...MINUTES OF THE MEETING EASYCASH Conference Room 9thflr Times Plaza Bldg. UN September 8, 2014 (10:30 am-11:35am) The meeting was started with a good news from Sir Howell. They are pleased to update INFOMAN that they are decided to remove the manual procedure and fully adopt the SLM operation. However, there are some glitches that Sir Howell and his team would to raise to INFOMAN, to wit: 1. Request to reconfigure the SERVER’s OS to solely LINUX. Since they are not satisfied with the performance of AMMY and with the recent upgrade ofinternet connect in KALAW and the use Team viewer for UN Branch connection is much appreciated by EASYCASH. 2. To verify the requirement mbps requirement of SLM. 3. Request modification on the following system: a. Enable the document submitted button in the CERA menu. b. Message box in the final processing of loan reflecting the comments made by the approver (instruction to the releasing staff) c. Reflect fines from consolidation in the disclosure sheet d. Include Bank Name in the Loan Release report e. To reflect the name of the client in the PDC report. f. Deferment of Loan i. Approver to Loan Application ii. CERA to CI iii. CI to Loan Application Also, there are issue arises from the customization: 1. Reflection of Interest in case of advance payment 2. Use of Grace Period in the computation of penalty 3. To...
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...professional culture. · To develop the students’ awareness of professional culture and role, and an increasing awareness of their own cultural identity. As a way of enabling you to achieve this, you are expected to keep a reflective diary. If you are unsure about your ability or motivation to do this, the above quote by Oscar Wilde may inspire you to write. You may not feel that you have anything sensational to write but you will be surprised how interesting you will find what you have written when you look back. The diary is a vehicle for collecting information and responses to major elements of the exchange and to enable students to log and reflect on their experiences. Reflection according to Johns (1993) is: - “...... the reflexive method of gaining access to an understanding of experience which enables practitioners to develop and increase the effectiveness of personal action within the context of their work”. It is intended that the document is student...
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...1 Learning through reflection 2 Reflection is an active process whereby the professional can gain an understanding of how historical, social, cultural and personal experiences have contributed to professional knowledge and practice (Wilkinson, 1996). Duffy (2007) believes that reflective practice is an active deliberate process of critically examining practice where an individual is challenged and enabled to undertake the process of self-enquiry to empower the practitioner to realize desirable and effective practice within a reflexive spiral of personal transformation. Learning is derived from experience but it doesn’t just happen. For it to take place you not only need to engage in reflection you must also record it. By thinking about what you are doing and why you are doing it is what turns your experiences into meaningful learning. If you are to become a reflective practitioner you have to use that learning to increase your professional knowledge and skills to the benefit of not only yourself but also to your patients / clients. Why Reflect Reflection is really a process that begins with looking back on a situation, pondering over it, learning from it and then using the new knowledge to help you in future similar situations. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences. However, the conscious, deliberate and ordered process of using reflection as a learning...
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...EDU 644 Week 6 DQ 1 Course Reflection To Buy This material Click below link http://www.uoptutors.com/edu-644-new/edu-644-week-6-dq-1-course-reflection In this final discussion, reflect upon your overall learning experience and relate it to your earned specialization and/or advanced degree as well as your current or future practice serving at-risk children and families. Your reflection must include the learning you have gained about the topics of this course and learning from the creation of your website. Review the Week Six Instructor Guidance to further support your response to this discussion. You may respond to this discussion in written form, or through a video and/or audio recording of yourself using the digital technology of your choosing. Initial Post: Create an initial post that addresses the following: • What new insights have you obtained about at-risk children and families overall? • What specific concepts have you learned that have left a more lasting impression or impact on you? How and/or why have these concepts impacted you more significantly than others? • What affirmations have you gained about your current or future role working with at-risk children and families from reflecting on your learning? Be sure to indicate what your professional focus is (e.g., education, early childhood education, family and community service, etc.). • How has the construction and review of others’ websites added value to your learning experience? Include challenges...
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...Price is not Necessarily a Reflection Price is not necessarily a reflection of value because according to economic principles, price is more likely to reflect value in a free marketplace that encourages competition. Value is understood to be a synonym for low price, but value describes the relationship between the benefits the customer receives from a product and its price. Perhaps economic and mathematical calculations can determine the "true" value of a product of service. However, in practical, real world terms, price is not an accurate reflection of value. Value, differs for each person and society and can waver depending on the place, fashion, economic situation of the times. One cannot designate a price for a product or service but the system of pricing products as an indicator of value is a necessary action in a world with scarce resources. The question of value has resonated within thought numerous times. What does it mean when value matches its price? The two terms "price" and "value" hold two very different meanings - price being a quantified measure of how much someone would give in exchange for an item. Value is the degree to which someone feels an item is of personal importance. Shopping at Wal-Mart, Sam’s Club, and Dollar Tree asserts that price is not necessarily a reflection of value. Wal-Mart where shopping is a pleasure, is that a true statement? Now there are some items in Wal-Mart like cereal, meat, and beverages that are good in price and great in value...
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...1 Reflection Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What didn’t? Why? How do I feel about it? We don’t usually follow a formula for this, it just happens as feelings, thoughts and emotions about something gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting, but reflection is essentially a kind of loose processing of thoughts and feelings about an incident, a meeting, a day – any event or experience at all. Reflection can be a more structured way of processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back from something, or talk it through, as in: ‘On reflection, I think you might be right’, or ‘On second thoughts, I realised he was more upset than me.’ Structured reflection If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What didn’t? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time. This brief guide will look at what is meant by reflection, suggest forms...
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...1. Why important the motivation for firms? The workers performance related with their motivaton and workers motivation has great effect on the companies performance in the market. so motivation of workers is very significiant point for firms if workers motivation decrease in any firm we can see declining on success of firm. Well how we can provide that the workers feel on top of the company for thyself. firstly we focused interest with workers because we tought the most important thing is interest and we can see more success in company which is more interest with workers. So when we improve our motivation strategies we took care of interest with workers / so our all strategies related with this main idea 2. Leasure management Almost Every workers complain from monotonus work life. Because the workers life is going between house and work. This is very boring The firms try to create more enjoyable time company inside or outside. Google is one of the most important company in this case because they create play ground in their office so the workers can spend time to fun or relax with other co-worker. So the business began to become more pleasurable for the worker. These are making to increase motivation. At the same time the firm can provide some activities outside the company for worker. Such as provide some courses for dancing, acting traing cookery, skiing, trekking, sail, theather ( you take a course for 1 year about acting and at end of the year you tread the boards)...
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...to your respective lecturer. Question 1 Let A = {a, b, c, d, e} and S, T, U, and V relations on A where S = {(a, a), (a, b), (b, c), (b, d), (c, e), (e, d), (c, a)} T = {(a, a), (b, a), (b, c), (b, d), (e, e), (d, e), (c, b)} U = {(a, b), (a, a), (b, c), (b, b), (e, e), (b, a), (c, b), (c, c), (d, d), (a, c), (c, a)} V = {(a, b), (b, c), (b, b), (e, e), (b, a), (c, b), (d, d), (a, c), (c, a)} Find the represenation matrices for S, T, U, and V. Then uses these matrices to determine which of the relations are symmetric, reflexive, transitive, or/and antisymmetric. Question 2 Use a proof by contradiction to prove that if x 2 x 2 0 then x 0 Question 3 Determine if the equations below are one-to-one or onto or both. Explain your answer clearly. a) x = 7 b) y = 5 c) y2 = x2 + 4 d) y = x2 + 4 Question 4 Given A = {2, 3, 4}, B={b, c}. a) Find A x B b) Find A x c) Find B x B Question 5 a) Determine whether the relation R on the set Z is having reflexive, symmetric, and/or transitive property. a) (a, b) R if a + b = 5. b) (a, b) R if a + b = 0. Question 6 Show that if A and B are sets, then a) A B A B . b) A B A . Use element wise method to show your proof....
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...Week 3 homework Exercise 7.1, problem 10a The total number of pairs we can either include or not is 4^2-4=16. Any reflexive relation is a subset of this set of 12 elements; we know there are 2^12 such subsets. Problem 10b The number of decisions we can make for any symmetric relation is 4+ (16-4)/2=4+6=10. The number of possible symmetric relations is 210. Exercise 7.2, Problem 15a a) Draw the digraph G1 (V1, E1) where V1 {a, b, c, d, e, f } and E1 {(a, b), (a, d), (b, c), (b, e), (d, b), (d, e), (e, c), (e, f), (f, d)}. Exercise 7.3, Problem 1 Draw the Hasse diagram for the poset ⊆, where{1, 2, 3, 4}. (1,1)<(1,2)<(1,3)<(1,4)<(2,1)<(2,2)<...<(4,3)<(4,4 ). o------o------o------o------o------o--- ... ---o------o (1,1) (1,2) (1,3) (1,4) (2,1) (2,2) ... (4,3) (4,4) 3 1 2 4 3 1 2 4 Problem 6a . For A {a, b, c, d, e}, the Hasse diagram for the poset (A, R) is shown in Fig. 7.23. (a) Determine the relation matrix for R. a b c d e a 1 1 1 0 0 b 1 1 0 1 0 c 1 0 1 1 0 d 0 1 1 1 0 e 1 0 0 0 1 Exercise 7.4, Problem 1a Determine whether each of the following collections of sets is a partition for the given set A. If the collection is not a partition, explain why it fails to be. a) A {1, 2, 3, 4, 5, 6, 7, 8}; A1 {4, 5, 6}, A2 {1, 8}, A3 {2, 3, 7}. The Question A is a partition. Problem 2a There are only three ways, corresponding to the partition A_1 = {1,2,8}, A_2 = {3,4}, A_3 = {5...
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...1. El Alfabeto A B C CH D E F G H I J K L LL M N Ñ O P Q R RR S T U V W X Y Z a a e i o u (Vocales/vowels) be ce che a= a as in father de e= ay as in say e i= ee as in see efe o=o as in go ge u=u as in tulip hache i CH, LL, Ñ, RR --4 letters that are different jota ka K , W---2 borrowed letters ele elle Special Pronounciation eme “c” with “a,o,u” sounds like “k” ene “c” with “e,i” sounds like “s” eñe “g” with “a,o,u” sounds like “g” o “g” with “e,i” sounds like “h” pe “h” is always silent cu “j” is always “h” ere “ll” is always “y” erre “ñ” is always “en-yay” ese “q” always uses a “u” like English te “qua, quo” sounds like “kwa” u “que, qui” sounds like “kay and key” respectively ve “rr” is a rolled r sound doble ve “v” is softly spoken (“b” is sometimos the same) equis “x” in the middle of a word sometimes “h” i griega “z” is never harsh but almost the same as “s” zeta Rules of Stress: 1. If a word ends in a vowel, n, or s the stress is placed on the next to the last syllable. 2. If a word does not ends in a vowel, n, or s the stress is placed on the last syllable. 3. Exception: a written accent will put stress on the accented syllable. Ga- to (ga is stressed) Can- tar (tar is stressed) A-yú-da-me (yu is stressed because of accent) ...
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...------------------------------------------------- Top of Form * Brush teeth | * * Comb hair | * * Do hair | * * * * Eat breakfast | * * Get backpack | * * Get books | * * Get dressed | * * * * Get lunch money | * * * * Get water bottle | * * * * Make lunch | * * Make your bed | * * Pack homework | * * Pack lunch | * * Play time | * * Put on boots | * * Put on coat | * * Put on glasses | * * Put on hat | * * Put on mittens | * * Put on pants | * * Put on shoes | * * Put on socks | * * Put on sunglasses | * * Put on sunscreen | * * Put on underwear | * * Put on warm hat | * * Shower | * * Take a bath | * * * Me levanto a las siete y media. I get up at half past seven * A las ocho me ducho. At eight o'clock I have a shower. * Después desayuno. Then I have breakfast. * Compro el periódico. I buy the newspaper. * Luego voy al trabajo en metro. Then I go to work by underground. * Empiezo a trabajar a las ocho y cuarto. I start to work at quarter past eight. * A las dos paro para comer. At two o'clock I have my lunch break. * Después trabajo desde la una y media hasta las...
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...| New Tech High@CoppellQuinceañeras Video | STUDENT: _____________________________EVALUATOR: ______________ DATE: _______ | CRITERIA | UNSATISFACTORY(Below Performance Standards) | PROFICIENT(Minimal Criteria) | ADVANCED(Demonstrates Exceptional Performance) | VideoWritten Communication | * Script does not include all required verbs and nouns. * Reflexive verbs are used improperly * Antes de and después de are not used properly * No mention of time when activities occur or time stated improperly * Script has many grammar and/or vocabulary errors * Script does not fulfill purpose of the assignment | Script includes * At least 10 reflexive verbs used properly * At least 5 nouns from the vocabulary list * Antes de and después de used properly * What time activities occurScript has few grammar and vocabulary errors.Script answers the question ¿Cómo te preparas para una quinceañera? | In addition to meeting the PROFICIENT criteria… * Script shows more complexity and /or variety in sentence structures. * Script has no grammar or vocabulary errors. * Exceptional creativity in the storyline. | | 0 - - - - - - - - - - - - 15 - - - - - - - - - - - - 30 | 35 - - - - - - - - - - - - 39 - - - - - - - - - - - -44 | 45 - - - - - - - - - - - -48 - - - - - - - - - - - - 50 | VideoOral Communication | * Learners pronunciation makes it difficult to understand * Some group members do not speak in the video | * Learners have good pronunciation...
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