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ADAPTED 1_LETTER A-F
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âWhat can you hear?
âWhat can you hear?
What can you hear?
What can you hear?
What can you hear?
What can you hear?
What can you hear?
What can you hear?
What can you hear?
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What can you hear?
What can you hear?
What can you hear?
What can you hear?
What can you hear?
What can you hear?
What can you hear?
What can you hear?
THE FIDE LAWS OF CHESS. Introduction FIDE Laws of Chess cover over-the-board play. The Laws of Chess have two parts: 1. Basic Rules of Play and 2. Competitive Rules of Play. The English text is the authentic version of the Laws of Chess (which were adopted at the 93rd FIDE Congress at Chennai, India) coming into force on 1 January 2023. Preface. The Laws of Chess cannot cover all possible situations that may arise during a game, nor can they regulate all administrative questions. Where cases are not precisely regulated by an Article of the Laws, it should be possible to reach a correct decision by studying analogous situations which are regulated in the Laws. The Laws assume that arbiters have the necessary competence, sound judgement and absolute objectivity. Too detailed a rule might deprive the arbiter of his/her freedom of judgement and thus prevent him/her from finding a solution to a problem dictated by fairness, logic and special factors. FIDE appeals to all chess players and federations to accept this view. A necessary condition for a game to be rated by FIDE is that it shall be played according to the FIDE Laws of Chess. It is recommended that competitive games not rated by FIDE be played according to the FIDE Laws of Chess. Member federations may ask FIDE to give a ruling on matters relating to the Laws of Chess. BASIC RULES OF PLAY. Article 1: The Nature and Objectives of the Game of Chess 1.1 1.2 1.3 1.4 The game of chess is played between two opponents who move their pieces on a square board called a âchessboardâ. The player with the light-coloured pieces (White) makes the first move, then the players move alternately, with the player with the dark-coloured pieces (Black) making the next move. A player is said to âhave the moveâ when his/her opponentâs move has been âmadeâ. The objective of each player is to place the opponentâs king âunder attackâ in such a way that the opponent has no legal move. 1.4.1 The player who achieves this goal is said to have âcheckmatedâ the opponentâs king and to have won the game. Leaving oneâs own king under attack, exposing oneâs own king to attack and also âcapturingâ the opponentâs king is not allowed. 1.4.2 The opponent whose king has been checkmated has lost the game. 1.5 If the position is such that neither player can possibly checkmate the opponentâs king, the game is drawn (see Article 5.2.2). Article 2: The Initial Position of the Pieces on the Chessboard 2.1 2.2 The chessboard is composed of an 8 x 8 grid of 64 equal squares alternately light (the âwhiteâ squares) and dark (the âblackâ squares). The chessboard is placed between the players in such a way that the near corner square to the right of the player is white. At the beginning of the game White has 16 light-coloured pieces (the âwhiteâ pieces); Black has 16 dark-coloured pieces (the âblackâ pieces). These pieces are as follows: A white king usually indicated by the symbol K A white queen Two white rooks Two white bishops Two white knights Eight white pawns A black king A black queen Two black rooks Two black bishops Two black knights Eight black pawns usually indicated by the symbol Q usually indicated by the symbol R usually indicated by the symbol B usually indicated by the symbol N usually indicated by the symbol usually indicated by the symbol K usually indicated by the symbol Q usually indicated by the symbol R usually indicated by the symbol B usually indicated by the symbol N usually indicated by the symbol Staunton Pieces p Q K B N R 9 2.3 The initial position of the pieces on the chessboard is as follows: 2.4 The eight vertical columns of squares are called âfilesâ. The eight horizontal rows of squares are called âranksâ. A straight line of squares of the same colour, running from one edge of the board to an adjacent edge, is called a âdiagonalâ. Article 3: The Moves of the Pieces 3.1 It is not permitted to move a piece to a square occupied by a piece of the same colour. 3.1.1 If a piece moves to a square occupied by an opponentâs piece the latter is captured and removed from the chessboard as part of the same move. 3.1.2 A piece is said to attack an opponentâs piece if the piece could make a capture on that square according to Articles 3.2 to 3.8. 3.1.3 A piece is considered to attack a square even if this piece is constrained from moving to that square because it would then leave or place the king of its own colour under attack. 3.2 The bishop may move to any square along a diagonal on which it stands. 3.3 The rook may move to any square along the file or the rank on which it stands. 3.4 The queen may move to any square along the file, the rank or a diagonal on which it stands. 3.5 3.6 3.7 When making these moves, the bishop, rook or queen may not move over any intervening pieces. The knight may move to one of the squares nearest to that on which it stands but not on the same rank, file or diagonal. 3.7 When making these moves, the bishop, rook or queen may not move over any intervening pieces. The knight may move to one of the squares nearest to that on which it stands but not on the same rank, file or diagonal. The pawn: 3.7.1 The pawn may move forward to the square immediately in front of it on the same file, provided that this square is unoccupied, or 3.7.2 on its first move the pawn may move as in 3.7.1 or alternatively it may advance two squares along the same file, provided that both squares are unoccupied, or 3.7.3 the pawn may move to a square occupied by an opponentâs piece diagonally in front of it on an adjacent file, capturing that piece. 3.7.3.1 A pawn occupying a square on the same rank as and on an adjacent file to an opponentâs pawn which has just advanced two squares in one move from its original square may capture this opponentâs pawn as though the latter had been moved only one square. 3.7.3.2 This capture is only legal on the move following this advance and is called an âen passantâ capture. 3.7.3.3 When a player, having the move, plays a pawn to the rank furthest from its starting position, he/she must exchange that pawn as part of the same move for a new queen, rook, bishop or knight of the same colour on the intended square of arrival. This is called the square of âpromotionâ. 3.7.3.4 The player's choice is not restricted to pieces that have been captured previously. 3.7.3.5 This exchange of a pawn for another piece is called promotion, and the effect of the new piece is immediate. 3.8 There are two different ways of moving the king: 3.8.1 by moving to an adjoining square. 3.8.2 by âcastlingâ. This is a move of the king and either rook of the same colour along the playerâs first rank, counting as a single move of the king and executed as follows: the king is transferred from its original square two squares towards the rook on its original square, then that rook is transferred to the square the king has just crossed. 3.8.2.1 The right to castle has been lost: 3.8.2.1.1 If the king has already moved, or 3.8.2.1.2 With a rook that has already moved. 3.8.2.2 Castling is prevented temporarily: 3.8.2.2.1 if the square on which the king stands, or the square which it must cross, or the square which it is to occupy, is attacked by one or more of the opponent's pieces, or 3.8.2.2.2 if there is any piece between the king and the rook with which castling is to be effected. 3.9 The king in check: 3.9.1 The king is said to be 'in check' if it is attacked by one or more of the opponent's pieces, even if such pieces are constrained from moving to the square occupied by the king because they would then leave or place their own king in check. 3.9.2 No piece can be moved that will either expose the king of the same colour to check or leave that king in check. 3.10 Legal and illegal moves; illegal positions: 3.10.1 A move is legal when all the relevant requirements of Articles 3.1 â 3.9 have been fulfilled. 3.10.2 A move is illegal when it fails to meet the relevant requirements of Articles 3.1 â3.9. 3.10.3 A position is illegal when it cannot have been reached by any series of legal moves. Article 4: The Act of Moving the Pieces 4.1 4.2 Each move must be played with one hand only. Adjusting the pieces or other physical contact with a piece: 4.2.1 Only the player having the move may adjust one or more pieces on their squares, provided that he/she first expresses his/her intention (for example by saying âjâadoubeâ or âI adjustâ). 4.2.2 Any other physical contact with a piece, except for clearly accidental contact, shall be considered to be intent. 4.3 Except as provided in Article 4.2.1, if the player having the move touches on the chessboard, with the intention of moving or capturing: 4.3.1 one or more of his/her own pieces, he/she must move the first piece touched that can be moved. 4.3.2 one or more of his/her opponentâs pieces, he/she must capture the first piece touched that can be captured. 4.3.3 one or more pieces of each colour, he/she must capture the first touched opponentâs piece with his/her first touched piece or, if this is illegal, move or capture the first piece touched that can be moved or captured. If it is unclear whether the playerâs own piece or his/her opponentâs was touched first, the playerâs own piece shall be considered to have been touched before his/her opponentâs. 4.4 If a player having the move: 4.4.1 touches his/her king and a rook he/she must castle on that side if it is legal to do so 4.4.2 deliberately touches a rook and then his/her king he/she is not allowed to castle on that side on that move and the situation shall be governed by Article 4.3.1. 4.4.3 intending to castle, touches the king and then a rook, but castling with this rook is illegal, the player must make another legal move with his/her king (which may include castling with the other rook). If the king has no legal move, the player is free to make any legal move. 4.4.4 promotes a pawn, the choice of the piece is finalised when the piece has touched the square of promotion. 4.5 4.6 If none of the pieces touched in accordance with Article 4.3 or Article 4.4 can be moved or captured, the player may make any legal move. The act of promotion may be performed in various ways: 4.6.1 the pawn does not have to be placed on the square of arrival. 4.6.2 removing the pawn and putting the new piece on the square of promotion may occur in any order. 4.6.3 If an opponentâs piece stands on the square of promotion, it must be captured. 4.7 When, as a legal move or part of a legal move, a piece has been released on a square, it cannot be moved to another square on this move. The move is considered to have been made in the case of: 4.7.1 A capture, when the captured piece has been removed from the chessboard and the player, having placed his/her own piece on its new square, has released this capturing piece from his/her hand. 4.7.2 Castling, when the player's hand has released the rook on the square previously crossed by the king. When the player has released the king from his/her hand, the move is not yet made, but the player no longer has the right to make any move other than castling on that side, if this is legal. If castling on this side is illegal, the player must make another legal move with his/her king (which may include castling with the other rook). If the king has no legal move, the player is free to make any legal move. 4.7.3 Promotion, when the player's hand has released the new piece on the square of promotion and the pawn has been removed from the board. 4.8 4.9 A player forfeits his/her right to claim against his/her opponentâs violation of Articles 4.1 â 4.7 once the player touches a piece with the intention of moving or capturing it. 4.8. A player forfeits his/her right to claim against his/her opponentâs violation of Articles 4.1 â 4.7 .4.9. If a player is unable to move the pieces, an assistant, who shall be acceptable to the arbiter, may be provided by the player to perform this operation. Article 5: The Completion of the Game 5.1.1 The game is won by the player who has checkmated his/her opponentâs king. This immediately ends the game, provided that the move producing the checkmate position was in accordance with Article 3 and Articles 4.2 â 4.7. 5.1.2 The game is lost by the player who declares he/she resigns (this immediately ends the game), unless the position is such that the opponent cannot checkmate the playerâs king by any possible series of legal moves. In this case the result of the game is a draw. 5.2.1 The game is drawn when the player to move has no legal move and his/her king is not in check. The game is said to end in âstalemateâ. This immediately ends the game, provided that the move producing the stalemate position was in accordance with Article 3 and Articles 4.2 â 4.7. 5.2.2 The game is drawn when a position has arisen in which neither player can checkmate the opponentâs king with any series of legal moves. The game is said to end in a âdead positionâ. This immediately ends the game, provided that the move producing the position was in accordance with Article 3 and Articles 4.2 â 4.7. 5.2.3 The game is drawn upon agreement between the two players during the game, provided both players have made at least one move. This immediately ends the game. COMPETITIVE RULES OF PLAY Article 6: The Chessclock 6.1 âChessclockâ means a clock with two time displays, connected to each other in such a way that only one of them can run at a time. âClockâ in the Laws of Chess means one of the two time displays. Each time display has a âflagâ. âFlag-fallâ means the expiration of the allotted time for a player. 6.2 Handling the chessclock: 6.2.1 During the game each player, having made his/her move on the chessboard, shall pause his/her own clock and start his/her opponentâs clock (that is to say, he/she shall press his/her clock). This âcompletesâ the move. A move is also completed if: 6.2.1.1 6.2.1.2 the move ends the game (see Articles 5.1.1, 5.2.1, 5.2.2, 9.2.1, 9.6.1 and 9.6.2), or the player has made his/her next move, when his/her previous move was not completed. 6.2.2 A player must be allowed to pause his/her clock after making his/her move, even after the opponent has made his/her next move. The time between making the move on the chessboard and pressing the clock is regarded as part of the time allotted to the player. 6.2.3 A player must press his/her clock with the same hand with which he/she made his/her move. It is forbidden for a player to keep his/her finger on the clock or to âhoverâ over it. 6.2.4 The players must handle the chessclock properly. It is forbidden to press it forcibly, to pick it up, to press the clock before moving or to knock it over. Improper clock handling shall be penalised in accordance with Article 12.9. 6.2.5 6.2.6 Only the player whose clock is running is allowed to adjust the pieces. If a player is unable to use the clock, an assistant, who must be acceptable to the arbiter, may be provided by the player to perform this operation. His/Her clock shall be adjusted by the arbiter in an equitable way. This adjustment of the clock shall not apply to the clock of a player with a disability. 6.3 Allotted time: 6.3.1 When using a chessclock, each player must complete a minimum number of moves or all moves in an allotted period of time including any additional amount of time added with each move. All these must be specified in advance. 6.3.2 The time saved by a player during one period is added to his/her time available for the next period, where applicable. In the time-delay mode both players receive an allotted âmain thinking timeâ. Each player also receives a âfixed extra timeâ with every move. The countdown of the main thinking time only commences after the fixed extra time has expired. Provided the player presses his/her clock before the expiration of the fixed extra time, the main thinking time does not change, irrespective of the proportion of the fixed extra time used. 6.4 Immediately after a flag falls, the requirements of Article 6.3.1 must be checked. 6.5 Before the start of the game the arbiter shall decide where the chessclock is placed. 6.6 At the time determined for the start of the game Whiteâs clock is started.6.7. Default time: 6.7.1 The regulations of an event shall specify a default time in advance. If the default time is not specified, then it is zero. Any player who arrives at the chessboard after the default time shall lose the game unless the arbiter decides otherwise. 6.7.2 If the regulations of an event specify that the default time is not zero and if neither player is present initially, White shall lose all the time that elapses until he/she arrives, unless the regulations of an event specify, or the arbiter decides otherwise. 6.8 A flag is considered to have fallen when the arbiter observes the fact or when either player has made a valid claim to that effect. 6.9 Except where one of Articles 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.2.3 applies, if a player does not complete the prescribed number of moves in the allotted time, the game is lost by that player. However, the game is drawn if the position is such that the opponent cannot checkmate the playerâs king by any possible series of legal moves. 6.10 Chessclock setting: 6.10.1 Every indication given by the chessclock is considered to be conclusive in the absence of any evident defect. A chessclock with an evident defect shall be replaced by the arbiter, who shall use his/her best judgement when determining the times to be shown on the replacement chessclock. 6.10.2 If during a game it is found that the setting of either or both clocks is incorrect, either player or the arbiter shall pause the chessclock immediately. The arbiter shall install the correct setting and adjust the times and move-counter, if necessary he/she shall use his/her best judgement when determining the clock settings. 6.11.1 If the game needs to be interrupted, the arbiter shall pause the chessclock. 6.11.2 A player may pause the chessclock only in order to seek the arbiterâs assistance, for example when promotion has taken place and the piece required is not available. 6.11.3 The arbiter shall decide when the game restarts. 6.11.4 If a player pauses the chessclock in order to seek the arbiterâs assistance, the arbiter shall determine whether the player had any valid reason for doing so. If the player has no valid reason for pausing the chessclock, the player shall be penalised in accordance with Article 12.9. 6.12.1 Screens, monitors, or demonstration boards showing the current position on the chessboard, the moves and the number of moves made/completed, and clocks which also show the number of moves, are allowed in the playing hall. 6.12.2 The player may not make a claim relying only on information shown in this manner.I. DĂ©finition L'appel d'offres est donc une procĂ©dure par laquelle un acheteur public choisit l'offre Ă©conomiquement la plus avantageuse, sans nĂ©gociation, sur la base de critĂšres objectifs prĂ©alablement dĂ©finis Son but est de mettre en concurrence plusieurs entreprises privĂ©es pour obtenir la meilleure offre possible. Les caractĂ©ristiques principales sont les suivantes : âą Absence de nĂ©gociation : L'acheteur sĂ©lectionne l'offre uniquement sur la base des propositions reçues, sans nĂ©gociation avec les candidats âą CritĂšres objectifs : La sĂ©lection se fait selon des critĂšres dĂ©finis Ă l'avance et communiquĂ©s aux candidats âą Transparence : Les appels d'offres publics sont soumis Ă des rĂšgles strictes de publicitĂ© et de transparence Ce principe dâappel dâoffre garantie donc lâĂ©galitĂ© de traitement des entreprises privĂ©es candidates et une certaine transparence. II. Les diffĂ©rentes formes dâappel dâoffres Il existe deux formes principales d'appels d'offres dans les marchĂ©s publics : âą Appel d'offres ouvert : Toute entreprise intĂ©ressĂ©e peut rĂ©pondre Ă lâappel dâoffre âą Appel d'offres restreint : Seuls les candidats prĂ©sĂ©lectionnĂ©s par l'acheteur sont autorisĂ©s Ă soumettre une offre. Cette procĂ©dure est particuliĂšrement adaptĂ©e aux marchĂ©s complexes ou spĂ©cialisĂ©s, oĂč l'acheteur souhaite prĂ©sĂ©lectionner les entreprises les plus qualifiĂ©es avant d'examiner leurs offres en dĂ©tail. III. Les objectifs pour une PME de prospecter des nouveaux marchĂ©s via les appels dâoffres Il y a plusieurs objectifs pour une entreprise de prospecter de nouveaux marchĂ©s : â trouver de nouveaux clients ; â garantir le dĂ©veloppement de lâactivitĂ© de lâentreprise ; â compenser lâĂ©rosion du portefeuille clients existant ou remplacer les clients peu ou pas rentables Ainsi, au-delĂ du simple gain commercial, les appels d'offres reprĂ©sentent un vĂ©ritable levier stratĂ©gique de dĂ©veloppement pour les entreprises, quelle que soit leur taille. IV. La procĂ©dure de rĂ©ponse aux appels dâoffre 1. Les Ă©tapes principales Voici les principales Ă©tapes pour rĂ©pondre efficacement Ă un appel d'offres : âą Identifiez les appels d'offres pertinents âą Activez des alertes automatiques sur les plateformes dĂ©diĂ©es âą TĂ©lĂ©chargez le Dossier de Consultation des Entreprises (DCE) âą Analysez minutieusement le cahier des charges et le rĂšglement de consultation âą PrĂ©parer la rĂ©ponse soit constituez le dossier de candidature avec les documents administratifs requis âą Transmettre la rĂ©ponse soit dĂ©poser le dossier complet sur la plateforme de dĂ©matĂ©rialisation avant la date limite âą Suivre la rĂ©ponse : en cas de rejet, demandez un retour pour identifier les points d'amĂ©lioration 2. La consultation des appels dâoffre Les PME doivent dâabord identifier les appels d'offres pertinents. Cela peut se faire par : âą Les rĂ©seaux professionnels : Participer Ă des salons, des confĂ©rences et des Ă©vĂ©nements rĂ©seaux aide Ă dĂ©couvrir des opportunitĂ©s. âą La veille : S'abonner Ă des bulletins d'information et des alertes sur les marchĂ©s pertinents. âą La consultation de plateformes en ligne : De nombreux sites web rĂ©pertorient les appels d'offres publics, utilisateur aux PME de filtre par secteur et localisation. Lâassistant(e) de gestion dispose de plusieurs sites de marchĂ© publics Voici les principaux sites français pour consulter les appels d'offres publics : Les Sites officiels : ïŒ BOAMP (Bulletin Officiel des Annonces des MarchĂ©s Publics) : C'est le site officiel qui publie les appels d'offres de l'Ătat, des collectivitĂ©s territoriales et des Ă©tablissements publics ïŒ PLACE (Plateforme des Achats de l'Ătat) : C'est la plateforme de dĂ©matĂ©rialisation des marchĂ©s publics de l'Ătat. La publication y est obligatoire pour les marchĂ©s de l'Ătat Ă partir de 40 000 ⏠HT ïŒ JOUE (Journal Officiel de l'Union EuropĂ©enne) : Il publie les appels d'offres europĂ©ens Les plateformes privĂ©es : ïŒ France MarchĂ©s : Ce portail agrĂšge les appels d'offres de plus de 300 journaux rĂ©gionaux, du BOAMP, du JOUE et de plus de 1000 sites d'acheteurs publics ïŒ MarchĂ©s Online : Cette plateforme donne accĂšs Ă l'ensemble des appels d'offres publiĂ©s, quel que soit le secteur d'activitĂ© ïŒ E-marchespublics : Ce site permet d'accĂ©der aux appels d'offres publiĂ©s sur diverses sources comme le BOAMP, le JOUE, la presse et les profils d'acheteurs Les Autres sources : ïŒ Journaux d'Annonces LĂ©gales (JAL) : Environ 540 journaux en France sont habilitĂ©s Ă publier des annonces lĂ©gales, dont les appels d'offres ïŒ Sites internet des administrations publiques : La plupart des administrations publient leurs appels d'offres directement sur leur site internet ïŒ Presse spĂ©cialisĂ©e : Certaines revues sont spĂ©cialisĂ©es dans les appels d'offres de leur dĂ©partement ou rĂ©gion Pour une veille efficace, il est recommandĂ© d'utiliser des outils de veille Ă©lectronique ou de s'abonner aux alertes proposĂ©es par ces diffĂ©rentes plateformes. Cela permet de recevoir automatiquement les appels d'offres correspondant Ă vos critĂšres de recherche 3. Les candidatures dâappels dâoffre Pour concourir Ă un marchĂ© public, il est possible de se prĂ©senter seul, de prĂ©senter une candidature groupĂ©e avec plusieurs entreprises : âą La candidature seule : l'entreprise se prĂ©sente pour exĂ©cuter personnellement le marchĂ©. Elle a la capacitĂ© technique et financiĂšre dâexĂ©cuter seule et dans son entier le marchĂ©. âą Le groupement : le groupement conjoint (lâentreprise n'est responsable que de la part du marchĂ© qu'elle exĂ©cute) ou le groupement solidaire : (chaque membre du groupement est engagĂ© financiĂšrement pour la totalitĂ© du marchĂ©. Cela signifie que tous les membres sont collectivement responsables de l'exĂ©cution complĂšte du contrat). 4. La rĂ©ponse Ă lâappel dâoffre La rĂ©ponse Ă un appel d'offres doit contenir les Ă©lĂ©ments suivants : âą une lettre de prĂ©sentation : PrĂ©senter briĂšvement l'entreprise et son intĂ©rĂȘt pour le projet. âą une proposition technique : DĂ©tails sur la façon dont le projet sera rĂ©alisĂ© soient les mĂ©thodes et leurs chronologies. âą Une proposition financiĂšre : faire une estimation des coĂ»ts et des conditions de paiement Le dossier de rĂ©ponse Ă©tant lâinterface entre la PME et le donneur dâordre, il convient de lui apporter le plus grand soin. Il faut donc prĂ©parer le dossier de rĂ©ponse et remplir le document unique de marchĂ© europĂ©en appelĂ© DUME : dĂ©claration sur l'honneur standardisĂ©e et Ă©lectronique utilisĂ©e dans les procĂ©dures de marchĂ©s publics Le certificat Ă©lectronique est un Ă©lĂ©ment essentiel pour rĂ©pondre aux appels d'offres publics dĂ©matĂ©rialisĂ©s. Voici les principaux points Ă retenir : ïŒ Depuis le 1er octobre 2018, la dĂ©matĂ©rialisation est obligatoire pour les marchĂ©s publics supĂ©rieurs Ă 40 000 ⏠HT ïŒ Dans ce cadre, une signature Ă©lectronique valide est requise pour signer les documents de rĂ©ponse aux appels d'offres. L'utilisation d'un certificat Ă©lectronique pour les appels d'offres prĂ©sente plusieurs avantages : ïŒ Gain de temps dans les Ă©changes avec les acheteurs publics ïŒ Ăconomies sur les frais d'impression et d'envoi ïŒ SĂ©curisation accrue des documents transmis ïŒ PossibilitĂ© de signer Ă distance Les certificats Ă©lectroniques pour rĂ©pondre aux appels d'offres sont dĂ©livrĂ©s par des prestataires de services de confiance qualifiĂ©s, conformes au rĂšglement europĂ©en eIDAS et au RĂ©fĂ©rentiel GĂ©nĂ©ral de SĂ©curitĂ© (RGS) français. Les principaux Ă©metteurs de ces certificats sont : ïŒ CertEurope ïŒ ChamberSign France ïŒ Certigna (filiale de Docaposte) ïŒ Dhimyotis ïŒ Universign La date limite de rĂ©ception des offres (DLRO) est un Ă©lĂ©ment crucial dans le processus des appels d'offres pour les marchĂ©s publics. La DLRO, Ă©galement appelĂ©e date limite de remise des offres ou des plis, correspond Ă la date et l'heure limites auxquelles les candidatures ou offres doivent ĂȘtre reçues par l'acheteur public1 Le dĂ©lai commence le lendemain de la date d'envoi de l'avis d'appel Ă la concurrence par l'acheteur. Dans cette dĂ©marche, lâentreprise peut rĂ©aliser un tableau de suivi des appels dâoffres dont voici un exemple : 5. La rĂ©ponse Ă lâappel dâoffre Une fois la dĂ©cision prise, l'acheteur doit envoyer une notification officielle Ă l'entreprise retenue. Cette communication doit ĂȘtre faite par Ă©crit, gĂ©nĂ©ralement par lettre recommandĂ©e avec accusĂ© de rĂ©ception ou par voie Ă©lectronique sĂ©curisĂ©e. Tout candidat Ă©vincĂ© peut demander par Ă©crit des informations complĂ©mentaires sur les motifs du rejet de son offre. L'acheteur doit alors rĂ©pondre dans un dĂ©lai de 15 jours en fournissant : âą Les motifs dĂ©taillĂ©s du rejet de la candidature ou de l'offre âą Les caractĂ©ristiques et avantages de l'offre retenue âą Le nom de l'attributaire V. Le paiement des marchĂ©s en appel dâoffres Le dĂ©lai maximal de paiement est gĂ©nĂ©ralement de 30 jours. Ce dĂ©lai est portĂ© Ă 50 jours pour les hĂŽpitaux et 60 jours pour les entreprises publiques. . Le paiement intervient aprĂšs constatation du "service fait", c'est-Ă -dire une fois que la prestation a Ă©tĂ© rĂ©alisĂ©e et vĂ©rifiĂ©e conforme par l'acheteur public Des avances et acomptes peuvent ĂȘtre versĂ©s : ïŒ L'avance est obligatoire pour les PME sur les marchĂ©s de plus de 50 000 ⏠HT et d'une durĂ©e supĂ©rieure Ă 2 mois. Elle reprĂ©sente 20% du montant pour l'Ătat, 10% pour les autres acheteurs publics ïŒ Les acomptes sont versĂ©s tous les 3 mois maximum, ou tous les mois pour les marchĂ©s de travaux avec des PMEADAPTED 1_LETTER J-LADAPTED 1_UNIT 3_LETTER G_COLOURSLesson 1: Continental Drift Theory and the Evidences that support the Theory Continental drift describes one of the earliest ways geologists thought continents moved over time. Today, the theory of continental drift has been replaced by the science of plate tectonics.  The theory of continental drift is most associated with the scientist Alfred Wegener. In the early 20th century, Wegener published a paper explaining his theory that the continental landmasses were âdriftingâ across the Earth, sometimes plowing through oceans and into each other. He called this movement continental drift.  Pangaea  Wegener was convinced that all of Earthâs continents were once part of an enormous, single landmass called Pangaea.  Wegener, trained as an astronomer, used biology, botany, and geology describe Pangaea and continental drift. For example, fossils of the ancient reptile mesosaurus are only found in southern Africa and South America. Mesosaurus, a freshwater reptile only one meter (3.3 feet) long, could not have swum the Atlantic Ocean. The presence of mesosaurus suggests a single habitat with many lakes and rivers.  Wegener also studied plant fossils from the frigid Arctic Archipelago of Svalbard, Norway. These plants were not the hardy specimens adapted to survive in the Arctic climate. These fossils were of tropical plants, which are adapted to a much warmer, more humid environment. The presence of these fossils suggests Svalbard once had a tropical climate.  Finally, Wegener studied the stratigraphy of different rocks and mountain ranges. The east coast of South America and the west coast of Africa seem to fit together like pieces of a jigsaw puzzle, and Wegener discovered their rock layers âfitâ just as clearly. South America and Africa were not the only continents with similar geology. Wegener discovered that the Appalachian Mountains of the eastern United States, for instance, were geologically related to the Caledonian Mountains of Scotland.  Pangaea existed about 240 million years ago. By about 200 million years ago, this supercontinent began breaking up. Over millions of years, Pangaea separated into pieces that moved away from one another. These pieces slowly assumed their positions as the continent we recognize today.  Today, scientists think that several supercontinents like Pangaea have formed and broken up over the course of the Earthâs lifespan. These include Pannotia, which formed about 600 million years ago, and Rodinia, which existed more than a billion years ago.  Tectonic Activity  Scientists did not accept Wegenerâs theory of continental drift. One of the elements lacking in the theory was the mechanism for how it worksâwhy did the continents drift and what patterns did they follow? Wegener suggested that perhaps the rotation of the Earth caused the continents to shift towards and apart from each other. (It doesn't.)  Today, we know that the continents rest on massive slabs of rock called tectonic plates. The plates are always moving and interacting in a process called plate tectonics.  The continents are still moving today. Some of the most dynamic sites of tectonic activity are seafloor spreading zones and giant rift valleys.  In the process of seafloor spreading, molten rock rises from within the Earth and adds new seafloor (oceanic crust) to the edges of the old. Seafloor spreading is most dynamic along giant underwater mountain ranges known as mid-ocean ridges. As the seafloor grows wider, the continents on opposite sides of the ridge move away from each other. The North American and Eurasian tectonic plates, for example, are separated by the Mid-Atlantic Ridge. The two continents are moving away from each other at the rate of about 2.5 centimeters (1 inch) per year.  Rift valleys are sites where a continental landmass is ripping itself apart. Africa, for example, will eventually split along the Great Rift Valley system. What is now a single continent will emerge as twoâone on the African plate and the other on the smaller Somali plate. The new Somali continent will be mostly oceanic, with the Horn of Africa and Madagascar its largest landmasses.  The processes of seafloor spreading, rift valley formation, and subduction (where heavier tectonic plates sink beneath lighter ones) were not well-established until the 1960s. These processes were the main geologic forces behind what Wegener recognized as continental drift.Earlier in 2019 there was a lot of femicide uh girls being killed by their boyfriends because they did one or two things there are also cultures of if there is violence in terms of a marital relationship that that is fine if there's a marital rape that that is fine so you find such situations being normalized and it being also a taboo to speak about those issues the 2030 agenda for sustainable development is grounded in respect for human rights and the power of people to change the world every individual on the planet has the right to health and well-being in all aspects of their sexuality their body and their reproductive choices ensuring these rights is integral to addressing poverty education violence against women and gender equality sexual and reproductive health rights are agreed in international law they were fought for by courageous women's rights activists and advocates across a broad range of professional fields and frontline experiences by movements of all ages levels and backgrounds they are still being fought for while progress has been made globally many barriers remain especially for those most marginalized excluded or discriminated against human rights are central to delivering the 17 sustainable development goals in the sustainable development agenda indeed each sdg target is simultaneously a metric and a claim for human rights the interplay between these political commitments and human rights obligations is particularly important when it comes to achieving sexual and reproductive health rights for decades human rights-based tactics have been used to drive progress in this episode of right to a better world experts share challenges they have faced and tactics they have used to address them the challenges they describe occur in settings all around the world the strategies used are ones that they have found to be successful in their own settings viewers are encouraged to learn from these experiences and consider how tactics could be adapted to their own context when sexual and reproductive health begins with equality the discussions decisions programs and policies which follow can build towards a future where every individual is not only born free but lives free and equal in dignity and rights without violence or discrimination the time to take action is now violence against women is any act that results in or is likely to result in physical sexual or psychological harm or suffering to women this includes threats of such acts coercion or arbitrary deprivation of liberty in public or private life it happens everywhere in every country in the home in communities at work and at school crises including health and humanitarian crises frequently contribute to higher rates of violence against women violence against women is directed at women because of their status as women the consequences are dire jeopardizing women's health including sexual and reproductive health and mental health hampering their ability to participate fully in society causing tremendous physical and psychological suffering for both women and their children the majority of women survivors of violence do not disclose or seek any type of services efforts to address violence against women must recognize the many different contexts in which it occurs and the many different forms it can take the majority of violence against women is committed by an intimate partner her current or previous boyfriend or husband globally around 30 of women have experienced physical and or sexual violence by an intimate partner in their lifetime this increases the risk of acquiring an sti or in some regions hiv by 1.5 fold when a woman is experiencing violence especially from her partner she's really unable to keep safe from hiv men have power to decide how when and where sex should be done and the woman is at risk of being infected because she cannot say no schools are another setting where violence against girls can take place assault and harassment during their commute bullying sexual harassment and mental or physical abuse on school property are all challenges across various country contexts this has a direct impact on girls access to inclusive quality education a target of sdg4 and an indirect impact on many of their other human rights young girls are taking advantage of at a very young age and they do not understand the choices and the avenues whereby they can exercise their rights when it comes to sexual productive health and rights and so you find a lot of dropouts and a lot of girls also going through a lot of traumatic experiences that would be avoided if they had guidance promoting a safe and secure working environment for all is a cornerstone of sdg 8. this includes a workplace free from sexual harassment and violence but for many women especially women migrant workers and others in precarious employment this is far from reality so we went to naivasha which is a flower farm and we've met the informal workers the casual liberals working for the flower farms when for example the sexual violence cases are reported companies don't take them very seriously a wide range of tactics have been used to prevent and address violence against women and girls and to recognize it as a fundamental violation of human rights prevention of intimate partner violence is possible when interventions are informed by evidence of what works we started out by describing the problem we've now moved to research on what works what are the kinds of interventions that are successful both for preventing the problem from happening in the first place and also from interventions to respond the respect women framework on preventing violence against women developed by the who un women ohchr and other international agencies promotes seven strategies which focus on relationship skills strengthening empowerment of women services for health justice police and social sector poverty reduction environments made safer including schools workplaces and public spaces child and adolescence abuse prevented and transformation of gender attitudes beliefs and norms this action-oriented framework can enable policy makers and health implementers to design plan implement monitor and evaluate interventions and programs to prevent violence against women we have come a long way for sure we still have some ways to go and we need to do more to stop this violence from happening in the first place this involves addressing the social norms that still prevail in many settings that make this form of violence acceptable women are not exposed to gender-based violence by accident all because of an inbuilt vulnerability violence against women is rooted in discriminatory social norms and power dynamics dismantling these underlying causes of violence against women and girls is at the heart of achieving gender equality and empowering all women and girls as set out in the targets and indicators of sdg 5 ensuring healthy lives in sdg3 and reducing inequalities in sdg 10. women and men are valued differently society has heap privileges on the men while the women are looked at as subordinate power is not only the problem but also the solution to preventing violence against women we are making it personal everyone connects with power every day people living with power or grappling with power they find themselves within this whole conversation if you're working to create gnome change there has to be change at all levels strategies to raise awareness in communities about violence against women and girls are critical as there is still a lot of stigma and shame which inhibits many women and girls from talking about it intervention is like a big complicated word sometimes it's just about talking about dialogue i mean the fact that we went into schools and just began a conversation with parents um bringing them together in the school along with the school personnel and then having the conversation start from there and we also sort of train providers within schools to appropriately refer children to health facilities for care what we found was that this dialogue began to spark other conversations in the community and i guess they just felt that oh it's actually okay to talk about this openly rather than pretend that nothing is going on sassa is a community mobilization approach to prevent violence against women and hiv and aids it is activist led it's not workshop heavy based it comes away from the traditional programming of organizations going to do things themselves instead they support activists who do the activities with their friends and neighbors health systems play a critical role in responding to violence wherever it occurs supporting health workers to respond appropriately to violence as well as ensuring their work environment enables them to provide safe effective and quality survivor centred care are important strategies for better addressing violence against women and girls um we came to learn not to ask direct questions not to give our opinion or our judgment on them and let her speak and once with that flow starts once that connection is established that doctor-patient relationship emotionally is established she will actually tell you the whole history legal frameworks to promote enforce and monitor equality and non-discrimination on the basis of sex are an important sdg 5 indicator but putting laws in place does not automatically make them effective there are existing protections for women in the workplace or for individuals in the workplace in relation to harassment but we know from our call for evidence that they are not actually addressing the problem the recommendations that we developed included government implementing a mandatory duty for employers to take preventative steps to address harassment in the workplace so what we would like to see is government implement a much stronger legislative duty it has taken decades of struggle by the women's rights movement to persuade the international community to view violence against women as a human rights concern and a sustainable development priority not a private matter governments have obligations to respect protect and fulfill the right to a life free of violence and to provide for sanctions when they fail when seeking accountability the priority consideration must always be the safety and well-being of survivors respecting their wishes and autonomy and supporting them to make informed choices about the type of justice they want context is vitally important there are many strategies to hold perpetrators accountable including strategic litigation and public campaigns when the teachers impregnate the girls that means the system has failed and okay what they do is they blacklist the teachers and they are always removed from the payroll but we think that is not enough the case that was quite interesting is where one of the judges she did find a ruling against the teacher service commission the commission that is responsible for hiring teachers asking them that they must take responsibility and they were ordered to pay compensation to the girls who had gotten pregnant while in school the justice police issue came about a few years back when a young girl was raped and the punishment for her being ripped was that harappa she was gang-ripped and therapists were told to slash grass feminist organizations and young women organizations came back to the police and the police commissioner to ask and request that the people who are found to be perpetrators should be punished according to our constitution and according to the laws of the land and those are very big campaigns to get better justice so consequently they were jailed but also it was a sign that the system the police system had to be checked in terms of when someone reports a case any case of violence what happens and how is it followed through the maria pedra is another example of litigation that became a political mobilizer so this was a case from the inter-american commission that really galvanized a change in public policy a huge change because it was a case that addressed gender-based violence intimate partner violence it called on responsibility of brazil also for not having prevented this kind of violence the reality of a case that says you have the right to not be bruised you have the right to be free of physical psychological violence it's powerful it can change women's lives investing in autonomous women's movements has been one of the most important drivers of changes in laws and policies to address violence against women over the past 40 years according to data from over 70 countries women organizing to advance women's status define the very concept of violence against women raised awareness of the issue and put it on national and global policy agendas often we thought that it takes generations or centuries to change working intensely with the communities we can actually see change coming violence against women and girls is a violation of fundamental human rights to life and to physical and psychological integrity not to be tortured or treated in an inhuman and degrading way to respect for private and family life and the right not to be discriminated against this understanding is more than theoretical human rights-based tactics can offer a practical route to addressing systemic challenges across all the circumstances where violence against women and girls occurs including but not limited to at the hands of their partners at school and in the workplace by using evidence-informed prevention strategies addressing power relations and social norms community mobilizing and dialogue supporting health systems and professionals putting in place strong legal frameworks accessing justice and ending impunity feminist organizing and mobilizing every individual can help to deliver the 2030 agenda for sustainable development building a world in which women and girls are free from all forms of violence and discrimination [Music] youReading Passage: The Anatomy of a Kill Chain In the lexicon of modern warfare, the term "kill chain" describes the end-to-end process of a military attack, from the initial identification of a target to its eventual destruction and the subsequent evaluation of the strike's effectiveness. Conceptually, the kill chain is a structural model used to understand and optimize the speed and precision of military operations. The fundamental principle of this model is that an attack functions as a sequence of interdependent stages; if any single link in the chain is broken, the entire operation fails. For strategic planners, this creates a dual objective: to accelerate one's own kill chain while simultaneously finding ways to disrupt the adversary's. Strategic Concept: The Kinetic Model (F2T2EA) The traditional military kill chain is often summarized by the acronym F2T2EA, representing a continuous cycle of find, fix, track, target, engage, and assess. The kinetic kill chain begins with Find, the reconnaissance phase where intelligence assets identify a potential target within a theater of operations. Once found, the process moves to Fix, which involves pinning down the target's specific location and ensuring it can be distinguished from friendly forces or non-combatants. Track follows, maintaining a persistent watch on the target's movements to prevent its escape. In the Target phase, commanders select the appropriate weapon system and verify the legality and strategic value of the strike. Engage is the kinetic momentâthe actual deployment of ordnance against the objective. Finally, Assess involves battle damage assessment (BDA) to determine if the desired effects were achieved or if further engagement is required. This model emphasizes "compressing the sensor-to-shooter timeline," meaning the faster a military can move through these steps, the more lethal it becomes. The Evolution: The Cyber Kill ChainÂź As warfare expanded into the digital domain, Lockheed Martin adapted the kinetic model into the Cyber Kill Chain. This framework assists defenders in identifying and stopping Advanced Persistent Threats (APTs). Unlike a physical missile, a cyberattack often unfolds over weeks or months, but the sequential logic remains the same. The model consists of seven distinct stages: Stage Description of Attacker Activity 1. Reconnaissance The harvesting of information. Attackers research targets via social media, public records, and technical scanning to find vulnerabilities. 2. Weaponization Coupling a remote access trojan with an exploit into a deliverable payload (e.g., a malicious PDF or Microsoft Office document). 3. Delivery Transmission of the weapon to the target environment. Common vectors include email attachments, malicious websites, or USB drives. 4. Exploitation The weapon triggers. The code executes on the victim's system, typically by taking advantage of a software or operating system vulnerability. 5. Installation The attacker installs a persistent backdoor or malware on the victim's system, allowing them to maintain access even after a reboot. 6. Command & Control (C2) The compromised system opens a communication channel back to the attacker's server, allowing the intruder to give manual instructions. 7. Actions on Objective The final stage where the attacker achieves their goal, such as data exfiltration, encryption for ransom, or destruction of critical infrastructure. Strategic Implications for Defense The strategic value of the Cyber Kill Chain lies in its ability to provide a roadmap for "proactive defense." By understanding the sequence, security professionals can implement controls at every stage. For instance, robust email filtering can break the chain at the Delivery stage, while endpoint detection can stop the Installation phase. Crucially, the earlier a defender breaks the chain, the lower the cost of mitigation and the lower the risk of damage. If an attacker is stopped during Reconnaissance, they have gained nothing. If they are stopped during Actions on Objective, the damage may already be catastrophic. In both kinetic and cyber environments, the goal is the same: to create a "defensive depth" that makes the cost of a successful attack prohibitively high for the adversary.THE STRATEGIC PLAN OF RICHARD BLAND COLLEGE OF WILLIAM & MARY 2020-2025 âThe dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion. As our case is new, so we must think anew and act anew.â â Abraham Lincoln What is the role of a selective, two-year, residential, liberal arts transfer institution within the higher education landscape of the Commonwealth of Virginia? This is a key question that must be answered to ensure the success of Richard Bland College (RBC) and the constituency that the College serves. The 2020 RBC strategic planâs primary objective is to answer that very question so that the College, the community and the Commonwealth can engage successfully within this identity and purpose to the benefit of all. RBC has long been identified as the hidden gem of higher education in Virginia. The hidden adjective is based both on its relative obscurityâfew are aware of RBC outside the Tri-Cities regionâand its rural setting featuring 750+ acres of wetlands, bucolic forest, and the stateâs oldest and largest pecan grove. Additionally, on average, a student of Richard Bland College travels a mere 36 miles to campus. This keeps the knowledge of RBC in a tightly focused radius. The gem moniker refers both to the Collegeâs reputation for excellence and the undeniable sensation that the campus often elicits in its students, visitors, faculty and staff, the feeling of a warm and palpable embrace of care, compassion and support. That sensation is where we start. According the State Council of Higher Education for Virginia (SCHEV), 99% of the 11.5 million new jobs created since the great recession require workers to have more than a high-school education. Students with a bachelorâs degree have an earning potential almost double that of people with only a high school education, and yet only 17% of residents in the Petersburg area have a bachelorâs degree, 15% below the national average. The obstacles in the way of education have been exhaustively researched and include financial challenges, academic under-preparedness, low self-esteem, slow college assimilation and immature levels of self-efficacy. To combat this growing problem, Richard Bland College initiated a pilot program to determine the viability of a data-driven approach to improve retention and graduation rates. The program ultimately effected a cultural, organizational and operational shift at RBC, resulting in a personalized model of student support, the Exceptional Student Experience (ESE@RBC). Originally many of the practices that RBC used as the basis of ESE@RBC were adapted from the four key principles found in the American Association of Community Colleges (AACC) Pathways Project: 1) map pathways to student end goals; 2) help students choose and enter a program pathway; 3) keep students on path; and 4) ensure that students are learning. Unfortunately, limited resources made it necessary to skip some primary elements of guided pathways and instead to focus on a specific, high-priority project that was immediately available for implementation, dedicated student support. This strategic framework reimagines the way that RBC serves students, faculty and staff within the context of our existing culture, the principles of guided pathways and a hybrid work-college experience. Rather than thinking of a two-year college as a pipeline to a four-year university, this vision describes a more expansive menu of well-defined pathways to high-demand fields, all radiating from a curriculum constructed around the development of soft skills that define the liberal arts experience: critical thinking, written communication, analytical reasoning, civic engagement and oral communication. Furthermore, the impact of meaningful work is a resonating theme, providing avenues to participate in career-focused internships and jobs that develop important life & work skills, confidence, and character. Richard Bland has tested its entrepreneurial mettle and its capacity for transformation in recent years. The College was among a select few Competency-Based Education sites established by the U.S. Department of Education. We were ahead of the curve using predictive analytics to improve student retention and success rates, and online enrollment now makes up nearly 20 percent of course offerings. It may be counter-intuitive, but these and other deep-level institutional changes still to come will ensure that Richard Bland College remains true to its original mission. We prepare our students for a lifetime of endless potential.