zilongwang/ReadingBank huggingface dataset:
SCIENTIFIC METHOD (Standard B-1: Demonstrate an understanding of how scientific inquiry can be used to pose questions, seek answers, and develop solutions.) Lab Equipment Steps of the Scientific Method Volume (equipment; units of measurement): Mass (equipment; units of measurement): Length/Height (equipment; units of measurement): Temperature (equipment; units of measurement): Other Equipment: Parts of a Microscope Analyzing Data Lab Safety Qualitative: Quantitative: Independent Variable: Dependent Variable: Control/Constant Variable: Indicators SEM: TEM: Microscopes - Types and Purposes Purpose: Examples: Y-Axis: Types of Graphs: - - - *Compound Light:
Chemistry of life (Standard B-3.5: Summarize the functions of proteins, carbohydrates, lipids, and nucleic acids in the human body.) (Standard B-2.8: Explain the factors that affect the rates of biochemical reactions.) Monomer (building block): Functions: Proteins Monomer (building block): Functions: Examples: Nucleic Acids Monomer (building block): Functions: *saturated vs. unsaturated Lipids Monomer (building block): Functions: Examples: Carbohydrates Reactants: Products: Biochemical Reactions adhesion: cohesion: Properties of Water Biological Catalyst: Special Properties: Enzymes Activation Energy: Exothermic: Endothermic: tension: capillary action: pH: acid: base: neutral: Denaturing: x a
EVOLUTION & Classification (Standard B-5.1& 5.3: Summarize the process of natural selection and how diversity within a species increases the chances of its survival.) (Standard B-5.4: Explain how genetic variability and environmental factors leads to evolution.) (Standard B-5.5: Provide examples of evidence for evolution.) (Standard B-5.7: Use phylogenetic tree/cladogram to identify relationships among different groups of organisms.) Natural Selection – Four Principles (always acts on PHENOTYPES!) 1. Overproduction of Offspring: 2. Variation: 3. Adaptation: * fitness: 4. Descent with modification: Factors Influencing Genetic Variability Leading to Evolution (in addition to natural selection) Genetic drift: Gene flow: Non-random mating: Mutations: Micro- vs. Macro-evolution Species: Gene pool: Taxonomic Categories Speciation Reproductive/Temporal: Geographic: Behavioral: Patterns of Evolution Paleontology: Embryology: Biogeography: Biochemistry: Anatomy: Evidence of Evolution K P C O F G S Binomial Nomenclature: Gradualism: Punctuated Equilibrium: Adaptive Radiation/Divergent Evolution: Convergent Evolution: Coevolution: Extinction:
Mutations and creating genetic variation (Standard B-4.9: Exemplify ways that introduce new genetic characteristics into an organism or a population.) Causes: 1. 2. Mutations Breeding = Artificial Selection Inbreeding: Hybridization: In a body cell… In a gamete… Genetic Disorders= BAD Beneficial mutations…can be favored by natural selection and increase in a frequency. Risks of Genetic Cloning: Gene therapy: *Genome: *Gene map Genetic Engineering Results/Future Implications:
Telephone Conversation Wole Soyinka The price seemed reasonable, location Indifferent. The landlady swore she lived Off premises. Nothing remained But self-confession. “Madam,” I warned, 5 “I hate a wasted journey—I am African.” Silence. Silenced transmission of Pressurized good-breeding. Voice, when it came, Lipstick coated, long gold-rolled Cigarette-holder pipped. Caught I was, foully. 10 “HOW DARK?” . . . I had not misheard . . . “ARE YOU LIGHT OR VERY DARK?” Button B. Button A. Stench Of rancid breath of public hide-and-speak. Red booth. Red pillar-box. Red double-tiered Omnibus squelching tar. It was real! Shamed 15 By ill-mannered silence, surrender Pushed dumbfoundment to beg simplification. Considerate she was, varying the emphasis— “ARE YOU DARK? OR VERY LIGHT?” Revelation came. “You mean—like plain or milk chocolate?” 20 Her assent was clinical, crushing in its light Impersonality. Rapidly, wavelength adjusted, I chose. “West African sepia”—and as an afterthought, “Down in my passport.” Silence for spectroscopic Flight of fancy, till truthfulness clanged her accent 25 Hard on the mouthpiece. “WHAT’S THAT?” conceding, “DON’T KNOW WHAT THAT IS.” “Like brunette.” “THAT’S DARK, ISN’T IT?” “Not altogether. Facially, I am brunette, but madam, you should see The rest of me. Palm of my hand, soles of my feet 30 Are a peroxide blonde. Friction, caused— Foolishly, madam—by sitting down, has turned My bottom raven black—One moment madam!”—sensing Her receiver rearing on the thunderclap About my ears—“Madam,” I pleaded, “wouldn’t you rather 35 See for yourself?” Answer the questions below. _____ 1. When the voice on the phone asks “ARE YOU LIGHT / OR VERY DARK?” in lines
To: The Secretary Nursing Council of Hong Kong 17th Floor, Wu Chung House 213 Queen’s Road East Wanchai Hong Kong CERTIFICATE OF HEALTH (For Application for Registration / Enrolment as a Nurse) (To be completed by a medical practitioner registered under the Medical Registration Ordinance (Cap. 161, Laws of Hong Kong)) I certify that I have examined ........................................................................................ and found that *he / she is not suffering from any scheduled infectious disease, within the meaning of the Prevention and Control of Disease Ordinance (Cap. 599, Laws of Hong Kong), such as to render him/her unfit, in my opinion, to attend the sick. Signature Full Name (in Block Letter) Correspondence Address Telephone no. Date (DD/MM/YYYY) [Note 1] * Delete whichever is inapplicable. Note 1 : The date of the “Certificate of Health” must not be more than six months before the application for registration/enrolment is received by the Nursing Council of Hong Kong, otherwise, it will be regarded as invalid. Note 2: Any amendments made should be initialed by the respective person, i.e., the person who has made the amendments.
Odd One Out—Quadratic Functions Quadratic Function 1 Which one is the Odd One Out? Why is it the Odd One Out? The roots of this equation are and . The vertex of this quadratic function is . This graph has a y-intercept at . The range of this graph is . Quadratic Function 2 Which one is the Odd One Out? Why is it the Odd One Out? The graph has a y-intercept at . The graph has a vertex at . The graph has a maximum value at . The graph has a line of symmetry of. Quadratic Function 3 Which one is the Odd One Out? Why is it the Odd One Out? The factored form of a quadratic function is : The graph has a y-intercept at . The domain of the function is all real numbers. The vertex of the graph is . Quadratic Function(s) 4 Which one is the Odd One Out? Why is it the Odd One Out?
1. This excerpt is best summarized as A. a collection of anecdotes about pioneers. B. a young girl’s ideas about cultural values. C. a critique of nineteenth-century customs. D. a narrative of events in a young girl’s life. 2. Read these sentences from paragraph 3. Father’s family set store on ancestry. Mother’s side was more practical. What does set store on mean in this context? A. valued B. negotiated C. left behind D. traded for 3. Read paragraph 9. I was ten years old. The author placed this sentence in a paragraph by itself most likely to A. emphasize how young Mary was to have taken on such responsibilities. B. provide a time frame to make it easy to follow the sequence of events. C. illustrate how calm Mary remained concerning her mother’s illness. D. make clear for modern readers the greater maturity of pioneer children. 4. What connection can be drawn between the narrator’s memories of “the immortal Becky” in paragraph 5 and the “seventh heaven of delight” she recalls in paragraph 18? They both depict occasions when the narrator had to overcome her mother’s disapproval. They both illustrate the narrator’s tendency to exaggerate her emotional reactions as a child. They both represent moments when the narrator’s understanding of the world expanded. They both reflect how few pleasures the narrator was able to enjoy as a child. 5. Which two details in the passage best capture the contrast in the values of Mary’s parents? A. their preparations for moving West and response to family illnesses B. their cultural background and choice of reading materials C. their treatment of the shoemaker and reaction to Aunt Martha’s belongings D. their discussion about Aunt Martha’s napkins and regard for newspapers 6. What do paragraphs 18 through 26 convey about the narrator’s point of view in this passage? Her memory of this event is suspect because she didn’t fully understand what was happening at the time. She recounts this event both as she remembers it as a child and as she perceives it as an adult. She tells this story both from her mother’s perspective and from her father’s to show how different they were. The story reveals more about her feelings toward her parents than it does about her growing knowledge of the world.
EOC Sample Items Answer Key Goal 1: A D A C B A D B A C C A D B C A A A Goal 2: C D B D D C C D B C A D D B B Skip A A B C B Skip B Skip C C B D D C D A B A A C C Goal 3: D C B C Skip A C A 9-23: Skip 24. D Goal 4: B A A B D B B D B Skip B B A D A D Skip A D A C Skip D C B C A D Goal 5: C B A D C D B B D D Skip B D B A
Anthropologists use known relationships between the height and length of a woman’s humerus bone, the bone between the elbow and the shoulder, to estimate a woman’s height. Humerus Length (cm) 35 27 30 33 25 39 27 31 Height (cm) 167 146 154 165 140 180 149 155 Step 1 Name: ___________ Use your calculator to create a scatter plot of the data Sketch below. Label your axes Step 2 Name: ___________ Describe the correlation of the data. Step 3 Name: ___________ Use your calculator to find a linear model for the data. Step 4 Name: ___________ Based on the model, predict the height of a women with a humerus length of 32 cm. Step 5 Name: ___________ Based on the model, predict the humerus length of a 185 cm woman.
Tuesday May 8th Algebra: EVEN 2, 8(testing), 6, 2, 4 Advisement (Lunch w/6th; Regular) AP Spanish & Seminar am/AP Physics pm Subject Alphabet to test Location Examiner Proctor Non testers to Algebra Abdulhaqq - Bi Media Ctr. Adams Lawler Blakney – J. Clark E220 Caverly Farmer Clark-Veal - Dowda Career Ctr. Jordan Protzman G124 Downing - Golden G120 Teal Lightfoot G210 Gonzalez – H. jackson G207 (laptops) Shah Dewberry J. Jackson - Lauture G102 (laptops) Galm Garcia G101 Lawrence – Mendez G103 (laptops) Day Smith G101 Mercado - Ofori G202 (laptops) Anderson Schwedel Okoi - Reynolds E125 (laptops) Baugher Stone Richardson – J. Smith E123 (laptops) McClain Couey Solomon – Jeliciyah Walker E131 (laptops) T. Williams Deshon Jeromiah Walker - Zheng E126 (laptops) Adair Horan Harper’s and Roger’s E20/20 8th pd. G206 Harper Hutcherson Café Pratt Watson Small Group E204 Wall Griesback Small Group G203 (laptops) C. Jones Owens Small Group E209 Graham Terry Algebra Testing @12:45 Ombudsman Career Center Pratt Young Algebra @12:45 Ombudsman/E2020 SPED E129 Compton Terry Coverage AP Spanish AM Munday’s 4th pd (8:00-12:30) P14/P12 (20 laptops) Captain’s class to E206 Leslie Austin (Redmond to assist) Sub will cover Leslie Austin 8th(8:45-12:17) & 6th One Sub ½ AM AP Seminar AM Petrusa’s 4th pd (8:00-12:30) P2 Voyles Physics PM Winslow’s 1st pd 12:00-4:00 P11 PE to Gym Pratt 12:45
Friday May 11th Physical Science: ODD 1, 3(testing), 1, 5, 7(Lunch with 1st period) English Eats 1st Lunch AP US History AM/AP Comp Sci Subject Alphabet to test Location Examiner Proctor Non testers to Physical Science Acker – Aniyah Brown Media Ctr. Brewster Schwedel Elijah Brown - Faulk E213 Mayfield Garcia E134 Faust - Holland Career Center McClain Sailors E130 Huertas – Joshua King E217 Bryson Corcorran Kennedy King - Mehr G120 Harley Lightfoot D. Miller - Ruffin G206 Teal Fowler R. Ryle – K. Todd E205 Highnote Haralson E115 Tozzo - Zachary E136 Hembree Eller Small Group E204 K. Austin Griesback Small Group E129 (laptops) Brooks Strickland Small Group G203 (laptops) C. Jones Owens Physical Science @12:15 Ombudsman/E2020 Media Center Gable Lawler Phys Sci Omb/E2020 SPED E129 Compton Griesback COVERAGE COVERAGE AP US Hist AM Freddie Allen – Cleary (8:00-12:30) P2 Moore Nail to do Moore’s attendance 8:35-8:40 Durbin cover Johnson 12:00-12:55 AP US Hist AM Clement - Harvey (8:00-12:30) P14 Captain’s class to E206 Munday Cook 8:35-8:40 Do Munday’s attendance Day cover Munday Lee Wilson AP US Hist AM Hawthorn - Mickens (8:00-12:30) P11 PE to Gym Mathieson Gantt to take Mathieson’s attendance Nail cover Mathieson 11:35-12:25; Potter AP US Hist AM Moore – Shorter (8:00-12:30) P12 PE to Gym Murphy Sub will cover Murphy Cook cover Murphy Watters 12:25-1:19 AP US Hist AM Christian Smith - Zachery (8:00-12:30) G203 Winslow McMurtrie take Winslow’s attendance Austin cover Winslow Blakey 12:25-1:19 AP US History Small Group MCCR Julie Pierce AP Comp Science PM Johnstone’s 1st period (12:15-4:00) G120 Pratt
5/1- ALG I Subpart III/BIO- Bell Schedule #1 Morning Location/Teacher/Period Proctor MA125- Whiteacre 1st (34) Willis MA126- Whiteacre 2nd (26) Muff MA128- Whiteacre 3rd (26) Thomas, J. MA129- Whiteacre 7th (24) Stuart MA130- Willis 2nd (24) Whiteacre MA131- Willis 3rd (25) Arrington MA132- Willis 6th (26) Callaway V100- Muff 1st (24) Williams, A. V201- Willis 7th (18) Fraser V202- Willis 1st (23) Tucker, S. V206- Muff 6th (20) White LIBR- Whiteacre 4th (22) and Willis 4th (21) Reich B103- Shughart 3rd (10) Shughart Afternoon Location/Teacher/Period Proctor MA125- Folis 4th (28) Willis MA126- Drumm 4th (28) Muff MA128- Drumm 6th (30) Gales MA129- Malone 3rd (26) Thompson MA130- Thompson 4th (28) Whiteacre MA131- Thompson 6th (25) Mitchell MA132- Thompson 7th (25) Drumm V100- Drumm 2nd (23) Malone V201- Gales 1st (19) Folis V202- Drumm 7th (23) Tucker, K. V206- Thompson 2nd (19) Gerst LIBR- Thompson 1st (22) and Thompson 3rd (22) Wieckowski; Moseley
Which can be used to prove the triangles are congruent? A. SSS B. ASA C. SAS D. AAS 8. In the triangle shown, . Prove that divides and proportionally. Fill in the missing reasons. 9. In the triangles shown, △ABC is dilated by a factor of to form △XYZ. Given that m∠A = 50° and m∠B = 100°, what is m∠Z? A. 15° B. 25° C. 30° D. 50° 10. In the triangle shown, . What is the length of ? A. 2.0 B. 4.5 C. 7.5 D. 8.0 11. Use this triangle to answer the question. This is a proof of the statement “If a line is parallel to one side of a triangle and intersects the other two sides at distinct points, then it separates these sides into segments of proportional lengths.” Which reason justifies Step 2? A. Alternate interior angles are congruent. B. Alternate exterior angles are congruent. C. Corresponding angles are congruent. D. Vertical angles are congruent.
Civics The study of citizenship and the rights and duties of citizenship Citizenship Legal status of citizen: the legal status of being a citizen of a country social conduct: the duties and responsibilities that come with being a member of a community Immigrant A person who migrates to another country to establish permanent residency Illegal Immigration
Jury A group of citizens that sworn to give a verdict in a legal case on the basis of evidence submitted to them in court Law of blood The principle that a person’s nationality at birth is the same as their parents; also called jus soli Law of soil The principle that a person’s nationality at birth is determined by the territory they were born in; also called jus sanguinis Naturalization
OFFICE OF THE ZONAL ADDITIONAL DIRECTOR GENERAL OF FOREIGN TRADE 4, ESPLANADE EST, KOLKATA-700 069 Check List for Redemption/EODC in case of Advance Authorisation (NORMS/NO-NORMS) Name of the firm E-mail ID of the firm IEC No. Zonal Addl. DGFT, Licence file No. Advance Authorisation No. Date Whether following documents have been submitted Doc.at Page no. 1 Whether Covering letter signed by authorized signatory submitted Yes/No 2 Whether two copies of ANF 4F (in the format as per PN 9 dt. 14-5-2018) duly filled in, each individual page signed by the authorized person. Yes/No 3 Whether advance authorization (CP copy and EC copy) in original submitted Yes/No 4 If the AA was issued under No Norms, the copy of NC decision submitted Yes/No/NA 5 Whether the statement of exports duly certified by Independent Chartered Accountant furnished Yes/No 6 Whether the statement of imports duly certified by Independent Chartered Accountant furnished Yes/No 7 Whether copies of Bill(s) of Entry(ies) furnished Yes/No/NA 8 Whether Bank Certified of Exports and Realisation/E-BRC for the exports after submitted (…………) nos. Yes/No 9 Whether Consumption register as per Appendix duly certified by Chartered Accountant submitted (Para-4.51 of HBP) Yes/No 10 FOR PHYSICAL EXPORTS: 10(a) Whether the original EP copy/Original Exporter copy with self-certification of shipping bill(s) Nos Yes/No/NA 10(b) If not, Xerox copy of EP copy/exporter copy of shipping bills submitted (…………)nos. Yes/No/NA 10(c) If yes, in which file No. it was originally submitted (mentioned in the covering letter & also in the Xerox copy of shipping bill) Yes/No/NA
Directions from A47: Turn off on to the B1108 towards Norwich. At the set of traffic lights turn right towards the N&N Hospital, through one set of traffic lights and take the third exit at the roundabout. The Bob champion building is the wooden clad building on your left as you drive round the road. The car park is just after the Bob Champion building. Directions from A11: When you approach the Thickthorn Junction, at the roundabout take the exit signposted A11 (Norwich). At the next roundabout take the first exit signposted to the N&N Hospital. This road takes you through some new housing areas (in the process of being built) and there is only one route through a series of roundabouts. The last roundabout of the series will take you left and then downhill. At the roundabout take the second exit off that roundabout. The Bob champion building is the wooden clad building on your left as you drive round the road. The car park is just after the Bob Champion building. Park and Ride 510 from Costessey NR9 3LX (advised option) Car parking cannot be guaranteed at busy times, so please try and use the Costessey Park and Ride or other bus services wherever possible. Park and Ride Service 510 operates From the Costessey P&R site direct to the Hospital Monday to Friday (no weekend or bank holiday services). £1.00 return fare from 07.10 until 18:00 Parking is FREE at the P&R There are 1100 car park spaces (including Disabled and Parent and child parking) Journey time to the NNUH 10 minutes CCTV (closed circuit television) For timetable information visit https://assets.goaheadbus.com/media/timetable_pdf/Norwich_PR_510_timetable_PDF.pdf The Park and Ride address is Long Lane, Bawburgh, Norwich NR9 3LX Parking Charges at the hospital All stays under 30 minutes are free. Within the first 30 minutes the car park ticket will not need to be validated through the pay machine. 30 minutes up to 2 hours – £3.00 Up to 3 hours – £3.50 Up to 4 hours – £4.50 Up to 5 hours – £6.50 Up to 8 hours – £8.00 8 to 24 hours – £12.00.
Area of Learning: ARTS EDUCATION — Drama Grade 10 BIG IDEAS Drama communicates ideas, emotions, and perspectives through movement, sound, imagery, and language. Active participation in drama creates personal and cultural connections and reveals insights into human experience. Drama offers dynamic ways of exploring our identity and sense of belonging. Growth as an artist requires active engagement, risk taking, and reflection. Drama cultivates collaboration through critical reflection, creative co-operation, and the exchange of ideas. 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 and emotions Explore dramatic works through presentation or performance Develop a repertoire of dramatic skills and techniques through presentation or performance Develop performance skills in a variety of contexts Intentionally select and combine drama conventions Experiment with a range of props, processes, and technologies Create dramatic works with an intended audience in mind Improvise and take creative risks to express meaning Reason and reflect Describe, analyze, and respond using drama-specific language Apply feedback to develop and refine ideas Reflect on dramatic works and make connections with personal experiences Examine the influences of social, cultural, historical, environmental, and personal context on drama Reflect on dramatic experiences and how they relate to a specific place, time, and context Students are expected to know the following: drama elements, principles, vocabulary, and symbols strategies and techniques to support creative processes character development drama forms and conventions skills specific to a drama genre and/or style the role of the performer, audience, and venue movement, sound, image, and form the influences of time and place on the emergence of dramatic works traditional and contemporary First Peoples worldviews and cross-cultural perspectives communicated through drama ethics of cultural appropriation and plagiarism Area of Learning: ARTS EDUCATION — Drama Grade 10
monster-sized burgers equally. How much of a sandwich did each person get? and percent. fraction ______ decimal ______ percent ______ Thursday (5th Grade) Word Problem Show your work. Circle or grid your final answer. Leroy’s favorite basketball player is 6 feet 8 inches tall. How tall is Leroy’s favorite basketball player in inches? Extension- If Leroy is 4 feet 11 inches tall, how much taller is the basketball player than Leroy? Record your solution in inches. How many 16-gallon jugs would be needed to hold the same amount of water as 56 jugs that hold 20 gallons each? Show your work and explain your answer. Extension- How many quart-sized jugs would be needed? Below is a picture that represents 7 + 4. Draw a model that represents 3 x (7 + 4). How many times greater is the value of 3 x (7 + 4) than the value of 7 + 4? Explain your reasoning. Extension- What fraction of the 3 x (7 + 4) model is 7 + 4? 3 to answer this problem. John is purchasing a piece of canvas to paint a self-portrait. The canvas is 4.4 feet wide and 2.05 feet long. In order to determine how much paint he needs for his background color, John needs to know the area of his canvas. What is the area of his canvas? To frame his canvas, John needs to know its perimeter. What is the perimeter? Extension- John decides the canvas is too big, so he cuts it in half. What is the new area and new perimeter of his canvas? Show your work on a separate sheet of paper. Mr. Hayden bought 8 boxes of paint for an art project. If each box of paint weighs 16.2 ounces, how many pounds of paint did he buy? Explain your answer using pictures, numbers
Area of Learning: ARTS EDUCATION — Visual Arts: Studio Arts 2D Grade 10 BIG IDEAS An artist's intention transforms materials into art. Traditions, perspectives, worldviews, and stories can be shared through aesthetic experiences. Growth as an artist requires time, patience, and reflection. The creation of artistic works relies on the interplay of body and mind. Visual arts offer unique ways of exploring our identity and sense of belonging. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Explore and create Create two-dimensional (2D) artistic works using sensory inspiration, imagination, and inquiry Design, create, and refine 2D artistic works Create 2D artistic works with an audience in mind Explore artistic possibilities and take creative risks Express meaning, intent, and emotion through 2D artistic works Develop and refine artistic skills and techniques in a range of styles and movements Demonstrate safe and responsible use of materials, tools, and work space Reason and reflect Identify ways to resolve creative challenges Describe and analyze how artists use materials, technologies, processes, and environments in art making Recognize and evaluate design choices in artistic works Develop personal answers to aesthetic questions Reflect on the influences of a variety of contexts on artistic works Students are expected to know the following: elements of visual art principles of design image development strategies materials, technologies, and processes creative processes use of symbols and metaphors to represent ideas and perspectives role of the artist and audience influence of visual culture on self-perception and identity traditional and contemporary First Peoples worldviews, stories, and practices, as expressed through 2D artistic works role of 2D artistic works in social justice issues contributions of traditional, innovative, and inter-cultural artists ethics of cultural appropriation and plagiarism Area of Learning: ARTS EDUCATION — Visual Arts: Studio Arts 2D Grade 10
Patient involvement network Health champions network Peer support group Tumour specific support group Faith groups Community groups not related to cancer We are looking for people who can broadly represent the diverse views and experiences of people affected by cancer and drive our patient experience and involvement work programme. What appeals to you about participating in this group? (max. 200 words) Why do you think it is important for people affected by cancer to get involved in helping shape NHS services? Tell us what your approach would be to working collaboratively to improve services. (max. 200 words) How do you think you could contribute to the Steering Group? How will you ensure you bring a wide perspective? Please describe your relevant skills and experience, with reference to the role description. (max. 400 words)
Email: Group / Company Profile: Group / Company Financial Profile (consolidated / standalone as applicable): [Note: The Group / Company profile should necessarily include net worth and revenue numbers of the preceding 3 (three) years of immediately preceding completed financial year. Where the entity submitting the EOI is a financial investor / fund entity, please provide details pertaining to “assets under management” for the preceding five years or the committed funds available as on March 31, 2017, for investment.] Experience of the Group / Company in Steel industry: History if any, of the Company or affiliates of the Company being declared a ‘willful defaulter’, ‘non-cooperative borrower’, ‘non-impaired asset’ or ‘non-performing asset’. (On the Letterhead of the Bank/ Entity Issuing the Certificate) Private & Confidential Ref no: [Insert reference number] Date: To, ----- ------------- Attn: ---------- QUALIFICATION CERTIFICATE We the [insert name of the issuing entity] do hereby certify that [insert name of the relevant entity] incorporated in [insert jurisdiction of incorporation of entity] having their Registered office at [insert registered address of the entity] (“Initial, if any”) are meeting the qualification criteria as required for submission of EOI vide advertisement dated ----- as disclosed by the information and records with us.
Title and location(s) of the project implemented: Duration of the project implemented (in months): Start date of the project: End date of the project: Value of the project implemented (in EUR or West African CFA francs): Name of the donor organisation(s): Main objective(s) of the project implemented: Main outcomes of the project: Number of staff employed by the project: Name of Senior Staff (Project Director/Coordinator, Team Leader) Involved and Functions Performed: Brief narrative description of project activities: Please provide contact details of the donor organisation(s) that has/have funded the project: Name of reference person: Telephone number: E-mail address: Reference number for the project/contract implemented: Date:_______________ Name and signature of the representative of the organisations: ________________________ Past Performance and References Form Project 2 Using the format below, please provide information on each relevant assignment for which your organisation was legally contracted. Please fill in one form per project implemented. Organisation Name: Address, telephone number and e-mail address: Title and location(s) of the project implemented: Duration of the project implemented (in months):
ii) Two similar completed projects costing not less than Rs.50 lakhs in total, or iii) One similar completed project costing not less than Rs.30 lakhs certificates and a Form II (filled up) 5 Any one of the projects mentioned in point no. 4, should be in the field of Online admission process/University automation /Online Entrance Examination Letter from Customers indicating value of the services provided for the project, work order copies, completion certificates and a Form II (filled up) 6 Should have technically qualified and well‐experienced strong resource base on company roles Resumes of key resources available on company roles, including their PF/EPF no. 7 Copies of documents / purchase orders & letter of completion from customers for projects completed in the last five years. Copies of the major projects completed during the last 5 years. 8 The applicant should furnish an undertaking to the effect that the firm has not been black listed in India. Letter of undertaking as in Form III 9 Processing fee of Rs. 2,000/‐ (non‐refundable.) Demand draft drawn in favor of the “Director, NERIST”, payable SBI, NERIST, Arunachal Pradesh 10 The consultant organization or its office should be situated / located within the state of India_________ Provide a copy of the address proof 10. Evaluation Criteria and Method of Evaluation: (a) Screening of EOIs shall be carried out as per eligibility conditions mentioned in this document and based on verification of testimonials submitted. (b) EOI will be evaluated for short listing inter alia based on their past experience of handling similar type of project, strength of their man power, financial strength of firm and presentation / proposal to the selection committee whose decision will be final.
(a) Criteria, Sub-Criteria, and point system for the evaluation of the Full Technical Proposals: POINTS: (b) Adequacy and quality of the proposed methodology, and work plan responding to the Terms of Reference (TORs): 40 (c) Key Experts’ qualifications and competence for the Assignment: {Notes to Consultant: each position number corresponds to the same for the Key Experts in Form TECH-6 to be prepared by the Consultant} a)Position K-1: Team Leader/Project Manager 12 b)Position K-2:Structural Engineer 03 c)Position K-3:Chief Architect 04 d) Position K-4: Geotechnical Engineer 02 e) Position K-5: Electrical Engineer 03 f) Position K-6: Public Health Engineer 02 g) Position K-7: Mechanical Engineer 02 h) Position K-8: Resident Engineer 12 I) Position K-9: Assistant Resident Engineer 10 Sub Total = 50 Total points for criterion (iii): 50 The number of points to be assigned to each of the above positions shall be determined considering the following three sub-criteria and relevant percentage weights: 1) General qualifications(general education, training, and experience): 30% 2) Adequacy for the Assignment (relevant education, training, experience in the sector/similar assignments ) : 70% Total weight: 100% Total points for the criteria: 100
Technical Proposal Submission Form 4 Team Composition, Assignment, and Key Experts’ inputs N° Name Expert’s input (in person/month) per each Deliverable (listed in TECH-5) Total time-input (in Months) D-1 D-2 D-3 ........ D-... Home Field Total KEY EXPERTS {e.g., Mr.Abbbb} [Team Leader] [Home] [2 [1.0] [1.0] [Field] [0.5 m] [2.5] [0] n Subtotal
(a) The General Conditions of Contract; (b) The Special Conditions of Contract; (c) The following Appendices: [Note: If any of these Appendices are not used, the words "Not Used" should be inserted below/next to the title of the Appendix and on the sheet attached hereto carrying the title of that Appendix.] Appendix A: Description of the Services Appendix B: Reporting Requirements Appendix C: Key Personnel and Subconsultants Appendix D: Breakdown of Contract Price in Foreign Currency Appendix E: Breakdown of Contract Price in Local Currency Appendix F: Services & Facilities to be provided by the Client Appendix G: Integrity Pact (for Services above Rs. 10 million) 2. The mutual rights and obligations of the Client and the Consultants shall be as set forth in the Contract, in particular: (a) The Consultants shall carry out the Services in accordance with the provisions of the Contract; and (b) The Client shall make payments to the Consultants in accordance with the provisions of the Contract. IN WITNESS WHEREOF, the Parties hereto have caused this Contract to be signed in their respective names in two identical counterparts, each of which shall be deemed as the original, as of the day, month and year first above written. For and on behalf of _________________________ Witness (CLIENT) Signatures___________________ Signatures ________________ Name ______________________ Name ____________________ Title ________________________ Title _____________________ (Seal)
Reference No. Disclaimer Please note that by signing this Expression of Interest Form you agree with and accept the information set out by Openreach in their CFP quote for your community, which you have confirmed by providing the CFP reference number above. The council does not have the ability to influence expected timescales, the technical solution or quote amount provided by Openreach; neither do the council have control over supplier service charges or monthly subscription charges. By undertaking a Local Body Partnership the community recognises that if the anticipated cost is below that quoted by Openreach, Worcestershire County Council will retain the 'underspend'; conversely, Worcestershire County Council accepts the risk that if estimated costs increase the Superfast Worcestershire Programme will accept the full additional costs up to the maximum limits of the LBP scheme (£80,000 per community), at which point they will discuss this with the community. Next Steps We will protect your personal data and keep it safe. As part of your application for Local Body Partnership (LBP) funding, we need to share your data with BT and Openreach in order to bring your community into the Superfast Worcestershire deployment through the Local Body Partnership Scheme. Your data may also be shared with Broadband Delivery UK (BDUK) to confirm Better Broadband subsidy eligibility. Worcestershire County Council, BT, Openreach, and Broadband Delivery UK (BDUK) may contact you in regards to your application if this is required. We will not share your data with any other organisations without your prior agreement, unless we are required or able to do so by law. Your data will not be used for marketing or any other purposes. Further privacy information is in the . I agree to this information being shared with BT, Openreach and Broadband Delivery UK (BDUK) Yes I agree If required, I agree to being contacted by: Worcestershire County Council BT Openreach Broadband Delivery UK (BDUK) Please email completed form to:
ED/UCC prepare EOI Jun 2018 ED/UCC submit EOI 22 Jun 2018 22 Network notifies ED/UCC of participation 29 Jun 2018 29 ED/UCC to submit current sepsis pathway (if available) 2 Jul 2018 2 ED/UCC collect current health service documents Jul 2018 Kick start webinar 12 Jul 2018 12 Project commencement 12 Jul 2018 12 Netowrk to provide feedback and recommendations on sepsis pathway Jul 2018 ED/UCC submit project plan and pre data (template provided) 10 Aug 2018 10 Implementation science workshop 23 Aug 2018 23 Network provides analysis on pre data 30 Aug 2018 30 ED/UCC plan, develop and test changes (PDSA) Aug-Sep 2018 Teleconference (TBC) Sep/Oct 2018 Implementation phase: ED/UCC implement and continue to refine local changes Sep-Jan 2018 Site visits (individual site dates TBC) Sep-Jan 2018 ED/UCC submit post data 30 Jan 2018 30 Final workshop 6 Feb 2018 6 ED/UCC submit end of project report and revised sepsis pathway 15 Feb 2018 15 ECCN analysis on post data and provides feedback to ED/UCC. Develops and circulates final report 28 Feb 2018 28 NB: This above project timeline outlines the final dates for completion or submission; work can be completed or submitted in advance depending on each site’s capability Mandatory project measures Project measures
The Clinical Networks are tasked with: identifying and implementing care that is supported by the best available research improving the quality and safety of care delivered to patients monitoring the performance of health services over time providing advice to SCV and the Department of Health and Human Services. Each clinical network has a Governance committee, an INSIGHT (data and evidence) subcommittee and various other working groups that will provide clinical leadership, expertise and advice to SCV. A core principle for the Clinical Networks is to always act in the best interests of consumers and the wider Victorian community. As part of our commitment to consumer representation, we include consumers and/or carers on each of our Clinical Network’s Governance, INSIGHT committees and expert working groups. We need consumer representatives from throughout regional, rural and metropolitan Victoria. Teleconferencing options are supported. To ensure consumers are able to contribute as true partners in Clinical Network activities, all consumer representatives will be provided with appropriate orientation on commencement. What is the Emergency Care Clinical Network? The Emergency Care Clinical Network is a broad network of health professionals, health organisations and consumers who are committed to working collaboratively to identify, implement and deliver best practice emergency care to all Victorians. The network supports and facilitates frontline clinicians in a number of evidence-based improvement projects and undertakes best practice projects in caring for vulnerable groups, patient safety and patient-centred care. The network also conducts a range of training programs from emergency clinicians to enhance their capability and improve care. What is the Governance committee? The Clinical Network governance committees represent the consumer and clinician member interests, and provide a mechanism for making decisions as well as an avenue for two-way information exchange with SCV. What is the INSIGHT subcommittee? The Clinical Network INSIGHT subcommittees facilitate the identification and use of meaningful clinical data. Specific to this committee is the ability to identify, analyse and interpret data and use this information to participate in decision-making processes to inform the work of the clinical network. What are the expert working groups? Subcommittees or working groups will be mobilised to address specific issues and are considered an important engagement strategy for the networks. What remuneration is offered? Consumer members and private practitioners such as general practitioners will be eligible for remuneration for attendance to subcommittee meetings. Other members of the committee may apply for remuneration on a basis.
Area of Learning: ARTS EDUCATION — Visual Arts: Art Studio Grade 11 BIG IDEAS An artist’s intention transforms materials into art. Visual arts reflect the interconnectedness of the individual, community, history, and society. Growth as an artist is dependent on perseverance, resilience, refinement, and reflection. Artistic expression is an artist’s physical and cognitive articulation of our humanity. Artistic works offer unique aesthetic experiences in a variety of contexts. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Explore and create Create artistic works using sensory inspiration, imagination, and inquiry Explore artistic possibilities using a range of materials, processes, and technologies Intentionally select and combine materials, processes, and technologies to convey ideas Take creative risks to express thoughts and emotions through artistic works Refine artistic skills from a variety of styles Demonstrate active engagement in creating artistic works and resolving creative challenges Explore contributions of traditional and innovative visual artists from a variety of movements and contexts Reason and reflect Understand the purpose of a critique and choose when to apply suggestions Describe and analyze, using discipline-specific language, how artists use materials, technologies, processes, and environments in art making Analyze design choices in artistic works Develop personal answers to aesthetic questions Reflect on the influences of a variety of contexts on artistic works Students are expected to know the following: elements of visual art principles of design image development strategies materials, techniques, and technologies for visual art creative processes symbols and metaphors roles of artist and audience influences of visual culture in social and other media traditional and contemporary First Peoples worldviews, stories, and history, as expressed through visual arts moral rights and the ethics of cultural appropriation and plagiarism health and safety protocols and procedures Area of Learning: ARTS EDUCATION — Visual Arts: Art Studio Grade 11 Learning Standards (continued)
Area of Learning: ARTS EDUCATION — Dance: Dance Choreography Grade 11 BIG IDEAS Choreography is created using elements of dance and compositional skills. Choreographers make purposeful artistic choices to create and communicate meaning. Choreographers use a dancer’s body through which to translate movement ideas. Dance engages us in artistic works from multiple perspectives. Choreographers collaborate through critical reflection, creative co-operation, and the exchange of ideas. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Explore and create Explore a variety of dance compositions Use composition skills to create, rehearse, refine, and perform a choreographed dance Demonstrate kinesthetic awareness of dance elements and techniques in a variety of genres and styles Expand composition skills to convey a particular mood, meaning, or intent Explore the interplay of movement, sound, image, and form in response to a variety of stimuli Generate ideas through improvisation and movement exploration Create original movement phrases by experimenting with dance elements, principles, techniques, vocabulary, and symbols Create and perform movement motifs, phrases, and dance compositions in large-group, small-group, and solo contexts Select choreographic forms, structures, and production elements to communicate intent in dance compositions Consider audience and venue when composing, rehearsing, and performing Reason and reflect Describe and analyze dance works using discipline-specific language Reflect on rehearsal and performance experiences Give, receive, and apply constructive feedback Students are expected to know the following: elements of dance skills specific to a technique, genre, or style kinesthetic and spatial awareness choreographic forms and structures choreographic devices principles of design dance notation the role of dancers, choreographers, and audiences local, national, and intercultural performers, movements, and genres the influence of time and place on the emergence of historical and contemporary dance forms innovative dancers and choreographers from a variety of genres and cultures traditional and contemporary First Peoples worldviews and cross-cultural perspectives communicated through movement and dance history of a variety of dance genres ethics of cultural appropriation and plagiarism safety protocols
Submissions Applications are to be submitted to before 4.00pm AEST on 13 April 2018 Subject: EOI 201802 Glamping in Parks and Reserves Notification will be sent by email to applicants upon receipt of the proposal. To retain the probity of the EOI process, applicants should not contact any staff other than the Project Officer as it may be detrimental to the integrity of the assessment. All contact must be in writing to EOI@parks.vic.gov.au Assessment Criteria A single (rather than two stage) EOI process will apply to appoint an operator at each glamping site. As such, please ensure that your application form responses clearly demonstrate your capacity to deliver to each of the requirements, including evidence and supporting documentation. Applications will be assessed by a Parks Victoria Assessment Panel, based on the following criteria. Proposal Concept – 20% Appropriateness of the glamping operation and glamping facilities including any innovative features Strategic Alignment – 15% Demonstrated alignment with Parks Victoria’s Healthy Parks Healthy People vision and broader social benefits to the community such as employment, all abilities access, local supplier procurement etc. Business Management and Viability 30% Demonstrated record of providing a similar business model, high-level service offering including key marketing and distribution channels Visitor Experience 20% Degree to which the offer enhances the park’s visitor experience including glamping package inclusions and pricing structure. Environmental and Cultural Management 15% Degree to which the proposal considers and responds to environmental measures such as cleaning and servicing, emergencies, power and litter management. Useful Resources Useful resources also available at parks.vic.gov.au/EOI Checklist Have you: Read EOI Essentials and this Invitation for Application Glamping document Conducted further reading, research and investigations, as appropriate Conducted a site visit of the campground area of interest Ensure you submit as a part of your proposal Completed and signed application form Completed conflict of interest declaration Supporting evidence of applicant business status Proposed glamping package pricing with inclusions Glamping renders, drawings, floorplan or photographs.
Disclaimer Applicants must make independent enquiries in relation to their application. This EOI is intended to provide background information. Parks Victoria does not give any warranty, expressed or implied, as to the accuracy or completeness of any information contained in this EOI or which may be provided in association with it, or before the date of this EOI or in future by Parks Victoria, its officers or agents. Parks Victoria does not take responsibility for any site impediments such as heritage status, permissible uses, encumbrances on title, native title claims and environmental, planning and other approvals. Parks Victoria does not accept any responsibility to any applicant or third party under the law of contract, tort or otherwise for any loss or damage which may arise from anything contained in the EOI, any matter deemed to form part of this EOI, the supporting information or documents referred to in this EOI or any information supplied on behalf of Parks Victoria. All information given to an applicant and ultimately the preferred proponent by Parks Victoria or its respective officers or agents will be given on an ‘all care and no responsibility’ basis. Applicants acknowledge and agree that the submission of a proposal does not create a process contract. By submitting an application, the applicant agrees, without qualifications, to have acknowledged and accepted this disclaimer.