zilongwang/ReadingBank huggingface dataset:
Introduction “The mirror like shimmering that often accompanies bodies of water, does not allow us to see beneath its surface. An aquarium gives us the opportunity to peer into this underwater oasis and discover it for ourselves.” RK The Aquarium Club of Edmonton and other such societies have been a part of the Edmonton & area since the 1950’s. Aquarists’ have gathered to share their passion for the keeping of fish. It is because of this passion that the “Aquariums for Schools” program was developed; it began as a thought… “Wouldn’t it be nice if…” We could facilitate a way to see that children who grow up in the Edmonton & area have the opportunity to experience the fascinations that an aquarium brings by the time they finish grade school. The ideal scenario would include an aquarium setup in a classroom in every school; funded, financed and administered in partnership with members of the Aquarium Club of Edmonton, fellow aquarists, aquarium shops, wholesalers as well as teachers or anyone else that has the desire to make this dream become a reality. The idea is simplistic, yet provides an engaging and interactive experience for both students and the teacher. If embraced, it can be a powerful complement to the existing curriculum; creating awareness to the significance and fragility of wetland eco-systems and responsible stewardship towards the environment. These values can never be instilled too early in an individual’s life. The objectives of the Aquarium Club of Edmonton are; To gather, organize, and disseminate any information on aquatic life, without limiting the aforesaid, including the of aquatic life. To encourage the preservation of aquatic life. To encourage the advancement of fish keeping and the other aquatic life. To develop and maintain a library on aquatic life. To promote fellowship amongst its members and other societies with similar objectives. List & Liaison Contact We suggest that you fully read the complete guide before proceeding.
Family name and address of student who received the aquarium: (this information will be used solely to send family newsletter from the Aquarium Club of Edmonton and will not be disclosed or published for any purpose.) Family Name: ________________________________________________________________ Address: ____________________________________________________________________ Did the students enjoy maintaining the aquarium? How many kids were in the class? _________ Did you encounter any problems setting up or maintaining the aquarium? ____________________________________________________________________________ What types of fish were purchased for the aquarium? Would your school be interested in participating in this program in the future? Comments or further suggestions: you for participating in the Aquariums for School program! P.O. Box 63005 ▫ WEM Post Office Edmonton, AB ▫ T5T 5X1 CANADA
departments. The Council provides strategic leadership to HKPC. structure. Clients HKPC fulfills its public mission through the delivery of consulting services to a wide range of enterprises and the income generated contributes to its sustainable operation. To deliver a consistent of service as well as independent and professional judgment to safeguard the client’s best interest. Industry Associations Industry associations are important channels for HKPC to keep tabs on industry development and needs. They are also HKPC’s key targets for transfer of technologies and management best practices. To maintain a close linkage with industry associations so as to help different sectors access various resources for business upgrading and to reflect their concerns to the government. Strategic Partners HKPC leverages the strengths of a wide range of strategic partners for technology and knowledge transfer, and to deliver our integrated services. To provide regular cooperation opportunities and maintain a long-term relationship. Employees As a knowledge-based organization, HKPC’s greatest asset is its employees. They expect HKPC to create a positive work environment in which people are empowered, enabling them to grow professionally and personally. Professional Institute and Academia HKPC works closely with numerous professional bodies and academia as collaboration partners for new technology and To help them collaborate with various industry sectors to transfer their technologies and knowledge.
AQUATICS BENCHMARK ASSESSMENT Teacher Answer Packet Use the diagram of the water cycle below to answer the following questions. How is freshwater replenished on earth? precipitation What is the term for the underground supply of freshwater? aquifer to the pie chart below on water consumption. Identify 5 ways you can reduce your personal water consumption. Answers will vary a. _Use low-flow showerheads b. _Use low-flush toilets c. _Take shorter showers d. _Only run dishwasher and washing machine when loads are full e. off the faucet while brushing teeth Complete the table below on the salinity of water bodies. Salinity / Type of Water Description Example of Aquatic Environment Fresh Contains no salt or very little salt Salinity ranges from 0 – 1 ppt River, , Stream, etc. Brackish A mixture of salt and freshwater Salinity ranges from 2 – 17 ppt Estuary Salt Water has a salt concentration over 17 ppt Average salinity of ocean is 35 ppt Ocean Complete the chart for acceptable water quality levels.
Less than, smaller than, decreased by, difference, - Jason has 3 fewer CDs than Carson. The difference between Jenny’s and Ben’s savings is $75. j = c – 3 j – b = 75 Of, times, product of, twice, double, triple, half of, quarter of x Emma has twice as many books as Justin. Justin has half as many books as Emma. e = 2 x j or e = 2j j = c x ½ or j = e/2 Divided by, per, for, out of, of __ to __ Sophia has $1 for every $2 Daniel has. The ratio of Daniel’s savings to Sophia’s savings is 2 to 1. s = d 2 or s = d/2 d/s = 2/1 Example 1 Jennifer has 10 fewer DVDs than Brad. Step 1: j (has) = b – 10 Remember, the word “has” is an sign and the word “fewer” is a minus sign, so: Step 2: j = b – 10 Example 2 Clay got 1- fewer votes than Kimberly. Reuben got three times as many votes as Clay. The three contestants received a total of 90 votes. Write an equation in one variable that can be used to solve for the number of votes Kimberly received. Step 1: Pick which unknown will be represented by the variable. Since you’re solving for Kimberly, let k be the number of votes Kimberly received. Step 2: Represent the two unknowns in terms of k. Clay got 10 fewer votes so it’s k - 10 and Reuben got three times that so it’s 3(k - 10). Step 3: Set up the equation all of the expressions to equal 90. k + (k - 10) + 3(k - 10) = 90 Example 3: A school is having a special even to honor successful alumni. The event will cost $500, plus an additional $85 for each alum who is honored. Write an equation that best represents the number of alumni that can be honored. Step 1: The amount the school can spend is equal to or less than $1,000, so it’s 1,000 Step 2: The event has a fixed cost of $500 and a variable of $85 per alum so it’s 500 + 85a. Step 3: The equation then becomes 500 + 85a 1,000.
Sunshine Coast High capacity air transport 0 0 0 1 1 0 0 0 0 0 General Aviation 2 0 0 0 0 0 0 0 3 0 Sydney High capacity air transport 6 5 2 3 3 6 6 3 4 5 Low capacity air transport 0 1 0 1 0 2 1 1 0 0 General Aviation 0 0 0 0 0 0 1 0 1 0 Tamworth High capacity air transport 1 0 0 0 0 1 0 0 0 1 General Aviation 0 0 1 1 0 0 0 1 0 0 Continued Airport Operation Type 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Tindal Low capacity air transport 0 0 0 1 0 0 0 0 0 0 Military 0 1 0 1 1 0 1 0 0 1 Unknown 0 0 0 0 0 0 1 0 0 0 Townsville High capacity air transport 4 2 2 1 4 3 3 4 0 3 Low capacity air transport 0 0 0 0 0 2 0 0 0 1 General Aviation 0 1 0 1 1 1 1 2 0 0 Military 0 0 0 0 0 1 1 0 1 0 Wagga Wagga High capacity air transport 0 0 0 0 0 0 1 0 0 1 Low capacity air transport 0 0 0 0 1 0 0 1 0 0 General Aviation 0 0 0 0 1 0 0 0 0 2 Williamtown High capacity air transport 1 1 1 1 2 0 0 0 0 0 Low capacity air transport 0 1 1 0 1 1 1 1 0 0 General Aviation 0 1 1 0 1 0 0 0 1 0 Military 0 1 0 1 1 1 2 0 1 0 Wynyard Low capacity air transport 0 1 0 1 1 0 1 3 0 0 General Aviation 2 0 0 0 0 0 0 1 0 0
Continued Airport Bird type High capacity air transport Low capacity air transport General Aviation Military Unknown Sydney Bat/Flying Fox 8 1 0 0 0 Cockatoo 1 0 0 0 0 Cormorant 0 1 0 0 0 Eagle 0 1 0 0 0 Hawk 1 0 0 0 0 Ibis 1 0 0 0 0 Pelican 1 1 1 0 0 Silver Gull 7 0 0 0 0 Tamworth Galah 0 0 1 0 0 House Sparrow 1 0 0 0 0 Ibis 0 1 1 0 0 Kite 0 0 1 0 0 Magpie 0 0 1 0 0 Magpie-lark 1 0 1 0 0 Tindal Bat/Flying Fox 0 1 0 0 0 Eagle 0 0 0 1 0 Townsville Bat/Flying Fox 4 0 0 1 0 Bustard 1 0 1 0 0 Curlew/Sandpiper 3 1 0 0 0 Dove 1 0 0 0 0 Duck 2 0 1 0 0 Heron/Egret 3 0 0 0 0 Ibis 0 0 0 1 0 Kite 2 0 1 0 0 Lapwing/Plover 1 0 0 0 0 Magpie 1 0 0 0 0 Magpie Goose 1 1 1 0 0 Wagga Wagga Galah 1 3 1 0 0 Williamtown Bat/Flying Fox 2 0 1 0 0 Duck 0 1 0 0 0 Wynyard Duck 0 0 1 0 0 Lapwing/Plover 0 5 1 0 0 Silver Gull 0 2 0 0 0
SIGNATURES TO THE ANNUAL RETURN (see notes 86 and 87) including the accounts and balance sheet contained in the return. Secretary’s Signature:_________________________ Chairman’s Signature:_____________________ (or other official whose position should be stated) CHECK LIST (see notes 88 and 89) (please tick as appropriate) IS THE RETURN OF OFFICERS ATTACHED? (see Page 2 and Note 12) YES NO HAS THE RETURN OF CHANGE OF OFFICERS BEEN COMPLETED? (see Page 2 and Note 12) YES NO HAS THE RETURN BEEN SIGNED? (see Pages 23 and 25 and Notes 86 and 95) YES NO HAS THE AUDITOR’S REPORT BEEN COMPLETED? (see Pages 24 and 25 and Notes 2 and 92) YES NO IS A RULE BOOK ENCLOSED? (see 8 and 88) YES NO A MEMBER’S STATEMENT IS: (see Note 104) ENCLOSED TO FOLLOW HAS THE SUMMARY BEEN COMPLETED (see Page 17 and Notes 7 and 62) YES NO HAS THE MEMBERSHIP AUDIT CERTIFICATE BEEN COMPLETED? (see Page i to iii and Notes 97 to 103) YES NO AUDITOR’S REPORT (see notes 92 to 95) made in accordance with section 36 of the Trade Union and Labour Relations (Consolidation) Act 1992.
Total other income as specified Total Income Expenditure Benefits to members Administrative expenses and other expenditure (as at page 10) Expenditure Surplus (Deficit) for the year Amount of fund at beginning of year Amount of fund at the end of year (as Balance Number of members contributing at end of year FUND 5 Fund Account Name: £ £ Income From members Investment income (as at page 12) Other income (specify) Total other income as specified Total Income Expenditure Benefits to members Administrative expenses and expenditure (as at page 10) Total Expenditure Surplus (Deficit) for the year Amount of fund at beginning of year Amount of fund at the end of year (as Balance Sheet) Number of members contributing at end of year (See notes 21 to 23) FUND 6 Fund Account Name: £ £ Income From members Investment income (as at page 12) Other income (specify)
Does the union, or any constituent part of the union, have a controlling interest in any limited company? YES NO If YES name the relevant companies: COMPANY NAME COMPANY REGISTRATION NUMBER (if not registered in England & Wales, state where registered) Are the shares which are controlled by the union registered in the names of the union’s trustees? YES NO If NO, state the names of the persons in whom the shares controlled by the union are registered. COMPANY NAME NAMES OF SHAREHOLDERS (see notes 60 and 61) SUMMARY SHEET (see notes 62 to 73) All except Political Total
preparing proposals and applications to external bodies, e.g. for funding and accreditation purposes. Liaison and networking A Lecturer is expected to: liaise effectively with colleagues and students; internal contacts and participate in internal information exchange networks, and join external networks to share ideas. In addition a Senior Lecturer will be able to develop external networks in such areas as: identifying sources of funding; student recruitment; student placements; outreach and marketing activity, and obtaining consultancy projects. Managing people A Lecturer will be able to agree and largely self-manage teaching, research and administrative activities. In addition a Senior Lecturer will be expected to: advise and support less experienced colleagues; in certain circumstances supervise the work of others in research or as a research supervisor, and coordinate the work of colleagues, for example when acting as a module leader. Teamwork A Lecturer is expected to: collaborate with academic colleagues on course development, curriculum changes and the development of research; attend and contribute to subject group and similar meetings, and collaborate with colleagues across the university to identify and respond to students’ needs. In addition a Senior Lecturer may be required to act as a team leader in a small scale project. Pastoral Care A Lecturer/Senior Lecturer will be expected to: act as a personal tutor; use listening, interpersonal and pastoral care skills to deal with sensitive issues concerning students, appreciate the needs of individual students and their circumstances, and to refer students as appropriate to the specialist services which can provide further help. Initiative, problem-solving and decision making A Lecturer will be able to: develop and apply initiative, creativity and judgement in the conduct of teaching and research; respond effectively to pedagogical and practical challenges, and contribute to decision making on, and share responsibility for, the academic content, delivery and assessment of modules. In addition a Senior Lecturer will be expected to: take responsibility for the design and delivery of individual modules and assessment; identify, and make proposals regarding, the need for change in individual modules; provide advice on student recruitment and marketing approaches and contribute to the successful implementation of quality assurance requirements, internal and external. Planning and managing resources A Lecturer will be able to plan and manage their own teaching and the use of teaching and research resources, including laboratories and workshops, as agreed with relevant senior
Assignments can take a variety of forms of individual or group work. These may include briefing papers, seminar presentations, project work, and workshop exercise. The scenario assignments are set as sequential events and include opportunities for formative assessment. Feedback is provided both individually and within the seminar sessions. is provided to support students to develop the ability to critically appraise their performance in relation to the given scenarios and their professional experience. The Critical review is the culmination of the module and requires the student to review their learning within the module and how it relates to their professional experience. MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY (INDICATIVE) LEARNING OUTCOME On completion of the module, students will be able to: ASSESSMENT STRATEGY 1) Communicate a clear and systematic understanding of the ethical, social and economic context of practice and the duties of an architect as defined by both statutory and professional bodies Scenario-based assignments and Critical review 2) Communicate a systematic knowledge of the statutory, consultative and advisory bodies related to the activities of the architect, sufficient for competent practice assignments 3) Demonstrate a systematic understanding of the legal framework of practice and have an adequate operational knowledge of the effects of all relevant legislation and procedure. Scenario-based assignments 4) Demonstrate a critical awareness of current problems and proposals relating to the operation of the profession in the 21st century Scenario-based assignments and Critical review ELEMENTS OF ASSESSMENT (DEFINITIVE) DESCRIPTION OF ASSESSMENT DEFINITIVE KIS CATEGORY PERCENTAGE Scenario-based assignments Coursework 80% Critical review Coursework 20% Total 100% ACHIEVING A PASS (DEFINITIVE) It is a requirement that the elements of assessment are passed separately in to achieve an overall pass for the module. BIBLIOGRAPHY (INDICATIVE): Core Text(s): RIBA Charter & Byelaws RIBA Code of Professional Conduct and Standard of Professional Performance. ARB Code of Professional Conduct and Practice RIBA Framework and Core Curriculum for CPD (2011) Taylor, W & Levine,M P (2011) Prospects for an Ethics of Architecture. Routledge Owen, G (2009) Architecture, Ethics and Globalization. Routledge
The defense seminar will be open to the public and is designed to give the student an opportunity to present his/her research and to respond to criticism. The defense examination will be administered by the student's committee. the thesis has been successfully defended, the student will prepare a final copy of the thesis acceptable to the student's committee. This corrected version will be signed by the committee and the Department Chair.
Embassy of the Arab Republic of Egypt in Jordan Head of Mission Ambassador Adel Address Abdoun – Mohamed Aly Bedeir St. – building no. 7 P.O. Box 35178-1118 - Jordan Telephone Number 009626 5929807 /08/09 Fax number 009626 5929811 E-mail Jurisdiction Jordan Consular Section of The Arab Republic of Egypt in Akaba Head of Mission Consul Ahmed Riyad Address The Green District opposite to the Engineers Syndicate, behind the Islamic Hospital - Aqaba - The Hashemite Kingdom of Jordan Telephone Number 0096232016171 ـ 00962795353664 Fax number 0096232015159
Embassy of The Arab Republic of Egypt in Bahrain Head of Mission Ambassador Soha El Far Address VILLA 18, OM AL SHOOUM STREET, AREA 332, MAHOUZ, MANAMA City Telephone Number 0097317720005 Embassy of The Arab Republic of Egypt in Algeria Head of Mission Ambassador Omar Abu Eish
Address 8 Chemin Abdelkader Gadouche-Hydra/Alger Telephone Number +213 21692646 – 21692262 – 21691807 – 21691673 Fax number 0021321692548 – 21692952 Jurisdiction All territory of the Democratic People's Republic of Algeria The Palestinian National Authority Representative Office in Ramallah Head of the Representative office Ambassador SamySaadMourad Address Villa Eissa El-Alamy – Ahmed El Shoukeiry St. Al-Masyoun- behind Grand Park Hotel Telephone Number +9702977774 /3
Fax number +9702977772 Jurisdiction All The Palestinian National Authority Territory Embassy of The Arab Republic of Egypt in Saudi Arabia Head of Mission Ambassador Nasser Hamdy Address Riyadh – no 7 AbdAllah Ben HozafaElsahmi St. Diplomatic Quarter – South Gate Telephone Number 009661114802997 – 114831275 – 114810159 Fax number 009661114810463 Jurisdiction All territories of the Kingdom of Saudi Arabia
Consulate of The Arab Rebublic of Egypt in Kuwait Head of Mission Consul Howaida EssamAbdel Rahman Address Rawda, Block 5, Street 58, House 1 Telephone Number +96522548801-22548800 Fax number +96522527288 Jurisdiction All governorates of the State of Kuwait
Embassy of The Arab Republic of Egypt in Dijbouti Head of Mission Ambassador Ahmed Adel Sobhy Address Heron – beside Kempinski Hotel Telephone Number +25321358298 ـ 21358284 ـ 21356268 Fax number +25321358299 Jurisdiction All territories of the Republic of Djibouti
Interests Section of The Arab Republic of Egypt in Qatar Head of Mission Counselor Ahmed Ezzat (Interests Section of the A.R.E. in Doha) Address New Diplomatic Zone - Doha Telephone Number +97444832424 Fax number +974 44832196 Jurisdiction All territories of the of Qatar
Embassy of The Arab Republic of Egypt in Lebanon Head of Mission Ambassador Nazih El Nagary Address Dr. Muhammed - Be'ar Hassan, Beirut Telephone Number +9611825566 -821299 – 821277 Fax number +9611821288 – 859988 Jurisdiction All territories of the Lebanese Republic
References "Ammonium Ion-Selective Electrode." Vernier Software & Technology. Vernier, n.d. Web. 17 Mar. 2014. <www.wernier.com/products/sensors/ion-selective-electrodes/nh4-bta/>.
Activities UTC Chapter of IEEE, Member & Honors: UTC Chapter of National Society of Black Engineers, Senator (2010-Present) St. Jude Children’s Hospital Volunteer Tennessee HOPE Scholarship recipient Computer Proficient with Maple, SolidWorks, Microsoft Word, Excel, Visio, and PowerPoint Experience Experience in PSpice Personal Avionics Systems, Aerospace, and future technology Interest
Question 1: Join the letters to form words and give the English meaning of these words as in the given example below: (10 marks) English meaning word Letters A أ + ل + س + ي + ا + ر+ ة أ + ح + م + ر م + ل + ا+ ب + س أ + ز + ر+ ق أ + ن + ا أ + ن + ت ك + ث + ي + ر + ة ح + ذ + ا + ء ج + م + ي + ل + ـة ج + و + ر + ب خ + ز + ا + ن + ـة السؤال الثاني: حلل الكلمات التالية الى الأحرف المكونة منها:
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The format of this manual was adapted from similar manuals in AUSVETPLAN (the Australian veterinary emergency plan for terrestrial animal diseases) and from the AQUAVETPLAN Enterprise Manual. The format and content have been kept as similar as possible to these documents, in order to enable animal health professionals trained in AUSVETPLAN procedures to work efficiently with this document in the event of an aquatic veterinary emergency. The work of the AUSVETPLAN writing teams and the permission to use the original AUSVETPLAN documents are gratefully acknowledged. The revised manual has been reviewed and approved by the following representatives of government and industry: Government CSIRO Australian Animal Health Laboratory Department of Primary Industries, New South Wales Department of Primary Industry and Fisheries, Northern Territory Department of Agriculture and Fisheries, Queensland Department of Primary Industries, Parks, Water and Environment, Tasmania Department of Fisheries, Western Australia Department of Economic Development, Jobs, Transport and Resources, Victoria Department of Primary Industries and Regions, South Australia Biosecurity Animal Division, Department of Agriculture and Water Resources, Australian Government Department of the Environment, Australian Government Industry National Aquatic Animal Health Industry Reference Group The complete series of AQUAVETPLAN documents is available at .
institution by default and no selection will need to be made. For faculty who are uploading for multiple institutions, they will need to select the institution that the assignment comes from. Assignment Metadata* - required fields are viewable by default and non-required fields can be expanded to view & select. Faculty will need to select from the available outcomes (at least 1 outcome is required to publish) Faculty who are uploading for multiple institutions will need to select from the available institutions (at 1 is required to publish). Most users will see just the single institution for which he or she is uploading. Review Assignment Summary Once an assignment is published, users can view each assignment that has been created for their institution. The summary includes an overview of all the assignment details and also gives the faculty access to upload student artifacts for the assignment. The summary will also provide an overview of the artifact submission and evaluation tracking data. Manage Assignments Assignments are organized by Learning Outcome to easily identify the distribution of assignments across the project goals (learning outcomes). If an assignment is mapped to measure multiple outcomes, that same assignment will display twice on the list - once for each outcome. Assignment in draft - when some details of the assignment are missing so that the assignment has not yet been published, the assignment will be in draft state. Draft assignments are indicated by a yellow bar to the left of the assignment name and the yellow “Draft” status text to the right of the assignment name. Assignment published - when all assignment details are final and you are ready to upload student artifacts, you should publish the assignment. Publish state is indicated by the ‘Collect Work” button to the right of the assignment title.
أؤكد أن الطفل المذكور أعلاه يحضر ________________________________________. أؤكد أنه تم التحقق من مستوى الخدمة (مكان الرعاية) من قبلي. لن أستخدم المعلومات المقدمة لأي غرض بخلاف ما هو مطلوب لبرنامج ECCE. سأحتفظ بنسخة من هذه الاستمارة في الملف داخل الخدمة (مكان الرعاية) لأغراض الامتثال. توقيع مزود أو مقدم الخدمة: ___________________________________ التاريخ: _____________________________________
From: September 30 to October 11, 2018 SUBJECT WEEK TOPICS/FOCUS HOMEWORK QUIZZES/TESTS ARABIC WEEK1 تدريبات درس أمل في الصف درس المكة تزور المدينة الطالب على قراءة الدرس تدريبات درس السمكة تزور المدينة Wednesday إكمال تدريبات السمكة تزور المدينة +أملاء تدريب الطالب على الإملاء ص 15 كتاب نسخ درس السمكة تزور المدينة 1 في دفتر الواجبات WEEK2 درس السمكة تزور المدينة الطالب على قراءة بعلامات السمكة تزور المدينة 2 تدريبات السمكة تزور المدينة 2 تدريب الطالب على الإملاء ص 16 كتاب Thursday درس السمكة تزور المدينة 2 SOCIAL WEEK1 Sunday الجماعات Tuesday Wednesday Thursday WEEK2 Sunday درس الجماعات Tuesday Wednesday Thursday RELIGION WEEK1 Sunday Monday Tuesday التكاثر Thursday WEEK2 Sunday Monday Tuesday لايذم الطعام
From: September 9 to September 13, 2018 SUBJECT WEEK TOPICS/FOCUS HOMEWORK QUIZZES/TESTS ARABIC WEEK1 تعريفي بالطلاب عامة لما سبق دراسته رأس السنة الهجرية التشخيصي - الورقة الأولى الاختبار التشخيصي - الورقة الأولى التشخيصي -الورقة الثانية الاختبار التشخيصي -الورقة الثانية SOCIAL WEEK1 عامة لما سبق دراسته Monday Tuesday Wednesday Thursday RELIGION WEEK1 Sunday Monday Tuesday Wednesday عامة لما سبق دراسته
From: September 16 to September 27, 2018 SUBJECT WEEK HOMEWORK QUIZZES/TESTS ARABIC WEEK1 درس من مفكرتي والتعرف على معاني الكلمات الطالب على قراءة الدرس درس من مفكرتي والإجابة على الأسئلة درس من مفكرتي وحل أسئلة التدريبات عاشوراء Thursday عاشوراء WEEK2 درس من مفكرتي وحل أسئلة التدريبات درس من مفكرتي وحل أسئلة التدريبات درس من مفكرتي وحل أسئلة التدريبات حرفي (ض-ظ) الطالب على الإملاء Thursday تعبير شفوي: يعبر الطالب شفويًا عن ما قام به خلال الأسبوع SOCIAL WEEK1 ومناقشة درس الجهات الأصلية والفرعية ص8 رسم مخطط الجهات الأصلية والفرعية في الدفتر Monday Tuesday Wednesday Thursday WEEK2 Sunday Monday Tuesday Wednesday عاشوراء Thursday RELIGION WEEK1 بلادي تاريخ وحضارة ص8 Monday Tuesday Wednesday Thursday WEEK2 Sunday Monday Tuesday سورة السورة ليست للحفظ Thursday
Date of referral Referred by (referrers name or mark as ‘telephone referral’) Has YP consented to referral? Y/N Support for (delete as appropriate) Alcohol | Drug | Gambling | Choices (parental substance use service- NB: also complete p.3 of referral form) Referral agency Address Telephone number YP Name Age and DOB Sex Male | Female | Other YP Address YP Preferred contact method Text | Phone | Email | Letters to home address Letters to alternative address: YP contact number YP email address Is the YP attending school? Y/N If ‘yes’ please provide name of school, lead contact at school and telephone number: Has the parent/carer given consent to the referral? Y/N If ‘yes’ please provide parent/carer name and contact number: Next of kin Relationship Address Telephone number GP details (if registered) Practice Address Telephone number YP availability Mon Tue Wed Thu Fri AM PM Referral source (mark as appropriate) Self CARAT/YOI Sex Worker Project GP Arrest Referral/DIP LAC CAT Mental Health Trust Community Care Hospital Syringe exchange Outreach A&E Connexions YOT/YOS
Zughoul, M. R. (2003). Globalization and EFL/ESL pedagogy in the Arab world. Journal of Language and Learning, 1(2). Retrieved from http://www.jllonline.co.uk/ journal/jllearn /1_2/zughoul.html on June 15, 2012. Zughoul, M. R., & Husain, R.F. (1985). English for higher education in the Arab world – a case study of needs analysis at Yarmouk University. ESP Journal, 4, 133–152.
Potential Topics Potential Skills Potential New Structures Health and the Body words for parts of the body and rudimentary expressions related to health negation of and phrases, expressing the absence of something Fashion and Dress in Arabic Cultures articles of clothing; shopping review personal pronouns and prepositional phrases, demonstrative forms Talking About the Weather expressing likes and dislikes; weather expressions review equational sentences and introduce jussive verb forms Cuisine in Selected Cultures of the words for food; eating and drinking expressions; shopping for food introduction of nisba adjectives Popular Music in Selected Cultures words for playing instruments; types of music verbal and nominal sentences and word gerunds Family and Friends; Life Events describing and expressing emotions enclitic forms previously learned; enclitic pronouns Discussion of Selected Current Events recognizing names of people and places in Arabic adjectives continued Methods: Students entering Bloomsburg University who have four years or more of a second language in high school will be waived of the requirement and receive 2 GEPs. Students with fewer than 4 years of learning in a foreign language will take a placement test. Students who place above the second level (x.102) will be considered to have fulfilled the General Education Goal 8 Basic Communication in a Second Language. Students who successfully complete a language course above the second level (above x.102) and who did not take the placement test, will also satisfy goal 8. During class sessions students spend most of the time on a variety of activities to exercise spoken Arabic, often working in small groups or pairs in order to maximize time spent on speaking. Spoken Arabic may also include voice recordings and on-line interactive speaking exercises. Many activities which focus on writing, reading, and listening comprehension could take place outside class sessions. Activities in class sessions and outside class sessions may require use of electronic media; the language laboratory will be available to facilitate activities using media. Homework assignments will also include a variety of writing assignments, texts, resources from the library, and realia (authentic objects specific to Arabic-speaking culture).
ARABIC 203: ARABIC 3 - INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC Student Learning Objective Rubric Elements Capstone 4 Milestones 3 2 Benchmark 1 Benchmark Not Met 0 2. Relate information about Arab· speaking societies such as social customs, education, family, leisure, activities, music and art and compare Arab cultures with the student's own culture Knowledge Cultural Wor!d,iew Articulates insights into own culturnl and biases (e.g. seeking complexity; aware of how her/his experiences ha,·c shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description.) Recognizes new pcrspccti\·cs own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.) Identifies own cultural rules and biasci- (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.) Shows minimal awareness of own cultural rules and biases (c,·cn those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.) Assig11 a zero to any work sample or collection of work that docs not meet Benchmark (1) performance. 2. Relate information Arab- speaking societies such as social customs, education, family, leisure, activities, music and art and compare Arab cultures with the student's own culture !Attitudes OpenneJs Initiates and develops interactions with culturally different others. Suspends judgment in valuing her/his interactions with culturally different others. Hegins to initiate and develop interactions with culturally different others. Begins to suspend jud6'1Ue nt in valuing her/his interactions with culturally different others. Expresses openness to most, if not all, interactions with culturn11y different others. Has difficulty suspending any judgment in her/his intcrnctions with culturally different others, and is aware of own judgment and expresses a willingness to change. Receptive to interacting with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, but i:-. unaware of own judgment. Assign a zero to :my work sample or o1lcction of work that docs not meet Benchmark (1) performance.
ARABIC 212: EURO-ARAB CINEMA - CRITICAL THINKING VALUE RUBRIC Student Learning Objective Rubric Elements Capstone 4 Milestones 3 2 Benchmark J Benchmark Not Met 0 1. Identify the significance of the artistic elements used in Euro-Arab films. Evidence 'iekcfil(g and t1Ji11g i1ifonnatio11 to a f)ai11I qf dew or condtuion Information is taken from source(s) with enough interpretation/evaluation to develop a comprehcnsiYe analysis or synthesis. Viewpoints of experts are questioned thoroughly. Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts arc subject to questioning. Jnformation is taken from sourcc(s) with some interprctation/cYaluacion, but not enough to deYclop a coherent analysis or synthesis. Viewpoints of experts arc taken as mostly fact, \\ th little questioning. Information is taken from source(s) vithout any interpretation/eyaJuation. Viewpoints of experts arc taken as fact, ,vithout question. Assibrn a zero to any work sample or collection of work that docs not meet Benchmark (1) performance.
*Please make sure to see below your Maximum arrival time. British Ramses School Cand No. Cand. Name Maximum Arrival time Preparation Exam Start 8284 Marly Akmal Nasr 8:30 AM 8:45 AM 9:00 AM 8175 Tayeb Shagroun 8:50 AM 9:05 AM 9:20 AM ENGLISH SCHOOL Cand No. Cand. Name Maximum Arrival time Preparation Exam Start 99 Sabah Mustafa Sabah 9:10 AM 9:25 AM 9:40 AM 97 Ahmed Eesa Cyrus 9:30 AM 9:45 AM 10:00 AM 71 Omar Mohamed Mahmoud Saleh 9:50 AM 10:05 AM 10:20 AM 67 Daniel Nehad Kamel 10:20 AM 10:35 AM 10:50 AM 60 Sami Hisham Abdelhafez Elshafei 10:40 AM 10:55 AM 11:10 AM 54 Hassan Ahmed Hassan Abdel Aziz 11:00 AM 11:15 AM 11:30 AM Egypt British International School Cand No. Cand. Name Maximum Arrival time Preparation Exam 4844 SEIF ELDIN HATEM FAROUK IBRAHIM EL AYOUTY 11:20 AM 11:35 AM 11:50 AM MAHARAT SUPER GLOBAL SCHOOL Cand No. Cand. Name Maximum Arrival time Preparation Exam Start 6020 Abdullahi Mohamed Osman 11:40 AM 11:55 AM 12:10 PM 5966 Azzal Tausif Hasan Khan 12:10 PM 12:25 PM 12:40 PM
نهاية الفصل عربي 6 (School letterhead/logo) (Date) أعزائي الوالدين/الأوصياء، ينتهي دوام المدرسة يوم................................................. (day) .............................................................. (date) في تمام الساعة ............................ (time)لعطلة الفصل/نهاية السنة. سيبدأ دوام المدرسة يوم................................................. (day) .................................................. (date)في تمام الساعة ........ صباحاً (time) التوقيع ……………………………………… التاريخ ...............................................................
END OF TERM ARABIC 6 لا دوام في 7 (School letterhead/logo) (Date) أعزائي الوالدين/الأوصياء، لن يكون هناك دوام مدرسي يوم................................................. (day) .................................................. (date)) الرجاء عدم إرسال طفلكم/أطفالكم إلى المدرسة في هذا اليوم. السبب هو: يوم إجازة للطلاب (يوم منهاج للمعلمين فقط) عطلة رسمية آخر التوقيع……………………………………. التاريخ ……………………………………….
value of the outstanding fine. They have the power to arrest an offender, which may lead to a sentence of imprisonment. When a court imposes a community correction order, Corrections Victoria administers the sentence. Offenders are under the supervision of a community corrections officer who monitors their compliance with the conditions of the community correction order (courts can order conditions such as regular reporting, drug and alcohol testing, or participation in treatment and rehabilitation programs). Parole boards The Adult Parole Board, the Youth Parole Board, and the Youth Residential Board decide whether an offender serving a custodial sentence (in prison or youth detention) can be released on parole (under certain conditions) and supervised in the community. When is a sentence imposed? A sentence can only be imposed when a court finds a person guilty of an offence (a crime). The process leading to a sentence Investigation Normally, an offence is reported to (or detected by) the police, who then gather evidence. Other agencies can also investigate offences (for example, the Environment Protection Authority). The evidence collected influences which offence (if any) the police charge a person with. Police gather evidence by conducting an investigation and interviewing victims and witnesses. Once police identify a suspect, they may attempt to locate and then question this person. Arrest and the charge When police have enough evidence, they arrest the alleged offender (take the person into custody) and charge them with an offence. In doing this, the police are enforcing laws made by parliament. Legislation such as the Crimes Act 1958 (Vic) and the Drugs,
Application Process To please submit an up to date Curriculum Vitae (CV) on a maximum of TWO sides of A4 as a Word document using 12pt Arial font. Additionally please provide a supporting statement of no more than TWO sides of A4 paper using the same formatting as your CV. They should provide details of any qualifications, examples of how you believe you meet the criteria that are set out on page 5 & 6 of this pack and what you think you might bring to the Committee. you give examples, these can be taken from any aspect of your life that you consider most relevant. However, we would recommend that you use recent examples, ideally within the last 2/3yrs, wherever possible. Please also complete appendices 1, 2 and 3 and return them as part of your application. Please email your completed application to , before 12 Noon on the closing date – Friday 18 January 2019. If you are unable to make an electronic application, you may submit your application on paper to the following address to be received no later than 12 Noon on Friday 18 January 2019: and Risk Assurance Committee Recruitment EHRC Block 1, Spur D Government Buildings St Agnes Road CardiffCF14 4YJ Any applications received this date and time will not be put forward for consideration. Interviews will be conducted with shortlisted candidates in London or Manchester, week commencing 27 February 2019 or week commencing 4 March 2019. Interview dates will be confirmed after the sift process. The EHRC reserves the right not to appoint should it be determined that none of the candidates meets the required standard.
delay. The court further found that Arandis had failed to place sufficient facts before the court to condone its delay. to appeal required? Mr Heathcote, who together with Ms De Jager appeared for Xaris, took the point that the order of the High Court is of an interlocutory nature and that leave to appeal is required. In support of this contention, reliance was placed upon this court’s judgment in Di Savino where the Chief Justice carefully set out the meaning to be given to s 18(3) of the High Court Act after a thorough survey of decisions of this court and of the approach in South Africa before (and after) the procedure on appeals had been amended there in 1982. The Chief Justice concluded: ‘It would appear to me therefore that the spirit of s 18(3) is that before a party can pursue an appeal against a judgment or order of the High Court, two requirements must be met. Firstly, the judgment or order must be appealable. Secondly, if the judgment or order is interlocutory, leave to appeal against such judgment or order must first be obtained even if the nature of the order or judgment satisfies the first requirement. The test whether a judgment or order satisfies the first requirement is as set out in many judgments of our courts as noted above and it is not necessary to repeat it here.’ Mr Heathcote argued that the judgment of the High Court only dealt with the preliminary point of delay which entailed a condonation application and that it is consequently interlocutory. That approach however fails to appreciate the approach in Di Savino and the nature of the defence raised in this matter.
the system of property rights (the dependent main variable of interest in this study) and their key features and functional rationale for their choice as well as the relative sizes of the contracting costs for property rights these case studies. The relevant details of the case studies are discussed in Sections 4.2 to 4.4. Table 1: Variations in physical geography and institutional features of the 3 case studies Physical geography Zangjeras Cagayan Valley Ifugao Production system Irrigated farming Irrigated farming Irrigated farming storage None / river run off Dam Watersheds Topography plains Valley Mountainous Vulnerability to flooding and droughts High Low Low Vulnerability to typhoons High High Low - Moderate Dependence on forest / watershed Low Low High Institutional / Demographic / Ethnographic / Contracting Cost Features Average size of land holdings (hectares) 0.3 ha 1.3 ha < 1 ha System of property rights Atar (shareholding); Equal bilateral inheritance; Private property Primogeniture property rights Examples of similar property rights around the world None / unique to Ilocos region of the Philippines Common in the Philippines and worldwide Medieval Britain, Russia, India, France, Germany, other European countries Key feature Fairness and flexibility in the allocation of land rights and obligations among members; Private ownership of land Land is inherited by the eldest son
13.03-S-01 Telecommunications State Policy VC## dd/mm/yyyy Objectives and strategies Objective 1 To ensure that modern telecommunications facilities are widely accessible to business, industry and the community. [19.03-4p3] Strategy 1.1 Facilitate the development and upgrading and maintenance of telecommunications facilities to meet the communications technology of business, domestic, entertainment and community services. [19.03-4p2, 19.03-4p4] Strategy 1.2 Facilitate the improvement of regional telecommunications infrastructure. [RGP] Strategy 1.3 Support the deployment of broadband telecommunications services. [19.03-4p6] Strategy 1.4 Support access to transport and other public corridors for the deployment of broadband networks. [19.03-4p8] Particular provisions 1. Clause 52.19 – Telecommunications Facility Guidelines for decision makers Guidelines: 1. Balance the provision of telecommunications services and the need to protect the environment from adverse impacts arising from telecommunications infrastructure. 2. The design and placement of telecommunications infrastructure should have regard to national implications of a telecommunications network and the need for consistency in infrastructure. [19.03-4p10] 3. The design and placement of telecommunications infrastructure should minimise visual intrusion. [New] Consider as relevant: [19.03-4p11] 1. A Code of Practice for Telecommunications Facilities in Victoria (Department of Sustainability and Environment, 2004). [19.03-4p12] Strategic planning guidelines Strategic planning should: 1. Planning schemes must not prohibit the use of land for a telecommunications facility in any zone. [19.03-4p5] 13.03-gnut-01 Telecommunications Local policy: Gumnut C## dd/mm/yyyy Local policy tailored for each municipality can be inserted here if required 13.04
Correct! that form the exoskeleton of these animals, Ma’am. B. Motivation Have you eaten a snail what kind of snail did you eat? Okay class, I have here some pictures and below this are the jumbled letters and I will let you arranged it. DUSQI Who wants to answer? Very good! Have you ever or saw a squid? How does it feel? What is the texture? How about this one? EUEQN PLOCALS Anyone? Okay, that’s correct. Have you ever saw a queen scallop? How can you describe it? Very good! How about this picture? Yes Ma’am. Ma’am I eat a suso,tahong, etc. Yes Ma’am. Ma’am, I found the jumbled letters easy, so it’s a SQUID Ma’am. Yes ma’am Ma’am it feels soft and smooth. It’s a QUEEN SCALLOP Ma’am. Yes ma’am Ma’am it has a shell and hard.
18b If yes, please explain. Integration Domain (Responses will be reviewed by ADA responsible for the project) ID Review Item Response 1 Have all cross-system interface requirements been defined? YES | NO | N/A 2 Does the design support integration with other software products? YES | NO | N/A 3a Are middleware solutions being proposed for use by this system? YES | NO | N/A 3b If yes, please describe. 3c If yes, does the proposed solution comply with OA/OIT standards? Refer to OA/OIT () for more information. YES | NO | N/A 3d If not, please explain. 4a Is it anticipated that business partner data sharing will be required? YES | NO | N/A 4b If yes, will the utilization of the e-gov exchange process for business to business middleware be implemented?
Network Domain (Responses will be reviewed by the DOH Network Team) ID Review Item Response 1 Will the existing DOH network architecture work to support this application? YES | NO | N/A 2a Is a wireless technology, such as 4G provided at DOH sites or Wi-Fi provided at DOH sites, required as part of this project? YES | NO | N/A 2b If yes, please explain. 2c If yes, is this technology compliant with OA/OIT standards? to OA/OIT for more information. YES | NO | N/A 3a Are data transfer requirements that could affect the throughput on the DOH network (such as offsite backups, data used for analytics, database synchronization if using app in standalone mode, etc.)? YES | NO | N/A 3b If yes, please explain. 4a Are there any DOH firewall or network configuration changes required? YES | NO | N/A 4b If yes, please explain. 5a Does new hardware, such as routers and /or switches, need to be purchased in order to support this project? YES | NO | N/A
presented the revised drawing to the Board, pointing out the changes. Mr. Arenson inquired if there would be any trucks parked behind the building. The representative stated no. Mr. Arenson inquired if there was any lighting behind the building. The representative stated no. Mr. Arenson inquired to Staff if they could add buildings to the site in the future. Staff stated yes. There was discussion regarding the applicant wanting to decrease the amount of curb, gutter and asphalt on the site, which prompted moving the building forward to save cost. Motion: Approve the application as submitted., Moved by Joel Arenson, Seconded by Tom Risso. Discussion: Mr. Arenson inquired about the location. The representative stated it was still in the same location. Vote: All voted in favor. (summary: Yes = 5). New Business – Major Applications Agape Hospice – Site Design, Landscaping, Elevations, Lighting, Materials Ms. Cindy Wright, the Architect and representative, presented the application, materials, plans and color samples to the Board. She highlighted the project stating it would consist of a 30-bed unit facility, noted the dumpster enclosure, landscaping plan with foundation plantings around the building, storm water pond, and street side. Ms. Wright added that there was also landscaping designated at the rear. She presented a color rendering, and photograph to the Board. Ms. Wright then presented the lighting plan to the Board, to include a photometrics plan and the light fixture of choice. There was discussion about the location within the City of Goose Creek boundaries. Ms. Browder showed an overhead, and pointed out the location. Motion: Approve the application as submitted., Moved by Joel Arenson, Seconded by Gary Becker. Discussion: Chairperson Clopton thanked the Architect for the presentation. Vote: All voted in favor. (summary: Yes = 5). Alliance Offices – Phase II – Site Design, Landscaping, Elevations, Lighting, Materials The representative presented photo’s, the application, material and color samples to the Board. He explained the building would mimic the existing building, and noted the underground storage for storm water. Mr. Arenson inquired about the specifics of the underground retention. The representative stated that the plans were included, and noted they chose this option to utilize more of the land, in lieu of a surface pond. There was discussion about the detention system, and the approval of the storm water. Chairperson Clopton inquired if this building would have the same features. The representative stated yes.