zilongwang/ReadingBank huggingface dataset:
DIST/CO/RTE/PM: EA/Project No: A. Environmental Documentation NEPA compliance type: CE FONSI Approval Date: EIS Approval Date: ROD Date: CEQA compliance type: CE ND/MND EIR Approval Date: Supplemental or new document needed (NEPA) Yes No Date: Addendum, Supplemental, or Subsequent (CEQA) Yes No Date: NEPA determination checked for validity/Re-evaluation Approval Date(s): (The Re-Validation form serves as the required consultation for all NEPA documentation including CEs in accordance with .) B. Do Environmental Construction Windows Apply? Yes No C. Each of the following conditions must be true in order to complete this certification: All environmental commitments that belong in this PS&E are included. All actions in this PS&E are covered by the approved environmental documentation, which remains valid. All environmental permits, licenses, agreements, and certifications (PLACs) are complete. Project PLACs are listed below: Agency Type Issue Date Expiration Date D. Environmental Commitment Record has been prepared: Date: E. Environmental Commitment Record has been updated: Yes Date: No I certify that, for environmental purposes, this project is ready to list, and, as applicable, Caltrans has fully carried out all environmental responsibilities assumed under 23 USC 326 or 23 USC 327 for this project in accordance with NEPA Assignment and applicable federal laws, regulations, and policies. Environmental Branch Chief (sign name) Date Environmental Branch Chief (print name) Changes to this PS&E submittal shall be discussed with the signature authority and may require an updated environmental certification. This project may be advertised for contract award. If the project has not been advertised within twelve months of the date of Environmental Certification, this Environmental Certification expires and a new certification or update is required. Certification expiration date is .
2.2 [In accordance with Agency policy, include a brief narrative of the risk assessment methodology and the Project or Activity-Level Climate Risk Management Summary Table (standard table below or use Bureau-equivalent table or use table from ). Refer to ADS 201mal “Climate Risk Management for USAID Projects and Activities.”] 4. Defined or Anticipated Project Elements (Purpose/Sub-purpose, Area of Focus, or Activity/ Mechanism, etc.) Climate Risks List key risks related to the project elements identified through either the strategy- or climate risk assessment. Risk Rating Low/Moderate/ High How Risks are Addressed at Project Level Describe how risks have been addressed at the project level. If a decision has been made to accept the risk, briefly explain why. Further Analysis and Actions for Activity Design/ Implementation Describe CRM measures to be integrated into activity design or implementation, including additional analysis, if applicable. Opportunities to Strengthen Climate Resilience Describe opportunities to achieve development objectives by integrating climate resilience or mitigation measures. 5. Tasks/Defined or Illustrative Interventions Climate Risks List key risks related to the defined/illustrative interventions identified in the screening and additional assessment. Risk Rating Low/Moderate/ High How Risks are Addressed Describe how risks have been addressed in activity design and/or additional steps that will be taken in implementation. If you chose to accept the risk, briefly explain why. Opportunities to Strengthen Climate Resilience Describe opportunities to achieve multiple development objectives by integrating climate resilience or mitigation measures
Water maze Toothpick Pipette or eyedropper Tape Wax paper Procedure Amazing Water Race Tape a piece of wax paper on top of the maze. Place a water drop small enough to fit inside the circle on your paper. Move the water drop through the maze with a toothpick. If the drop separates, go back and collect it before continuing. Time how long it takes to move the drop through the maze. Water Stretch Predict how far you can stretch the drop of water. Try it out! Place one drop of water in the circle. Try to stretch the water droplet as far as you can. Find the difference between the prediction and the actual length.
List of Figures List of Tables Abbreviations and Acronyms Abbreviations Acronyms AR4 Fourth Assessment Report CBD Convention of Biodiversity CC Climate Change CDM Clean Development Mechanism DNA Designated National Authority EU European Union GCMs Global Circulation Models GDP Gross Domestic Product GEF Global Environment Facility GHG Green-House Gases IPCC Intergovernmental Panel on Climate Change IWRM Integrated Water Resources Management JMD Jordan Meteorological Department
JPRC Company KAC King Abdullah Canal MoEnv Ministry of Environment MWI Ministry of Water and Irrigation NAPA National Adaptation Program of Action NCSA National Capacity Self Assessment NCARE National Center for Agricultural Research and Extension NEEDS National Economic and Environmental Development Study NGO Non-Governmental Organization OECD Organization for Economic Co-operation and Development PDD Project Design Document SNC Second National Communication SWOT Strengths, Weaknesses, Opportunities, Threats analysis STRTM Science Triangle for Research, Training and Management TAR Third Assessment Report UN United Nations UNCCD United Nations Convention on Combating Desertification UNDP United Nations Development Programme UNFCCC United Nations Framework Convention on Climate Change WC Water Conservation WDM Water Demand Management Strategy WLRP Water Loss Reduction Project WRMP Water Resources Management Program WTO World Trade Organization ZCI Zarqa Chamber of Industry ZRB Zerqa River Basin (ZRB)
4 0777675091 mohd_180@hotmail.com 5 UNDP 0777771249 maha.alzubi@undp.prg 6 0799866644 batirw@yahoo.com 7 0799028388 mail@jometeo.gov.jo 8 و 0796732136 belalhanbaly@yahoo.com 9 0777692111 al-naber@ncare.gov.jo 10 0777382836 lunah@ncare.gov.jo 11 079569155 msaba_ncartt@yahoo.com 12 0786119606 info@jes.org.jo 13 053932841 info@zci.org.jo 14 0777160132 mziedan@cegco.com.jo
When checking into the net tonight please use the simple following format, I will begin the check-in process by calling out each county in the section alphabetically. At that time when your hear your section please key up and give my call sign that's ______, then un-key your mic to ensure that you are not doubling with another station. If not doubling please give your callsign, name, approximate location and any position you hold within ARES or RACES or any served agency in your county. Please inform net control if you have any comments, questions, or any other traffic for the net tonight. Relays are always appreciated. Order of check-ins is alphabetically by county(can reverse the order): 2 call-ups for each county: There will be a separate call-up for those outside of Eastern NY along with late check-ins. Optional: You may ask for someone to volunteer as an alternate net control This is ____________ with the ENY ARES/RACES net. So at this time, I would like to open this session of the Eastern NY Section ARES and RACES net with the first call up to: Albany County Columbia County This is ____________ with the ENY ARES/RACES net. Dutchess County Greene County
Name: Kindergarten Date: December 14-18, 2015 Monday Tuesday Wednesday Thursday Friday Standard Module 3 Lesson 13 KMD1, KMD2 Module 3 Lesson 14 KMD1, KMD2 Module 3 Lesson 15 KMD1, KMD2 Module 3 Topic D Assessment KMD1, KMD2 Module 3 Review KMD1, KMD2 Essential Question/ Key Question Can you compare volume using more than, less than, and the same by pouring? Can you explore conservation of volume by pouring? Can you compare using the same as with units? Can you compare volume using more than, less than, and the same by pouring? Can you use terms such as longer than, shorter than, taller than, lighter than and heavier than? Activating Strategy: Lesson Opener Fluency Practice *Dot Cards- KCC2 *Building 1 More and 1Less Towers-KCC4 *Roll and Say 1 More, 1 Less- KCC4c Fluency Practice *Say Ten Push Ups- KNBT1 *Hidden Numbers- KOA3 *Double Five Groups- KCC2 Fluency Practice *Dot Cards of 7- KCC2, KCC5 *Make It Equal- KCC6 *Building 1 More and 1 Less Towers- KCC4c No Fluency Practice No Fluency Practice
Teaching Strategies: Include sufficient detail for parents and administration to understand what will be happening in your class. Application Problem: Use a small ball of play dough to create a small cup. Compare with a friend. Would your cups hold the same amount? Concept Development: Using rice and different size containers, introduce the term capacity. Talk about the capacity of different containers. Will they hold more than or less than? Students will complete the Problem Set. Application Problem: Use a small ball of clay to make a bowl big enough to hold a strawberry and make a vase just the right size for a tiny flower. Which one would have more capacity? Compare with a friend. Concept Development: Use rice, a bowl and a bottle to review capacity. Pour rice in the bowl until it is full. Now pour it in the bottle and discuss what happened when you did that. Use several different containers and discuss the capacity. Which one held more? Which one held less? Students will complete the Problem Set. Application Problem: Use a small ball of clay to make a container just large enough to hold 10 beans. Test to see if your beans fit. Show your work to a partner. Concept Development: Use rice, a scoop and several different containers to review capacity. Show the children how to level off the scoop before pouring in into the bowl. Use several different containers and discuss the capacity. How many scoops did it take for each container? Students will complete the Problem Set. The students will take the Module 3, Topic D Assessment today. We will use this data to assess which students need reteaching or enrichment for ILT time in the afternoons. This day will be used to reteach any lesson from Module 3 that is needed. Small groups will be formed based on data collected from Topic A-D assessments.
Appendix C – Emergency Coordinator Contact Information Position Name Phone E-Mail ENY SM John Fritze K2QY C: 401 261 4966 H: 518 429 4240 ENY SEC David Galletly KM2O C: 518 421 8324 H: 518 767 9103 ENY STM Michael Shanahan WO2H H: 518 833 0584 C: 518 860 4971 ASEC - ARC Metro NY North Tom Raffaelli WB2NHC H: 914 962 1846 C: 914 490 1459 ASEC – ARC Northeastern NY Tony Pazzola W2BEJ H: 518 458 7567 C: 518 376 8398 ASEC – NWS SKYWARN Bruce Goldstein WA3AFS H: 518 765 2893 C: 518 894 2168 ASEC Ken Goetz N2SQW H: 518 622 8987 C: 518 479 9141 DEC Central Len Signoretti N2LEN C: 518 653 1287 H: 518 943 7192 DEC Northern Fred Halley W2EMS H: 518 373 3446 C: 518 505 3733 W: 518 431 7689 DEC Southern vacant DEC State EOC/ State RACES RO Gil Saez N2PKB W: 518 292 2267 C: 518 269 8213 RACES Region II Coordinator Len Signoretti N2LEN H: 518 653 1287 C: 518 653 1287 RACES Region III Coordinator Tom Woznak N2SQO Albany EC/RO Ridge Macdonald KB2HWL C: 518 813 2443 H: 518 432 7006 Columbia EC Barry Thompson WA2KLP H: 518 325 3103 W: 518 325 7309 C: 518 755 5606 Dutchess EC/RO Adam Nowik KC2DAA H: 845 452 5197 C: 845 453 4769 Greene EC/RO Len Signoretti N2LEN C: 518 653 1287 Orange EC/RO Steve Fleckenstein N2UBP H: 845 344 1809 W: 845 759 4004 C: 845 344 1809 Putnam EC/RO William Ahrens AC2GC C: 917 593 4368 H: 845 208 3188
Appendix D – ENY Section Traffic Nets is intended to be a complete and accurate list of traffic nets for which any part of the coverage area overlaps the section of the . All times listed are local (Eastern). Please send any corrections or additions to the ENY . ENY Traffic Nets Net Name Abbr. Eastern Frequencies Manager Intercon 14.300LSB I K4ZQ WWCW 7:00AM 7.050CW M AG4ND Amateur Radio Telegraph Society ARTS 7:30AM 7.052CW I WB5NKD HBSN 7:30AM 3.576CW 7.114CW Alt. I VE3GNA WW 7:45AM 7.268LSB M HBN 8:30AM 7.042CW 7.114CW Alt. I WD8DIN Carrier 9:00AM M-S 3.935LSB I N2OUX State NYSCN 9:30AM Su 3.577CW W W2MTA CW Net Morning Cycle 1 NYS/M 10:00AM 3.577CW 7.042CW Alt. N WA2IAX Clearing House Net CHN Inactive MMSN 14.300LSB M K4EDX NY Phone NYP Inactive Second Region Net Cycle 2 2RN/2 2RN/145 1:45PM 3.925LSB 7.237LSB Alt. N W2MTA Eastern Area Net Cycle 2 EAN/2 2:30PM 7.243LSB N KW1U Eastern Area Net Cycle 2 EAN/2 2:30PM S,Su 7.050CW N KW1U NY Public Operations Net NYPON 5:00PM 3.925LSB 3.913LSB Alt. N AA2Y Empire Slow Speed Net ESS 6:00PM 3.576CW 7.044CW Alt. 1.807CW Alt. I WI2G 10:00PM
NYSPTEN 6:00PM 3.925LSB I WA3AFS Capital District Traffic Net CDTN 6:30PM Su-F 6:30 PM Sa only 145.170FM-0.600 CS PL127.3 447.075FM-5.000 CS (link) 147.120FM+0.600 CS PL100(Alt., last day of month) 147.150 449.025 N K2HAT Second Region Net Cycle 3 2RN/3 2RN/630 6:30PM 3.925LSB 1.925LSB Alt. N W2MTA CW Net Early Cycle 4 NYS/E 7:00PM 3.575CW 1.807CW Alt. N KT2D Columbia-Greene Emergency Services Net CGESN 7:00PM Tu 147.150+0600 449.025 W N2USM HVN 7:30PM 146.970FM-0.600 PL100 147.045FM+0.600 PL100 Alt. 146.895FM-0.600 PL100 Alt. (link) N N2JBA Albany Emergency Services Net AES 7:30PM Tu 147.120FM+0600 CS W N2RAD Second Region Net Cycle 4 2RN/4 2RN/745 7:45PM 3.576CW 1.807CW Alt. N W2IG Eastern Area Net Cycle 4 EAN/4 8:30PM 3.575CW 1.807CW Alt. N W2RU FISTS Slow Traffic Net 9:00PM T,Th 3.682CW I Southern District Net SDN 9:30PM 147.060FM+0.600 PL114.8 145.130FM-0.600 PL136.5 Alt. 147.015FM+0.600 PL114.8 N KC2BUV
Alt. Second Region Net Cycle 4 2RN/4 2RN/930 9:30PM 3.576CW 1.812CW Alt. N W2IG CW Net Late Cycle 4 NYS/L 3.575CW 1.825CW Alt. N KT2D Traffic Net Type Key Type Abbr. National Traffic System (NTS) N Weather W Independent I Maritime Independent M
EMISSIONS & DISCHARGES - PLANNED ID SUBSTANCE VOLUME (L, m3) DISCHARGE / EMISSIONS rECEIVING eNVIRONMENT COMMENTS PRODUCED FORMATION WATER (PFW) Please include: Oil in Water (OIW) concentration Chemical additives and volumes GAS FLARING GAS VENTING OTHER ATMOSPHERIC EMISSIONS Please include: Vehicle and machinery emissions SOLID WASTE LIQUID WASTE SEWAGE AND GREYWATER
7.5.2. Mutual Aid must always be coordinated by appropriate officials. 7.5.3. Amateur Radio operators outside the ENY jurisdiction will check in with their respective Emergency net for assignment. 7.6. ENY ARES member outside the jurisdiction 7.6.1. Should the services of ENY ARES members be required outside of the region or state, the agency requesting Mutual Aid must coordinate such a request with the officials listed above under “Activation” 8. Operational Protocols 8.1. All operations will follow established protocols as used in an ICS and/or defined by the NCS. 8.2. All messages and notifications will be recorded in a permanent fashion. Facilities for such recording will are provided. All messages recorded electronically will be printed on a real time basis, or as soon as practical. 8.3. All messages and notifications coming in will be recorded on ARRL form FSD-3, or its electronic equivalent, and will follow Radiogram format. In an effort to bridge the gap between the NTS standard ARRL message format and the NIMS FS-213, amateur operators should be very familiar with both forms. While they are similar in purpose, they remain different in structure. ARES operators should realize that messages they receive from Emergency Management and other EOC personnel are going to be in the NIMS FS-213 format. It is critical that they understand not to modify the message, but to relay or deliver it as received. Messages received from other sources will probably be in the standard ARRL format. While this format is usually very familiar to ARES personnel, it will most likely be unfamiliar to Emergency Management officials. The ARES operator should place the ARRL-formatted message into the body section of the NIMS FS-213 before delivering it. Thus the ARRL message remains intact, and the Emergency Management official has a document he understands. Using these procedures will enable the uninterrupted flow of message traffic, and the messages will be in a format familiar to the users and recipients. 8.5. All official messages received by radio from agencies must include a message number, and follow NTS format.
Enzyme concentration Average Rate of Reaction for each Group (R=1/t) Class Avg. 100% 0.069 0.07 0.067 0.08 0.074 0.09 75% 0.067 0.06 0.056 0.06 0.071 0.08 50% 0.050 0.05 0.049 0.05 0.05 0.05 25% 0.032 0.03 0.031 0.03 0.027 0.27 0% N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Enzyme Reaction Rates with Different Concentration of Enzyme Substrate concentration Average Rate of Reaction for each Group (R=1/t) Class Avg. 0.0% NA N/A N/A n/a N/A N/A 0 0.75% 0.02 0.02 .03 1.5% 0.03 0.03 .04 2.25% 0.05 0.04 .06 3.0% 0.07 0.06 .07 Average Rate of Reaction for each Group (R=1/t) Class
Basic Assay Method Switch on the spectrophotometer, set the wavelength to 340nm. Place a blank, Tris-filled cuvette in the spectrophotometer and zero using the CAL button. You just need to do this once. a) For the assay, pipette the following into a cuvette: Tris buffer, 100mM pH 7.4 2.7 mL (may differ if adding inhibitors) NADH, 6mM 0.1 mL LDH purified from heart or skeletal muscle 0.1 mL b) Mix well with a pastette and place in the spectrophotometer. Select start on the laptop. c) Add to the cuvette 0.1ml, 30mM sodium pyruvate, pH 7.4; mix well immediately with a pastette and record for 3 min. d) The easiest way to measure a rate from a recording is to note the absorbances at two points separated by one minute (make sure the recording is linear over that section) then take one absorbance from the other to give Ab change/min. Investigations We have available to us… Two LDH isoenzymes (bovine muscle and bovine heart) Oxalic and oxamic acids (potential inhibitors of the enzyme) Buffers of varying pH Each group of 3 students will be assigned one of the following questions … How do the Km values for muscle and heart compare? How do the pH optima for muscle and heart compare? Is oxalic acid an inhibitor of muscle LDH and, if so, what is its Ki? Is oxalic acid an inhibitor of heart LDH and, if so, what is its Ki? Is oxamic acid an inhibitor of muscle LDH and, if so, what is its Ki? Is oxamic acid an inhibitor of heart LDH and, if so, what is its Ki? Analysis Rate calculations (all investigations) In the reaction system used, a fixed amount of enzyme (typically 0.1 ml of stock) was followed in a fixed final volume (3 ml) and other factors affecting the rate of the reaction were varied (eg pH, substrate concentration, inhibitor
Analyze enzyme lab data using Microsoft Excel !! only for reference, the data sets presented here are just an example. ▲Open Microsoft Excel. ▲On the bottom left corner, there are “sheet 1, sheet 2, and sheet 3”, you can rename the sheets as “substrate, inhibitor, pH”. ▲Enter your data into each of the corresponding sheet. In the first column (column A), enter time as minutes (0.5, 1.0, 1.5, etc..) in other columns, enter your OD460nm data. Example: ▲On the menu, choose insert→ charts→ scatter, choose scatter with only markers. ▲The graph should appear, if not, then click “select data” on the upper left and select your data range in the data sheet. ▲Double click on the chart, the chart tools bar should appear on the top, choose “layout 3” from the chart layouts.
What’s an Enzyme? What slows down enzyme activity? What can speed up enzyme activity? What are chemical reactions? What are the 2 different types of chemical reactions? Why do we need enzymes? Label the graph showing enzyme activity. How do enzymes work? What is the lock and key mechanism? Label the diagram below with “Enzyme”, “Substrate”, and “Active Site”: What reaction is shown in this diagram? Sucrose, the sugar, is being broken
B. Explain why a change in the reaction rate was observed after 30 minutes. C. Draw and label another line on the graph to predict the results if the concentration of -amylase was doubled. Explain your predicted results. D. Identify TWO environmental factors that can change the rate of an enzyme-mediated reaction. Discuss how each of those two factors would affect the reaction rate of an enzyme.
3. Circle the correct effect. a. Raising the temperature slightly will [ increase | decrease | not change ] the rate of reaction b. Boiling temperature will [ increase | decrease | not change ] the rate of reaction. c. Changing the pH toward the optimal pH will [ increase | decrease | not change ] the rate of reaction. d. Introducing a competitive inhibitor will [ increase | decrease | not change ] the rate of reaction. 4. Place a check mark next to the things that are expected to INCREASE the rate of an enzymatic reaction a. ___X___ Add more enzyme b. ___X___ Add more substrate c. ___X___ Adjust pH to optimal level d_______ Add a non competitive inhibitor e._______ Freezing
Area of Learning: ARTS EDUCATION — Dance: Dance Foundations Grade 12 Learning Standards (continued) Curricular Competencies Content Reason and reflect Analyze and assess dance techniques and works using the language of dance Use the rehearsal process to refine technical, critical, and creative capacities Give, receive, and apply constructive feedback Demonstrate respect for self, others, audience, and place Demonstrate leadership skills in co-operative and collaborative contexts to find solutions to challenges Communicate and document Document and respond critically to dance experiences, compositions, and performances Perform exercises, steps, combinations, and dance works Use dance to communicate about and respond to global issues Express cultural identity, perspectives, and values through individual and group movement compositions Connect and expand Demonstrate personal and social responsibility associated with creating, performing, and responding to dance, including movement, music, thematic, and costume choices Create dance works to demonstrate an understanding of personal, social, cultural, or historical context Explore educational, personal, and professional opportunities in dance or related fields Explore First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge to gain understanding through movement and dance Consider personal safety, injury prevention, and physical health when planning, rehearsing, and performing choreography
Area of Learning: ARTS EDUCATION — Drama Grade 12 BIG IDEAS Drama is a way of sharing and understanding traditions, perspectives, cultures, and worldviews. Drama offers dynamic ways to express our identity and sense of belonging. Growth as an artist requires perseverance, resilience, and reflection. Aesthetic experiences have the power to transform our perspective. Drama provides opportunities for creativity, innovation, and collaboration. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Explore and create Explore and create dramatic works to express ideas, meaning, and emotions Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance Develop a repertoire of dramatic skills, vocabulary, and techniques through presentation or performance Develop and refine performance skills in a variety of contexts Intentionally select and combine dramatic elements and conventions Experiment with a range of props, processes, and technologies to create and refine innovative dramatic works Develop dramatic works for an intended audience Improvise and take creative risks using imagination, exploration, and inquiry Reason and reflect Describe, analyze, and evaluate ways in which props, technologies, and environments are used in drama, using discipline-specific language Receive, provide, and apply constructive feedback to refine dramatic works Use self-reflection and awareness of audience to refine ideas Reflect on dramatic works and make connections with personal experiences Evaluate the social, cultural, historical, environmental, and personal contexts of dramatic works Reflect on aesthetic experiences and how they relate to a specific place, time, and context Students are expected to know the following: dramatic elements, principles, vocabulary, and symbols strategies and techniques to support creative processes character development dramatic forms and conventions skills specific to a dramatic genre and/or style roles of performer, audience, and venue movement, sound, image, and form influences of time and place on dramatic works contributions of innovative artists from a variety of genres, cultures, and periods a range of local, national, and intercultural performers and movements traditional and contemporary First Peoples worldviews, history, and stories communicated through dramatic works history and theory of a variety of dramatic genres, including their roles in historical and contemporary societies ethics of cultural appropriation and plagiarism health and safety protocols and procedures
Area of Learning: ARTS EDUCATION — Media Arts Grade 12 Learning Standards (continued) Curricular Competencies Content Communicate and document Document, share, and engage with media artworks in a variety of contexts Communicate ideas and express emotions through art making Demonstrate respect for self, others, and place through art making Investigate and respond to social and environmental issues and values using media art Connect and expand Demonstrate personal and social responsibility associated with creating, perceiving, and responding in media arts Examine First Peoples perspectives, knowledge, and protocols; other ways of knowing, and local cultural knowledge through media arts Create artistic works to reflect personal voice, story, and values Examine the reciprocal relationships between media arts, culture, and society Evaluate personal, educational, and professional opportunities in media arts and related fields Engage in digital citizenship throughout the creative process Connect with others on a local, national, or global scale through media arts Demonstrate safe and responsible use of materials, tools, and work space
well as for the support and qualification process for job placement and stabilization, in support of the competitiveness of the economic actors. The remuneration for participation in the internship will be paid in full against at least 70% attendance in the internship per month. The remuneration will be paid in proportion to the actual participation in the internship if participation is less than 70%. Article 6 How to submit proposals The procedure for submitting applications is described below. 6.1 Submitting an application The application can only be completed using the on-line forms via the procedure on the web site in the “Torno Subito” section, starting from 12am on the tenth day after publication of this Call for Proposals in the BURL (Official Bulletin of the Lazio Region) and transmitted within and not after 10am of the sixtieth day after the aforesaid date of publication. The actual date of publication of this Call for Proposals, the date and hour of the start and finish deadlines for submitting the application form will be highlighted on the websites of the institutions promoting this Call for Proposals: For the proposal to be eligible, once the final version of the application has been completed on the on-line form, it must be printed, signed in original and scanned in pdf format. The following mandatory documents must also be attached to the application form: Letter of commitment by the partner outside the region – Work experience (Annex 1 a); Estimate for Masters or Specialization Course (for education); Letter of commitment by a partner of Regione Lazio (Annex 1 b); Signed curriculum vitae in European format (max. 2 pages); Copy of both sides (legible) of a valid, signed identification document of the proposer; Last declaration of income (ISEE - Equivalent Financial Position Indicator) submitted, issued by a CAF (Tax Assistance Centre) or other authorized entity; Estimate for health insurance policy (recommended for projects including periods outside the region in non-EU Countries) Other attachments which are useful for assessing the application. The application and the mandatory attachments, duly completed, signed and scanned in PDF format, must be uploaded to the system using the “attach” feature of the on-line form. Further operational instructions on how to complete the application correctly are available on the on-line web pages for submitting applications Any other methods of submission or conditions differing from those indicated in the previous points of this paragraph will result in the application being rejected.
CAREER EDUCATION Curricular Competencies – Elaborations Grades 4–5 digital identities: digital presence/footprint, modes of dress, diction, body language, representing self and communities innovative: original, creative; taking an existing idea and making it better CAREER EDUCATION Content – Elaborations Grades 4–5 goal-setting strategies: Examples Review and identify the steps required to help achieve short-term and long-term goals S.M.A.R.T. goals (Specific, Measurable, Attainable, Realistic, and Timely) emergent leadership skills: communication, motivation, direction, support, initiative, etc. cultural and social awareness: achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions, etc. Area of Learning: CAREER EDUCATION Grades 6–7 BIG IDEAS Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community. Our personal digital identity forms part of our public identity. Practising respectful, ethical, inclusive behaviour prepares us for the expectations of the workplace. Leadership represents good planning, and collaboration. Safe environments depend on everyone following safety rules. New experiences, both within and outside of school, expand our career skill set and options. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Recognize their personal preferences, skills, strengths, and abilities and connect them to possible career choices Students are expected to know the following: Personal Development goal-setting strategies
PART III. Quality of the partnership, the team and the cooperation arrangements III.1. Knowledge Alliances: composition of the consortium Please mark the type of organisations which make up the consortium (please make sure that Associated partners are also indicated). Please choose the right category for each partner and ensure that the composition fulfils the eligibility criteria. NB: Please note that ticking one of the 3 columns under the key category 'Enterprises' means that, in line with the E+ Programme Guide, the organisation(s) concerned is/are undertakings actually engaged in an economic activity and contributing as such to the proposed project. Organisations Higher education Institution (HEI) Enterprises Other organisation types Nr Partner Acronym APP (applicant) or PAR (partner) or AssPAR (associate partner) HEI (tertiary level - ECHE holder if in a Programme Country) Small and medium sized enterprise Large enterprise Social enterprise EU-wide network Social partner or other of working life Research Institute /Centre School/ Institute/ centre – Vocational Training School/ Institute/ centre – Adult education National, regional, local public body or body body under public law 1 2 3 4 5 6 7 8 9 10
III.2. Rationale for setting-up the partnership Please explain why the partners are best suited to participate in this European project. Describe skills, expertise and competences within the partnership directly relating to the planned project activities. (Limit 3000 characters) III.3. Description of the partners This section III.3 must be completed for each organisation participating in the project (applicant and partners). III.3.1. Partner number – P1 – (Add Name) Organisation name Country III.3.1.1. Aims and activities of the organisation Please provide a short presentation of the organisation (key activities, affiliations, size of the organisation, etc.) relating to the area covered by the project. Please provide also a link to the website of the organisation, if available. (Limit 1500 characters) III.3.1.2. Role of the organisation in the project Please describe the role of the organisation in the project and how the organisation will actually contribute to the project success. (Limit 1500 characters) III.3.1.3. Operational/Technical capacity: Skills and expertise of key staff involved in the project Please fill in the table below for each key staff member and add lines as necessary.
Implementation (the substance of the work planned including production, testing, etc.) Quality Assurance (quality plan) Evaluation Dissemination and Exploitation of results Title Description (Limit 1500 characters) Tasks (Limit 3000 characters) Estimated Start Date Estimated End Date Lead Organisation Participating Organisations WP1 Results (outputs and outcomes) Please add tables as necessary. Expected Result (output or outcome) WP1 Title Type Description (Limit 1500 characters) Due date Language(s) Media(s) Dissemination level Public Restricted to other programme participants (including Commission services and project reviewers) Confidential, only for members of the consortium (including EACEA and Commission services and project reviewers)
Learning Standards Curricular Competencies Content Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view Recognize the diversity within and across First Peoples societies as represented in texts Access information for diverse purposes and from a variety of sources to inform writing Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts Explore how language constructs personal and cultural identities Construct meaningful personal connections between self, text, and world Identify bias, contradictions, and distortions Create and communicate (writing, speaking, representing) Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking Respond to text in personal, creative, and critical ways Assess and refine texts to improve clarity and impact Students are expected to know the following: Text forms and text genres Text features and structures narrative structures found in First Peoples texts protocols related to ownership of First Peoples oral texts Strategies and processes reading strategies oral language strategies metacognitive strategies writing processes Language features, structures, and conventions language features elements of style exploration of voice usage and conventions literary elements and devices Area of Learning: ENGLISH LANGUAGE ARTS — Creative Writing Grade 10 Learning Standards (continued) Curricular Competencies Content Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences
Area of Learning: ENGLISH LANGUAGE ARTS Grade 10 CREATIVE WRITING 10 (2 credits) Description Creative Writing 10 is designed for students who have an interest in creative expression through language. The course provides students opportunities to build their writing skills through the exploration of identity, memory, and story in a range of genres. Within a supportive community of writers, students will collaborate and develop their skills through writing and design processes. This course is intentionally grounded in the sampling of writing processes, inviting students to express themselves creatively as they experiment with, reflect on, and practise their writing. The following are possible areas of focus within Creative Writing 10: contemporary creative forms such as slam poetry, oratory, rap, drama, song, graphic novels creative non-fiction, historical fiction poetry, song lyrics multimodal creative forms that combine visual, written, and oral texts Area of Learning: ENGLISH LANGUAGE ARTS — Creative Writing Grade 10 BIG IDEAS The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. Texts are socially, culturally, geographically, and historically constructed. Language shapes ideas and influences others. Creative writers take risks and persevere. Creative writers are observant of the world.
The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their world views and perspectives. Texts are socially, culturally, geographically, and historically constructed. Language shapes ideas and influences others. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. Learning Standards Curricular Competencies Content Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Read for enjoyment and to achieve personal goals Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view Recognize and appreciate the diversity within and across First Peoples societies as represented in texts Recognize and appreciate the influence of land/place in First Peoples and other Canadian texts Access information for diverse purposes and from a variety of sources to inform writing Explore the relevance, accuracy, and reliability of texts Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts Recognize personal, social, and cultural contexts, as well as values and perspectives in texts Explore how language constructs personal and cultural identities Students are expected to know the following: Text forms and genres Text features and structures narrative structures found in First Peoples texts protocols related to ownership of First Peoples oral texts Strategies and processes reading strategies oral language strategies metacognitive strategies writing processes design processes Language features, structures, and conventions language features elements of style exploration of voice usage and conventions Area of Learning: ENGLISH LANGUAGE ARTS — Literary Studies Grade 10 Learning Standards (continued)
Curricular Competencies Content Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view Recognize and appreciate the diversity among First Peoples cultures, as represented in oral and other texts Access information for diverse purposes and from a variety of sources to inform writing Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts Explore the role of personal and social contexts, values, and perspectives in texts Explore how language constructs personal and cultural identities Construct meaningful personal connections between self, text, and world Identify bias, contradictions, and distortions Create and communicate (writing, speaking, representing) Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking Students are expected to know the following: Text forms and text genres, including creative spoken forms Text features and structures oral text features and structures narrative structures found in First Peoples texts First Peoples oral traditions and oral texts protocols related to ownership of First Peoples oral texts Strategies and processes reading strategies oral language strategies metacognitive strategies writing processes presentation techniques Language features, structures, and conventions features of oral language elements of style rhetorical devices Area of Learning: ENGLISH LANGUAGE ARTS — Spoken Language Grade 10 Learning Standards (continued) Curricular Competencies Content Assess and refine texts to improve clarity and impact Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes Explore appropriate spoken language formats for intended purposes Use writing and design processes to plan, develop, and create spoken language and other texts for a variety of purposes and audiences persuasive techniques usage and conventions literary elements and devices literal and figurative meaning citation techniques
Area of Learning: ENGLISH LANGUAGE ARTS Grade 11 COMPOSITION 11 (4 credits) Description Composition 11 is designed to support students as they refine, clarify, and adjust their written communication through practice and revision. Students will read and study compositions by other writers and be exposed to a variety of styles as models for the development of their writing. The course provides opportunities for students to, with increasing independence, study, create, and write original and authentic pieces for a range of purposes and real-world audiences. They will expand their competencies through processes of drafting, reflecting, and revising to build a body of work that demonstrates expanding breadth, depth, and evidence of writing for a range of situations. They will develop confidence in their abilities as they consolidate their writing craft. The following are possible areas of focus within Composition 11: narrative, expository, descriptive, persuasive, and opinion pieces planning, drafting, and editing processes writing for specific audiences and specific disciplines how to cite sources, consider the credibility of evidence, and evaluate the quality and reliability of the source Area of Learning: ENGLISH LANGUAGE ARTS — Composition Grade 11 BIG IDEAS The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, geographically, and historically constructed. Language shapes ideas and influences others. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. People are empowered by being able to communicate effectively. Engagement with writing processes can support creativity and enhance clarity of expression.
Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors Demonstrate understanding of how language constructs and reflects personal, social, and cultural identities Construct meaningful personal connections between self, text, and world Recognize and understand the role of story and oral traditions in expressing First Peoples perspectives, values, beliefs, and points of view Understand and evaluate how literary elements and new media techniques and devices enhance and shape meaning and impact situating oneself in relation to others and place Text features and structures narrative structures, including those found in First Peoples texts form, function, and genre of texts, including new media texts interactivity Area of Learning: ENGLISH FIRST PEOPLES — Literary Studies + New Media Grade 11 Learning Standards (continued) Curricular Competencies Content Recognize and understand the diversity within and across First Peoples societies as represented in texts Assess the authenticity of First Peoples texts Recognize the influence of land/place in First Peoples texts Identify bias, contradictions, distortions, and omissions Recognize the complexities of being a digital citizen Demonstrate understanding of how new media affect First Peoples languages, cultures, and worldviews Understand how new media impacts social activism Create and communicate (writing, speaking, representing) Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes Select and apply appropriate oral communication formats for intended purposes Express and support an opinion with evidence Respond to text in personal, creative, and critical ways Use writing and design processes to plan, develop, and create engaging and meaningful multimedia and other texts for a variety of purposes and audiences Assess and refine texts to improve clarity, effectiveness, and impact Strategies and processes reading strategies oral language strategies metacognitive strategies writing processes multimedia presentation processes Language features, structures, and conventions features of oral language elements of style syntax and sentence fluency rhetorical devices usage and conventions literary elements and devices literal and inferential meaning persuasive techniques citations and acknowledgements New media functions advocacy community building
BIG IDEAS The exploration of text deepens understanding of one’s identity, others, and the world. First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future. First Peoples literature plays a role within the process of Reconciliation. People understand text differently depending on their worldviews and perspectives. Texts are socially, culturally, geographically, and historically constructed. Self-representation through authentic First Peoples text is a means to foster justice. Learning Standards Curricular Competencies Content Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Demonstrate awareness of how First Peoples languages and texts reflect their cultures, knowledge, histories, and worldviews Access information for diverse purposes and from a variety of sources to inform writing Evaluate the relevance, accuracy, and reliability of texts Select and apply appropriate strategies in a variety of contexts to guide inquiry, extend thinking, and comprehend texts Recognize and understand how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors Demonstrate understanding of how language constructs and reflects personal, social, and cultural identities Construct meaningful personal connections between self, text, and world Recognize and understand the role of story and oral traditions in expressing First Peoples perspectives, values, beliefs, and points of view Students are expected to know the following: A wide variety of BC, Canadian, and global First Peoples texts A wide variety of text forms and genres Common themes in First Peoples texts Reconciliation in Canada First Peoples oral traditions the legal status of First Peoples oral traditions in Canada purposes of oral texts Protocols protocols related to the ownership and use of First Peoples oral texts processes related to protocols and expectations when engaging with First Nations communities and Aboriginal organizations Area of Learning: ENGLISH FIRST PEOPLES — Literary Studies + Writing Grade 11