zilongwang/ReadingBank huggingface dataset:
[June 2009 Q6] 5. The three independent random variables A, B and C each has a continuous uniform distribution over the interval [0, 5]. (a) Find P(A > 3). (1) (b) Find the probability that A, B and C are all greater than 3. (2) The random variable Y represents the maximum value of A, B and C. The cumulative distribution function of Y is F(y) = (c) Find the probability density function of Y. (2) (d) Sketch the probability density function of Y. (2) (e) Write down the mode of Y. (1) (f) Find E(Y). (3) (g) Find P(Y > 3). (2) [Jan 2009 Q2] 6. The continuous random variable X is uniformly distributed over the interval [–2, 7]. (a) Write down fully the probability density function f(x) of X. (2) (b) Sketch the probability density function f(x) of X. (2) Find (c) E(X 2), (3) (d) P(– 0.2 < X < 0.6). (2) [June 2009 Q6] 5. The three independent random variables A, B and C each has a continuous uniform distribution over the interval [0, 5]. (a) Find P(A > 3). (1) (b) Find the probability that A, B and C are all greater than 3. (2) The random variable Y represents the maximum of A, B and C. The cumulative distribution function of Y is F(y) = (c) Find the probability density function of Y. (2) (d) Sketch the probability density function of Y. (2) (e) Write down the mode of Y. (1) (f) Find E(Y). (3) (g) Find P(Y > 3). (2) [Jan 2009 Q2] 6. The continuous random variable X is uniformly distributed over the interval [–2, 7]. (a) Write down fully the probability density function f(x) of X. (2) (b) Sketch the probability density function f(x) of X. (2) Find
Allele Bases Centromere Characteristics Chromatid Chromosome Continuous Variation Cystic Fibrosis Discrete Variation DNA DNA Profiling Dominant Gel Electrophoresis Gene Alternative forms of a gene Chemicals inside DNA that provide the genetic code for an individual Hold two chromatids together in a chromosome Inherited traits such as hair colour and eye colour Carry the genes Made up of two chromatids held together by a centromere Type of variation that cannot be separated into groups, such as height Inherited disease affecting the and pancreas Type of variation that can be separated into groups such as blood type Holds the genetic information that is inherited from each parent Using the DNA sequence to identify a person or information about that person The allele of a gene that always appears in the phenotype Technique used to separate DNA samples using an electrical current.
Genetic Code Genotype Phenotype Phenylketonuria (PKU) Recessive Sickle Cell Anaemia Species Area of DNA on a chromosome that controls a particular characteristic The sequence of chemical bases in an individual’s DNA The set of genes inherited by an individual A spiral The physical appearance of an individual Inherited disease affecting metabolism The allele of a gene that is less common and usually masked by the presence of the dominant allele Fatal inherited disease that affects red blood cells A group of organisms that can breed to produce fertile offspring
Speaking Strategies for Use In Advanced Presentations 1) Before you speak… Lower your anxiety Deep breathing Positive self-talk Visualize yourself succeeding Relaxation techniques Feel prepared Prepare and plan Identify the goal and purpose of the task: what is it you are to or demonstrate in this exercise? Ask for clarification of the task if you are unsure of its goal, purpose, or how you are to do it. Activate background knowledge; what do you already know about this situation/task? Predict what is going to happen: Predict the vocabulary you will need. Think of how you might circumlocate for vocabulary you do not know. Think of synonyms, antonyms, explanations, or nonverbal communication that can substitute. Translate words to English any words you predict you will need but do not know already. Predict structures (grammar) you will need. Transfer sounds and structures from previously learned material to new situations Predict the difficulties you might encounter. Plan your responses and contributions Organize your thoughts. Prepare your outline. Rehearse (practice silently, act out in front of a mirror, record yourself and listen, etc.). Encourage yourself to speak out, even though you might make some mistakes. 2) While you are speaking… Feel in control Take your emotional temperature (if you are tense, relax, funnel your energy to your brain, not your body,
Il est huit heures moins dix It’s 10 to 8 Il est huit heures le quart It’s quarter to 8 Saying midday and midnight Il est midi It’s 12 noon Il est midi et demi It’s half past 12 Il est minuit It’s midnight Il est minuit et demi It’s half past midnight Here are numbers you already know .Now learn the numbers up to 100 and beyond Numbers Les Chiffres un 1 70 soixante-dix dix 10 71 soixante et onze vingt 20 72 soixante-douze et un 21 80 quatre- vingts vingt- deux 22 81 quatre-vingt-un trente 30 82 quatre-vingt-deux trente et un 31 90 quatre-vingt-dix trente- trois 33 91 quatre-vingt-onze quarante 40 99 quatre-vingt-dix-neuf quarante et un 41 100 cent quarante –quatre 44 1000 mille cinquante 50 cinquante et un 51 cinquante-cinq 55 soixante 60 soixante et un 61 Now try some of these numbers……….. 87 92 48 65 37
12 Funds in trust 12.1 funds are used to execute projects financed by earmarked contributions, by the ICT Development Fund (ICTDF) or by governments. In all cases the funds have to be credited to the projects before the expenses are committed. Trust funds are voluntary contributions with specific and restrictive utilization. These contributions generate support costs during the execution and implementation of the projects. Since 2011, the detail of the Funds in trust balances annexed to the financial operating report is disclosed in the currency of management of the project. 12.2 The table below shows the evolution of Funds in Trust, unused appropriations between 2014 and 2017: in trust (in thousands of CHF, USD or EUR) Balance at 1 January 2014 Balance at 31 December 2014 Balance at 31 December 2015 Balance at 31 December 2016 Balance at 31 December 2017 ICTDF USD 5,223 4,407 3,452 3,145 2,848 CHF - - - - 258 Action Plan CHF 397 1,113 1,122 1,144 924 USD 113 3 50 144 101 EUR - - - - 1 Other FIT CHF 1,113 1,163 1,206 1,045 1,282 USD 20,005 19,045 18,365 14,756 13,545 EUR 144 102 66 113 1,329 13 Information and Communication Technology Development Fund 13.1 The Council approved the establishment of a TELECOM surplus development programme. During the period 2014-2017, the Council in its session of 2014 (C14/10) approved the payment of USD 2 000 000 into the and USD 2 000 000 in Council 2017 (C17/34 Rev1) by means of a withdrawal from the Exhibition Working Capital Fund. 13.2 The ICTDF has evolved as follows since 31 December 2013: Year Revenue Allocations/ Expenses Balance of fund at 31 December Contributions Interest Other CHF in thousand 2013 389 2014 2,000 20 15 997 1,427 2015 13 43 11 1,386 2016 37 44 83 1,296 2017 1,948 51 66 139 3,222
T37.7.1 Ineligible & Compensable Patients Fee Date effective Dialysis $776 12 Aug 2015 T34.8.1A Chargeable Patient No-gap prostheses Gap prostheses Not listed Private Minimum Benefit Minimum Benefit Prior agreement required DVA Ineligible Minimum Benefit Maximum Benefit Full cost recovery Compensable ADF Personnel Immigration Detainees T34.8.1B Private Patients Health Insurer Rebate Discount Details All items on the Prostheses List (excluding Cardiothoracic and Ophthalmic items) Minimum Benefit No Invoice required Cardiothoracic items 7.5% Ophthalmic items 20% T34.9.1 Prosthetic Services Admitted Non-admitted Public (Eligible*) No Charge No Charge Public Chargeable Chargeable Private DVA Chargeable (except when required for discharge) Chargeable MACA Chargeable Ineligible Compensable
Aeroplane, Bus etc. Full Cost Recovery** 27 November 2013 G48 2013 T34.11.2A Patient Request Calculated Fee (GST exempt) Last Gazetted Change Review Date Search Fee per search $35.00 S83 2015 1 July 2016 Copy of Medical Records per page $0.23 S83 2015 1 July 2016 Copy of Discharge Summary Free S83 2015 1 July 2016 Replacement Medical Certificate per certificate $35.00 S83 2015 1 July 2016 Medical/Allied Health Report (max 2 pages) per report $290.00 S83 2015 1 July 2016 Medical Report (additional pages) per page $145.00 S83 2015 1 July 2016 Medical images to CD 1 Study $12.00 S83 2015 1 July 2016 2 Studies $18.00 More than 2 studies $28.00 T34.11.2B Third Party Request Calculated Fee (GST inclusive) Last Gazetted Change Review Date Search Fee per search $38.50 S83 2015 1 July 2016 Copies of Medical Records per page $0.89 S83 2015 1 July 2016 Medical/ Allied Health Report (max 2 pages) per report $319.00 S83 2015 1 July 2016 Medical Report (additional pages) per page $159.50 S83 2015 1 July 2016 Medical images to CD 1 $19.80 S83 2015 1 July 2016 2 Studies $25.67 More than 2 studies $37.22
Investment Part Number USD S-20 with standard machine features 11310000 $12,500 Step one – select options Mist lubrication system 11010060 $1,700 Single Phase – 220 v 11310028 $1,700 Work stop 11010016 $700 Step two – select conveyors HYDMECH designs and manufactures material handling systems for heavy-duty industrial applications. We can build to your custom specifications or provide a turnkey engineered solution. Type 1 - 5’ in feed/ out idler conveyor (26”W x 31”H) 18010261 $1,400 Filler plates – for 5’ idler conveyor 18099091 $1,000 Coolant drip pan – for 5’ idler conveyor 18099084 $1,000 Delivery: Subject to prior orders Warranty: One year F.O.B.: Conway, AR
Plenipotentiary Conference (PP-18) Dubai, 29 October – 16 November 2018 PLENARY MEETING Corrigendum 4 to Document 48-E 30 October 2018 Original: English Member States of the European Conference of Postal and Telecommunications Administrations (CEPT) Please replace: Annex 2 of Document PP-18/48 with updated attached table of co-signatures by European administrations. 1 CEPT Coordination for PP-18 CEPT coordinators for ECP related issues ECP No. Issue CEPT Coordinator e-mail address - Overall coordination Cristiana Flutur (ROU, Com-ITU chairwoman) Vilém Veselý (CZE, overall coordination on Financial, Management and Organisational issues) Paul Blaker (G, Com-ITU vice-chairman) Dirk-Oliver von der Emden (SUI, Com-ITU paul.blaker@culture.gov.uk ECP 1 Revision to Resolution 133: Role of administrations of Member States in Matthias Loehrl (D) matthias.loehrl@bmwi.bund.de
Northern Territory of Australia Government Gazette ISSN-0157-833X No. S22 11 March 2015 Northern Territory of Australia Plant Health Act Cucumber Green Mottle Mosaic Virus Revocation of Declaration and Declaration of Host Plant I, Stephen James West, Chief Inspector of Plant Health: (a) under section 8(2)(a) of the Plant Health Act and with reference to section 43 of the Interpretation Act, revoke the instrument entitled "Cucumber Green Mottle Mosaic Virus – Declaration of Host Plants", dated 23 January 2015 and published in Gazette No. S6 of 23 January 2015; and (b) under section 8(2)(a) of the Plant Health Act, declare each plant specified in the Schedule to be a host plant for the declared pest Cucumber Green Mottle Mosaic Virus. Dated 11 March 2015 S. J. West Chief Inspector of Plant Health
The table below lists the African Telecommunication Union Proposals to ITU PP-18 and the administrations supporting the African common proposals: Member States Document PP-18/55(Add.1) AFCP/ 55A1/1 AFCP/ 55A1/2 AFCP/ 55A1/3 AFCP/ 55A1/4 AFCP/ 55A1/5 AFCP/ 55A1/6 AFCP/ 55A1/7 AFCP/ 55A1/8 AFCP/ 55A1/9 AFCP/ 55A1/10 AFCP/ 55A1/11 AFCP/ 55A1/12 AFCP/ 55A1/13 1 Algeria X X X X X X X X X X X X X 2 Angola X X X X X X X X X X X X X 3 X X X X X X X X X X X X X 4 Botswana 5 Burkina Faso X X X X X X X X X X X X X 6 Burundi X X X X X X X X X X X X X 7 Cameroon X X X X X X X X X X X X X 8 Cabo Verde 9 Central African Republic 10 Chad X X X X X X X X X X X X X 11 (Rep. of the) X X X X X X X X X X X X X 12 Côte d'Ivoire X X X X X X X X X X X X X 13 Congo RDC X X X X X X X X X X X X X 14 Comoros 15 Djibouti 16 Egypt X X X X X X X X X X X X X 17 Eritrea 18 Eswatini X X X X X X X X X X X X X 19 Ethiopia 20 Equatorial Guinea 21 Gabonese Rep. X X X X X X X X X X X X X 22 Gambia X X X X X X X X X X X X X 23 Ghana X X X X X X X X X X X X X 24 Guinea 25 Guinea Bissau 26 Kenya X X X X X X X X X X X X X 27 Lesotho 28 Liberia
Entity registration number: (Not applicable if the applicant is a public-sector body. For natural persons, the applicant should indicate the number of his/her identity card or, failing that, of his passport or equivalent) VAT number (if applicable): The legal details are attached in the Legal Entity Form. The forms can be downloaded on the Europa website at the following address: 1.2.2 CONTACT DETAILS Street address: Postcode: City: Region (if applicable): Country: Telephone: Mobile: Fax: E-mail address: Website: Any change in the addresses, phone numbers, fax numbers or e-mail, must be notified in writing to the Authorising Officer. The Authorising Officer will not be held responsible in the event that it cannot contact an applicant. 1.2.3 CONTACT PERSON RESPONSIBLE FOR THE PROPOSAL Family name: First Name: Position/Function: Telephone: Mobile: Fax: E-mail address: 1.2.4 LEGAL REPRESENTATIVE (PERSON AUTHORISED TO SIGN THE AGREEMENT) Family name: First Name: Position/Function/Mandate: Telephone: Mobile: Fax: E-mail address:
Northern Territory of Australia Government Gazette ISSN-0157-833X No. S24 7 April 2016 Notification of Subordinate Legislation Notice is given of the making of the following subordinate legislation, effective from the date specified: Subordinate Legislation Commencement details Empowering Act Police (Special Investigative and Other Powers) Regulations (No. 7 of 2016) Date of this Gazette Police (Special Investigative and Other Powers) Act For copies of legislation please direct your request to the Print Management Unit, email or phone (08) 8999 6727
Classification Software suppliers are classified on the basis of the identified process maturity level. In this instance, a process maturity level (0-3) Pi is assigned to each process with i = 1... number (n) of the assessed processes. Level Process Process maturity level Observation / measures A MAN.3, ACQ.4, SUP.1, SUP.8 – SUP.10 all Pi >= 2 capable of meeting quality requirements and ENG.2 - ENG.10 all Pi >= 1 and all PA 1.1i = "F" B MAN.3, ACQ.4, SUP.1, SUP.8 – SUP.10 all Pi >= 1 and at least one Pi < 2 capable of meeting quality requirements under certain conditions Introduction of an improvement program and ENG.2 - ENG.10 all Pi >= 1 C all processes at one Pi = 0 n o t capable of meeting quality requirements Introduction of an improvement program as containment action
other places and even outside the zone. If they can't attend the funeral of their clan member, they send some money to the family of the deceased person. There are also strong ties among members of the same Christian Denomination in different kebeles; they help each other. For instance, members of Protestant Christians in Aze Debo'a raise money and assist Protestant Christians in other areas. They also organise spiritual conferences together and assist their church members in various ways. Urban linkages As a result of geographical proximity, is strong linkage between rural and urban community. For example, some rich households from Aze Debo'a kebele built houses in the town of Durame; and put their children to live in these houses and attend school in the town. There are also households whose children are living with relatives and attending school in Durame town. Especially on market days in Durame town, people from Aze Debo'a visit the house of their relatives after they finished their business in the market. International linkages Currently, a significant number of households in the kebele have international linkages with their family members and relatives living in other countries. The highest number of migrants is found in South Africa, followed by Gulf countries, USA and Europe. The first migrants moved to South Africa immediately after the end of apartheid. However, people started to move in group after 2000. On average, more than 20 people travel illegally to South Africa in a year. In the last three years the number of migrants murdered in South Africa has increased substantially. Most of the migrants in South Africa work as petty vendors in cities and small towns in all regions of the country. Notable people living in the community Community elders Social position Main activities in the community Other elite statuses Who is in their network Elder & Civil servant Involve in all conflict resolution Involved in kebele administration Pastor & clan leader Involve in all conflict resolution Involved in kebele administration and member of a congregation His clan and church members Elder & famous Evangelist Preaching & involve in all dispute arbitration Chairman of a congregation All groups Knowledgeable person having law background He is consulted for legal advice His clan members His clan members Clan leaders Name Main activities in the community Other elite statuses Clan leader Represents his clan
Kebele Cabinet Position Main activities in the community What other elite statuses Administrator Lead the cabinet meeting on every Thursday; prepare agendas and signs in every letter released from the kebele Committee of Iddir Vice Administrator Lead the cabinet meetings; prepare agendas and signs on letters in the absence the administrator Chairman of youth Member of the cabinet and mobilise the youth when necessary Representative of women affairs Member of the cabinet and mobilise the women when necessary Manager of the kebele Collect land use and other taxes from the kebele, keep all documents of the kebele, provide identity card for members of the kebele and link the kebele with sectoral offices and NGOs. Civil servant
Participated in the work of ITU-R TG1/4 (Electronic Data Exchange), SG2, RA, WRC, CPM. 4/1993 - 10/1995 Head, International Relations Department, General Inspectorate of Communications Hungary Lead cross-border frequency coordination with neighboring countries. Co-working with international organizations (primary ITU, CEPT, ETSI), operators and firms. Participated in an international working group, for developing a common computer program for the countries of the Vienna Agreement (now HCM Agreement). Continued development of Hungarian computerized frequency management system. Continued developments wave propagation calculations based on digital terrain model (DTM). Supervised library (plans for networks, technical books, standards, international publications). Organized conferences, meetings. Participated at the ITU PP'94, Kyoto, 1994. 5/1990 - 4/1993 Head of Computer Services Department Frequency Management Institute Hungary Lead the project for developing the Hungarian computerized frequency management system. Developed methods and software for calculation of the propagation path on DTM. Participated in the work of CCIR (ITU-R) task groups TG12/1 and 12/3. Provided computer services for the Institute. Participated in cross-border frequency coordination works in radiotelephone frequency bands. Developed demonstration on the DTM based spectrum management software for exhibition at TELECOM'92, Budapest, Hungary. Prepared frequency plans for VHF/UHF FM and TV broadcasting systems. 1/1987 - 5/1990 Head of Radiotelephone Group Frequency Management Institute Hungary Developed methods and computer programs for planning radiotelephone and broadcasting networks. Developed a PC based digital terrain model (DTM). Studied cellular systems and makes proposals for their introductions in Hungary. Assisted in preparation of international coordination meetings and participated on them. Developed frequency plans for radio telephone and microwave systems and services. Involved in frequency coordination among point-to-point microwave networks, earth stations and space stations. LANGUAGES
Learning experiences Resources Teaching Use a game to quickly revise the characteristics of bush dances discussed in the previous lesson: In groups of four, students recall as many characteristics as possible. Students use the characteristics from a list in the dance journals to perform mirrored actions. As a whole class, compose a bush dance based on the style characteristics. For example: Formation: Partners side by side in a large circle Sequence: 4 in, swing your partner, 4 steps out, 4 steps around the circle to a new partner. Perform the sequence as a class. Recording of bush dance music (folk) without dance step instructions (optional) To successfully involve the students in composition tasks the teacher should set limitations and provide clear instructions for the students. For example: Determine the formation to be used in the composition Limit the sequence to 32 beats Discuss the list of characteristics and discuss the movements, actions and relationships to be used in the composition Practise the sequence as a whole class, experimenting with the students’ different movement suggestions before making final decisions about the movement content of the class dance. Discuss how the dance should be performed in order to demonstrate the “mood” of a bush dance. Discuss how the composed by the class meets the style criteria for a bush dance. Students use graphic notation in their journals to record the final dance sequence None Experimentation focus on: varying formations (circles, sets, lines) making the dance progressive varying the actions incorporating “modern movement” (e.g. replacing a curtsy with a modern greeting such as a handshake or a head nod). This provides a model for small-group composition in future lessons
Candidatures from Member States for the elections to the Council* Region A – The Americas (9 Argentine Republic Bahamas (Commonwealth of the) Brazil (Federative Republic of) Canada Cuba El Salvador (Republic of) United States of America Mexico Paraguay (Republic of) Region B – Western Europe (8 seats) Germany (Federal Republic of) Spain France Greece Hungary Italy Lithuania (Republic of) Switzerland (Confederation of) Turkey Region C – Eastern Europe and Northern Asia (5 seats) Azerbaijan (Republic of) Bulgaria (Republic of) Russian Federation Poland (Republic of) Kyrgyz Republic Czech Republic Romania Region D – Africa (13 seats) Algeria (People’s Democratic Republic of) Burkina Faso Cameroon (Republic of) Côte d'Ivoire (Republic of) Egypt (Arab Republic of) Ghana Kenya (Republic of) Mali (Republic of) Morocco (Kingdom of) Mauritania (Islamic Republic of) Nigeria (Federal Republic of) Uganda (Republic of) Rwanda (Republic of) Senegal (Republic of) Sudan (Republic of the) South Africa (Republic of) Tanzania (United Republic of) Togolese Republic Tunisia Region E – Asia and (13 seats) Saudi Arabia (Kingdom of) Australia China (People’s Republic of) Korea (Republic of) United Arab Emirates (Republic of) Indonesia (Republic of) Iran (Islamic Republic of) Japan Kuwait (State of) Pakistan (Islamic Republic of) Philippines (Republic of the) Thailand * The list of ITU Member States per administrative regions is available at:
The Project Coordinator will have responsibility for developing a comprehensive, client-friendly evaluation and monitoring programme, to ensure that adequate data is obtained from clients on an ongoing basis to inform the preparation of professional, statistically robust management reporting. The Coordinator will be responsible for the preparation of all management reports in relation to Steps to Recovery, including Big Lottery Fund update reports. The Coordinator will carry out any other duties as reasonably requested by management. Flexibility is required in relation to hours of work (core hours will be between 9am and 4:30pm, Monday to Friday – but DACA also operates an evening service between 6:30pm and 9:30pm, and some events and activities occur over the weekend). Person specification Having an understanding of the issues facing individuals affected by chronic alcohol misuse, as well as those of their families and carers. Able to demonstrate compassion and sensitivity in relation to these issues. An appropriate qualification in the addictions sector, or in social care (equiv. SVQ3) is preferred, although relevant work experience equivalency will also be considered. Ability to self-start, and take the lead on developing new partnerships, sub-contracts, activities and processes against a framework of organisational objectives and values. Able to act as a trusted ambassador for DACA in a range of different settings. To communicate clearly and sensitively to different audiences, including public speaking. Of equal importance is good listening skills and empathy. People management experience covering both paid staff and volunteers, and including setting objectives and monitoring performance. Experience of project management, and working autonomously to targets within a set timeline of activity. Experience of working within a multi-agency framework and the ability to engage and naturally build rapport with stakeholders from across the addictions community – clients and their families, statutory partners in health and social work, other third sector organizations and services. Ability to analyse complex or high-volume data in order to measure performance and results. To use data for the production of clear and informative performance reports that illustrate outcomes and exceptions, including identifying the need for corrective action. Good written English skills in general.
In line with section 6.3.2 (Economic & Financial Capacity please complete the table below with the information and supporting documents requested. Statement of Average Annual Turnover Year Average Annual Turnover (indicating currency) of the last two financial for which accounts have been closed Balance sheets or extracts from balance sheets provided in the tender 20XX Yr N-1 <complete> 20XXYr Yr N-2 <complete> Name Date & Signature
VAT amount N/A in € (to two decimal places) € Price without VAT (sums of tasks 1 to 4) N/A in € (to two decimal places) € i.e.: cost for acquiring data, production of deliverables, travel and subsistence etc. Name Date & Signature
In line with section 6.3.3.2 (Capacity of the team proposed by the tenderer/delivering the service), please complete the table below with the information and supporting documents requested. Profile & minimum number Name of Tenderer/ consortium or group member/ subcontractor Name Education degree or equivalent professional experience Number of years of professional experience Description of professional experience and skills CV in “Europass format” included in offer Project Manager (minimum 1)* 1. Senior experts (minimum 3)* 1. 2. 3. Junior expert (minimum 3)* 1 NA 2 NA 3 NA *More rows/columns can be added by the tenderer where necessary Name
ANNEX V – MODEL FINANCIAL OFFER These person-day prices must be used for the price calculation in each task Price per person-day (in €) Project Manager Senior Expert Junior Expert Price per Task Task n° 1. state of the art of alternative communication bearers Number of person-day foreseen Total Price in € (n° of person-day foreseen X price per person-day) Project manager Senior Expert Junior expert Other costs (1) N/A Sub-total Task n° 1 Number of person-day foreseen Total Price in € (n° of person-day foreseen X price per person-day) Task n° 2. Assessment of technical performance of selected technologies Project manager Senior Expert Junior expert Other costs (1) N/A Sub-total Task n° 2 Number of person-day foreseen Price in € (n° of person-day foreseen X price per person-day) Task n° 3. Business case Project manager Senior Expert Junior expert Other costs (1) N/A Sub-total Task n° 3 Total price for all services VAT amount N/A in € (to two decimal places) € Price without VAT (sums of tasks 1 to 3) N/A in € (to two decimal places) € i.e.: cost for acquiring data, production of deliverables, travel and subsistence etc.
Legal details of the tenderer/lead tenderer Go to: choose your language and legal status, download the appropriate ‘Legal Entity’ form, complete it and attach it to this form. Please note that you must also attach proof of legal status, VAT number and a copy of registration on professional or trade registers or equivalent, as detailed in the form you have downloaded and filled in. Bank details of the tenderer/lead tenderer Go to: choose your language and country, download the appropriate ‘Financial Identification’ form, complete it in accordance with the instructions contained on the web page and attach it to this form. CONTACT PERSON for this Tender (to act as point for all communication which may take place between the S2R JU and the tenderer) Name
SUBMISSION CHECKLIST (i.e. content of the -Our tender is made up of the following documents, duly signed and dated: ENVELOPE A – ADMINISTRATIVE DATA Single Tenderer / Consortium or Group Leader Group Members Identified Tender Submission Form (front page of administrative documents) – using template in Annex I. N/A N/A Declaration on the honour on exclusion and selection criteria – using template in Annex II. In case of consortia/joint tender, a powers of attorney issued by each consortium/group members empowering the representative of the consortium/group leader (tenderer) to submit a tender on their behalf. N/A N/A In case of sub-contracting: Letter of intent for identified subcontractors– using template in Annex III. N/A N/A Financial Identification Form and its supporting documents– the template downloadable from here: N/A N/A Entity Form and its supporting documents– using the template downloadable from here: N/A Economic & Financial Capacity Documents– template in Annex IV.a accompanied by the documents requested therein. N/A N/A Technical & Professional Capacity Documents (Tenderer’s experience in the of the contract) using the template provided in Annex IV.b and accompanied by the documents requested N/A N/A
In case of subcontracting : name of subcontractor(s) In line with section 6.3.2 (Economic & Financial Capacity please complete the below with the information and supporting documents requested. Statement of Average Annual Turnover Year Average Annual Turnover (indicating currency) of the last two financial years for which accounts have been closed Balance sheets or extracts from balance sheets provided in the tender 20XX Yr N-1 <complete> 20XXYr Yr N-2 <complete> Name Date & Signature
In line with section 6.3.3.2 (Capacity of the team proposed by the tenderer/delivering the service), please complete the table below with the information and supporting documents requested. Profile & minimum number Name of Tenderer/ consortium or member/ subcontractor Name Education degree or equivalent professional experience Number of years of professional experience Description of professional experience and skills CV in “Europass format” included in offer Project Manager (minimum 1)* 1. Senior experts (minimum 1)* 1. Junior expert (minimum 2)* 1 NA 2 NA *More rows/columns can be by the tenderer where necessary Name Date & Signature ANNEX V - MODEL FINANCIAL OFFER
Has the change been assessed against or considered in relation to applicable legislative requirements? □ □ Describe legislative impact, if any. Plant and Equipment Describe the Plant / Equipment: Will the plant/equipment be compatible with existing plant/equipment and / or materials? □ Yes □ No □ N/A Has the plant/equipment been added to the Plant/equipment & Equipment Asset Register? □ Yes □ No □ N/A Has the plant/equipment □ Yes □ No □ N/A
been added to the Plant/equipment & Equipment Risk Assessment Register? Has the been added to the applicable Inspection and Maintenance Schedules? □ Yes □ No □ N/A Does the plant/equipment have an electrical certificate of compliance (where required)? □ Yes □ No □ N/A Has the plant/equipment been electrically tested and tagged (where required)? □ Yes □ No □ N/A Have any changes to services for the site been identified and addressed as a □ Yes □ No □ N/A
result of the introduction of the plant/equipment? Has a Pre-Use Inspection Checklist or similar been considered and / or implemented /updated? □ Yes □ No □ N/A Have process / production impacts been considered and actions taken to address whilst the plant/equipment is being installed / modified? If Yes include in Section 10 who is to be notified. □ Yes □ No □ N/A For all “No” answers, detail actions to be taken in Section 10 Hazardous chemicals Describe the Chemical: Is the chemical □ Yes □ No □ N/A
compatible with existing plant or materials that will be involved in its use / storage? Has the Chemical Register or Manifest been updated? □ Yes □ No □ N/A Have all legal or other special requirements been identified and implemented for the chemicals storage? □ Yes □ No □ N/A Have site service plans or diagrams / maps been updated if required? □ Yes □ No □ N/A Has a current copy □ Yes □ No □ N/A
Will the goods be compatible with existing plant / materials /practices? □ Yes □ No □ N/A Have process / production impacts been considered and actions to address whilst the goods are being introduced? If Yes include in Section 10 who is to be notified. □ Yes □ No □ N/A For all “No” answers, detail actions to be taken in Section 10 Risk Management Has a risk assessment been □ Yes □ No □ N/A
completed or the existing assessment reviewed and updated as required? Have no new risks been introduced or existing risk levels remain unchanged or lowered as a result of the change? □ Yes □ No □ N/A Have all controls, inspection, monitoring or surveillance schedules been identified and implemented? □ Yes □ No □ N/A Have all relevant procedures, SWP’s been developed or updated to reflect the changes? □ Yes □ No □ N/A Has all relevant signage been □ Yes □ No □ N/A
installed or updated as required? Has all relevant training been identified on training matrices / plans and implemented as required? □ Yes □ No □ N/A Has sufficient working space been provided for the changes being made? □ Yes □ No □ N/A Where contractors are to be used, have they met all RMIT Contractor Management requirements and have been inducted onto site? □ Yes □ No □ N/A Have all Statutory Authorities been notified where required? □ Yes □ No □ N/A
can see from our three branches of government there is a __________________ of power in the United States. These are important characteristics of our ________________ system in the United States and by using __________________ you will see that our system prevents one person or group of people from gaining too much power. Sometimes in history and even today, governments become too powerful. Part of the government’s job in the United States is to protect the people’s _______________. This is done by making it illegal for people to hurt one another, steal, or treat other differently because of their race, gender, or religion. These topics affect everyone in society so we call them __________________ issues. One of the most important for Americans is their right to __________________ which means that they are free to do what they want as long as it does not break any laws. legislature (n.) legislative (adj.) the part of a government that makes laws- parliament or congress executive (n./adj.) the part of a government that enforces laws- the president, governor, or mayor social (adj.) having to do with society, people living together in large groups contract (n.) an agreement between two or more people
ICT Capabilities ENGLISH NSW Syllabus for the Australian Curriculum Stage 2 Content Strand ICT Strand ICT Activities Discuss issues related to the responsible use of digital communication Ethics/Cybersafety Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1682, ACELY1694) Managing/Operating Communicating Creating Create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance & angle (ACELT1601, ACELT1794) Managing/Operating Communicating Creating Experiment with visual, multimodal and digital processes to represent ideas encountered in texts Managing/Operating Communicating Creating Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) Managing/Operating Communicating Creating Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1685, ACELY1697) Managing/Operating Communicating Creating Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving Investigating Communicating
images in a range of types of texts (ACELA1483, ACELA1496) Creating Identify the features of online that enhance navigation (ACELA1790) Managing/Operating Communicating Creating Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) Managing/Operating Communicating Creating Identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images Managing/Operating Communicating Creating Use visual representations, including those digitally produced, to represent ideas, experience and information for different purposes and audiences Communicating Creating Experiment with visual, multimodal and digital technologies to represent aspects of experience and relationships Communicating Creating Respond to films, documentaries and multimedia texts that express familiar and new aspects of the broader world Investigating Communicating Creating
Objective B Use language to shape and make meaning according to purpose, audience and context. EN2-7B Writing and Representing 2 Writing own interpretations of illustration, With text covered, look at last page. Discuss as class. Write own text for the page. Remembering all text is 1 or 2 sentences per page. Read out/discuss. Look at issues of progress. What is deforestation? How do the illustrations get the message across? EN2-6B Speaking and Listening 2 Responding to text. Discuss author’s purpose in using a small amount of text and large pictures. Non-emotive language-emphasis on images. Representing imagined images – visualisations. EN2-8B Reading and Viewing 2 Utilise books about rainforests (factual texts) to gain knowledge and understanding of rainforests and their importance to the environment. Make use of videos/IWB. View ‘Ferngully’ DVD. Discuss the effects of deforestation on animals and the environment. the Forest Meets the Sea’ by Jeannie Baker Post it notes to cover text Paper Pencils Ferngully DVD
Name:__________________________________ class period:____ Important Vocabulary to know for the Semester 2, 2018 Biology Common Assessment Make up to 6 concept maps using the vocabulary terms. Check the word when it has been used in a concept map at least once (all words should be used in at least one concept map). In each concept map: 1) Circle/box eachvocab word, 2) put arrows between the words 3) Write descriptions on the arrows to explain the relationship between the words 4) Draw concept maps on this paper and/or staple extra sheets to this paper. Allele Amino Acid Biodiversity Carrying Capacity Decomposer DNA Ecological Succession Embyrology Enzyme Food Chain Food Wed Gene Genotype Heterozygous Homologous Structures Homozygous Invasive Species Mutation Natural Selection Nucleotide Phenotype Phylogenetic Tree Population Protein RNA Selective Pressure Speciation Species Trophic Levels Variation Vestigial Structures
S2A_OPER_SSC_L2VALD_36JTT____20160924.HDR S2A_OPER_QCK_L2VALD_36JTT____20160924.DBL.DIR S2A_OPER_QCK_L2VALD_36JTT____20160924.HDR L2A look and extracts S2A_OPER_PMC_L2REPT_36JTT____20160924.EEF L2 Production Report
audience, eg combining visual images, sound and text in a digital presentation Explore how people use current and emerging technologies to communicate, access and record information, eg mobile phones, blogs and wikis Knowledge/Understanding – Made Environment Investigating Communicating Creating Demonstrate appropriate safety and etiquette in relation to computer usage, eg general computer care, file security, maintaining confidentiality of passwords, printing and sharing resources Knowledge/Understanding – Made Environment Ethics/Cybersafety Acknowledge ownership of information when selecting and using information, eg citing sources Knowledge/Understanding – Made Environment Ethics/Cybersafety
The Island: The Ethics of Human Cloning 1.​ the story of The Island actually become a reality? Reasons why it could Reasons why it couldn’t 2. If The Island was a reality, and you could afford it, would you buy yourself a clone? Give a reason for answer ​ ​ ​ ​ 3. ​ your answer be different if scientists could produce clones that did not have consciousness? a reason for your answer? ​ ​ ​ ​ 4. ​ a have the same rights as a person born naturally? Give a reason for your answer. humans seek technology to make themselves live longer? ​ Reasons for Reasons Against
To be confirmed Performing Skills You will perform one piece on each of your two instruments/voice At National 4 level, you will perform a total of 8 minutes of music for the Added Value unit. At National 5 level, you will perform a total of 8 minutes of music as part of the examination. This is worth 50% of your final grade. To be confirmed Composing Skills The work you have been working on in class and at home will be assessed. At National 4 level, you have to complete a Composing Skills folio to pass this unit. At National 5 level, you have to send an original composition (recording, score and evaluative review) to SQA for assessment. This is worth 15% of your final grade. Physical Education Tuesday 22nd of May, Period 3 Exploring the factors that impact performance in your chosen activity. You will write about the four main factors that impact your performance. You will go into detail about the sub-factors providing examples and impacts for each. At National 5 level, you will do a similar task as part of the examination. You can start to think about your chosen activity in depth and split the factors that impact your performance into the 4 main categories. We will look at this in-depth in class. Physics Friday 1st of June, Period 3 You will need a pen, pencil, calculator, and a ruler. Data sheets will be provided if required. Knowledge & Understanding plus problem solving covering all topics studied in S3. Multiple choice paper and written answer paper. You will answer a mixture of problem solving and Knowledge and understanding multiple choice questions in paper 1. You will answer a mixture of problem solving and Knowledge and understanding written questions in paper 1. At National 5 level, your prelim and final examination will be a similar format. You can read revise from your notes at home to enhance your knowledge and understanding. You can access revision materials online at the Science @ Hyndland website. You can practise by doing the example questions provided for you in class and available online. Spanish Thursday 31st of May, Period 1 Reading (understanding language) Read two texts in the foreign language and answer the questions in English. You will have the use of a dictionary. This is the same of assessment which you will be completing in S4 at N5 level. It covers 3 of the topics which You can focus in on your dictionary skills by reading texts online or in class
Using ICT to enhance performance Assessment Professional Judgement Criteria based on Model Performers Question and Answers (Teacher to Pupil on teaching points) Self Assessment/Peer Assessment Fitness Test Results CORE RELIGIOUS & MORAL EDUCATION Course Aims To continue to learn about and from the beliefs, values, practices and traditions of Christianity, the world religions selected for study and viewpoints independent of religious belief To continue to develop an understanding of the place of beliefs and values in and the world To continue to develop student’s beliefs, attitudes, values and practices through reflection, discovery and critical evaluation To encourage students to make a positive difference to the by putting their beliefs and values into action Course Outline Unit 1: Issues of Belief – An Introduction In this introduction unit students develop their understanding of the nature of belief and through investigating one particular belief are equipped to reflect upon the importance of their beliefs and the consequences of putting them into action. Unit 2: The Existence God In this unit students apply the skills they have learnt in the introduction unit to consider arguments for and against the existence of God. Through reflection, discussion and debate students are equipped to explain a of beliefs which people hold on this topic. Unit 3: Life After Death Students apply their skills this time to consider the 3 main options regarding life after death – reincarnation; resurrection (heaven and hell) and annihilation. Again through reflection, discussion and debate students are equipped to explain a range of beliefs which people hold on this topic. Unit 4: Investigating a person of the student’s own choice Students choose a person and investigate how that person puts their beliefs into action. They go on to reflect upon the consequences of putting their own beliefs into action. Homework Students will have to maintain their jotters and folders and complete work they have missed or not finished in class at home. will also be given to do extension work outwith class time. Skills The key skills that we seek to develop in S3 RME are: a knowledge and understanding of the topics and issues covered the development of enquiry and critical thinking skills evaluation and debating skills the ability for personal reflection Other more generic skills which are developed in RME are literacy skills, the ability to work well independently and in groups, research/investigative skills, ICT skills, presentation skills. Assessment
Imagine you are Jesus alone in the desert. Write a postcard to a friend telling them about your trip. Describe why you went there and what was especially challenging about it. Stations of the Cross. Choose 1 station of the cross. Describe what is happening in the station and how you think Jesus must have been feeling at this time. Think about who else might have been involved; the crowds, the disciples, Mary. How would they have been feeling/ reacting? Easter –The Resurrection Imagine you are Mary Magdalene. Write a short diary entry explain how you felt on Easter Sunday. Eg going to the tomb, discovering Jesus was gone, when Jesus appears to her, going to tell the disciples. Think about the different emotions she would have felt on this day- which is the most important day in the history of the Church. November - The Holy
S3 Personalisation and Choice Name Class Guidance Teacher Parental Signature Date A B C D E F G Free Choice English Mathematics French Spanish Biology Chemistry Physics History Geography Modern Studies Business Management Performance Music Technology Art & Design Physical Education Design & Manufacture Graphic Communication Hospitality: Practical Cookery Computing Science Administration & IT French Spanish Biology Chemistry Physics History Geography Modern Studies Business Management Music Performance Music Technology Art & Design Physical Education Design & Manufacture Graphic Communication Hospitality: Practical Cookery Computing Science Administration & IT German Subject Choice English Mathematics