zilongwang/ReadingBank huggingface dataset:
Table 1. Classifying areas as alvars or Juniper shrublands. Habitat Open alvar Alver in danger of overgrowing Overgrown alvar with a urgent restoration need Juniper shrub Alvar forest Area covered by junipers 10-30 (40)% 40-50% 50-75% (80% in the conditions where the grass layer is present) 80-100% less juniper shrub, more pine trees (also spruce, birch) Herb layer species rich herb layer present, consists of grassland species species rich herb layer present, grassland species dominant in the herb layer grassland characteristic herb layer present in patches, some areas are covered by moss or sparse vegetation herbaceous vegetation species-poor and sparse, no dense herb layer, topsoil is covered by needle-fall and moss herb layer consists of forest species Necessary activity grazing grazing, removal of trees/shrubs when necessary restoration (removal of trees/shrubs) and then grazing can be restored if reasonable, conservation of juniper shrub is not sustainable in long term no human activity is necessary for alvar forest conservation >>>>>>>>>Succession proceeds in this direction if the management stops>>>>>>>>>> Table 2. A selection of light-demanding grassland species, which are rarely or not at all found on overgrown alvars. The list is informative and incomplete. Acinos arvensis Anthemis tinctoria Artemisia campestris Artemisia rupestris Carex ornithopoda Carex caryophyllea Crepis tectorum Helianthemum nummularium Leontodon autumnalis Libanotis montana Linum catharticum Ophrys insectifera Orchis militaris Phleum phleoides Polygala comosa
Can it help reduce carbon emission? Put ‘’ or ‘’ If yes, how can this help reduce carbon emission? Way of improving soil quality Answer for (a), (c) and (d): Less fossil fuels are used to make fertilisers and generate electricity to pump water and drive machines. As there are less fossil fuels being burned, emission of carbon dioxide is reduced. Way of avoiding pest Way of using water resource Tools used for farming Type of output Vegetables No livestock is reared, thus reducing the production of methane. Would you like to buy agricultural produce grown in this type of farm for reducing climate change? Give reasons to support your answers. Yes. It is because the soil is not fertilised by chemicals and therefore it does not pose a health risk. Less pollution is created as there is no burning of fossil fuels. or any reasonable answers. Stop 3 Viewing at Lamma Power Station Pre-trip Task: Write the letters in the space provided to show the components of power station in Figure 2. You may browse the following website to complete this task. The Power behind Hong Kong--Lamma Power Station: Source: HK Electric Coal-fired Generating Units Gas-fired Generating Units Oil-fired Generating Units Coal Yard Ash Lagoon Transport jetty Figure 2 Components of Power Station cycle
active adventurous affectionate afraid aggressive alert ambitious angry annoyed anxious apologetic arrogant articulate athletic attentive average awkward bad blue boastful bold bored bossy brainy brave bright brilliant busy calm careful careless cautious charming cheerful childish clever clumsy coarse complex conceited concerned confident confused considerate cooperative courageous cowardly cross cruel curious dangerous daring dark decisive defiant demanding dependable depressed determined disagreeable discouraged dishonest disrespectful doubtful dull dutiful eager easygoing efficient embarrassed encouraging energetic evil excited expert fair faithful fearless fierce foolish forgiving fortunate foul fresh friendly frustrated funny generous gentle giving glamorous gloomy good graceful gracious grateful greedy grouchy grumpy guilty happy hard-working harsh hateful healthy helpful honest hopeful hopeless humorous ignorant imaginative impatient impolite impulsive inconsiderate independent industrious innocent intelligent jealous judgmental kind lazy leader likable lively lonely loving loyal manipulative materialistic mature mean melancholy messy mischievous miserable mysterious naive naughty nervous nice noisy obedient obnoxious old opinionated outgoing passive patient peaceful personable picky pleasant polite poor popular positive prim proper proud quick quiet rational rebellious reflective reliable religious reserved responsible restless rich rough rowdy rude sad satisfied scared secretive selfish sensible serious sharp short shy silly skillful sly smart sneaky sorry spoiled stingy strange strict strong stubborn studious sweet talented tall thankful thoughtful thoughtless timid tired tolerant touchy trusting trustworthy unfriendly unhappy useful vain warm
about crime scene investigators trying to figure out who the criminals are based on forensic evidence. But it is expensive to pay for popular songs, so most TV shows have original theme songs. These songs try to capture the overall sense of the show. Think of the theme song for The Big Bang Theory which includes lyrics about nerdy scientific facts because the show revolves around four nerdy characters. Here is the theme song of a popular TV show from a few years back which is no longer on the air. “Save Me” by Remy Zero Somebody save me Let your warm hands break right through me Somebody save me I don't care how you do it Just stay, stay, come on I've been waiting for you Just save me, save me I've made this whole world shine for you Just save me, save, come on Make a few inferences. For what type of show do you think this was the theme song: comedy or drama? Why? What types(s) of character(s) might appear on a show with this theme song? Underline words from the lyrics which support your inferences. Sometimes the theme is obvious, while at other times the reader must think carefully about a work in order to identify its theme.
Assessment Plan Sample: Engineering 22209VIC CERTIFICATE II IN ENGINEERING STUDIES SAMPLE 1 Student Number: 1 2 3 4 5 6 7 8 9 Assigned to: Product (1st ) Portfolio (1st) Portfolio (2nd) VASS data entry no: 05 07 08 MEM12024A Perform computations 30 MSAENV272B Participate in environmentally sustainable work practices 30 VU20910 Produce basic engineering sketches and drawings 20 VU20911 Handle engineering materials 20 MSS402040A Apply 5S procedures 40 VU20915 Perform basic welding & thermal cutting processes to fabricate engineering structures 60 Allocation of nominal hours: 60 70 70 SAMPLE 2 Student Number: 1 2 3 4 5 6 7 8 9 Assigned to: Work Performance (1st ) Product (1st) Portfolio (1st) VASS data entry no: 01 05 07 MEM12024A Perform computations 30 MSAENV272B Participate in environmentally sustainable work practices 30 VU20910 Produce basic engineering sketches and drawings 20 VU20911 Handle engineering materials 20 MSS402040A Apply 5S procedures 40 VU20903 Produce basic engineering components and products using fabrication or machining 60 Allocation of nominal hours: 50 80 70 SAMPLE 3 Student Number: 1 2 3 4 5 6 7 8 9
August cn help at home members. Helpful cooperation 7. Ls.7-Friendship Viewing video of story monkey and crocodile True friendship 8. September Ls.8-Koko And the Kitten Find out what animals eat. Spaek a few lines about your pet Compassion Kindness Love Caring Ethical treatment to animals 9. October Ls.9-Out in the garden Visit to a park Environmental awareness Liveliness Interest Team Work 10. November Ls.10-Stone soup Circle the odd one out Helping mother at home in making soup Curiosity 11. Ls.11-The Soup song Help mother to prepare soup at home Circle the odd ones out.(things used in kitchen) Helping other Knowledge Interest 12. December Ls.12-Amar and the Ball Coloring activity Maze Creativity Empathy Compassion 13. Ls.13-A New Ending Reading more stories about clever animal Knowledge Interest Effective communication 14. January Ls.14-Firoz and the Fire engine Field trip to a fire station Play or skit Knowledge Safety Helping others at time of need 15. Ls.15-Sunday List of things you do on a Sunday/holidays Helping mother Compassion Love for elders Togetherness
This section is not applicable to Delve Analytics. Section 8 Hardware This section is not applicable to Delve Analytics. Section 9 Web Criteria Supporting Features 9.2.1 Non-text content Supported 9.2.2 Audio-only and video-only (pre-recorded) Not Applicable 9.2.3 Captions (pre-recorded) Not Applicable 9.2.4 Audio description or media alternative (pre-recorded) Not Applicable 9.2.5 Captions (live) Not Applicable 9.2.6 Audio description (pre-recorded) Not Applicable 9.2.7 Info and relationships Supported 9.2.8 Meaningful sequence Supported 9.2.9 Sensory characteristics Supported 9.2.10 Use of colour Supported 9.2.11 Audio control Not Applicable 9.2.12 Contrast (minimum) Supported with Exceptions 9.2.13 Resize text Supported 9.2.14 Images of text Supported 9.2.15 Keyboard Supported 9.2.16 No keyboard trap Supported 9.2.17 Timing adjustable Not Applicable 9.2.18 Pause, stop, hide Not Applicable 9.2.19 Three flashes or below threshold Supported 9.2.20 Bypass blocks Supported 9.2.21 Page titled Supported 9.2.22 Focus Order Supported 9.2.23 Link purpose (in context) Supported 9.2.24 Multiple ways Supported 9.2.25 Headings and labels Supported 9.2.26 Focus visible Supported 9.2.27 Language of page Supported 9.2.28 Language of parts Supported 9.2.29 On focus Supported 9.2.30 On input Supported
11.6.4 Repair assistance Not Applicable 11.6.5 Templates Not Applicable Section 12 Documentation and support services Criteria Supporting Features 12.1.1 Accessibility and compatibility features Supported 12.1.2 Accessible documentation Supported 12.2.2 Information on accessibility and compatibility features Supported 12.2.3 Effective communication Supported 12.2.4 Accessible documentation Supported Section 13 ICT providing relay or emergency service access This section does not apply to Azure Information Protection.
Section 8 Hardware This section is not applicable to Office Delve for Android. Section 9 Web This section is not applicable to Office Delve for Android. Section 10 Non-web documents This section is not applicable to Office Delve for Android. Section 11 Software Criteria Supporting Features 11.2.1.1 Non-text content (screen reading supported) Supported 11.2.1.2 Audio-only and video-only (pre-recorded) Not Applicable 11.2.1.3 Captions (pre-recorded) Not Applicable 11.2.1.4 Audio description or media alternative (pre-recorded) Not Applicable 11.2.1.5 Captions (live) Not Applicable 11.2.1.6 Audio description (pre-recorded) Not Applicable 11.2.1.7 Info and relationships Supported 11.2.1.8 Meaningful sequence Supported 11.2.1.9 Sensory characteristics Supported 11.2.1.10 Use of colour Supported 11.2.1.11 Audio control Not Applicable 11.2.1.12 Contrast (minimum) Supported 11.2.1.13 Resize text Supported 11.2.1.14 Images of text Supported 11.2.1.15 Keyboard Supported 11.2.1.16 No keyboard trap Supported 11.2.1.17 Timing adjustable Not Applicable 11.2.1.18 Pause, stop, hide Not Applicable 11.2.1.19 Three flashes or below threshold Supported 11.2.1.22 Focus order Supported with Exceptions 11.2.1.23 Link purpose (in context) Supported 11.2.1.25 Headings and labels Supported 11.2.1.26 Focus visible Supported 11.2.1.27 Language of software Supported 11.2.1.29 On focus Supported 11.2.1.30 On input Supported 11.2.1.33 Error identification Supported
EN 301 549 Accessibility Declaration of Conformance Date: 26 August 2016 Name of Product: OneDrive Description of Product: OneDrive is the one place for everything in your work and personal life. It gives you free online storage for all your personal files so you can get to them from your iOS device, computer (PC or Mac), and any other devices you use. With OneDrive for Business, you also get storage for your work files so you can share and collaborate on them with other people at your work or school. The OneDrive app for iOS lets you easily work with your personal and work files when you’re on the go. Platform: iOS Product Build: 7.8.1 Website: Contact for more information: For assistance with this report or finding one for another product, please . Section 1 Scope Section 2 References Section 3 Definitions and abbreviations Section 4 Functional Statements Functional Accessibility Requirements Section 5 Generic Requirements Criteria Supporting Features 5.1.2.2 – 5.1.6.2 (closed functionality) Not Applicable 5.2 Activation of accessibility features Supported 5.3 Biometrics Supported 5.4 Preservation of accessibility information during conversion Not Applicable 5.5.1 Means of operation Not Applicable 5.5.2 Operable parts discernibility Not Applicable 5.6.1 Tactile or auditory status Not Applicable 5.6.2 Visual status Not Applicable 5.7 Key repeat Not Applicable 5.8 Double-strike key acceptance Not Applicable 5.9 Simultaneous user actions Supported Section 6 ICT with two-way voice communication This section does not apply to OneDrive for iOS.
evaluating the choice of mode and medium in shaping the response of audiences, including digital texts. Analyse and evaluate how responses to texts are influenced by: the use of techniques associated with imaginative, interpretive and persuasive texts. Reflecting on their own and others’ texts investigating the impact and uses of imaginative, interpretive and persuasive texts. 9 Apply knowledge of text form and type to create a persuasive multimodal text that presents a perspective and shapes audience response. Create a range of texts using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts drawing on a range of technologies combining visual, spoken and written elements where appropriate using evidence-based argument using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage. Task 3: 20% (Set Week 5, due Week 9) Creating: Class and home. All drafting and editing to be submitted. ‘Construct a multimodal text in a form of your choice to persuade your intended audience about a particular issue or idea.’ 10–13 Focus on an extended imaginative, interpretive or persuasive text, analysing the relationship between purpose, context and audience and how these relationships influences a text and its meaning; investigate how text structures and language features communicate ideas and represent people and events in a text. (Consider cross-curriculum priorities and contemporary issues which students face in a globalised world.) Analyse and evaluate how responses to texts are influenced by: purpose, taking into account that a text’s purpose is often open to debate personal, social and cultural context the use of techniques associated with imaginative, interpretive and persuasive texts. Task 4: 15% (Set Week 10 due Week 13) Responding: In-class essay on an extended text. ‘Analyse how your response to one extended text has been influenced by purpose, context and the use of techniques appropriate to your chosen text type.’ OR ‘Explore how text structures and language features communicate ideas and represent people and/or events in one extended text you have studied.’
texts by: critically examining how and why texts position readers and viewers. (15 marks) 14 Apply understanding of context, purpose and genre to position the audience to respond in a particular way in a form of choice. Create a range of texts: using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences developing and sustaining voice, tone and style using accurate spelling, punctuation, syntax and metalanguage. Task 11: 17.5% (Set Week 14 due Week 14) Creating: In-class. Students draft, edit and complete in class, no notes. (Two lessons.) ‘In a form of your choice, position an audience to respond in a particular way to the image provided.’ 15 Review syllabus content. Review individual strengths and areas for focus. Review time management skills for test conditions. Review short answer and essay response formats. Revision 16 Task 12: Examination
commonly used by professional societies. Each department should select or develop one method and make it a standard for its students. For the case where sources are mentioned as part of sentences. Example: According to Park (1990)… ; Okun (1975/1988 : 61-69) as the central figure … ; Kim and Ahn (1989 : 79) … ; following the classification by Perry and Wise (1990) … ; Hwang (1987) and Shin (1985) were among them …; … also in the study by Brownet al. (1982) … ; ……. under Article 1 of Clause 2 of the Board of Audit and Inspection Law … ; … suggested in 『'93 Science and Techology Yearbook』 (1994 : 35) … For the case where sources are separated in parentheses. Example: … could be concluded (Board of Audit and Inspection Law §2 ① ;『Chosun Ilbo』 1993; Ahn 1990; Office of Science and 1987). ; … was suggested (Lee et al. 1990; Thomas 1976: 900; Hempel 1965: 258-264). For the case where the superscript of a serial number is added to the end of a sentence. An Arabian numeral is added in a square bracket, which is smaller than the letters, to the upper right corner of the end of the sentence where the referencing occurred. However, when an asterisk is used to denote a content note, a parenthesis can be used instead. Example: The research results of Jeong et al.[1] and … ; … according to Choi et al.[2] … ; … suggested[3-5], ….. ; … reported.[6, 7] Content Notes
Our Vision: Innovative education for a knowledge, pioneering, and global society. Department of English 2018-2019 Revision worksheet –Vocabulary(First term) Name ___________________________ Grade: 6 Sec: _____ Date: ___/11/2018 He along, only by the____________________________ of the . a. golden b. glowy c. showy d. faint She _____________________________________as he the , as if . a. moved b. frowned c. walked d. played My mother likes the delicate ___________________________________________of roses. a. shape b. colour c. fragrance d. view They took Tom to the hospital to have his stomach pumped because he ate something _______________________________________. a. poisonous b. sweet c. salty d. sour The smell from the fire still ___________________________________________days later. lingered b. passed left c. moved When the medication makes her tired and ___________________________, she works at home instead of going to the office. nervous d. happy nauseous d. worried
Loaded Diction From Passage Above Meaning (context) in passage Associated feelings (connotation) of this word What is the effect/impact of this word? (meaning/tone) Shimmering Used to describe the televisor’s hypnotic colors that hold Mildred’s attention because of their intense color. Glowing, shining with a trembling light; typically used to describe mirages or things that are insubstantial and not real. It conveys to the reader the mirage-like nature of everything that Mildred has spent her life working for and doing.
Homework Read Part Two in 1984 and fill out reading guide Thursday 1/26 1984 Discussion Homework Read Part Three in 1984 and fill out reading guide Week Three Tuesday 1/31 1984 Discussion Homework Choose 1984 Essay Topic Thursday 2/2 1984 Essay Workshop Homework: Study for exam Week Four Tuesday 2/7 1984 Exam Homework Complete 1984 Essay Thursday 2/9 1984 Essay Due Quoting, Summarizing, and Paraphrasing Homework Read “The Perils of Obedience” (handout on my website) and fill out reading guide Week Five Tuesday 2/14 Milgram’s Experiments Homework Read “Responding to Milgram” (handout on my website) and fill out reading guide Thursday 2/16 Counterargument Homework Read Chapter 10 in C of R Read “Replicating Milgram” (handout on my website) and fill out reading guide Week Six Tuesday 2/21 In-text citations
Homework Read Part One in 1984 and fill out reading guide Wednesday 1/24 1984 Discussion Homework Read Part Two in 1984 and fill out reading guide Week Three Monday 1/29 1984 Discussion Homework Read Part Three in 1984 and fill out reading guide Wednesday 1/31 1984 Discussion Homework Choose 1984 Essay Topic Week Four Monday 2/5 1984 Essay Workshop Homework: Study for exam Wednesday 2/7 1984 Exam Homework Complete 1984 Essay Week Five Monday 2/12 1984 Essay Due Quoting, Summarizing, and Paraphrasing Homework Read “The Perils of Obedience” (handout on my website) and fill out reading guide Wednesday 2/14 Milgram’s Experiments Homework Read “Responding to Milgram” (handout on my website) and fill out reading guide Week Six Monday 2/19 Holiday—no school Wednesday 2/21 Counterargument Homework
see 20, 26 and 28; - construction of equipment (other than buildings) for stadiums, swimming pools, sports halls, tennis courts, golf courses and other sports facilities, see 45.23; - installation works, see 45.3; - finishing work, see 45.4; - architectural and engineering activities, see 74.20; - management of construction projects, see 74.20 45.22 Scaffold and roofs This class includes: - lifting slings; - mounting of roofs; - sealing works 45261000 45.23 Construction of roads This class includes: - construction of motorways, roads, roads and other transport routes for vehicles and pedestrians; - construction of railways; - construction of - construction of equipment (other than buildings) for stadiums, swimming pools, sports halls, tennis courts, golf courses and other sports facilities; - Painting of road surfaces and parking spaces. This class does not include see 45.11 45212212 and DA03 45230000 (except: 45231000 45232000 45234115) 45.24 Hydrotechnical works This class includes: - construction of waterways, harbours, river works, marinas, locks, etc; - construction of dams and dykes; - dredging; - underwater works 45240000 45.25 Other construction works This class includes specialized construction activities related to a common aspect for several types of works and requiring specialized skills or equipment; - achievement: foundations, including pilots; - drilling and construction of water wells, digging wells; - mounting of metal structures not manufactured by the unit performing the works; 45250000 45262000
other databases, where aggregated data will display Comparison of the approved budget and the budget executed at user level, in different time periods, but always limited by seperate fiscal year (from 01.01.YY to 31.12.YY). Various comparative reviews will also be generated, for example, the largest spenders (at fiscal year level) or the expenditures of a particular budget user or group of users, per item, per period, etc. OGP challenge addressed by the commitment Incresing the public integrity More effective public resource management Additional information Link to Goal 17, "Partnership for Objectives" Target 17.1: Strengthen domestic resource mobilization, including through international support to developing countries to improve domestic capacity for tax and other revenue collection and Goal 16, "Peace, Justice and Strong Institutions" Target 16.6: Develop effective, accountable and transparent institutions at all levels. This commitment contributes to improving the transparency and accountability of public finance management institutions through greater transparency and accountability in public resource management. Milestone Start date End date 3.1.1 Analysis and creation of database with current data for the execution of the Budget of the Republic of Macedonia and its update on 15 days Ongoing 6.2019 3.1.2 Analysis and creation of database with current data for the execution of the Budget of the local self-government units and its update on 15 days 6.2019 6.2020 3.1.3 Preparation and initiation of the “Open Treasury” Web application 10.2018 6.2019 Contact information Name of responsible person from implementing agency Branko Dimchevski – Treasury Sector Maria Kitanska – IT Sector Goran Mojanoski – Sector for Financial system (co-ordinator of the working group in the Ministry of Finance for OGP) Title, Department Treasury Sector and IT Sector Phone and e-mail ; 02 3255 586 ; 02 3255 329 02 3255 538 Other actors involved State administration bodies, Independent state administration bodies / Non-government sector, business subjects, trade unions, economic chambers, associations and foundations International Republican Institute Address: 11 October 8-2 /3 The City of SKOPJE
5.5 Determine the inclination of line DC. (3) [20] QUESTION 6 Answer this question WITHOUT using a calculator : 6.1 If , determine the value of each of the following in terms of : 6.1.1 (2) 6.1.2 (3) 6.1.3 (3) 6.2 Simplify: (8) [16] QUESTION 7 7.1 Prove the identity: (5) 7.2 Determine the general solution for if : : (8) [13] QUESTION 8 The curves of f and g in the interval x [ - 120° ; 60° ] are shown in the diagram . 8.1 Write down the equations of f and g in the form f ( x ) = ….. and g ( x ) =…. (2) 8.2 Determine the coordinates of the points where f ( x ) = g ( x ) by reading off the values from the graph . (2) 8.3 Determine the values of x in the interval x [ - 120° ; 60° ] for which f ( x ).g ( x ) ≤ 0 (3) 8.4 Determine the values of x in the interval x [ - 120° ; 60° ] where is undefined. (1) 8.5 For which values of x in the interval x [ - 120° ; 60° ] is (1) [9] QUESTION 9 9.1 In ABC, the angles are acute. Prove that . (4)
to control the observance by subjects of rules, regulations and instructions of the technical processes, storage and sales, technical regulations and standards applicable to the field of production and sales volume of ethyl alcohol, alcoholic products and tobacco products, as well as the sales volume of certain types of petroleum products and biofuels; to control the equipping of manufacturing lines of ethyl alcohol production and alcoholic products filling lines with relevant alcohol measuring and control metering devices and their operation; to check the actual volume of manufacture of ethyl alcohol, vodka, liqueurs and to comply with the requirement of the legislation of the Republic of Kazakhstan on manufacture of their minimal volume; to control the subjects on state regulation of production and sales volume of certain types of excisable goods; to check authorized and local executive bodies on correctness of calculations, completeness and accuracy of tax payments and other obligatory payments into the budget; to make decisions on extension of submission term of tax declarations in manner prescribed by the Tax Code; to stop vehicles and return water and air vessels forcibly which have left the customs territory of the Customs Union without permission of the State revenue agencies; to send a request, within its competence, to tobacco manufacturers to provide the necessary information for state regulation of manufacture and sales volume of tobacco products; to carry out sampling of goods in accordance with the legislation of the Republic of Kazakhstan; to suppress documents or their copies from the audited entity with drawing up the act of seizure at off-site customs inspections; to seize or confiscate goods in accordance with the legislation of the Republic of Kazakhstan for the period of the off-site customs inspection to prevent actions aimed at transfer of goods or disposition of the goods by other means in respect of which the off-site customs inspection is carried out; to seal the premises where the goods are located, in cases stipulated by the legislation of the Republic of Kazakhstan; to send official representatives of the State revenue agencies to foreign countries on customs matters in accordance with international treaties of the Republic of Kazakhstan; to confiscate or seize documents, goods, articles or other property in accordance with the criminal procedure legislation and administrative offences legislation of the Republic of Kazakhstan; to execute documentation, video and audio recording, filming and photographing of facts and events in accordance with the legislative acts of the Republic of Kazakhstan;
F. Analyze the sentences below . Rewrite each wrongly spelt word correctly. Please send the driver our locasion now. ___________________ Did you hear the loud explostion a while ago? ___________________ The teacher gave us the instruksion during the test._________________
Apostrophes, colons, semicolons Homework Complete Rhetorical Precis #2 Do Worksheets 23 and 32 Read pg. 93-110 in 451 and fill out reading guide Week Four Monday 9/11 Fahrenheit 451 Discussion Rhetorical Précis #2 Due Summarizing Homework Read pg 113-167 in 451 and fill out reading guide Do Worksheets 24 and 33 in Code Tuesday 9/12 Fahrenheit 451 Discussion Essay Workshop Homework Read “Replicating Milgram” (handout on my website) and fill out reading guide Wednesday 9/13 Burger In Class Essay Prep Homework Prepare for In Class Essay #2 Thursday 9/14 In Class Essay #2 Homework Work on 451 Rough Draft Week Five Monday 9/18 Rhetorical Precis #3 Due Paraphrasing Homework Complete 451 Rough Draft Tuesday 9/19 451 Essay Rough Drafts Due 451 Exam Prep Homework Study for 451 Exam Wednesday 9/20 451 Exam Thursday 9/21 The Synthesis Essay Finding and Evaluating Sources
In order to promote and develop the mining sector of the country, Ministry of Mines and Petroleum of the Islamic Republic of Afghanistan is conducting a tender through a competitive bidding process for chromite block concession that is located at Koh -e- Safi district of Parwan province. The tender is designed as a transparent, standards-based, competitive bidding process which will result in the selection of the best qualified bidder in accordance with The Mineral Law and Mining Regulation for the development of the chromite ore block of the mentioned area. The chromite ore concession block 2 of Koh –e- Safi district is located approximately 70 Km at south east of Parwan province. Eight occurrences of high grade chromite have been identified in the area close to the district which surrounds approximately 27.5183 km2 area. The information is based on the Initial Survey reports and it is highly recommended that investor shall explore the site properly before exploitation. Interested investors or consortium (joint companies) must have the financial and technical capability to complete a detailed exploration of the area. Priority shall be given to companies that demonstrate technical skills in exploration, development, extraction, processing and marketing of chromite ore. Some of the criteria to be considered by the MoMP in selecting the preferred bidder are as follows: Financial capability to develop and operate large capital projects. Successful investment and technical management of exploration and development programs, and Developing and operating successful mining and mineral processing facilities, in an environmentally responsible manner with positive engagement with all stakeholders. The ministry of Mines and Petroleum has identified development objectives for the tender. The eventual award of the Mining Licenses will be to entities that can provide: Sustainable development of the deposit(s) generating long term royalty and tax revenue; Infrastructure improvements benefiting the mine operations, local communities and nation as a whole; Operations emphasizing responsible development of social and local employment programs; Strict adherence to international environment standards; and Creative approaches to the projects’ development. Applicant Requirements for obtaining mineral Rights Bidders' attention is drawn to the following requirements for the holding of mineral rights in Afghanistan (which includes the holding of an Exploration License and Exploitation License). The following persons or entities are eligible to hold mineral rights pursuant to Article 14(1) of the Minerals Law: Any Afghan citizen of 18 years or over; Any foreign national of 18 years or over who has legally obtained the right of residence and investment in Afghanistan; Any legal entity organized in accordance with Afghan law or an Afghan legal entity established as a cooperating legal entity; or
Laboratory 8 x 5 sq. m. 40 sq. m. 40 sq. m. Learning Resource Center 3 x 5 sq. m. 15 sq. m. 15 sq. m. Area 36 sq. m. Total Workshop Area : 156 sq. m. TRAINER’S QUALIFICATIONS Trainers shall be required to be certified to the National Certificate for which qualification they will train. TESDA shall provide an online training on Plan Training Session and Facilitate Learning Sessions to the potential trainers. Minimum requirements: Holder of a National Certificate in the Qualification s/he will teach; and Has completed the following units of Trainer’s Methodology Level I: Plan Training Sessions; Identifying learner’s training requirements Prepare session plan Prepare instructional materials Prepare assessment instruments (Institutional) Organize learning and teaching resources ;and Facilitate Learning Sessions Prepare training facilities /resources Conduct pre-assessment Facilitate training session Conduct competency assessment Review delivery of training session MEASUREMENT OF ACHIEVEMENT OF COMPETENCY Practical demonstration with oral questioning RECOMMENDATIONS FOR ASSESSMENT AND CERTIFICATION Prior to competency assessment, please accomplish the Self-Assessment Guide (SAG) to determine readiness for assessment. Submit accomplished SAG to POLO staff in-charge for advice.
ENHANCED CARE OBSERVATION OPERATIONAL POLICY (ECO) Version 1.2 Name of responsible (ratifying) committee Professional Nursing and Midwifery Forum Date ratified 17 June 2016 Document Manager (job title) Head of Nursing Medicine CSC Date issued 22 July 2016 Review date 17 December 2018 Electronic location Clinical Policies Related Procedural Documents N/A Key Words (to aid with searching) Observation, supervision, ECO Version Tracking Version Date Ratified Brief Summary of Changes Author 1.2 23/02/18 Extension to review date N Martin 1.1 16/01/17 Chairs action to extend review date N Martin 1 17/06/16 New Policy N Martin CONTENTS
L-square Transparent ruler with grid 24 Sewing box Tracing wheel Hanger Flat screwdriver (medium and small) Seam ripper Hand spray high-speed machine attachment (motor) Chairs (stool) Calculator Bobbin case and spool Ironing board Cutting table Buttonholer Body form/Model Hanger rack Buttonholer attachments Zipper foot Shirring foot Sleeve board/ham Display cabinet Thread with assorted colors Buttons Zipper Record book Eraser Hook and eye (small) Machine oil Needle packs Rolls of fabric for blouse Rolls of fabric for skirt Rolls of fabric for dress Clothes line Pin boxes TRAINING FACILITIES Based on a class intake of 25 students/trainees and may vary depending on the number of students/trainee. Space Requirement Size in Meters Area in Sq. Meters Total Area in Sq. Meters Building (permanent) 176.25 sq. m. Student/Trainee Working Space 1.5 x 1.5 m. 2.25 sq. m. 56.25 sq. m Lecture/Demo Room 1.5 x 2 m. 3 sq. m. 78 sq. m. Learning Resource Center 3 x 5 m. 15 sq. m. 15 sq. m. Facilities/Equipment/ Circulation Area 1.5 x 2 m. 3 sq. m. 27 sq. m. TRAINER’S QUALIFICATIONS Trainers shall be required to be certified to the National Certificate for which qualification they will train. TESDA shall provide an online training on Plan Training Session and Facilitate Learning Sessions to the potential trainers. Minimum requirements: Holder of a National Certificate in the Qualification s/he will teach; and Has completed the following units of Trainer’s Methodology Level I: Plan Training Sessions; Identifying learner’s training requirements Prepare session plan Prepare instructional materials Prepare assessment instruments (Institutional) Organize learning and teaching resources ;and Facilitate Learning Sessions Prepare training facilities /resources Conduct pre-assessment Facilitate training session
Enhanced Eyes – Here's the image I'll be working with ( from Shutterstock): The original image. Here's what the eyes will look like when we're done: The final effect. Here's a close-up view just to see the effect more clearly: A close-up view of the effect. Let's get started! Step 1: Select The Elliptical Marquee Tool Let's start with the eye on the left of the photo. We'll go through the steps needed to create the effect in one eye, then it's simply a matter of repeating the same steps for the other eye. To begin, select Photoshop's from the Tools panel along the left of the screen. By default, it's hiding behind the . To access it, click on the Rectangular Marquee Tool's icon and hold your mouse button down for a second or two until a fly-out menu appears showing the other tools that are available in that same spot. Choose the Elliptical Marquee Tool from the list: Selecting the Elliptical Marquee Tool. Step 2: Select The Iris We'll use the Elliptical Marquee Tool to draw a selection around the iris (the colored part of the eye). In my photo, the upper part of the woman's iris is covered by her eyelid, so to select it with the Elliptical Marquee Tool, we'll need to use a couple of different , as we'll see in a moment. First, I'll zoom in on the eye a little bit by pressing and holding Ctrl+spacebar (Win) / Command+spacebar (Mac) on my keyboard, which temporarily switches me to the , and clicking a few times on the eye. Once you've zoomed in, release the keys to automatically switch back to the previous tool (the Elliptical Marquee Tool, in this case): Zooming in closer to the eye. With the Elliptical Marquee Tool in hand, I'll drag out an elliptical selection outline around the iris, ignoring for the moment that the top of my selection is extending up into the eyelid. To reposition the selection outline as
Standard Selection Questionnaire Are your details available through the Crown Commercial Services Supplier Registration Service YES/NO If Yes, please go to Part 3 If No, please complete the following questionnaire. Potential Supplier Information and Exclusion Grounds: Part 1 and Part 2. The standard Selection Questionnaire is a self-declaration, made by you (the potential supplier), that you do not meet any of the grounds for exclusion. If there are grounds for exclusion, there is an opportunity to explain the background and any measures you have taken to rectify the situation (we call this self-cleaning).
requirement under a prior public contract, a prior contract with a contracting entity, or a prior concession contract, which led to early termination of that prior contract, damages or other comparable sanctions? If yes please provide details at 3.2 3.1(j) 3.1(j) - (i) 3.1(j) - (ii) 3.1(j) –(iii) 3.1(j)-(iv) Please answer the following statements The organisation is guilty of serious misrepresentation in supplying the information required for the verification of the absence of grounds for exclusion or the fulfilment of the selection criteria. The organisation has withheld such information. The organisation is not able to submit supporting documents required under regulation 59 of the Public Contracts Regulations 2015. The organisation has influenced the decision-making process of the contracting authority to obtain confidential information that may confer upon the organisation undue advantages in the procurement procedure, or to negligently provided misleading information that may have a material influence on decisions concerning exclusion, selection or award. Yes ☐ No ☐ If Yes please provide details at 3.2 Yes ☐ No ☐ If Yes please provide details at 3.2 Yes ☐ No ☐ If Yes please provide details at 3.2 Yes ☐ No ☐ If Yes please provide details at 3.2 3.2 If you have answered Yes to any of the above, explain what measures been taken to demonstrate the reliability of the organisation despite the existence of a relevant ground for exclusion? (Self Cleaning) Part 3: Selection Questions Section 4 Economic and Financial Standing Question Response
8.3 Suppliers’ Past Performance - (please refer to supplier selection guidance - this question should only be included by central government contracting authorities) a. Can you supply a list of your relevant principal contracts for goods and/or services provided in the last three years? Yes ☐ No ☐ b. On request can you provide a certificate from those customers on the list? Yes ☐ No ☐ c. If you cannot obtain a certificate from a customer can you explain the reasons why? Yes ☐ No ☐ d. If the certificate states that goods and/or services supplied were not satisfactory are you able to supply information which shows why this will not recur in this contract if you are awarded it? Yes ☐ No ☐ e. Can you supply the information in questions a. to d. above for any sub-contractors [or consortium members] who you are relying upon to perform this contract? Yes ☐ No ☐
Volume of injectant: Concentration at point of injection: Percent if in a mixture with other injectants: Injectant: Volume of injectant: Concentration at point of injection: Percent if in a mixture with other injectants: Injectant: Volume of injectant: Concentration at point of injection: Percent if in a mixture with other injectants: J. WELL CONSTRUCTION DATA (1) Number of injection wells: Proposed Existing (provide GW-1s) (2) For Proposed wells or Existing wells not having GW-1s, provide well construction details for each injection well in a diagram or table format. A single diagram or line in a table can be used for multiple wells with the same construction details. Well construction details shall include the following (indicate if construction is proposed or as-built): (a) Well type as permanent, Geoprobe/DPT, or subsurface distribution infiltration gallery (b) Depth below land surface of casing, each grout type and depth, screen, and sand pack (c) Well contractor name and certification number K. SCHEDULES – Briefly describe the schedule for well construction and injection activities. L. MONITORING PLAN – Describe below or in separate attachment a monitoring plan to be used to determine if violations of groundwater quality standards specified in result from the injection activity.
Health & Wellbeing Priority: Universal Outcomes Baseline Data Strategy / Action / Resources Person Responsible Milestones Summary of Evidence Quantitative Outcomes (1 Qualitative + 1 Quantitative) What data do you have or need to collect to provide the baseline data necessary to show impact? The actions, strategies and resources that you are going to put in place in order to meet your outcome. Healthy Eating EHWB Physical Activity Person(s) who will be responsible for managing and evaluating the outcome Specific points or steps that can be identified as the school progresses towards meeting the outcome. What evidence is there that work undertaken has made an impact and met the outcome? This can take place throughout the process. Healthy Eating EHWB Physical Activity
Health & Wellbeing Priority: Universal Outcomes Baseline Data Strategy / Action / Resources Person Responsible Milestones Summary of Evidence Qualitative outcomes (1 Qualitative + 1 Quantitative) What data do you have or need to collect to provide the baseline data necessary to show any impact made? The actions, strategies and resources that you are going to put in place in order to meet your outcome. Healthy Eating EHWB Physical Activity Person/s who will be responsible for managing and evaluating the outcome Specific points or steps that can be identified as the school progresses towards meeting the outcome. What evidence is there that work undertaken has made an impact and met the outcome? This can take place throughout the process. Healthy Eating EHWB Physical Activity
Health & Wellbeing Priority: Targeted Outcome Baseline Data Strategy / Action / Resources Person Responsible Milestones Summary of Evidence Quantitative and Qualitative outcomes (1 Qualitative or 1 Quantitative) What data do you have or need to collect to provide the baseline data necessary to show any impact made? The actions, strategies and resources that you are going to put in place in order to meet your outcome. Healthy Eating EHWB Physical Activity Person/s who will be responsible for managing and evaluating the outcome Specific points or steps that can be identified as the school progresses towards meeting the outcome. What evidence is there that work undertaken has made an impact and met the outcome? This can take place throughout the process. Healthy Eating EHWB Physical Activity
Male Female Q2. From the list of age bands below please tick a box to indicate the category that includes your current age in years: 18 -24 25 to 34 35 to 44 45 to 54 55 to 64 65+ Q3. What is your ethnic group? Choose one of the groups below to indicate your ethnic group (please tick one box only): White Black/African/Caribbean/Black British British/English/Welsh/Northern Irish/Scottish Carribean Irish African Gypsy or Irish Traveller Any other Black/African/Caribbean/Black British background Any other white background Mixed Asian or Asian British White/Black Caribbean Indian White/Black/African Pakistani White/Asian Bangaldeshi Other Mixed Chinese Any other Asian background Other ethnic group Arab Any other ethnic group Q4. Do you consider yourself to have a disability? The Equality Act 2010 defines a person as having a disability if he or she has a physical or mental impairment, which has a substantial long term, adverse effect on his or her ability to carry out normal day‐to‐day activities. “Long term” means that the impairment is likely to or has lasted for 12 months or more. (a) Do you consider yourself to have a disability according to the definition above?
and development; parenting capacity; parent/family health, wellbeing and safety; and environmental factors. Specific outcomes are identified in Section 4 and in Appendix 5. Each LGA is also required to collect data on the number of nurses who have been offered clinical supervision, and the number of nurses actually undertaking clinical supervision. The total number of hours of clinical supervision administered is required to support acquittal of clinical supervision funding. The following performance targets apply to funding through the EMCH program. Performance Measures Performance Indicator Target Source of information 1 Number of families receiving support from the EMCH program 100% as indicated in the service agreement Client management system and funding agency data 2 Number of hours of service provided to each family receiving support from the EMCH program An average of 20 hours per referral or reassessment in metropolitan areas / an average of 22.67 hours per referral in rural Victoria Client management system 3 Child and Family Action Plan completed 100% of all children/families enrolled in EMCH at completion of cycle/transfer of care Client management system 4 Percentage of EMCH nurses engaged in clinical supervision as per attendance log 100% Annual workforce data 5 Percentage of EMCH nurses with an active clinical supervision agreement in place 100% Annual workforce data TABLE 5. PERFORMANCE MEASURES Outcome Measures Area Measure Target Source of information Child health, wellbeing, safety learning and development KAS and immunisation up to date for age 100% of all children enrolled in EMCH at completion of cycle/transfer of care Client management system Referral and facilitation into Supported Playgroups Percentage of children eligible for Supported Playgroups who have been referred and attending Client management system Referral and facilitation into Early Start Kindergarten Percentage of children eligible for Early Start Kindergarten who have been referred and attending Client management system Appropriate and timely Percentage of children referred to universal, secondary and tertiary Client management
Last KAS Last KAS Family details Primary care giver Secondary care giver Name Name Date of Birth Date of Birth Address Address Phone number Phone number Cultural background Cultural background Aboriginal or Torres Strait Islander Australian Yes / No Aboriginal or Torres Strait Islander Australian Yes / No Language Language Interpreter required (specify) Yes / No Interpreter required (specify) Yes / No Employment Employment Relationship to child Relationship to child Family GP details Relationship of caregivers Custody / Court Orders Are there any court orders / custody arrangements for the child? If yes, please attach a copy. Yes / No Home safety visit assessment A Home Safety Visit Assessment has been completed? If yes, please attach a copy. Yes / Not completed Are there any alerts? Yes / No / Not completed
Individual Support Plan For... Billy Preston Date of birth…06/09/2014 Date... 01/09/2017 Parent’s signature............................................. Date.................................................................. Planned Review date Date Completed Initial Staff/Parents 16/10/2017 External Agencies Name Contact number SALT – Referral made