held in 2019. This scholarship exam is organized by the Rai Publication which will held only in Rajasthan in the year 2019. Students can apply for the following scholarship examination 2019 before the last date of application that is 15 January 2019. The exam will be conducted district wise in Rajasthan State by the Rai Publication before June 2019. Students of class 5th, 8th, 10th and 12th can fill online registration for Rai Publication scholarship exam 2019. Exam is held in February in all districts of Rajasthan. Open registration form using link given below. In the scholarship examination, the scholarship will be given to the 20 topper students from each standard of 5th, 8th, 10th & 12th on the basis of lottery which will be equally distributed among all 20 students. The declaration of the prize will be announced by July 2019. राय पब्लिकेशन छात्रव्रत्ति परीक्षा का आयोजन सत्र 2019 में किया जाएगा कक्षा 5वी , 8वी , 10वी एवं 12वी के लिए, इच्छुक अभ्यार्थी आवेदन कर सकते है इस छात्रव्रत्ति परीक्षा 2019 के लिए | यह छात्रव्रत्ति परीक्षा राजस्थान में राइ पब्लिकेशन के दवारा की जयगी सत्र 2019 में | इच्छुक अभ्यार्थी एक परीक्षा कर सकते है आखरी तारीख 15 जनवरी 2019 से पहले | यह परिखा राजस्थान छेत्र में जिला स्तर पर कराई जाएगी राइ पब्लिकेशन के दवारा जून 2019 से पहले | इस छात्रव्रत्ति परीक्षा में, छात्रव्रत्ति 20 विजेता छात्र छात्राओं दो दी जयेगी जिसमे हर कक्षा के 20 छात्र होंगे जिन्हे बराबरी में बाटा जयेगा। पुरस्कार की घोसणा जुलाई 2019 में की जयेगी | Rai Publication Scholarship Exam 2019 information : This scholarship examination is conducted for 5th, 8th, 10th & 12th standard for which interested candidates can apply which a great opportunity for the students. The exam syllabus will be based according to the standards of their exam which might help them in scoring in the Rai Publication Scholarship Examination 2019. The question in the exam will be multiple choice questions (MCQ’s) and there will be 100 multiple choice questions. To apply for the above scholarship students must have to fill the application form but the 15 January 2019. यह छात्रव्रत्ति परीक्षा कक्षा कक्षा 5वी , 8वी , 10वी एवं 12वी के लिए आयोजित है जिसमे इच्छुक अभ्यार्थी पंजीकरण करा सकते है जोकि छात्र छात्राओं के लिए एक बड़ा अवसर होगा | राय पब्लिकेशन छात्रव्रत्ति परीक्षा 2019 परीक्षा का पाठ्यक्रम कक्षा अनुसार ही होगा जोकि उन्हें प्राथम आने में सहयोग प्रदान करेगा | परीक्षा के प्रश्न-पत्र में सारे प्रश्न बहुविकल्पीय प्रश्न होंगे एवं प्रश्न-पत्र में कुल 100 प्रश्न दिए जायेंगे | इस छात्रव्रत्ति परीक्षा को देने क लिए अभयार्थियो को पहले पंजीकरण करना अनिवार्य होगा जोकि ऑनलाइन होगा जिसकी आखरी तारीख 15 जनवरी 2019 है | Distribution of Rai Publication Deskwork Scholarship Exam 2019: 5th Class Topper Prize Money:- 4 Lakh Rupees 8th Class Topper Prize Money:- 11 Lakh Rupees 10th Class Topper Prize Money:- 51 Lakh Rupees 12thClass Topper Prize Money:- 39 Lakh Rupees How to fill Rai Publication Scholarship Form 2019 : Follow the above steps to register for the for Rai Publication Scholarship Examination 2019: Candidates can follow these below given instructions to apply for the scholarship exam of Rai Publication. The Rai Publication Scholarship application form is available in the news paper (Rajasthan Patrika.) You can also download it from this page. It also can be downloaded from the last page of your desk work. Application form is also given on the official website of Rai Publication: Rai Publication - Online Book Store for REET RPSC RAS SSC Constable Patwar 1st 2nd Grade Teacher Now fill the details correctly in the application form. Now send the application form to the head office of Rai Publication. Rai Publication Website Link Click Here Head Office Address of Rai Publication Shop No: -24 & 25, Bhagwan Das Market, Chaura Rasta, Jaipur, Rajasthan PIN Code:- 302003 Contact No.- 0141 232 1136 Source : Rai Publication Scholarship Exam 2019

I haven't filled the tax forms for 2011, 2012, and 2013 and Glacier Tax Preparation only allows me to do so for 2014. I entered the USA in 2011. How can I file those now?

If you owe taxes there are heavy fines. IRS is not auditing 6 years personal return of non-existent till 2014 taxpayer Independent Contractor Self Employed or Employee

Do military members have to pay any fee for leave or fiancee forms?

First off there are no fees for leaves or requests for leave in any branch of the United States military. Second there is no such thing as a fiancée form in the U.S. military. There is however a form for applying for a fiancée visa (K-1 Visa)that is available from the Immigration and Customs Service (Fiancé(e) Visas ) which would be processed by the U.S. State Department at a U.S. Consulate or Embassy overseas. However these fiancée visas are for foreigners wishing to enter the United States for the purpose of marriage and are valid for 90 days. They have nothing to do with the military and are Continue Reading

How can I fill out Google's intern host matching form to optimize my chances of receiving a match?

I was selected for a summer internship 2016. I tried to be very open while filling the preference form: I choose many products as my favorite products and I said I'm open about the team I want to join. I even was very open in the location and start date to get host matching interviews (I negotiated the start date in the interview until both me and my host were happy.) You could ask your recruiter to review your form (there are very cool and could help you a lot since they have a bigger experience). Do a search on the potential team. Before the interviews, try to find smart question that you are Continue Reading

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