zilongwang/ReadingBank huggingface dataset:
OBHE Phase 1 Re.ViCa CSF containing Commentary Action 1. e-learning Strategy Development OB1.1.1 The key institutional drivers for engaging with e-learning have been identified, and a vision for e-learning clearly articulated. R06 E-Learning Strategy part of it none OB1.1.2 Where an institution has prioritised the development of e-learning, an agreed e-learning strategy exists – appropriate to its culture – which sets down the key elements on how and why is being introduced, implemented and monitored. R06 E-Learning Strategy The cautious phrase “Where an institution has prioritised the development of is not relevant in the Re.ViCa context. none OB1.1.3 There is close integration and consistency between the e-learning strategy, the learning and teaching strategy, and other relevant strategies (e.g. HR, estates, and finance) at all levels within the institution. R06 E-Learning Strategy none OB1.1.4 The nature and extent of participation in the development of the e-learning strategy and its communication has been appropriate to the expectations of staff and students in the institution. new very vaguely phrased consider as KSF relevant to some types of virtual campus – e.g. Evolution 2. Collaboration and Partnerships OB1.2.1 When considering collaboration, the institutions involved have detailed discussions to ensure that e-learning needs (e.g. resources and support services) are clearly understood and quantified. R24 Collaboration for none e- learning
OB1.8.1 The institution systematically collects key data and performance indicators to measure the effectiveness and implementation of its e-learning strategy. see back to OB1.3.5 consider adding, but will not be CSF OB1.8.2 The results of the evaluation of and its contribution to the enhancement of student learning, are considered regularly by relevant stakeholders. The outcomes are communicated widely within the institution, and appropriate action is taken. subsumed in R99 (a but that might be too broad there may be something worth adding here but more to do with stakeholders including upper Board
PERSON SPECIFICATION – Professorial Band 10 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A Doctorate in relevant discipline A Senior Fellowship (HEA) or equivalent recognition at this level within the UK Professional Standards Framework, and the willingness to achieve recognition at Principal Fellow level within 2 years from commencement of the post Have a significant international reputation in the subject Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: A substantial reputation internationally for research, reflected in sustained output, of innovation, impact on discipline or profession and recognition A successful, strategic leadership which has enhanced student learning and teaching quality within the institution or (inter)national settings A sustained record of successful PGR supervision including external examining of PhD students A track record on the development of funding sources and attracting significant research funds International academic experience Application form Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: Leadership role in the management, and support of strategic initiatives at subject, Faculty and/or University levels Significant contribution to the development of policy at University/Institute level Membership of appointment, assessment or advisory committees at other HEIs Application form Interview Other Personal Qualities Evidence of: Contribution to University activities and initiatives including open days, graduation Able to act as a compelling ambassador for HUBS Application
Medicine. The Gatekeeper Five are critical to the tracking and monitoring of a large group of adolescents primed for transitioning into adult care, and should be a pivotal part of the multidisciplinary transitions team. Led by the health care providers, the multidisciplinary transition team should establish the following: 1) a detailed description of the intended results (i.e. roadmap the successful transition process at CHP); 2) a list of all constraints and barriers the program must address; and 3) a list of all assumptions related to the program. By drafting and approving these initial items, the group will build consensus and buy in from all those present. At subsequent meetings, a patient flow model should be introduced, to be developed jointly by the pediatric medical director, administrator and corresponding lead adult provider, and a list of all required work directly tied to the adolescent’s transition. This comprehensive list will help create a detailed and patient-specific schedule for when a patient reaches their self-assessed transfer point in their transition timeline. Additional input from youth representatives from the Children’s Hospital Advisory Network for Guidance and Empowerment (CHANGE) will help address challenges to successful health care transition. The CHANGE network should be utilized to the fullest, inclusive of the peer-to-peer contact perspective during transition. CHANGE was created to engage youth ages 16-26 who may experience challenges to successful health care transition, and typically has an active board of 10 to 20 young adult advocates. These advocates are responsible for maintaining contact with 40 additional adolescents through monthly networking events. The majority of youth involved have recently complete or are in the process of completing their own transition from pediatric to adult care. A tangential direction from this central CHANGE program would be to create and monitor transitioning adolescent and family-led support groups, held at neutral
RIP – Writing an Obituary Name: ______________________________________ Exceeds Standard 4 Meets Standard 3 Nearly Meets Standard 2 Below Standard 1 Format - Written as an obituary in the format discussed - Writing tone is formal - Does not contain first person - Written as an obituary in the format discussed - Writing tone is formal - Does not contain first person - Written as an obituary in the format discussed - Writing tone is inconsistently formal - Contains first person - Not written as an obituary - Writing tone is informal - Contains first person Content - Contains full biographical information (name, of birth and death) - Contains answers to 10 or more interview questions - Obituary is appropriate for school - Contains full biographical information (name, dates of birth and death) - Contains answers all 9 interview questions - Obituary is appropriate for school - Missing 1 part of the biographical information (name, dates of birth and death) - Contains answers to 7 or more interview questions - Obituary is appropriate for school - Missing part(s) of the biographical information (name, of birth and death) - Contains answers to less than 6 interview questions - Obituary is inappropriate for school Grammar - Does not contain errors in grammar or spelling - Uses the correct tense (He was, rather than is) - Contains 2 or fewer grammar or spelling errors - Uses the correct tense (He was, rather than is) - Contains 3 grammar or spelling errors - Inconsistently uses the correct tense (He was, rather than is) - Contains more than 3 grammar or spelling errors - Does not use the correct tense (He was, rather than is) Effort - Effort is clear - Task is taken seriously - Student was on task and focused - Effort is clear - Task is seriously - Student was on task and focused - Effort is clear - Task is taken seriously - Student was on task less than 50 percent of the time. - Lack of effort is clear - Task is not seriously - Student was off task 16 = 100 13 = 81 10 = 63 15 = 94 12 = 75 9 = 56 14 = 88 11 = 69 8 = 50 ________/16
Split-runs - 2 different ads produced at same time Magazines Rates – how determined Circulation and target market are primary factors for rates that reach specific readers for advertisers Types of rates Size and frequency rates Volume and consistency rates/discounts Combination rates Costs Tend to be higher than other print media Position preferences – front and back cover, inside front Color requirements Full pages Gatefolds Spreads Television Most effective way to promote a local event to the public Very long production lead time Rates – how determined Larger/higher audience rating & time are the major factors, (Nielsen ratings) are GRP for television – advertisers will ask for this data SQAD (cost-per-point) x Nielsen ratings determine TV ad costs Rates and schedules change based on local factors Types of rates Run of schedule – time vs. other National network, cable or local network Costs Are higher than any medium Time availability - morning, afternoon, prime time, late night Demand for time – peak winter season Length of ad impact ad & production costs Radio Effective for local & regional markets – use local personalities Relatively short production lead time – quick turn around Very good to hit your demographic target market Rates, how determined Audience size & composition are the major factors Less than TV but can still be expensive Type of rates Offer the largest discounts of any medium Run of schedule – (all 3 types lower costs) Weekly package (TAPs) total audience plans Volume and consistency rates/discounts Are lower than TV media Time availability – morning/evening drive Production & ad Internet Very popular 3rd to television and newspaper Rates – how determined
Cumulative Assessment Matrix (F ’13 – S’14): Cumulative Assessment Matrix (F ’13 – S’14) Year / Quarter Course and Number of Sections Total # of students ALCI benchmarks Results (e.g., overall %) Fall 2013 MHR 318 (4 sections) 161 “Hurdle rate” – 70%; % of students above “hurdle rate” – 70% 77 % 83% Spring 2014 MHR 318 (4 sections) 122 “Hurdle rate” – 70%; % of students “hurdle rate” – 70% 89% 94% TOTALS 8 sections of MHR 318 283 “hurdle” 70% and 70% above the “hurdle”) 83% 88% Cumulative Assessment Summary (F’13 – S’14): 1) Specify in detail key curriculum improvement recommendations [a.k.a. “closing the loop” recommendations] to the Department (via ALCI) during the assessment cycle (F ’09 – S ’14) Fall 2013 Recommendations: 1. Another assessment should be made during the Spring 2014 quarter. 2. Based on the results of the Fall 2013 assessment (please read report), it was recommended to the CBA to standardize the instruction of some simple elements of diversity training in MHR 318 following these objectives: a. Understand the importance of diversity as a business necessity. b. Understand basic elements of diversity training such as similarity and differences, difference is not deficiency, difference between ethnicity and race, and social and organizational hierarchies based on human diversity. To address these issues, the following suggestions were made: 1. Have students read the following article:
Cumulative Assessment Matrix (F ’13 – S’14): Cumulative Assessment Matrix (F ’13 – S’14) Year / Quarter Course and Number of Sections # of students ALCI benchmarks Results (e.g., overall %) Fall 2013 MHR 318 (2 sections) 76 “Hurdle rate” – 7 % of students above “hurdle rate” – 7 6.25 50% Spring 2014 MHR 318 (2 sections) 78 “Hurdle rate” – 7 % of students above “hurdle rate” – 7 6.75 69% TOTALS 4 sections of MHR 318 154 “hurdle” 7 and 70% above the “hurdle”) 6.5 59% Cumulative Assessment Summary (F’13 – S’14): 1) Specify in detail key curriculum improvement recommendations [a.k.a. “closing the loop” recommendations] to the Department (via ALCI) during the assessment cycle (F ’09 – S ’14) Fall 2013 Recommendations: I recommend that another assessment of ethical reasoning in a globalization context is made during the Spring 2014 quarter. I also recommend that other business related concepts in addition to ethics be assessed. This will allow to evaluate if CBA students can apply other core business concepts (i.e. accounting, finance, information systems, etc.) to solve business problems in a globalization context. I strongly recommend the development of a comprehensive module to teach ethics to all CBA students in a way that is consistent. After students understand basic issues of ethics, then, teach them the complexities of applying ethical reasoning to solve business problems within a globalization context.
Attachment B Ethical Decision Making Rubric in a Globalization Context Date: Course: Student No: Evaluator: Quarter: (1) ACCEPTABLE (2) EXCELENT (3) SCORE Identifies Ethical Dilemma Students identifies the globalization ethical dilemma incorrectly Student identifies the global ethical dilemma correctly. However, the student does not provide sufficient arguments to support the finding Student describes the global ethical dilemma in detail and thoroughly identifies pertinent facts. Considers stakeholders Student is unsure as to who should be considered in the decision making and why. Student identifies some of the people who will be affected by the decision and some justification. Student thoroughly identifies the key stakeholders who should be considered in the decision making while providing a strong justification. Analyzes Alternatives and Student is incapable to generate defensible alternatives and/or those generated are very limited and inadequately developed. Clarifies at least two alternatives while adequately discussing the consequences of each alternative for the stakeholders. Clarifies a number of alternatives and thoroughly explains the consequence of each alternative for stakeholders. Chooses an Action Student has difficulty or cannot identify an appropriate course of action from alternatives Student identifies a course of action but cannot clearly articulate how to implement the decision. Student identifies a clear course of action and clearly formulates an implementation plan that evidences a thoughtful reflection of facts and alternatives. _________ Scoring Interpretation: 4-6= Unacceptable 7-9=Acceptable 10-12= Excellent
(This page intentionally left blank) Revision History Version Date Author(s) Revision Notes 1.0 4/11/2014 Enterprise Education 1.1 9/30/2014 Enterprise Education Sections 202 and 212 updated with MFMP approach. Sections 501, 502, 511, and 512 updated with examples of converted records. Sections 201, 203, 204, 301, 402, 500, and 502 updated to include guidance for inactive records. Sections 700, 701, 710 and 711 updated with Payroll and People’s First conversion approach. Section 800 added to include Crosswalk information. 1.2 2/2/2015 Enterprise Education Updated with most current and accurate information regarding conversion activities and approach. 2.0 4/16/2015 Enterprise Education Section 201 was updated to clarify the current functionality of the Benefitting Object Code feild. Sections 303 and 313 updated with guidance for Clearing Fund processing. Section 312 updated to accurately reflect the accounting that takes place when an expenditure refund is deleted and a TR79 is generated. Updated the Master Files Sections for clarity. 3.0 5/5/2015 Enterprise Education Section 214 was updated to reflect changes in how Revolving Fund records on the 7S file at the time of an agencies conversion will be treated. Trial
After Departmental FLAIR nightly processing on the conversion date, the conversion program will identify all accounts receivable subsidiary records for each OLO with a non-zero balance and object code marked for deletion. For each record found, a TR90 (Accounts Receivable Change) or TR91 (Memo Accounts Receivable) will be created to change the object code on the records to statewide object codes. Updates made with TR90s and TR91s will generate the following accounting entries: Automated TR90 to remove an object code marked for deletion: Object Code GL Code Description DR CR OLD 7**** Expenditures X OLD 15*** Accounts Receivables – Non-Governmental or X OLD 16*** Due From Governmental Units X CR = Credit; DR = Debit; GL = General Ledger. Automated TR90 to add a statewide object code: Object Code GL Code Description DR CR NEW 15*** Accounts Receivables – Non-Governmental or X NEW 16*** Due From Governmental Units X NEW 7**** Expenditures X CR = Credit; DR = Debit; GL = General Ledger. Automated TR91 to remove an object code marked for deletion: Object Code GL Code Description DR CR OLD 7**** Expenditures X OLD 00000 Subsidiary Record X CR = Credit; DR = Debit; GL = General Ledger. TR91 automated to add a statewide object code: Object Code GL Code Description DR CR NEW 00000 Subsidiary Record X NEW 7**** Expenditures X CR = Credit; DR = GL = General Ledger. All generated transactions will be posted to the History and GL Master Files. Agencies should review History and GL Master File entries. 312 Cash Receipts Deposits for Current Year Refunds
This summons was taken out by , the Defendant whose address for service is Telephone: Note: If a Plaintiff does not attend personally or by his counsel or solicitor at the time and abovementioned such order will be made as the Judge may think just and expedient. IN THE SUPREME COURT OF WESTERN AUSTRALIA CPCA No / IN THE MATTER OF the Criminal Property Confiscation Act 2000 IN THE MATTER OF Freezing Notice WAPFN __________ _________________ Plaintiff and
Objections of preliminary key of Asst. Engineers (Civil) - 2018 H.T.No. Name of the Candidate Question Paper Booklet code S. No. of Question Objectionable Key published Your option Reason & proof / solution must be attached NOTE: The objection must be with supported document / solution along with the mentioned source of the support document, otherwise the objection will not be entertained. Objections may be forwarded to in the above format only on or before 01-04-2018 upto 05:00 PM
Objective 1: Regulates own emotions and behaviors b. Follows limits and expectations (typical scores 6-8) 4=accepts redirection from adults; initially refuses to go inside but complies when teacher restates request 6 = manages classroom rules, routines, transitions with occasional reminders 8 = applies rules in new but similar situations; walks/uses quiet voice in library c. Takes care of own needs appropriately (typical scores 7-8) 4=seeks to do things for self 6=demonstrates conf. in meeting own needs; washes hands/ towel to dry, uses materials approp., puts away toys, hangs up coat 8=takes resp. for own well-being; waits for turn, tells why some foods are good for you, takes care of personal belongings Name b c Notes
Initial Consultation Searching for a Home Preparing an Contract Accepted Escrow Period Begins Inspection Period and Removal of Contingencies 17 Day Review Preparing to Move Celebration Day Annual Review Date: _________________ Date: _________________ Date: _________________ Date: _________________ Date: _________________ UP FRONT COSTS
To control staffing of stands with the Volunteer Coordinator Training of the Managers including maintaining a good set of instructions for operation of equipment in each stand To work with the Treasurer regarding change and cash pick up Organize an annual “deep cleaning” of the stands before each fall season Other duties relating to operations of stands DUTIES OF THE VOLUNTEER COORDINATOR Review and have a good understanding of the OBPA “Share Plan” and make recommendations to the executive board for year to year changes to the plan. To develop a schedule of all needs for OPBA member volunteers including Concession stand workers Drivers Other needs as determined by the band Director Arrange a method by members can sign up for the various volunteer slots Collect the data concerning volunteer and track such data so that it can be submitted to the President and treasurer for the annual Share plan. DUTIES OF THE PUBLIC RELATIONS OFFICER To write all press releases announcing band concerts and events To arrange the band presentations at local community groups such as the Rotary To develop all literature and programs related to concerts and special events To design ads as needed To work with the Treasurer on a public relations budget ARTICLE VII – EXECUTIVE BOARD The members of the Executive Board shall be: The eleven annually elected officers; and The Oakwood Schools Band Director Duties of the Executive shall be: It shall transact the business of the OBPA between regular meetings. A simple majority shall decide all questions. A quorum equal to a majority of members shall be desired to conduct business It shall be subject to the orders of the OBPA and none of its acts shall conflict with action taken by the OBPA It shall meet when the President calls for a meeting The Secretary shall act as its recorder and shall keep complete minutes, copies of which are to be filed in the Secretary’s book and made a part of the permanent minutes It shall designate the manner and financial institution for deposit of the OBPA funds At least one member of the Executive Board or a person designated by the Executive Board shall assist the Treasurer in tabulating proceeds from all revenue generating events
Which gene combination for the parents shown in the diagram? (7.14C) SS x SS ss x ss Ss x Ss None of these A classification guide notes that a type of fungus is a member of the plant Kingdom. Why is this classification incorrect? (6.12D) Fungi make their own food Fungi rely on other organisms as food sources Fungi are multicellular Fungi are eukaryotes Sewer drains along city streets are a common sight. Especially when it rains, the flow of water to the drains carries trash and toxins with it. What does this demonstrate about how human activities can affect ocean systems? (8.11D) Excess atmospheric carbon dioxide can lead to ocean acidification Organic farms help curb agricultural runoff runoff can damage beaches and ocean habitats Introduced species cause a decline in ocean biodiversityBottom of Form
E. circle graph F. stem-and-leaf 77. Choose the best data display to show the upper 25% of the scores on a History exam. A. histogram B. box and whisker C. frequency D. bar graph E. circle graph F. stem-and-leaf 78. Choose the best data display to show the number of A’s you earned each in the past school year. A. histogram B. box and whisker C. frequency table D. bar graph E. circle graph F. stem-and-leaf 79. Choose the best data display to show the interval of grades for 20% of the students. A. histogram B. box and whisker C. frequency table D. bar graph E. circle graph F. stem-and-leaf 80. Choose the best data display to show the percent of students who prefer orange juice, cranberry juice, apple juice, or soda. A. histogram B. box and whisker C. frequency table D. bar graph E. circle graph F. stem-and-leaf Misleading Graphs 81. If you owned stock in M&M’s candy, which graph would you want placed on a billboard? Percentage of Mrs. Smith’s Students’ Candy Preference
Initiate and implement ICS. Conduct initial assessment/size up (if first unit on scene). Assign an Incident Commander. Incident Commander should declare a Mass Casualty Incident (MCI) based on scene size-up and activate a Medical Branch Director or Medical Group Supervisor for patient care. Establish a perimeter around the accident site/debris within [identify number of minutes] of arriving on scene (if first unit on scene). Transition from Incident Command to Unifed Command for incidents involving multiple jurisdictions, a single jurisdiction with multi-agency involvement or to Area Command with involvement. Make appropriate notifications. Coordinate operations with specialized emergency response teams (e.g. HAZMAT). OBJECTIVE TWO Initiate the Patient Movement Plan within [identify number of minutes] of arriving on scene of a MCI. FEMA Core Capability: Public Health and Medical Services Sample Task(s): Begin patient triage and treatment via Treatment Unit Leader. Establish Treatment and Casualty Collection Points (CCPs). Initiate a patient tracking system utilizing triage tags. Establish a patient transport area via Transport Unit Leader. OBJECTIVE THREE Coordinate with EMS agencies and/or MHOAC Program for medical and health resource ordering, and to identify staging locations for ambulances and additional EMS resources. FEMA Core Capability: Operational Coordination Sample Task(s): Implement processes to order, track, assign and release incident resources. Direct and coordinate with arriving resources. OBJECTIVE FOUR Activate Search and Rescue task force within one hour of an MCI. FEMA Core Capability: Operational Coordination Sample Task(s): Coordinate operations with specialized emergency response teams (e.g. Urban Search and Rescue).
Find the distance between each pair of points. 5. A(0, 0), B(6, 8) 6. R(–2, 3), S(3, 15) 7. M(1, –2), N(9, 13) 8. E(–12, 2), F(–9, 6) Midpoint of a Segment Midpoint on a Number Line Midpoint on a Coordinate Plane Example 1: Find the coordinate of the midpoint of . The coordinates of P and Q are ________ & _________. If M is the midpoint of , then the coordinate of M is . Rewrite: Example 2: Find the coordinates of M, the midpoint of , for P(–2, 4) and Q(4, 1). M = Rewrite: Exercises Use the number line to find the coordinate of the midpoint of each segment.
1. 2. Find the coordinates of the midpoint of a segment with the given endpoints. 9. A(0, 0), B(12, 8) 10. R(–12, 8), S(6, 12) 11. M(11, –2), N(–9, 13) 12. E(–2, 6), F(–9, 3)
Recognize and describe Minerals and rocks Defining the importance in interpreting history Identify Common invertebrate fossils Interpreting the ancient environment and assess utility as indicators of geologic time Construct and interpret Geologic maps and Graphically presenting surface and subsurface geologic information Demonstrate Standard geoscience laboratory and field techniques Appropriately manipulating equipment and tools
Analyze and interpret Data generated using Laboratory and field techniques Make systematic scientific observations Rock samples, outcrops, and stratigraphic sections interpreting observations using sound scientific principles Make systematic observations and interpretations Geologic materials At thin-section and micro-scales Apply knowledge and skills In physical & life sciences and mathematics Learning experiences in geoscience coursework
Demonstrate ability to utilize The theoretical basis of geology critically evaluate and analyze data and conclusions of others Distinguishing between scientific and non-scientific Approaches to solving problems Demonstrate a preference to scientific explanations Apply Scientific strategies and methodologies in the Earth sciences Think critically about solving problems in the discipline Model the lithosphere, atmosphere, hydrosphere, and biosphere interactive elements of an evolving Earth system, fractionating over various time spans
2018/2019 Application nbr: FORM PDS-D-U APPLICATION CANDIDATE QUERY POSTGRADUATE DOCTORAL STUDY Last name: Name: OIB: Mothers name: Fathers name: Gender (M/F): Date of birth(DD.MM.YYYY.): . . . State of birth*: (*Country code: HR, BIH, I, D, SLO) Place of birth: Citizenship*: (*Country code: HR, BIH, I, D, SLO) University graduated: City of the University: Profession: End of study: . Field: Suggested mentor: Title of mentor: Asisstant Professor Associate Professor Full Professor Research Associate Research Scientist Senior Research Scientist Suggested co-mentor: of co-mentor: Asisstant Professor Associate Professor Full Professor Research Associate Research Scientist Senior Research Scientist Zagreb, _____________ 2018. (day and month) (signtarure of the candidate)
Website Visual representation providing a clear overview of the development of programming languages. O’Reilly The Triumph of the Nerds: The Rise of Accidental Empires Video Three part documentary that shows the insight look at the history of computers, from its rise in the 1970s to the beginning of the boom of the late 1990s. IMDB Quick Reference Reference Sheet Website PDF This site is a useful reference for checking the syntax of Java statements. This one-page document is useful as a quick reference for C++ syntax. Dummies DreamInCode
Tutorials Series of video tutorials on C++ and Java Website This site contains clear videos on Classes, Operator Overloading, Inheritance and Polymorphism using C++ and Java. The New Boston Series of video tutorials on C++ Video tutorials consist of videos on how to create and use classes and objects and how to implement inheritance in C++. (YouTube) Series of video tutorials on Java Video This sequence of tutorials consists of a suite of videos that explain Object Oriented concepts in Java, in relatively short videos. Absolute Zero
At the Start menu, type idle, as shown in the picture to the right. Among the Programs, you should see at least one labeled IDLE. If you have more than one, choose the one that says Python 3.5. Something that looks like the picture below should pop up. It won’t look EXACTLY like the picture, since I am using a Mac. I have typed 2 + 2 in the picture, and IDLE has shown the result, which is 4. IDLE is waiting for me to type something at the triple-arrows. Continues on the next page. Instructions (continued): At this point, you should have open either a Pydev Console or IDLE. In either case, you can type in Python expressions. Work your way all through this document. But note: Don’t just type – make sure you understand what is happening. BRING YOUR QUESTIONS TO CLASS. The instruction “evaluate the following” Type the item at the prompt in the PyDev console (or IDLE), press Enter, examine what the computer spits back, and make sure you understand why that expression yields that result. For example, the first exercise below says to evaluate: + 8
VAT identification number, if applicable: If not applicable, please provide another national identification number if necessary and feasible [ ] [ ] Post address: [……] Contact person: Telephone number: E-mail: Internet address (website) (if applicable): [……] [……] [……] [……] General information: Response: Is the economic operator micro-, small and middle enterprise? [] Yes [] No Only if the contract is reserved : the economic operator protected enterprise or is social enterprise and will ensure the fulfillment of the contract in the context of programs to create a protected workplaces? If “yes“, what is relevant percentage of disabled or disadvantaged? If required, please indicate those employees to which category or categories of disabled or disadvantaged belong. [] Yes [] No […] [….] If applicable, indicate whether the economic operator is registered in the official list of approved economic operators or whether there is an equivalent certificate (eg. Under a national qualification systems (pre-qualification)? [] Yes [] No [] No applicable If “yes“: Please answer the questions in other parts of this section, section B and, where appropriate, section C of this section, fill in part V, where applicable, and in any case complete and sign part VI. a) Please indicate the name of the list or certificate and the relevant registration or approval number, if applicable: a) [……] б) (website, authority or issuing office, just a reference to the document): [……][……][……][……]
and remain unchanged throughout the period of the contract. Prices are in Bulgarian leva. IMPORTANT !!! The content of "The price parameters offered" is also presented in electronic format. Completed price table (Annex №1.1) is recorded electronically in Excel or equivalent, with envelopes with the offered price parameters. APPLICATIONS: 1. Annex №1.1- Price Table on paper and electronically in "Excel" or equivalent format for Lot. Date .../.../... Name and last name Signature of the authorized person __________________________ Name of the tenderer APPENDIX №9– Annex 1.1 PRICE TABLE PRICES OF INDIVIDUAL ITEMS IN THE PRICE TABLE WILL BE CONSIDERED AS INDIVIDUAL GLOBAL PRICES appropriate aggregation TYPES works. PAYMENT OF ALL work will be carried out in accordance with the contract terms. All prices are in leva without VAT. TREATY WILL BE SUBJECT TO TAXES AND FEES INCLUDING VAT BY THE LAWS OF THE REPUBLIC OF BULGARIA. WILL PAY ONLY SUMMARY work which are fully completed. WILL BE PARTIAL PAYMENTS FOR PARTIAL COMPLETION OF WORK. Full completion of the job is certified by relevant documents quantity and quality. APPENDIX №9 – Annex 1.1
………………………………………………………………………………………………………………… The required level of language competence, related to the traineeship is: Language 1: …………………………………. UNDERSTANDING SPEAKING WRITING Listening Reading Spoken interaction Spoken production …………… …………….. …………… …………… ………….. Levels: A1/2: user - B1/2: Independent user - C1/2 Proficient user Common European Framework of Reference for Languages: Language 2 (if any): …………………………….. UNDERSTANDING SPEAKING WRITING Listening Reading Spoken interaction Spoken production ……………. …………….. …………….. …………. …………. Levels: A1/2: Basic user - B1/2: Independent user - C1/2 Proficient user Common European Framework of Reference for Languages: Additional requirements (if any): and date: ……………………… Yours sincerely, ……………………………………. (Name, signature and stamp)
………………………………………………………………………………………………………………… The required of language competence, related to the traineeship is: Language 1: …………………………………. UNDERSTANDING SPEAKING WRITING Listening Reading Spoken interaction Spoken production …………… …………….. …………… …………… ………….. Levels: A1/2: Basic user - B1/2: Independent user - C1/2 Proficient user Common European Framework of Reference for Languages: Language 2 (if any): …………………………….. UNDERSTANDING SPEAKING WRITING Listening Reading Spoken interaction Spoken production ……………. …………….. …………….. …………. …………. Levels: A1/2: Basic user - B1/2: Independent user - C1/2 Proficient user Common European Framework of Reference for Languages: Additional requirements (if any): Place and date: ……………………… Yours sincerely, ……………………………………. (Name, signature and
Examples  Observations  A plant is extremely wilted  The car stopped running  The person turns on a ceiling fan  Inferences  That plant is extremely wilted due to a lack of water  The car stooped running because it was out of gas  The person warm and would like to cool down Observation and Inference Challenge
6. What is Peter’s verbal and emotional response to Jesus’s prophesy? 7. Compare the disciple’s response in v 31 with their response in v 19. vs. 32-42 8. Trace what happens in Gethsemane: a. Who is where? b. What instructions does Jesus give? Any repetitions? c. How many times does Jesus pray? d. How many times does Jesus check on his disciples? Which ones? What does he find? Who does he address? What does he ask? 9. What is the description of Jesus’s emotional state? 10. What does Jesus pray? Break prayer into parts. 11. Refer to 10:38-39 (p 28) where Jesus discusses the “cup that I drink” with James and John. Read Isaiah 51: 17, 22 (on back)…”the cup of staggering”… “of God’s wrath” vs. 43-50 12. What groups are involved in arrest? 13. Note all of Judas’s instructions and actions. 14. What happens in v 47 and then v 50? Contrast to Jesus’s reaction to captors. 15. Trace the progressions of the disciples’ words and actions through this passage. 16. Do you see references to the Father’s involvement in this passage? * Bonus: (vs 51-52) What happens to this young man? Any clues as to who he is? Zechariah 13:7-9 7 “Awake, O sword, against my shepherd, against the man who stands next to me,” declares the Lord of hosts. “Strike the shepherd, and the sheep will be scattered; I will turn my hand against the little ones. 8 In the whole land, declares the Lord, two thirds shall be cut off and perish, and one third shall be left alive. 9 And I will put this third into the fire, and refine them as one refines silver, and test them as gold is tested. They will call upon my name, and I will answer them. I will say, ‘They are my people’; and they will say, ‘The Lord is my God.’” Isaiah 51:17 17 Wake yourself, wake yourself, stand up, O Jerusalem, you who have drunk from the hand of the Lord the cup of his wrath,
PROTOCOL TEMPLATE: OBSERVATIONAL STUDY Sections that are not applicable can be deleted. Complete Title: Short Title: Drug or Device Name(s): FDA IND/IDE (if applicable): Sponsor: Protocol Date: Amendment 1 Date: Amendment 2 Date: Amendment 3 Date: Amendment 4 Date: Sponsor (IND or IDE holder, if applicable) Sponsor Name Address City, Zip Country Study Principal Investigator (if multicenter study with UNC PI responsible) Office Address City, ST, ZIP Phone XXX-XXX-XXXX email: XXXXX@XXX.XXX
Observations of Exemplary Teacher by Resident Educator Notes TEMPLATE Purpose: To provide meaningful feedback through objective notes taken during RE observation Directions: Use the space provided and additional sheets as necessary to record objective observations of the RE’s teaching. Refer to Resident Educator-1 training materials and supplemental materials in the Observation of Educators folder for suggestions as to completion of this tool. Resident Educator: Educator Being Observed: Grade Level/Subject Area: Date and Time of Observation: Type of Visit:
Key Observations: The “Capability” Concept Is Not Really a “WHY” Concept: The “capability” concept is more appropriately a “WHAT” or perhaps a “HOW” concept than a “WHY” concept.. In the architecture context it would seem more appropriate to designate “capability” as the “WHAT” and the “vision, mission, need, requirement” complex of concepts as the “WHY” of it all. “WHY” Concepts Not Present: In context of the preceding suggestion, the DM2 concept diagram does not really include a “WHY” concept. “Capability”/“Activity” Link Is Inappropriately Labeled: Capability does not require the ability to perform but rather it is the ability to perform; the linking phrase between the “capability” concept and the “activity” concept doesn’t make sense. “Project”/“Resource” Link Is Inappropriately Labeled: The current label on the link between the “project” concept and the “resource” concept doesn’t seem to make sense; the goal of the project is not resources but rather capabilities. Lack of Appropriate Separation in Concepts: The “resource” concept is a “WHAT” concept but includes the “performer” concept which is a “WHO” concept; this not necessarily inconsistent but suggests some refactoring of the diagram may serve to make it clearer. Conclusions: The DM2 Diagram Is Not Semantically Correct and/or Clear: The “capability” concept is wrongly labeled as a “WHY” concept and several of the links between concepts have inappropriate linking phrases as observed above. The DM2 Diagram Is Not Semantically Complete: The DM2 concept diagram does not really include a major “WHY” concept. The “WHY” of Zachman’s framework has to do with mission, stakeholders, goals/objectives, needs, etc which are not sufficiently acknowledged in the current diagram. This is perhaps the most important point in the context of this paper since the current DM2 conceptual model does not acknowledge one of the most important concepts in the context of architecture development i.e. mission/stakeholder need which is the fundamental “WHY”.
Observation Record – Internship I Winthrop University – Richard W. Riley College of Education Internship I Intern: Mentor: Observation date: Announced Unannounced Observer: Supervisor Mentor Site-based Content/Topic: Lesson Approach: Co-Teaching Solo Teaching ADEPT Domain (competencies below are required to meet expectations of Internship I) Evaluative Comments (evaluate the candidate’s performance based upon the criteria of each ADEPT domain for the observation period AND the overall experience thus far) This Observation Overall performance in Internship I thus far Planning Creates standards-based lessons in accordance with the requirements of the discipline, including learning objectives that are measurable, rigorous, and align with the standards Designs, selects, or modifies assessments that are aligned with lesson objectives Uses data from formative, diagnostic, and summative assessments to guide instructional planning Plans differentiated instruction to address diverse learning needs Satisfactory Unsatisfactory Satisfactory Unsatisfactory Instruction 2.1 Effectively communicates appropriately challenging expectations to learners Differentiates instruction to meet the needs of diverse learners Demonstrates a thorough command of the content taught and appropriately addresses learner questions/misunderstandings related to the content Measures student mastery by using assessment strategies with established performance criteria Provides specific and timely instructional feedback to students pertaining to stated outcomes Uses appropriate voice tone and pacing to manage instruction/environment effectively Implements strategies that address the needs of learners from diverse cultural and/or linguistic backgrounds Satisfactory Unsatisfactory Satisfactory Unsatisfactory Environment 3.1 Maintains a physically safe educational environment conducive to learning 3.2 Maintains a caring, fair, and inclusive environment 3.3 Creates environments that promote positive social interaction and collaboration in the learning environment 3.4 Manages instructional routines and transitions efficiently and in an orderly manner Satisfactory Unsatisfactory Satisfactory Unsatisfactory
Object letter & upload picture observation Inference waxy Translucent It has no smell Breaks easily larger than a sugar cube cube shape I believe that the object is wax because of the waxy feel it leaves on my fingers. F long Slimy Brown grey Smells sour/gross feels squishy/dried up looks like worms in a liquid I think that it is a worm because of how it looks and because of how long it is. D Sticks to your finger soft It's white Smells soury Very fine I inference that this is baking soda because of the powdery shape and the smell.
Observing the Night Sky 1. a (2 choices) 2. b (2 choices) 3. a 4. d 5. c 6. b 7. b 8. a (2 choices) 9. d 10. a 11. c 12. b 13. b (2 choices) 14. b (2 choices) 15. a (2 choices) 16. a (2 choices) Scoring 15-16 – 4 14 – 3.5 13 – 3 12 – 2.5 10-11 – 2 9 – 1.5 7-8 – 1 1-6 – .5 0 – 0
1 THE GALILEO OBSERVER The Official Newsletter of the Galileo Alumni Association Clarity . . . Honesty . . . Integrity “Serving the Galileo Alumni Community” Vol. XI, No. 3 ____________________ ____ July 2013 SAVE THE DATES! ATTENTION: GAA Family Picnic Date Changed for Picnic to: Sunday - – September 29, 2013 Sports Hall of Fame Awards Dinner – October 25, 2013 * * * * * Late Breaking News The Sports Hall of Fame committee has been meeting throughout the summer and is on the of announcing its inductees for 2013. As we go to publication there are a few remaining nominees to be considered for the October 25th awards
Black Paul Cassidy Mel Chiarenzo Cicurel Barbara Cope-Colaman Eugene DiBasilio Debbie Dittman Eisen Ron Ertola Irma Ferro Christine Frances Joan Gaskell Salvatore Gianino Hugo Giovannini Vince Gomez Guerrero Carla Harris Lance R. Hughston Alvin Joe Harriet Kunze Estelle Landi Barbara LaRocca Dawson Lee Eugene Dave Lippi Leon Manalo Carmen Morello Joel Napp Negherbon Joe Ortisi Mary Peruzzo Lorraine Peters Pete Pompei Laurie Prescott Kendall Frank Quandrelli Sharon Reich Ronald & Anstel Ricossa Vincent Rigoni Donald Sabatini Seb Saia Thomas Savnik LaVerne Schultz Jean Shelley Vaughn Spurlin Beverly Thomey Rudy Torigiani Chuck Torres Elizabeth Trujillo Guido Venezia Lynette Wong Sherman Wong Victoria Wong Shig Yabu Jim Yee John What? Don’t know what to do with all that extra money you have. Donate to the Galileo Alumni Association. All donations go directly to the school. The Science department is strapped for money. Just buying rubber disposable gloves costs a lot. The printing supplies to print the Pendulum cost so much money now. TAX ID 30-0066848 SUPPORT YOUR ALMA MATER! WE NEED YOUR HELP. GALILEO ALUMNI ASSOCIATION FUNDRAISING BECAUSE OF CUT BACKS AND THE ECONOMY, GALILEO NO LONGER RECEIVES FUNDS FOR MOST OF THEIR ACTIVITIES AND FUNCTIONS. THEY DEPEND ON FUND RAISERS AND DONATIONS. I’M SURE YOU REMEMBER DOING CAR WASHES, BAKE SALES WHATEVER YOU COULD TO RAISE MONEY FOR YOUR SENIOR ACTIVITIES. STUDENTS NOW HAVE TO WORK EVEN HARDER TO RAISE THESE FUNDS. DON’T FORGET YOUR ALMA MATER. GO LIONS!!! YES, I want to donate $ __________ towards: Grant Awards Sports Seniors (events/graduation)
1933 Interesting @ 80 (instead of Interstate 80). No detail was overlooked by Pola Martino and Nina Clima, the organizers of the event. The buzz was that there will be a 90th party. Ladies attending were: Pola Massoni Martino (6 children, 14 grandchildren); Nina Pattini Clima; Jowanna Woeber Gaskell (2 children, 2 grandchildren); Nancy Pevoto Allen (2 children, 3 great grandchildren – twin girls); Rosemarie Gervasi Moreno (2 children, twins); Joanne Gervasi Denike (4 sons); Dottie Tataro Daniele; Glorinda Spano Dobbleman; Dolores Rielli Enos; Ealena Mauro Granelli; Carmela Lombardi Hoffman; Dorothy Gelardi hawkes; Ernestine Farrari Zuffo; Joyce Amenta Cozzarin; Barbara Scafidi; Pam Patania; Mary Louise Nella; and Rosemarie D’Amico Balestreri. Carmela Silvestri Gigliotti was unable to attend. Note: Joanna Woeber Gaskell contributed heavily to this report. Logo credited to: Paul and Marian Martino Obituaries MANUEL ALONSO – July 31, 2013 ROBERT APPLETON – May 31, 2013 BURTON BERRY – July 18, 2013 GORDON MILTON BINDER M.D. - May 2013 GRACE BURKE – August 28th, 2013. ROBERT HOWARD BURY SR. - May 2, 2013 ARMANDO CASTIGLIONI – May 24, 2013 JOHN CUENLLAS – March 29, 2013 CHARLES DOUGHERTY – May 8, 2013 FRANK FRAGOMENI JR. – Aug. 6, 1934 – Oct 7, 2013 ANN GIAMPAOLI -- Feb. 11, 1934 –Sept. 23, 2011 GUIDA GONSALVES – September 17, 2013 Henry Kind – September 7, 2013 OSCAR KOOLPE – October 2013 RICHARD MALLON – June 9, 2013
* * * * * Upcoming Events *GAA Board Meeting – Room 210, Galileo Academy, 6:00 PM, held the 2nd Wednesday of the month except for June/July/August. Our next meeting is November 13, 2013. Please join us. *Sports Hall of Fame Awards Dinner – October 25, 2013 *1973 Class Reunion Nov. 2, 2013 When checking for upcoming events between issues of the Observer, please visit the web site * * * * * * * ATTENTION POTENTIAL ADVERTISERS This newsletter is now accepting advertisements for future issues. If you have a business or service you want to advertise, The Galileo Observer is the ideal place to place your ad. It will appear for 4 issues during the year – in January, April, July and October and will reach Galileo alumni, family, friends and students. Rates are reasonable -- $75 for 4 issues (business card size ad). In addition to promoting your product or service, you will be helping the Galileo Alumni Association carry out its mission of helping the Galileo Academy of Science and Technology. Please contact or . THE GAA IS LOOKING FOR…………………….. A NEW SECRETARY NEW BOARD MEMBERS ALUMNI TO HELP ON COMMITTEES SWEETHEART STORIES
Observing a Physical Change Big Idea 8: Properties of Matter Benchmark and Task Analyses SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. SC.4.E.6.5 Investigates how technology and tools help to extend the ability of humans to observe very small things and very large things. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. Key Question What are the properties of a seltzer tablet? Teacher Background Information Physical changes in a substance or material result only in changes in the appearance of the material. While the size, shape, texture, etc., may be changed, the substance is still the same substance. Chemical changes result in a new substance being formed. A crystal is a form of a substance in which the atoms are arranged in repeating patterns. A powder is a substance that has been ground or pulverized into finely dispersed, loose, solid particles. Materials Per Group: 1 or more seltzer tablets 1 snack-size plastic bag 1 tape measure 1 sheet of black construction paper 2-3 toothpicks 1 microscope 1 triple-beam balance or electronic balance (the balance used must be sensitive enough to measure small amounts) Chart paper Rock salt crystals Per Student: Science notebook A Closer Look activity sheet Hand lens
Results: Data Table: Date Liquid Circumference in cm. before 24 hours in solution Circumference in cm. after 24 hours in solution Weight in grams before solution Weight in grams after solution Observational Drawings- what it looked like Change in weight in grams Change in circumference in cm. Corn Syrup