zilongwang/ReadingBank huggingface dataset:
employed to assess one’s overall evaluation of self-worth (e.g., “I have a number of good qualities”). It consists of 10 items with a 4-point scale ranging from 1 (strongly disagree) to 4 (strongly agree). The item “I wish I could have more respect for myself” had a negative item-total correlation, and had been found to be an ambiguous item among Chinese samples in previous studies (Cheng & Hamid, 1995). Thus, we dropped this item and obtained an α of .90. Self-efficacy. The 10-item General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) was used to assess one’s belief in obtaining desired outcomes (e.g., “I can always manage to solve difficult problems if I try hard enough”). The responses were anchored on 4-point scales ranging from 1 (not at all true) to 4 (exactly true) (α = .89). Cross-cultural efficacy. Efficacy in cross-cultural interactions and social functions was assessed by Li and Gasser’s (2005) revised 17-item scale. Originally developed by Fan and Mak (1998), cross-cultural efficacy was measured by four subscales, namely social difficulties, social confidence, sharing interests with others, and willingness to take initiatives to establish friendships (e.g., “Handle myself well in social gatherings”), but was used as a single factor and modified to capture cross-cultural interactions (Li & Gasser, 2005). Responses were anchored on 4-point scales ranging from 1 (not confident) to 4 (very confident) (α = .93). Results and Discussion First, we validated the factor structure of global orientations using confirmatory factor analysis (CFA). The 13 items measuring multicultural acquisition and 12 items measuring ethnic protection were randomly grouped into three parcels, with four to five items in each parcel (see Little, Cunningham, Shahar, & Widaman, 2002 on using item parceling in structural equation modeling). The two-factor model fit the data moderately well, χ2 (8) = 13.14, p = .11, CFI = .90, RMSEA = .06, SRMR = .02.
*p < .05. **p < .01. ***p < .001. Table 3 Means, Standard Deviations, and Intercorrelations among the Measures in Study 2a Variable Mean SD 1 2 3 4 5 6 1. Multicultural acquisition 5.52 .72 - 2. Ethnic protection 3.81 .80 -.19* - 3. Promotion focus 3.33 .61 .19* .04 - 4. Prevention focus 3.19 .58 .14 .25** .45*** - 5. Self-esteem 2.85 .49 .18* -.20* .24** -.20* - 6. Self-efficacy 2.59 .49 .21** -.13 .47*** .12 .45*** - 7. Cross-cultural efficacy 2.69 .49 .35*** -.27*** .27*** -.12 .38*** .49*** *p < .05. **p < .01. ***p < .001.
Table 4 Means, Standard Deviations, and Intercorrelations among the Measures in Study 2b Variable Mean SD 1 2 3 4 5 6 7 1. Multicultural acquisition 5.37 0.74 - 2. Ethnic protection 3.01 0.74 -.32*** - 3. Multicultural ideology 5.27 0.86 .47*** -.39*** - 4. Independent self-construal 5.38 0.58 .26*** -.09 .07 - 5. Interdependent self-construal 5.16 0.64 .24** -.21** .29*** .16* - 6. Individuating behavior 3.02 0.73 .23** -.27*** -.03 .24*** -.04 7. Modest behavior 3.52 0.33 .26*** -.30*** .26*** .05 .41*** -.15* - *p < .05. **p < .01. ***p < .001.
Attachment A: Assessment Plan for Global Engagement Goals Through courses and experiences that carry the GBL (“global”) prefix, students will address many, if not all, of the following goals. Highlight in yellow TWO goals that will be assessed in this course or program. NOTE: These goals were approved by the Global Education Curriculum Committee in April 2015 in consultation with other campus entities and were established based on the study and consultation of advanced scholarship on high-impact practices for global engagement. Global Engagement Goals to be assessed* (Highlight in yellow TWO goals that will be assessed in this course or program) Student Learning Outcomes (Identify ONE student learning outcome per goal selected) Methods to achieve (List program activities or assignments that will contribute to achievement of the goal) Assessment (Identify an assignment or activity that will be used to assess achievement of student learning outcome) Critically evaluate one’s own culture and biases. Develop self-awareness and self-confidence through exposure to and reflection on difference. Problem-solve and function within an unfamiliar context. Interact and communicate effectively with those from another culture or background using appropriate cultural and linguistic strategies. Reflect on how understanding language is essential to understanding other cultures. Understand the multiple dimensions of human experience within and across cultures and environments. (also Core Curriculum goal #5)
IV. ETHIOPIA Status of Persons with Disabilities Women account for 47% of persons with disabilities. As of 2007, the Central Statistical Agency (CSA) estimated that there was 805,535 persons with disabilities, or 1.1% of the population, a much lower prevalence than the 2011 World Bank and WHO statistics which state that 15 % of every population is made up persons with disabilities (World report on disability 2011). The Ethiopian 2007 Population and
disaggregation through various exsisting censuses and surveys. Data sources used in formulating the Voluntary National Review 2017 are based on BPS (Statistics Indonesia) data, data from relevant ministries/technical institutions and other sources from CSO and research institutions. Status of persons with disabilities There are no clear numbers regarding number of persons with disabilities, including disaggregated by gender. However, there are statistics collected yearly on persons who are provided with disability specific support, however this does not reflect accurately the number of Danes with disabilities. Engagement with the VNR Process Denmark has volunteered to report out on their SDG implementation for HLPF 2017, however Denmark is not undertaking awareness raising activities regarding the SDGs at this time. Despite lack of awareness raising activities, the Danish government is concerned regarding the low level of awareness and knowledge of the SDGs, and so there are expectations that Denmark will work with CSOs to develop more awareness-raising activities in the coming year. In general, persons with disabilities have not engaged in the overall SDG implementation in Denmark. Denmark has conducted consultations between the government and civil society however the space and opportunity for Civil Society Organisations to contribute has been limited, including for DPOs. On a bilateral basis, DPOs have met with the Ministry of Finance over the last two months, albeit not extensively, preceding the publication of the Danish VNR report. There has been limited coordination between the civil society networks and the Danish Ministries, and the meetings that have been conducted with civil society are with low-level administration within the government. Despite this limited amount of engagement, Danish DPOs, as part of the wider civil society, have engaged with the government advocating for the inclusion of disability specific issues in relation to the SDG’s. DPOs highlighted both national perspectives and perspectives from Danish Development Aid. The consultations with the government have been in
Europe: Germany, France, Russia, etc. Language Language study helps students gain exposure to and expertise in a region of the world. GL students are required to study a language for two years. Language courses provided by the Centre of Language Studies at NUS. Honours The Honours Year is the culmination of a student’s education and it provides the student with opportunities to excel academically by engaging in independent research and highlighting their best work. The honours year becomes an enriching, even if highly challenging, experience for students. MAJOR REQUIREMENTS Category B.A (Hons) At least 100 MCs (92 MCs Cohort 2016 onwards) of GL / GL recognized modules with a minimum of 60 MCs of level 3000 or higher modules and including a minimum of 40 MCs of level 4000 modules A maximum of two level 5000 GL or GL recognized non-language modules can be read subject to the department’s approval. B.A. At least 60 MCs (52 MCs Cohort 2016 onwards) of GL / GL recognized non-language modules including 20 MCs of level 3000 or higher modules. Level 4000 or higher modules may be read subject to department’s approval. A. Core GL1101E Global Issues Students from cohort 2016 onwards will use this module to fulfil the Faculty Exposure or Unrestricted Electives requirement. This module will not be part of the 92MCs count for the major. GL1101E Global Issues Students from cohort 2016 onwards will use this module to fulfil the Faculty Exposure or Unrestricted Electives requirement. This module will not be part of the 52MCs count for the major. GL2101 Origins of the Modern World GL2101 Origins of the Modern World GL2102 Global Political Economy GL2102 Global Political Economy GL2103 Global Governance GL2103 Global Governance GL3101 Inquiry and Method GL3101 Inquiry and Method GL4101 Readings in Global Issues GL4102 Task Force B. Theme A minimum of 16 MCs from one theme C. Region A minimum of 16 MCs from one region D. Language A minimum of 16 MCs from one language see note 1 Notes:
CHAPTER 3 (To be filled by the bidder and enclosed SCHEDULE OF REQUIREMENT with the Technical Bid.) Sl. No. Brief Description of goods and services Quantity Physical Unit Final destination/ Place Delivery Schedule (to be filled by the bidder) Time frame required for conducting installation, commissioning of the eqpt., acceptance test, etc. after the arrival of consignment (to be filled by the bidder) Term of delivery : FOB / FCA / CIF / CIP : ………………………………… Period of delivery shall count from : ………………………………… (to be filled by the bidder)
PRICE SCHEDULE FOR GOODS BEING OFFERED FROM INDIA Name of the Bidder_________________ Tender No.______________ 1 2 3 4 5 6 7 8 9 10 11 Sl. No. Item Country of origin Unit Quantity Ex-Works, room off the shelf price (inclusive of all taxes already paid) Total price Ex-Works, Ex-ware- house, room off the shelf price (inclusive of all taxes already paid) 5x6 VAT & other taxes like excise duty payable, if contract is awarded Packing & forwarding up to station of dispatch, If any Charges for inland transportation, insurance up to Lab. / Instt. Installation, commissioning and training charges, if any Total Bid price in foreign currency _______________________________ in words. Signature of Bidder ___________________________________ Name ___________________________________ show
Address: [insert Authorized Representative’s Address] Telephone/Fax numbers: [insert Authorized Representative’s telephone/fax numbers] Email Address: [insert Authorized Representative’s email address] 07. Attached are copies of original documents of: [check the box(es) of the attached original documents] Articles of Incorporation or Registration of firm named in 1, above. Signature of Bidder ______________________ Name _________________________________ Business Address _______________________
PERFORMANCE STATEMENT FORM (For a period of last 3 years) Name of the Firm………………………. Order Placed by (full address of Order No. and date and quantity of ordered Value of order Date of of deliver as per contract Date of actual completion of delivery Remarks indicating reasons for late delivery, if any Has the equipment been installed satisfactory? (Attach a certificate from the Contact person along with Telephone No., FAX No. and e-mail address Signature and Seal of the manufacturer/Bidder ……………………………. Place :
PRICE SCHEDULE FOR GOODS BEING OFFERED FROM ABROAD Name of the Bidder_______________________________ TENDER No.____________________________ 1 2 3 4 5 6* 7* 8* 9* 10 11 Sl. No. Item Country of origin Unit Quantity Unit price Total price (5x6) Charges for Insurance & transportation to port//place of destination Total price (7+8) Indian Agents as a percent of FOB /FCA price included in the Quoted price Appx. weight and volume FOB (named port of FCA (named place of delivery) FOB (named port of FCA (named place of delivery) CIF CIP Ocean Air
PRICE SCHEDULE FOR GOODS BEING OFFERED FROM INDIA Name of the Bidder_________________ Tender No.______________ 1 2 3 4 5 6 7 8 9 10 11 Sl. No. Item Country of origin Unit Quantity Ex-Works, room off the shelf price (inclusive of all taxes already paid) Total price Ex-Works, Ex-ware- house, room off the shelf price (inclusive of all taxes already paid) 5x6 VAT & other taxes like excise duty payable, if contract is awarded Packing & forwarding up to station of dispatch, If any Charges for inland transportation, insurance up to Lab. / Instt. Installation, commissioning and training charges, if any Total Bid price in foreign currency _______________________________ in words. Signature of Bidder ___________________________________ Name ___________________________________
PERFORMANCE STATEMENT FORM (For a period of last 3 years) Name of the Firm………………………. Order Placed by (full address of Order No. and date and quantity of ordered Value of order Date of of deliver as per contract Date of actual completion of delivery Remarks indicating reasons for late delivery, if any Has the equipment been installed satisfactory? (Attach a certificate from the Contact person along with Telephone No., FAX No. and e-mail address Signature and Seal of the manufacturer/Bidder ……………………………. Place :
PRICE SCHEDULE FOR GOODS BEING OFFERED FROM ABROAD Name of the Bidder_______________________________ TENDER No.____________________________ 1 2 3 4 5 6* 7* 8* 9* 10 11 Sl. No. Item Country of origin Unit Quantity Unit price Total price (5x6) Charges for Insurance & transportation to port//place of destination Total price (7+8) Indian Agents as a percent of FOB /FCA price included in the Quoted price Appx. weight and volume FOB (named port of FCA (named place of delivery) FOB (named port of FCA (named place of delivery) CIF CIP Ocean Air
PRICE SCHEDULE FOR GOODS BEING OFFERED FROM INDIA Name of the Bidder_________________ Tender No.______________ 1 2 3 4 5 6 7 8 9 10 11 Sl. No. Item Country of origin Unit Quantity Ex-Works, room off the shelf price (inclusive of all taxes already paid) Total price Ex-Works, Ex-ware- house, room off the shelf price (inclusive of all taxes already paid) 5x6 VAT & other taxes like excise duty payable, if contract is awarded Packing & forwarding up to station of dispatch, If any Charges for inland transportation, insurance up to Lab. / Instt. Installation, commissioning and training charges, if any Total Bid price in foreign currency _______________________________ in words. Signature of Bidder ___________________________________ Name ___________________________________
(e) Actual date of receipt of consignment by the Lab./Instts._____________ (f) Scheduled date for completion of installation/commissioning_________ (g) Training Starting Date ___________________________________ (h) Training Completion Date ___________________________________ (i) Names of People Trained ___________________________________ (j) Actual date of completion of installation/commissioning_____________ (k) Penalty for late delivery (at Lab./Instts. level)Rs.___________________ (l) Penalty for late installation (at Lab./Instts. level Rs.________________ Details of accessories/items not yet supplied and recoveries to be made on that account: Sl. No. Description Amount to be recovered 02. The acceptance test has been done to our entire satisfaction. The supplier has fulfilled his contractual obligations satisfactorily or
Note: Bidders not quoting for the optional items entail the risk of their offer being summarily ignored on the event the purchaser decides to buy the optional items after tender opening. 1.31.1 The Purchaser shall compare all substantially responsive bids to determine the lowest valuated bid, in accordance with ITB Clause 1.30. 1.32 Contacting the Purchaser 1.32.1 Subject to ITB Clause 1.24, no Bidder shall contact the Purchaser on any matter relating to its bid, from the time of the bid opening to the time the Contract is awarded. 1.32.2 Any effort by a Bidder to influence the Purchaser in its decisions on bid evaluation, bid comparison or contract award may result in rejection of the Bidder's bid. 1.33 Post qualification 1.33.1 In the absence of pre-qualification, the Purchaser will determine to its satisfaction whether the Bidder that is selected as having submitted the lowest evaluated responsive bid is qualified to perform the contract satisfactorily, in accordance with the criteria listed in ITB Clause 1.13. 1.33.2 The determination will take into account the eligibility criteria listed in the bidding documents and will be based upon an examination of the documentary evidence of the Bidder’s qualifications submitted by the Bidder, as well as such other information as the Purchaser deems necessary and appropriate. 1.33.3 An affirmative determination will be a prerequisite for award of the contract to the Bidder. A negative determination will result in rejection of the Bidder’s bid. F AWARD OF CONTRACT 1.34 Negotiations 1.34.1 There shall not be any negotiation normally. Negotiations, if at all, shall be an exception and only in the case of items with limited source of supply. Negotiations shall be held with the lowest evaluated responsive bidder. Counter offers tantamount to negotiations and shall be treated at par with negotiations in the case of one time purchases.
PRICE SCHEDULE FOR GOODS BEING OFFERED FROM ABROAD Name of the Bidder_______________________________ TENDER No.____________________________ 1 2 3 4 5 6* 7* 8* 9* 10 11 Sl. No. Item Country of origin Unit Quantity Unit price Total price (5x6) Charges for Insurance & transportation to port//place of destination Total price (7+8) Indian Agents as a percent of FOB /FCA price included in the Quoted price Appx. weight and volume FOB (named port of FCA (named place of delivery) FOB (named port of FCA (named place of delivery) CIF CIP Ocean Air
ACCEPTANCE CERTIFICATE FORM No. Dated M/s. ____________________________________ ____________________________________ ____________________________________ Sub: Certificate of commissioning of equipment ----------- 01. This is to certify that the equipment as detailed below has/have been received in good condition along with all the standard and special accessories (subject to remarks in Para 2). The same has been installed and commissioned. (a) Contract No. _____________________________ Date___________ (b) Description of the equipment_______________________________ (c) Name of the consignee___________________________________ (d) Scheduled date of delivery of the consignment to the Lab./Instts.______
PRICE SCHEDULE FOR GOODS BEING OFFERED FROM ABROAD Name of the Bidder_______________________________ TENDER No.____________________________ 1 2 3 4 5 6* 7* 8* 9* 10 11 Sl. No. Item Country of origin Unit Quantity Unit price Total price (5x6) Charges for Insurance & transportation to port//place of destination Total price (7+8) Indian Agents as a percent of FOB /FCA price included in the Quoted price Appx. weight and volume FOB (named port of FCA (named place of delivery) FOB (named port of FCA (named place of delivery) CIF CIP Ocean Air
PRICE SCHEDULE FOR GOODS BEING OFFERED FROM INDIA Name of the Bidder_________________ Tender No.______________ 1 2 3 4 5 6 7 8 9 10 11 Sl. No. Item Country of origin Unit Quantity Ex-Works, room off the shelf price (inclusive of all taxes already paid) Total price Ex-Works, Ex-ware- house, room off the shelf price (inclusive of all taxes already paid) 5x6 VAT & other taxes like excise duty payable, if contract is awarded Packing & forwarding up to station of dispatch, If any Charges for inland transportation, insurance up to Lab. / Instt. Installation, commissioning and training charges, if any Total Bid price in foreign currency _______________________________ in words. Signature of Bidder ___________________________________ Name ___________________________________
Cumulative global warming exam version C 1. It is expected that carbon emissions will begin to diminish in the 21st century as fossil fuel reserves begin to dwindle. a) true b) false 2. While computer modeling indicate that the warming since 1970 is dominated by man-made greenhouse gas emissions, they are unable to conclusively ascertain whether the warming from 1910 to 1945 was anthropogenic. a) true b) false 3. Compared with the first half of the twentieth century, the rate of earth's average temperature rise during the second (latter) half was a) half as much b) about the same c) twice as much 4. No direct method exists that permits an independent measurement of the heat content of the oceans, other than the fact that the air is warming a) true b) false 5. Stefan-Boltzmann radiation is called a negative feedback mechanism because if the sun's radiation increases, the Stefan-Boltzmann law ensures that more heat is lost from the planet to compensate. a) true b) false 6. Changes in ice-albedo refers to changes in a) how much the Earth's surface absorbs or reflects incoming sunlight b) how much CO2 is absorbed by the sun c) how much ice is melted during the summer months 7. Stefan-Boltzmann radiation is called a negative feedback mechanism because if the sun's radiation increases, the Stefan-Boltzmann law ensures that this heat is retained by the planet. a) true b) false 8. Which external force plays the smallest role in current efforts to model global warming? a) solar luminosity (i.e. variations in energy from the sun) b) greenhouse gasses c) orbital cycles d) volcanic eruptions 9. The shows that carbon dioxide concentrations a) show a steady rise in CO2 levels, at constant slope, and irregular fluctuations due associated with El Ninos and La Ninas. b) show a steady rise in CO2 levels, with increasing slope, and regular and predictable annual fluctuations
21. Soot tends to warm the earth when it accumulates in atmospheric brown clouds. a) true b) false 22. Which external force plays the smallest role in current efforts to model global warming? a) orbital cycles b) solar luminosity (i.e. variations in energy from the sun) c) greenhouse gasses d) volcanic eruptions 23. The climate change community is divided between those who believe the goal should be to eliminate the earth's greenhouse effect altogether, and those who argue that we should attempt to minimize earth's greenhouse effect. a) true b) false
DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT Title I Reading & Math Teachers Molly Abdalla K-5 Quarterly Meeting Prescott Library 8 AM-11 AM Audio/Video/Computer capability DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT Pre K Teachers Molly Abdalla K Quarterly Meeting Adams Elementary Room 104 12:30 PM-2:30 PM Audio/Video/Computer capability DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT Elementary K-2 Teachers from ITE, Plaza, Adams, Sumner & Armstrong Mary Lou Herron NEIU #19 K-2 LETRS Training ITE LGI Room 8 AM-2:30 PM Audio/Video/Computer capability DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT DATA Building Principal K-5 Review Child Study Process Teacher SLO Differentiated Supervision Plans DIBELS data strategies Building level data work Home Building 8 AM-2:30 PM INTERMEDIATE 6-8 DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT N/A N/A N/A N/A N/A Audio/Video/Computer
capability HIGH 9-12 DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT Guidance Counselors Brad Kovaleski/Jon Tobin Director of Student Services and Engagement PSU Worthington 9-12 Career Counseling SHS Room 337 9 AM-10 AM Audio/Video/Computer capability K-12 DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT Monticello & ECA Staff Connie Mazza Eschool K-12 Eschool Scheduling Training Home School 8 AM-2:30 PM Audio/Video/Computer capability DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT All ELD Teachers Dr. Tata Mbugua K-12 Provide PD for teachers to work with migrant and refugee students SHS Library 8 AM-2:30 PM Audio/Video/Computer capability DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT Nurses Jen Benke NEIU #19 K-12 Access Billing Ad Building 2nd Floor Conference Room 9 AM-11 AM Audio/Video/Computer capability DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT Nurses Erin Keating K-12 Updates WSIS Cafeteria 12:30 PM-2:30 PM Audio/Video/Computer capability DISCIPLINE FACILITATOR GRADE LEVEL ACTIVITY DESCRIPTION LOCATION & TIME SPECIAL EQUIPMENT
Urban Planner Fact Finding Sheet What kind of training and education do you need to become an urban planner? What kind of activities do urban planners do on a day-to-day basis? What kinds of technologies, materials, and design elements are urban planners using to make buildings and communities more energy efficient?
Name _____________________________ Date ______________________________ Global and Local Winds Information Scavenger Hunt Define each of the following terms in your own words; be sure to use complete sentences. 1. Wind 2. Coriolis Effect 3. Polar Easterlies 4. Westerlies 5. Trade Winds 6. Jet Stream Short Answer 7. What are the horse latitudes and where are they located? How did they get their name? 8. What is a pressure belt? 9. What happens to wind movement because of the Coriolis effect? 10. Mountain and valley breezes like all local winds are caused by what? 11. How does air temperature over landmasses and adjacent bodies of water change from day to night? 12. What are the doldrums? Where are they located? What is the wind like there?
northern land areas. Snow cover on land has decreased over the past several decades (Shi et al., 2013), especially in spring (Derksen and Brown, 2012). In percentage terms, the decline in end-of-season (June) snow cover has actually been more pronounced (-18% per decade) than the more publicized decline in end-of-melt-season (September) sea ice (-11% per decade). As with the loss of sea ice over the ocean, the loss of springtime snow cover enables the less reflective land surface to absorb greater amounts of incoming solar radiation, thereby contributing to warmer spring conditions in the northern high latitudes. Because land has a smaller heat capacity than the ocean, there is less seasonal lag in the warming relative to the loss of terrestrial snow cover compared to the loss of sea ice. 3.2. Increased atmospheric humidity and associated downwelling radiation The saturation vapour pressure (water vapor-holding capacity) of air increases with temperature. If air’s relative humidity (the ratio of its actual moisture content to its saturation value) remains approximately constant, the air’s actual humidity can be expected to increase in a warming climate. Water vapor, in turn, is a strong greenhouse gas. Increases in humidity can therefore be expected to result in additional trapping of the infrared radiation emitted by the Earth. The corresponding increase in downwelling radiation will then enhance the warming of the surface. Even before the recent decline of sea ice, Francis and Hunter (2006) showed that variability of downwelling radiation was associated with sea ice variations on interannual timescales. Since a loss of sea ice leads to increased atmospheric moisture, which then increases the downwelling radiation and warming of the surface, the Arctic is a prime candidate for a manifestation of the so-called “water vapor feedback” and amplification of surface warming. Another reason why the Arctic should be sensitive to the water vapour feedback is because its atmosphere is very
Locate today’s date on the climate graphs provided. How do your observations compare with the climate data? Today’s maximum temperature versus climate data: Today’s minimum temperature versus climate data: Today’s precipitation versus climate data: Do you feel that today’s weather is a reflection of the climate system in your area? Explain. Do any of today’s weather observations exceed the extreme values (wavy lines) on your climate graphs? If so, which observation?
Part II When you’re finished, draw a model on the back representing the greenhouse effect. Be sure to include what happens to both the shortwave radiation from the sun and the longwave radiation emitted from the Earth. Add details and labels and even color if you want! Global Climate Change Concept Map Activity Name ____________________________________ Directions: Create a concept map that shows how the following terms are connected. A concept map starts with one word or concept that links to other related words or concepts. The link includes a phrase that relates the two concepts or terms. You will use ovals around each concept/term and link them together with arrows. Include the following terms on your concept map. An example of the first two terms in the first set of terms is given. As you concept map gets larger, feel free to tape or paste pages together. Chunk 1 Climate Weather Atmosphere Solar Radiation Albedo Greenhouse Effect Longwave Radiation Shortwave Radiation Temperature Chunk 2 Anthropogenic Climate Change Fossil Fuels Greenhouse Gases Solar Radiation Temperature Carbon Dioxide Methane Nitrous Oxide Transportation Agriculture Chunk 3 Natural Climate Change Solar Variations Sunspots Milankovitch Cycle Tilt Precession Orbit Volcanoes Temperature Chunk 4 Rising Temperatures Sea Level Oceans Ice caps Glaciers Tropical storms Precipitation Drought Heat waves Wild fires Habitats Human health
Request for expression of interest for selection # 1249867 Selection Information Assignment Title Global Facility for Growth and Development (GFGD) Initiative Publication Date 13-Sep-2017 Expression of Interest Deadline 27-Sep-2017 at 11:59:59 PM (Eastern Time – Washington D.C.) Language of Notice English Selection Notice Assignment Country ZM - Zambia MW - Malawi RW - Rwanda ST - Sao Tome and Principe ZA - South Africa SB - Solomon Islands DO - Dominican Republic IR - Iran, Islamic Republic of XK - Kosovo BY - Belarus PY - Paraguay Funding Sources The World Bank Group intends to finance the assignment/services under: BB - BANK BUDGET TF072468 - Global Facility on Growth for Development Trust Fund Individual/Firm The consultant will be a firm.
Agreeing on mutually acceptable times for linking classes Understanding fully how this work fits into the school program in the other country Designing engaging curriculum activities that support both your needs If you need advice and support Keong and I are happy to support you. We can sit in on virtual meetings and link ups where time permits. New schools available for partnerships Please refer to the blog to see which new schools have expressed interest in partnerships between Victoria and Korea. (Scroll down) Please contact Keong or Jo if you wish to register interest in the project and we will add you to our list of available partnership schools. Gallery – please send in photos Images from Yuille Park PS partnership with Yulguem PS Epping SC Sarah Dempster’s visit to her Korean partner school (below) STOP PRESS We have a growing list of Victorian schools keen to find Korean partner schools. We are currently recruiting Korean schools to join this project. Please feel free to forward the details of the project onto your colleagues. Korean Fact: Did you know? If you lived in South Korea, you’d never have to leave home to eat. Most restaurants will deliver straight to your apartment via motorcycle drivers—who are notorious for to deliver the food on time. And after you’re done eating, you can just put your dirty dishes outside your door because the delivery guy will . That’s pretty awesome. Almost all restaurants deliver, even McDonald’s, which gives new meaning to the term “fast food.” And if someone starts craving a few Big Macs at five in the morning, that’s no . After all, hamburgers are the cornerstone of any nutritious breakfast. And if you ever do visit South Korea and decide to call up Mickey D’s in the middle of the night, you might want to try some of the , such as the Bulgogi Burger and the Shanghai Spicy Chicken Burger. Project Contacts: Jo Tate DEECD Digital Learning Team Victoria, Australia Keong Ku Sth Korea Assistant professor, Graduate school of Education (TESOL), Keimyung University
9:00 A.M. 9:15 A.M. Review of Day 1 9:15 A.M. 9:20 A.M. Details of Speech Time 9:20 A.M. 61 Give Speeches and Feedback (allow 20 minutes per athlete for speech to be done twice with longer feedback and video if available. 2nd speech positive feedback or improvements. 15 minutes Break 1:00 P.M 61 Continue with Speeches and Feedback Working Lunch 1:00 P.M 1:45 P.M 62-63 Practicum Form Review, Next Steps and Training Feedback 1:45 P.M 2:15 P.M Closing Remarks, Slide show if available 2:15 P.M 2:45 P.M Closing Ceremonies and Pictures Sample Agenda A & C Date: Start Time End Time Slide # Description Trainer
STAFF MOBILITY FOR TRAINING MOBILITY AGREEMENT Planned period of the training activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The Staff Member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 20../20.. E-mail The Sending Institution Name Faculty/Department Address Country/ Country code Contact person name and position Contact person e-mail / phone The Receiving Institution Name University of Oslo Erasmus code (if applicable) N OSL01 Faculty/Department Address Country/ Country code Contact person, name and position Contact person e-mail / phone For guidelines, please look at the end notes on page 3. Section to be completed BEFORE THE MOBILITY I. PROPOSED MOBILITY PROGRAMME
For all purposes of the Contract, except as is otherwise expressly provided herein, the terms defined in this Clause shall have the meanings assigned to them in this Clause, and where applicable shall include the plural as well as the singular and the feminine as well as the masculine. “Additional Bodies” shall mean Trinity House and Irish Lights. “Agreed Form” means in a form agreed in writing between NLB and the Contractor. "Aircraft" shall mean any Approved helicopters meeting the specifications set out in the Specification and used in the provision of the Services (including, without limitation, the Nominated Aircraft). "Aircraft Commander" shall mean the pilot designated by the Contractor as commander of each Aircraft and notified to NLB. "Approval" shall mean approval by NLB in writing, and "Approved" shall mean approved by NLB in writing. "Available" shall mean serviceable and with the requisite crew for the prevailing conditions and ready for flight. “Bank Guarantee” shall mean the bond or guarantee in the form, or in a similar Agreed Form, as set out in Part II of the Schedule in respect of the due performance by the Contractor of its obligations under the Contract. "Certifying Authority" shall, unless otherwise advised in writing by NLB, mean the UK Civil Aviation Authority and/or the Irish Aviation Authority or its and/or their successors and assignees. “Contract” shall mean this agreement together with the Schedule. “Contract Price” shall have the meaning given in Part [ ] of the Schedule. "Contractor’s Personnel" shall mean all personnel employed and provided by the Contractor under the Contract in order to provide the Services to NLB and the Additional Bodies, regardless of whether such employment is on a permanent, contract, agency or temporary basis. “Detailed Flying Plans” shall mean flying plan for individual journeys to be provided by each of the GLAs to the Contractor. “Director of Finance” shall mean the Director of Finance (or his representative) of NLB. “Force Majeure” shall mean any act of God (meaning any natural cause including earthquakes, tidal waves, fire, explosion), war or war like hostilities, terrorism or other occurrence not within the reasonable control of the Contractor but shall not include: strikes, lockouts or other sanctions imposed on the Contractor or any of its shortages of labour or the reallocation of labour to other work of the Contractor or any of its Sub-contractors or suppliers not related to the Contract;
Praise God for opening doors for growth and discipleship of top military leaders by our Military Ministry of Cru Directors through training sessions and also the LeaderImpact movement! Pray for favor as we look for further collaborative ways to work with other ministries and increase the number of volunteers to expand ministry to military members in Uganda, Ethiopia, Nigeria, Sierra Leone, Pacific Islands, Poland, Ukraine, Croatia, Mexico, Ecuador, and Honduras. Pray for us as we seek the Lord for clear direction on building multiplying disciples throughout the entire global military community. New Life Resources (Cru Store) StoryRunners Our vision is to see followers of Christ in communities of faith in every unreached oral people group. Vision goal: By 2025, we will equip local followers of Christ to produce and use oral Bible stories in 500 languages to launch communities of multiplying disciples among oral cultures. In light of this, please pray: For Spirit-led opportunities to launch story movements in partnership with national believers. For God to raise up key volunteers from every School of Storying in every people group to which He sends us. For each story movement to be self-sustaining and self-perpetuating, in the power of the Holy Spirit. SOUTH ASIA AREA Area Team Leader: Jose and Neena Sam
differentiated instruction in classrooms helped create an unstable learning environment where students misbehaved when challenged with material that was not properly introduced. Grade 7 77.8% 35 High- ODR rate of 1.82. High percentage of inexperienced teachers. Lack of math interventions and instructional rigor. Limited levels of differentiated instruction in classrooms helped create an unstable learning environment where students misbehaved when challenged with material that was not properly introduced. 25.53% Passing 29.10% Passing 32.89% Passing Grade 8 59.4% 19 Mid- ODR rate of 1.64. High percentage of inexperienced teachers. Lack of math interventions and instructional rigor. Limited levels of differentiated instruction in classrooms helped create an unstable learning environment where students misbehaved when challenged with material that was not properly introduced. 45.07% Passing 49.57% Passing 54.03% Passing Ethnicity Black 66.0% 95 High- Limited faculty understanding of cultural competencies this subgroup. Lack of effective community engagement and outreach to this subgroup. Rigor and differentiation is not 37.74% Passing 41.51% Passing 45.25% Passing
being consistently seen in tier one instruction. Limited levels of differentiated instruction in classrooms helped create an unstable learning environment where students misbehaved when challenged with material that was not properly introduced. White 50.7% 36 Low- Students years behind their peers in reading. High percentage of inexperienced teachers. 54.72% Passing 60.12% Passing 65.61% Passing Gender Female 62.4% 78 Mid- High percentage of inexperienced teachers. Lack of instructional rigor. 41.74% Passing 45.91% Passing 50.04% Passing Male 54.9% 73 Mid- High percentage of inexperienced teachers. Lack of instructional rigor and engagement. 50.06% Passing 55.07% Passing 60.02% Passing Special Education IEP Yes 78.6% 44 High- Identified need for individualized instruction. Instruction and small group is needed to engage these students and provide them with multiple ways to interact with content at just-right levels; continue to be years behind peer cohort group. 24.61% Passing 28.06% Passing 31.7% Passing IEP No 53.0% 107 Mid- Students years behind their peers in reading levels. High percentage of inexperienced teachers. Lack of rigor and differentiation in tier one instruction. 52.17% Passing 57.39% Passing 62.55% Passing Lunch Status
assesses a country’s governance structures and institutions from various perspectives. For further information, see also Staffen Andersson and Paul Heywood, “The Politics of Perception: Use and Abuse of Transparency International’s Approach to Measuring Corruption” (2009) 57 Political Studies 746; United Nations Development Programme and Global Integrity, A User’s Guide to Measuring Corruption (Oslo: UNDP Oslo Governance Centre, 2008) online: <>. For a collection of data from the burgeoning field of anti-corruption, see TI’s GATEway project, online at: <>.
(5) Illicit Enrichment UNCAC Article 20 – illicit enrichment, that is, a significant increase in the assets of a public official that cannot be reasonably explained in regard to the public official’s lawful conduct OECD No comparable provision. (6) Private Sector Bribery UNCAC Article 21 – bribery in the private sector for both the person making the bribe and the person receiving the bribe OECD No comparable provision. (7) Embezzlement in the Private Sector UNCAC Article 22 – embezzlement of property in the private sector. OECD No comparable provision. (8) Concealing Bribery Property UNCAC Article 24 – the concealment or continued retention of property knowing such property is the result of an UNCAC offence. OECD No comparable provision.
Holtmeier discusses the DOJ’s decision to drop the investigation into Dutch-based SBM Offshore following the company’s $240 million settlement with Dutch prosecutors. The DOJ’s decision may have been influenced by the fact that a potential offsetting of the Dutch penalty could negate any penalty collectible in the US, as well as considerations of jurisdiction and evidence.
Introduction This chapter focuses on the role of lawyers in assisting their business clients to avoid corrupt acts by their officers, employees and agents, and to advise their clients on how to deal with allegations of corruption if they arise. In particular, it will address the following: identification of exactly who the client is in a corporation or other business organization; examination of a lawyer’s relationship with a client; circumstances where a lawyer may encounter corruption; the duties lawyers owe to their clients in regard to corruption; and the prevention of corruption by the exercise of due diligence including compliance programs and risk assessments. This chapter will often refer to corporate lawyers or corporate counsel. For the purposes of this chapter, the term corporate lawyer refers to both in-house and external counsel acting on behalf of their business clients. Also, this chapter focuses on the lawyer acting in a solicitor’s role (e.g. advising clients on legal issues related to business transactions, negotiating and drafting agreements, settling disputes, etc.). The lawyer’s role as a barrister or litigator is dealt with more prominently in Chapters 6 and 7 of this book. Roles of Lawyers in Business
Research Timeline for New Projects Time line MSP funding Established Project New Projects Student Research team Student Research team Student Research team August Identify interest in global health research September Meet with global health faculty and research staff Identify strengths and challenges, establish time line Identify interest in global health research October Finalize project, international Site, Draft research protocol, Confirm IRB authorization, contact and plan for IRB Identify interest in global health research Meet with global health faculty and research staff Identify strengths and challenges, establish time line November Complete research protocol Submit Foreign IRB Meet with global health faculty and research staff Identify strengths and challenges, establish time line Finalize project, international Site, Draft research protocol, Confirm IRB authority, contact and plan for IRB December Remote site IRB approval submit to AU IRB Finalize project, Site, Draft research protocol, Confirm IRB authority, contact and plan for IRB Complete research protocol Submit Foreign IRB January AU IRB approval Complete research protocol Submit Foreign IRB Remote site IRB approval February Remote site IRB approval March AU IRB approval AU IRB approval April May TRAVEL June July
Globalink Research Award Research Proposal Complete this proposal using the same language used in your application form. For further information, please visit the . 1. Student statement of interest (approximately 0.5 pages) Explain how participating in Mitacs Globalink will benefit your academic studies and research career (e.g., working with internationally renowned experts, unique opportunities for fieldwork or data collection, access to facilities, or expertise not available at your home institution). 2. Research proposal (1.5 to 2.5 pages single spaced excluding timeline and cited literature) 2.1 Background and review of relevant prior work 2.2 Objectives of the project 2.3 Significance of the project Explain the perceived importance of this project to the research community, industry, or society. 2.4 Timeline showing which task will be done when to achieve each objective. We suggest using a Gantt chart. 2.5 Cited literature 3. Interaction Provide detailed information on the interaction between the host supervisor and the student, including the supervision and mentorship that the student will receive, as well as the frequency and location of these interactions. If portions of the research will be conducted away from the primary host institution, such as field work, indicate the percentage (%) of time during the project that the intern will spend at the host university. 4. Collaborations 4.1 Does this project build on an existing international collaboration? Yes _____ No _____ 4.2 Does this project create potential for future collaborations? Yes _____ No _____ 4.3 Please describe briefly the existing, planned or future collaboration. For a pre-existing international collaboration, include a summary of the collaboration and length of time, any past exchange of personnel, etc.
Mitacs Globalink Research Internship CV Template Date Family Name Given Name ACADEMIC BACKGROUND Degree Name of Discipline Institution Country Date ACADEMIC, RESEARCH & INDUSTRIAL EXPERIENCE Position held Organization Department Period (yyyy/mm to yyyy/mm) DESCRIPTION OF ACTIVITIES AT ACADEMIC INSTITUTIONS Provide details of published papers, title of dissertation and name of supervisor and other relevant activities. AREAS OF EXPERTISE Provide a maximum of 10 words that describe your area(s) of expertise.
Globalisation How does the economy of a globalised world function in different places? Globalisation means the greater integration of the global economy. Can you list four ways that this integration has happened over the last 30 years? 1. 2. 3. 4. What does this model show? Describe how employment changes as countries undergo economic development? Give an example of a country at each stage of development and try to describe their employment structure. ………………………………………………………………………………………………………… What role do global institutions play in creating a more globalised economy? Point… Explanation… Development… Global Institution Role it plays How does it increase globalisation and improve trade? World Trade Organisation Promotes free trade by persuading countries to reduce or remove trade barriers like taxes, tariffs and quotas The banana wars are an example of WTO activity, with tariffs on big banana companies in Latin America in order to promote smaller producers of Caribbean