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A/V III Mid-Term Exam
Quiz by Neil Rye
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GUIDELINES ON THE ESTABLISHMENT AND IMPLEMENTATION OF THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM IN THE DEPARTMENT OF EDUCATION I. Rationale 1. The Civil Service Commission (CSC), through the issuance of Memorandum Circular (MC) No. 06, series of 2012, sets the guidelines on the establishment and implementation of the Strategic Performance Management System (SPMS) in all government agencies. The SPMS gives emphasis to the strategic alignment of the agencyâs thrusts with the day-to-day operation of the units and individual personnel within the organization. It focuses on measures of performance vis-a-vis the targeted milestones, and provides a credible and verifiable basis for assessing the organizational outcomes and the collective performance of the government employees. 2. As a learner-centered institution, the Department of Education (DepEd) is committed to continuously improve itself to better serve the Filipino learners and the community. The adoption of the SPMS in DepEd strengthens the culture of performance and accountability in the agency, with the DepEdâs mandate, vision and mission at its core. 3. There is a need to concretize the linkage between the organizational thrusts and the performance management system. It is important to ensure organizational effectiveness and track individual improvement and efficiency by cascading the institutional accountabilities to the various levels, units and individual personnel, as anchored on the establishment of a rational and factual basis for performance targets and measures. Finally, it is necessary to link the SPMS with other systems relating to human resources and to ensure adherence to the principle of performance-based tenure and incentives. 4. In view of the above, this Order aims to adopt the SPMS as the Results-based Performance Management System (RPMS). II. Scope of Policy 5. This DepEd Order provides for the establishment and implementation of the RPMS in all DepEd schools and offices, covering all officials and employees, school-based and non school-based, in the Department holding regular plantilla positions. It stipulates the specific mechanisms, criteria and processes for the performance target setting, monitoring, evaluation and development planning. IV. Policy Statement 9. The DepEd hereby sets the guidelines on the establishment and implementation of the Results-based Performance Management System (RPMS) in the Department, stipulating the strategies, methods, tools and rewards for assessing the accomplishments vis-a-vis the commitments. This will be used for measuring and rewarding higher levels of performance of the various units and development planning of all personnel in all levels. 10. For non school-based personnel, the RPMS shall provide for an objective and verifiable basis for rating and ranking the performance of units and individual personnel in view of the granting of the Performance-Based Bonus (PBB) starting 2015. 11. For school-based personnel, the RPMS shall be used only as an appraisal tool, which shall be the basis for training and development. The granting of PBB shall be governed by the existing PBB guidelines. 12. The Department shall adopt the RPMS framework shown in Annex B. 13. The DepEd RPMS shall follow the four-stage performance management system cycle as prescribed by the CSC: i. Performance planning and commitment (Phase I); ii. Performance monitoring and coaching (Phase II); iii. Performance review and evaluation (Phase III); and iv. Performance rewarding and development planning (Phase IV). V. Performance Cycle/Process 14. The RPMS shall align the performance targets and accomplishments with the Departmentâs mandate, vision, mission and strategic goals. It shall ensure 100% results orientation vis-a-vis the planned targets. On the other hand, the rateeâs demonstration of the required competencies shall be monitored for developmental purposes only. 15. The RPMS cycle shall cover performance for one whole year. All school-based personnel shall follow a performance cycle starting in April of the current year and ending in March of the following year; while non school-based personnel shall follow a performance cycle starting in January and ending in December. Annexes C and D illustrate the performance cycles which shall apply to school-based and non school-based personnel, respectively. 16. The performance planning and commitment shall be done prior to the beginning of the performance cycle; while the performance monitoring and coaching shall take place immediately after Phase I, and continue throughout the performance cycle. The performance review and evaluation, as well as the performance rewarding and development planning shall be done at the end of the performance cycle. A. Phase I: Performance Planning and Commitment 17. The performance planning and commitment shall be done prior to the start of the performance cycle where the rater meets with the ratee to discuss and agree on the following: i. Office KRAs, Objectives and Performance Indicators as anchored to the overall organizational outcomes; and ii. Individual KRAs, Objectives and Performance Indicators as anchored to the Office KRAs and Objectives. 18. The Office Performance Commitment and Review Form (OPCRF) shall be accomplished by the head of office to reflect the Office KRAs, Objectives and Performance Indicators. The head of office, in coordination with the Planning Office, shall ensure alignment of the office plans and commitments to the overall organizational outcomes. The OPCRF shall be equivalent to the IPCRF of the head of office. A sample of the filled out OPCRF, including the instructions for accomplishing the form, is shown in Annex E. 19. The Individual Performance Commitment and Review Form (IPCRF) shall be accomplished by the individual personnel to reflect the agreed Individual KRAs, Objectives and Performance Indicators. A sample of the filled out IPCRF, including the instructions for accomplishing the form, is shown in Annex F. 20. Defining the Key Result Areas. The head of office, in coordination with the Planning Office, shall define the office KRAs as anchored on the overall organizational outcomes. The rater and the ratee shall discuss and agree on the break down of the office KRAs into individual KRAs. Three (3) to five (5) KRAs shall be defined for each office and individual employee. KRAs are broad categories of general outputs or outcomes. It is the mandate or function of the office and/or individual employee. The KRA is the reason why an office and/or job exist. It is an area where the office and/or individual employee are expected to focus on. 21. Setting the Objectives. The head of office shall set three (3) objectives per office KRA. The rater and the ratee shall discuss and agree on three (3) objectives per individual KRA. Objectives are specific tasks, which an office and/or employee need to do to achieve their specific KRAs. In objective setting, the SMART criteria, which stands for Specific, Measurable, Attainable, Relevant, Time Bound, shall be applied. The SMART criteria are illustrated in Annex G. 22. Setting the Timeline. The timeline shall define the target date for accomplishing each of the Objectives. The timeline for the office Objectives shall be set by the head of office in coordination with the Planning Office and School Planning Team; while the timeline for the individual Objectives shall be discussed and agreed by the rater and the ratee. 23. Assigning the Weight. Assigning of weights shall be done per KRA. Weights for each office KRA shall be assigned by the head of office in coordination with the Planning Office; while the weights for each of the individual KRAs shall be discussed and agreed upon by the rater and the ratee. 24. Identifying the Performance Indicators. Using a five (5)-point rating scale, the head of office shall identify a performance indicator for each of the office objectives, while the rater and the ratee shall identify and agree on the performance indicator for each of the individual objectives. Performance indicators are exact quantification of objectives expressed through rubrics. They are assessment tools, which gauge whether a performance is positive or negative. In identifying the performance indicator, the operational definition or meaning of each numerical rating shall be indicated under each relevant dimension (i.e., quality, efficiency, or timeliness) per performance target or success indicator. This shall ensure that the rating is objective, impartial and verifiable. Table 1 below discusses the performance measures by which the indicator must satisfy. Table 1. Performance Measures CATEGORY DEFINITION Effectiveness/Quality The extent to which actual performance compares with targeted performance. The degree to which objectives are achieved and the extent to which targeted problems are solved. In management, effectiveness relates to getting the right things done. Efficiency The extent to which time or resources is used for the intended task or purpose. Measures whether targets are accomplished with a minimum amount or quantity of waste, expense, or unnecessary effort. Timeliness Measures whether the deliverable was done on time based on the requirements of the rules and regulations, and/or clients/stakeholders. Time-related performance indicators evaluate such things as project completion deadlines, time management skills and other time-sensitive expectations. Some Performances are only rated on quality and efficiency, some on quality and timeliness, and others on efficiency only. You need not use all three (3) categories. 25. Demonstration of Competencies. During Phase I, the rater shall discuss with the ratee the competencies required of the individual personnel. Competencies are defined as the knowledge, skills and behavior that individuals demonstrate in achieving oneâs results. Competencies shall uphold the DepEdâs core values. They represent the way individuals define and live the values. 26. DepEd shall adopt four classes of competencies as follows: i. Core behavioral competencies are competencies, which cut across the organization; ii. Leadership competencies are competencies intended for managerial positions; a. Third level officials b. Chiefs and Assistant Chiefs c. School Heads and Department Heads iii. Staff Core Skills are competencies intended for staff and teaching-related personnel; and iv. Teaching competencies are competencies intended for teachers. The DepEd-required competencies are illustrated in Annex I. 27. The rateeâs demonstration of the required competencies shall be monitored to effectively plan the interventions needed for behavioral and professional development. The assessment in the demonstration of competencies shall not be reflected in the final rating. 28. Reaching Agreement. Once the office and individual KRAs, Objectives and Performance Indicators are clearly defined, the rater and the ratee shall commit and reach an agreement by signing the OPCRF and IPCRF. The signed/approved OPCRF and IPCRF shall be the basis for monitoring and assessment, which shall take place in Phases II and III, respectively. B. Phase II: Performance Monitoring and Coaching 29. The performance monitoring and coaching shall commence after the rater and the ratee commit on the KRAs, Objectives and Performance Indicators, and sign the OPCRF and IPCRF. This shall be done throughout the year. 30. The two (2) main components of Phase II are the following: i. Performance monitoring; and ii. Coaching and feedback. 31. Performance monitoring shall provide key inputs and objective basis for rating. It shall facilitate feedback and provide evidence of performance. Performance monitoring shall be the responsibility of both the rater and the ratee who agree to track and record significant incidents through the use of the Performance Monitoring and Coaching Form (PMCF) shown in Annex J. Significant incidents are actual events and behaviors in which both positive and negative performances are observed and documented. 32. Coaching and feedback shall be a continuous process. Coaching and feedback shall be provided by the rater and/or shall be sought by the ratee to improve work performance and behavior. The rater, as the coach or mentor of the ratee, playing a critical role in the performance monitoring and coaching, shall provide an enabling environment and intervention to improve the office performance and to manage and develop individual potentials. 33. The PMCF shall capture the significant incidents. It shall provide a record of demonstrated behaviors, competencies and performance, and shall be an effective substitute in the absence of quantifiable data. The rater and the ratee shall sign each significant incident recorded in the PMCF to ensure that agreement has been reached. C. Phase III: Performance Review and Evaluation 34. The performance review and evaluation shall be done at the end of the performance cycle to assess the office and individual employeeâs performance level based on the commitments and measures as contained in the signed OPCRF and IPCRF. 35. A mid-year review is prescribed to determine the progress in achieving the Objectives. In exceptional cases, and only if the situation warrants, a one-time recalibration of office and individual Objectives shall be allowed during the mid-year review. Exceptional cases shall include instances when high level decisions are taken into effect such as changes in strategic directions, and circumstances beyond the control of the ratee such as natural and/or man-made calamities, including typhoon, earthquake and other fortuitous events. During the mid-year review, the rater shall inform in writing the ratee of the status of performance, in case of an Unsatisfactory or Poor performance. Coaching, feedback and appropriate interventions shall be provided where necessary. 36. The RPMS shall put premium on KRAs towards the realization of organizational vision, mission, strategic priorities and the OPIF logframe. Hence, rating for planned and/or intervening tasks shall always be supported by reports, documents or any output as proofs of actual performance. In the absence of said bases or proofs, a particular task shall not be rated and shall be disregarded. 37. Office and Individual Performance Assessment. The head of office, in coordination with the Planning Office, shall assess the performance of the office vis-a-vis the committed targets at the beginning of the performance cycle. The rater and the ratee shall discuss and agree on the individual assessment based on the actual accomplishments of each of the KRAs and Objectives. The final rating shall be based solely on the accomplishment of the specific objectives as measured by the Performance Indicators. The OPCRF and IPCRF shall be accomplished and completed by the rater and the ratee to: i. Reflect actual accomplishments and results; ii. Rate each of the objectives; iii. Compute for the score per objective; iv. Determine the overall rating for accomplishments; v. Reach an agreement; and vi. Assess the competencies. 38. Initial self-rating shall be encouraged prior to the rater-ratee discussion. 39. Third Level Officials, as heads of offices, shall accomplish the OPCRF for submission to the Planning Office. The individual assessment of Third Level Officials shall be contained in the CESPES Forms for submission to the Career Executive Service Board (CESB). The BHROD and Personnel Division shall be furnished a copy of both forms. 40. Actual Results. The rater and the ratee shall discuss and agree on the actual accomplishments and results based on the performance commitments and measures made at the beginning of the rating period. They shall evaluate each objective whether it has been achieved or not. The significant incidents as reflected in the PMCF shall be considered for the actual results. 41. Rating the Objectives. Based on the actual accomplishments and results, each of the Objectives shall be rated using the rating scale specified below: Table 2. The RPMS Rating Scale NUMERICAL RATING ADJECTIVAL RATING DESCRIPTION OF MEANING OF RATING 5 Outstanding Performance represents an extraordinary level of achievement and commitment in terms of quality and time, technical skills and knowledge, ingenuity, creativity and initiative. Employees at this performance level should have demonstrated exceptional job mastery in all major areas of responsibility. Employee achievement and contributions to the organization are of marked excellence. 4 Very Satisfactory Performance exceeded expectations. All goals, objectives and targets were achieved above the established standards. 3 Satisfactory Performance met expectations in terms of quality of work, efficiency and timeliness. The most critical annual goals were met. 2 Unsatisfactory Performance failed to meet expectations, and/or one or more of the most critical goals were not met. 1 Poor Performance was consistently below expectations, and/or reasonable progress toward critical goals was not made. Significant improvement is needed in one or more important areas. The final assessment shall correspond to the adjectival description of Outstanding, Very Satisfactory, Satisfactory, Unsatisfactory or Poor. The range of adjectival rating is as per attached in Forms A, B, and C. 42. Process for Computing the Score per KRA. i. The rater and ratee shall ensure that each KRA has been assigned weight according to priority. ii. As an option, the rater and ratee may assign weights to objectives which shall be equal to the total weight assigned to a particular KRA. KRA 1 â Weight assigned is 40% Objective 1 is 20% Objective 2 is 10% Objective 3 is 10% iii. The score per KRA shall be computed using the following formula: 43. Plus Factor. The plus factor shall be considered as another KRA. These are value adding accomplishments, which are not covered within the regular duties and responsibilities. The weight on the plus factor shall not exceed the weight of the highest mandated KRA. For teachers, the plus factor shall be limited to work/activities, which contribute to the teaching-learning process. 44. Determining the Overall Rating for Accomplishments. The overall rating/assessment for the accomplishments shall fall within the following adjectival ratings and shall be in three (3) decimal points: Table 3. Adjectival Ratings RANGE ADJECTIVAL RATING 4.500-5.000 Outstanding 3.500-4.499 Very Satisfactory 2.500-3.499 Satisfactory 1.500-2.499 Unsatisfactory below 1.499 Poor 45. Reaching Agreement. Upon determining the overall rating for the actual accomplishments and results, the rater and the ratee shall reach an agreement by signing the OPCRF and IPCRF. The average rating of individual staff members should not go higher than the collective performance assessment of the office. 46. Assessing the Competencies. The rater shall discuss with the ratee the set of competencies observed during the performance cycle. The competencies shall not be reflected in the final rating. Competencies shall be monitored for developmental purposes. In evaluating the individualâs demonstration of competencies, the rating scale in Table 4 shall apply: Table 4. The DepEd Competencies Scale SCALE DEFINITION 5 Role model 4 Consistently demonstrates 3 Most of the time demonstrates 2 Sometimes demonstrates 1 Rarely demonstrates 5 (role model) â all competency indicators 4 (consistently demonstrates) â four competency indicators 3 (most of the time demonstrates) â three competency indicators 2 (sometimes demonstrates) â two competency indicators 1 (rarely demonstrates) â one competency indicator D. Phase IV: Performance Rewarding and Development Planning 47. The results of the performance review and evaluation shall be used in performance rewarding and development planning. This phase shall be done after Phase III. 48. The rater shall discuss and provide qualitative comments, observations and recommendations in the individual employeeâs performance commitment, competency assessment and significant incidents which shall be used for training and professional development. These can be written under the strengths and development needs column of the Part IV-Development Plans of the IPCRF. 49. The rater and the ratee shall identify and discuss the individualâs strengths and development needs, and reflect them in the Part IV-Development Plans of the IPCRF. The competencies which the ratee demonstrated consistently and the areas, where the ratee meet or exceed expectations shall be referred to as the rateeâs strengths. The competencies, which the ratee rarely demonstrates and the areas where the ratee has room for improvement and has not met the expectations, shall be identified as the rateeâs development needs. Make a situational SOLO-based questions in the context of school leadershipFinal Exam Review in A/V III 2026 CONTENT A disaster is a sad event that happens suddenly. A disaster can come from nature or by accident. Natural disaster is disaster caused by nature. They are not caused by manâs carelessness. The following are examples of natural disaster: i) Earthquakes ii) Floods iii) Tornadoes iv) Windstorms v) Volcanoes vi) Erosion vii) Tsunami viii) Thunderstorm. BAD EFFECTS OF NATURAL DISASTER ARE AS FOLLOWS: i) Loss of human lives. ii) Loss of animal lives. iii) Damages to building iv)Damages to roads and bridges v) Pollution of land, air and water. vi)Destruction of electric poles and cables. WAYS OF CONTROLLING NATURAL DISASTER ARE: i) Building houses far away from rivers. ii) Thunder- catchers should be used in areas where thunder and lightning are common. iii) Planting of trees around our houses. iv) By not throwing refuse into gutters because this causes flooding.A biografia di Dante, con le notizie dei suoi ascendenti, dei suoi familiari, del suo matrimonio, dei suoi figli, Ăš stata ricostruita da molti autori. Ricordo fra gli altri il piccolo, classico libro di Michele Barbi, che ad oltre ottanta anni di distanza consiglierei ancora per un primo approccio. In queste pochissime pagine mi limiterĂČ a richiamare gli elementi cronologici essenziali, a contestualizzarli nella storia generale e a dire di alcuni momenti della vita di Dante e di alcuni fatti di storia generale rievocati nella Commedia. A tante questioni, vicende e persone, Dante compreso, darĂČ corpo nelle prossime letture. Per adesso uno scheletro. Dante nacque fra il maggio e il giugno del 1265. Un anno che si pone tra la vittoria militare ghibellina di Montaperti (4 settembre 1260) e la vittoria militare guelfa di Colle Val dâElsa (17 giugno 1269). Dante avrebbe rievocato nella Commedia ambedue questi scontri (Inf. X e Pg. XIII), ancorandoli rispettivamente a un protagonista e ad una osservatrice. Lâanno della nascita di Dante Ăš anche un anno cruciale nella storia dellâarte. Nicola Pisano e i suoi aiutanti costruirono nella cattedrale di Siena un pulpito marmoreo che Ăš tra le grandi espressioni di un rinnovamento della cultura artistica; nellâĂ©quipe di Nicola era anche Arnolfo di Cambio, altro protagonista di quella strepitosa stagione. Certo non insensibile alle arti figurative ed anche ai momenti di innovazione, come testimoniano alcuni luoghi della Commedia, Dante non disse perĂČ nulla dei grandi scultori del Duecento e del primo Trecento. Quando egli era ancora un fanciullo (aveva circa dodici anni) il padre, come era consuetudine, combinĂČ il suo matrimonio. Scelse una donna della consorteria nobiliare dei Donati, Gemma di Manetto, alla quale fu assegnata una dote di 200 lire di fiorini dâoro: somma non piccola ma non strepitosa, della quale Gemma non potĂ© fruire se non tardivamente e in parte, essendo stati sequestrati i beni e i diritti di Dante al momento della condanna allâesilio (1302). Con Gemma Donati Dante ebbe due o forse tre figli maschi e una figlia femmina, persone di una sola delle quali, il figlio Pietro, abbiamo notizie copiose e interessanti. Dante era ancora un bambino quando un grande rivolgimento politico si svolgeva in Italia e Toscana. Dopo la vittoria ghibellina di Montaperti lo schieramento guelfo si riorganizzĂČ, e dal 1269 ottenne una preponderanza in Toscana grazie alla vittoria militare di Colle di Val dâElsa e soprattutto grazie ad una forte iniziativa dei papi Urbano IV e Clemente IV e allâintervento di Carlo dâAngiĂČ, figlio del re di Francia, vittorioso sui ghibellini a Benevento nel 1266, incoronato re di Sicilia nel 1270 ed aspirante ad una supremazia politica in Italia. Dante sistemerĂ Carlo dâAngiĂČ e il figlio, re Carlo II, in luoghi diversi del Purgatorio, manifestando nei loro confronti una sostanziale distanza nel giudizio morale (Pg. XX). EsprimerĂ un giudizio severo su Clemente IV (Pg. III), di Urbano IV non parlerĂ , e collocherĂ in Purgatorio il capofila del movimento ghibellino, re Manfredi (Pg. III). Ma nei confronti di Manfredi esprimerĂ , se non una adesione politica, una forte simpatia umana, ed una umana pietas dedicherĂ a Corradino, ultimo esponente della casa sveva, fatto giustiziare da Carlo dâAngiĂČ (Pg. XX). Tutto questo âsecondo roundâ del conflitto ghibellino-guelfo, svoltosi tra la morte di Federico II di Svevia (1250) e lâincoronazione di Carlo dâAngiĂČ (1270), vide scenari di grande complessitĂ , e si Ăš accennato come furono complesse, non univoche, le valutazioni che Dante espresse nella Commedia. Complessa fu anche lâevoluzione politica delle cittĂ italiane, segnatamente di Firenze. Nel corso degli anni Settanta si andĂČ accentuando la cristallizzazione del conflitto tra nobili e âpopolariâ, ma si innestĂČ su di esso il problema del contenimento dello strapotere delle grandi famiglie: quei âmagnatiâ o âgrandiâ, come si dissero, che per tradizione militare e atteggiamento di comando, ricchezza, ampiezza di clientele, potevano avere un ruolo destabilizzante sulla vita civile della cittĂ . I ceti dominanti comunali, ampiamente commisti di famiglie nobili e famiglie di mercanti e artigiani, tentarono politiche che da un lato contenessero il contrasto guelfo-ghibellino e da un lato ponessero limiti al potere delle grandi famiglie di ambedue le parti. Tutto questo si concluse in solenni atti di pacificazione tra famiglie e in leggi che vietavano ai potenti lâaccesso ad alcune cariche di governo, imponevano ad essi garanzie contro le eventuali offese ai âpopolariâ e comminavano pene severe in caso di turbamenti dellâordine pubblico. A Firenze il momento pacificatorio ebbe un suo esito compromissorio e dunque instabile nel 1280 e la legislazione antimagnatizia ebbe un esito altrettanto problematico nel 1293, in ambedue i casi con un ritardo rispetto ad altre realtĂ comunali dellâItalia centrale quali Siena e Bologna. Nel frattempo, la rivolta siciliana del 1282 (Par. VIII) abbattĂ© il potere di Carlo dâAngiĂČ nellâItalia meridionale, lo intaccĂČ ovunque e vide la contrapposizione allâangioino della casa reale di Aragona, che si volle erede di Manfredi e nuovo sostegno del ghibellinismo. A lungo sarebbero state realtĂ politiche contrapposte il regno aragonese di Sicilia e il regno angioino di Napoli. Dante avrebbe collocato nel Purgatorio, vicini lâuno allâaltro, quei regnanti che in terra erano stati nemici tra loro (Pg. VII), e avrebbe espresso nellâinsieme della questione angioino-aragonese giudizi un poâ ambigui. Dobbiamo pensare che ai suoi occhi nessuno di quei sovrani meritasse una supremazia tale da poter rivendicare un ruolo imperiale, lâunico che Dante riteneva veramente importante per le sorti dellâItalia. Mentre si dispiegava quel nuovo scenario degli anni Settanta e Ottanta del Duecento Dante viveva le sue prime esperienze di matrimonio e di paternitĂ , proseguiva e completava una formazione culturale di alto livello, retorica, letteraria e filosofica, e avviava la propria partecipazione alla vita militare, politica e amministrativa della sua cittĂ . Questo perĂČ non prima della fine degli anni Ottanta. Nel giugno del 1289 (aveva dunque ventiquattro anni) partecipĂČ alla battaglia di Campaldino, scontro tra i guelfi fiorentini e i ghibellini di Arezzo, che avrebbe rievocato nella Commedia (Pg. V). Pochi anni dopo si attuava, come ho accennato, la legislazione antimagnatizia fiorentina per iniziativa di Giano della Bella, che Dante collocherĂ nel Paradiso con una ampia e complessa valutazione (Par. XVI). Contestuale a questa legislazione âpopolareâ fu lâobbligo di iscrizione ad una delle Arti per chi volesse partecipare ai Consigli. Nel 1295 Dante si iscrisse allâArte dei medici e speziali, e dello stesso anno Ăš un suo, forse primo, intervento in uno dei Consigli cittadini. Cinque anni prima era morta una nobile donna, Beatrice, della quale Dante si era innamorato e per la quale sveva scritto, continuando a scrivere dopo la morte di lei, una serie di poesie raccolte in un libro di taglio autobiografico, la Vita nova. Dopo quello del 1295 molti altri interventi di Dante in Consigli diversi sono documentati in questi ultimi cinque anni del Duecento; in alcuni di essi, e poi in una ambasceria al Comune di San Gimignano del maggio 1300, Dante si adoperĂČ per contrastare lâaggressiva e destabilizzante politica attuata in Toscana dal papa Bonifacio VIII, che il poeta dirĂ atteso in inferno insieme ad altri papi simoniaci (Inf. XIX)(il viaggio della Commedia Ăš immaginato nel 1300, il papa morĂŹ nel 1303, cosĂŹ Dante poteva solo anticipare la condanna divina). Nellâaprile del 1301 Dante fu nominato soprastante allâesecuzione di certi lavori pubblici, nello stesso mese e poi ancora nel giugno e nel settembre intervenne in alcuni Consigli. Ho detto nella lettura su Ulisse della modalitĂ scarna secondo la quale erano registrate le delibere, cosĂŹ non ci si deve attendere di leggere un ampio resoconto del discorso pronunziato dal divino poeta; Ăš perĂČ abbastanza certo che egli intervenisse per contrastare la politica di Bonifacio VIII e lâintervento del principe francese Carlo di Valois, che il papa aveva fatto intervenire, sotto pretesto pacificatorio, per affermare la propria supremazia in Toscana (di Carlo Dante farĂ cenno in Pg. XX, canto fondamentale per conoscere lâatteggiamento del poeta verso la casa reale di Francia e i suoi rami). Intorno a queste opzioni politiche si era andata formando una contrapposizione tra un partito filopapale, che si disse dei guelfi Neri, e un opposto gruppo politico ostile alla politica di Bonifacio VIII e Carlo di Valois, che si disse dei Bianchi, nel quale Dante si schierĂČ. La divisione dei Bianchi e dei Neri si era inizialmente definita a Pistoia e fu importata a Firenze, dove trovĂČ i rispettivi capofila in due clan familiari, i Cerchi e i Donati. Poco tempo dopo gli interventi di Dante nei Consigli, nel gennaio 1302, il podestĂ Cante dei Gabrielli da Gubbio, in seguito allâistruttoria del giudice Paolo da Gubbio, preposto alle questioni di corruzione, ingiuste estorsioni e lucri illeciti, pronunziava la condanna di quattro cittadini, tra i quali Dante, i quali avrebbero commesso quei reati mentre erano nellâufficio dei priori, il massimo organo di governo comunale. Dante e gli altri imputati si erano nel frattempo allontanati da Firenze, o come nel caso di Dante erano giĂ lontani per diversi motivi, e non si presentarono in un giudizio del quale molto probabilmente presagivano lâesito. Furono pertanto condannati in contumacia (la giustizia dellâepoca riteneva la contumacia equivalente ad una confessione di colpevolezza). La penalitĂ era enorme, 5000 fiorini per ciascuno, e se non fosse stata versata si sarebbe proceduto, come di norma, alla distruzione dei beni dei condannati, per non dire di altre conseguenze (confino, interdizione da uffici eccetera). Nota. Il testo che ho citato in apertura Ăš Michele Barbi, Vita di Dante, Firenze, Sansoni, 1961. Era stato scritto per lâEnciclopedia Italiana, poi fu edito da Sansoni nel 1933 con il titolo Dante. Vita, opere e fortuna. Delle altre biografie ricorderĂČ solo quella di Giorgio Petrocchi, Biografia. AttivitĂ politica e letteraria, nellâ Appendice dellâ Enciclopedia dantesca, 1978, pp. 1-53. Fonte documentaria primaria per la biografia di Dante e dei suoi familiari Ăš il Codice diplomatico dantesco, che meriterĂ un discorso a suo luogo. Autore: Paolo Cammarosano1.Which Part Of The Science Investigatory Project Report Provides A Concise Summary Of The Entire Study? A) Title Page B) Abstract C) Chapter 1: Introduction And Its Background D) Chapter II: Review Of Related Literature And Studies 2.In Which Chapter Of The Science Investigatory Project Report Is The Problem Being Investigated Stated? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter V: Summary, Conclusion, And Recommendation 3.Where Can You Find The Formulation Of Hypothesis In The Science Investigatory Project Report? A) Chapter 1: Introduction And Its Background B) Chapter III: Methodology C) Chapter IV: Presentation, Analysis, And Interpretation Of Data D) Chapter V: Summary, Conclusion, And Recommendation 4.Which Part Of The Science Investigatory Project Report Explains The Significance And Relevance Of The Study? A) Title Page B) Abstract C) Chapter 1: Introduction And Its Background D) Chapter V: Summary, Conclusion, And Recommendation 5.Which Chapter Of The Science Investigatory Project Report Presents The Scope And Limitations Of The Study? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter V: Summary, Conclusion, And Recommendation 6.Where Can You Find The Definition Of Terms Used In The Science Investigatory Project Report? A) Title Page B) Abstract C) Chapter 1: Introduction And Its Background D) Chapter III: Methodology 7.In Which Chapter Of The Science Investigatory Project Report Are The Related Literature And Studies Discussed? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter V: Summary, Conclusion, And Recommendation 8.Where Can You Find The Subject Of The Study In The Science Investigatory Project Report? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter IV: Presentation, Analysis, And Interpretation Of Data 9.Which Chapter Of The Science Investigatory Project Report Presents The Research Design And Procedure Used? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter IV: Presentation, Analysis, And Interpretation Of Data 10.In Which Chapter Of The Science Investigatory Project Report Are The Results And Analysis Of The Gathered Data Presented? A) Chapter 1: Introduction And Its Background B) Chapter II: Review Of Related Literature And Studies C) Chapter III: Methodology D) Chapter IV: Presentation, Analysis, And Interpretation Of DataI DĂ©finition La proposition commerciale est une offre adressĂ©e Ă un client ou prospect suite Ă sa demande. Le commercial doit donc veiller Ă soigner sa prĂ©sentation, car la proposition commerciale est la vitrine de lâentreprise La proposition commerciale est le support de la relation entre lâentreprise et le client/prospect. II La finalitĂ© dâune proposition commerciale La proposition commerciale permet de rĂ©pondre prĂ©cisĂ©ment aux attentes du client qui souhaite passer une commande. Dans cette optique, la proposition doit ĂȘtre : - claire, - personnalisĂ©e - diffĂ©renciĂ©e de celles de la concurrence. La proposition commerciale permet Ă©galement de renseigner le client non pas uniquement sur les prestations proposĂ©es mais aussi sur lâentreprise elle-mĂȘme grĂące Ă son numĂ©ro dâidentification (SIRET) dĂ©livrĂ© par lâINSEE III Le systĂšme dâinformation client Pour rĂ©aliser la proposition commerciale, le commercial doit collecter des informations sur la clientĂšle, sur les produits mais Ă©galement sur lâenvironnement commercial. Elle consulte donc le systĂšme dâinformation client dont lâacronyme est SIC. Il est constituĂ© de fichiers commerciaux utilisables par tous les collaborateurs de lâentreprise afin dâamĂ©liorer la connaissance de la clientĂšle et des propsects. Son contenu est le suivant : IV Les logiciels pour prĂ©parer une proposition commerciale. Il est possible de prĂ©parer les propositions commerciales sur un texteur, un tableur, un logiciel spĂ©cialisĂ© en gestion commerciale ou un progiciel de gestion intĂ©grĂ© : Logiciels pouvant ĂȘtre utilisĂ©s Traitement de texte (Word, Open Writer, etc.) Tableur (Excel, Open Calc, etc.) Logiciel de gestion commerciale (EBP, Ciel, etc.) PGI (Cegid, Sage, EBP) Si lâentreprise possĂšde un PGI ou un logiciel de gestion commerciale, la proposition commerciale sera effectuĂ©e sur ce type de logiciel. Dans le cas contraire, il est recommandĂ© dâutiliser le tableur. Le progiciel est lâoutil privilĂ©giĂ© par les entreprises car il regroupe un ensemble de logiciels (modules) intĂ©grant les principales fonctions nĂ©cessaire Ă la gestion des flux monĂ©taires et physiques de lâentreprise. Tous ces modules accĂšdent Ă des ressources communes, stockĂ©es dans une base de donnĂ©es unique. Les modules les plus courants sont : Ainsi, le PGI permet dâĂ©viter les saisies redondantes, qui sont sources dâerreurs et de perte de temps. V Distinguer devis et proposition commerciale 1. Le devis Câest une offre adressĂ©e Ă un client ou un prospect destinĂ©e Ă rĂ©pondre Ă son besoin suite Ă la demande du client. Son contenu se limite souvent Ă la rĂ©fĂ©rence des produits et leurs prix. Le devis est donc un engagement de lâentreprise pour rĂ©aliser une prestation ou pour dĂ©livrer un produit au prix indiquĂ© et dans les dĂ©lais annoncĂ©s. Seules la signature du client et la date donnent au devis la valeur juridique dâun contrat. Il peut donc ajouter « Lu et acceptĂ© » ou encore « bon pour travaux » par exemple. 2. La proposition commerciale Par rapport au devis, la proposition commerciale nĂ©cessite une analyse plus poussĂ©e des besoins du client, un chiffrage de lâoffre plus complexe et un document plus personnalisĂ© VI Les Ă©tapes pour rĂ©aliser une offre commerciale Les Ă©tapes de la mise en Ćuvre dâune proposition commerciale sont : â lâanalyse des besoins du client ; â la recherche des informations qui permettent dâĂ©tablir lâoffre correspondant aux besoins du client (prix, dĂ©lai de livraison, planning de production, etc.) ; â la mise en forme de la proposition : On peut donc la schĂ©matiser ainsi : VII Les mentions obligatoires Ă faire figurer sur la proposition commerciale VIII Les sanctions en cas de non respect des mentions obligatoires Tout manquement peut aboutir Ă une contravention pouvant aller jusquâĂ 1500 ⏠dâamende.I. Introduction: A. Welcome and Purpose of Training Welcome to the ABA Clinic Fire and Evacuation Safety Training. The purpose of this training is to ensure the safety and well-being of everyone in the clinic by preparing staff for effective response to fire emergencies and evacuation situations. B. Importance of Evacuation and Fire Safety Understanding the gravity of evacuation and fire safety is paramount. Compliance with safety standards not only meets regulatory requirements but also safeguards the lives of our clients, staff, and visitors. II. Overview of Fire Safety Standards: A. Explanation of Relevant Fire Safety Codes and Standards Our clinic strictly adheres to [Insert Relevant Fire Safety Codes and Standards], including guidelines from the National Fire Protection Association (NFPA) and local fire authorities. Familiarity with these standards is essential for maintaining a safe environment. B. Importance of Compliance Compliance with fire safety standards is a commitment to the well-being of our community. It sets the foundation for a secure and prepared clinic, ensuring a proactive approach to fire safety. III. Fire Prevention Measures: A. Identifying Fire Hazards in the Clinic Regular inspections, conducted quarterly, will identify potential fire hazards, including faulty wiring, overheating equipment, or improperly stored flammable materials. Staff is encouraged to report any potential hazards immediately. B. Proper Storage of Flammable Materials Flammable materials are stored in designated areas equipped with fire-resistant cabinets and safety measures. These areas are clearly marked, and staff is trained on proper storage procedures. C. Electrical Safety Tips Staff is trained to recognize and report any electrical issues promptly. Furthermore, electrical equipment undergoes regular maintenance checks to prevent electrical fires. D. Smoking Policy Smoking is strictly prohibited within the clinic premises. Designated smoking areas, equipped with fire-resistant receptacles, are provided outside the building, ensuring compliance with safety regulations. IV. Emergency Communication: A. Overview of Communication Systems Our clinic utilizes a robust communication system, including intercoms and a mass notification system, to relay emergency information promptly to all staff members. B. Designation of Emergency Contacts Emergency contact information for all staff members is regularly updated. Designated individuals are responsible for initiating emergency communication and ensuring all staff are informed. C. Internal Communication Protocols Clear internal communication protocols are established, outlining the chain of command and communication channels during emergency situations. Staff members are familiarized with these protocols during onboarding. V. Evacuation Procedures: A. Evacuation Routes Evacuation routes are clearly marked throughout the clinic, indicating the shortest and safest paths to exit points. These routes are reviewed annually and updated as needed. B. Emergency Exits and Assembly Points Staff is familiarized with the location of emergency exits and assembly points during regular drills. These drills, conducted quarterly, ensure that all staff are well-practiced in evacuation procedures. C. Evacuation Drills Evacuation drills are conducted quarterly, simulating various emergency scenarios. These drills include scenarios involving individuals with special needs, ensuring staff are equipped to assist everyone during evacuations. D. Assistance for Individuals with Special Needs Staff members receive specialized training on providing assistance to individuals with special needs during evacuations. This includes utilizing evacuation chairs, providing verbal guidance, and ensuring a calm and supportive approach. VI. Fire Extinguisher Training: A. Types of Fire Extinguishers Staff is trained on the different types of fire extinguishers available in the clinic, including ABC and CO2 extinguishers. Training includes recognizing the appropriate use for each type. B. Proper Use and Handling Hands-on demonstrations are provided to staff, allowing them to practice the proper use and handling of fire extinguishers. Emphasis is placed on safety precautions, including maintaining a safe distance and using the PASS method (Pull, Aim, Squeeze, Sweep). C. Location of Fire Extinguishers in the Clinic A map indicating the locations of all fire extinguishers is prominently displayed throughout the clinic. Staff is familiarized with these locations during training sessions. VII. Emergency Response Team: A. Designation of Emergency Response Team Members An Emergency Response Team is designated, comprising individuals from different departments. Team members receive specialized training and are identified by distinctive vests during emergencies. B. Roles and Responsibilities Clear roles and responsibilities for Emergency Response Team members are outlined in the Emergency Response Plan. This includes responsibilities such as assisting with evacuations, providing first aid, and coordinating with emergency services. C. Training for First Aid and CPR Emergency Response Team members receive regular training in first aid and CPR. Training sessions are conducted semi-annually to ensure team members are proficient in life- saving techniques. VIII. Mock Scenarios: A. Conducting Simulated Fire Drills Simulated fire drills are conducted quarterly, involving all staff members. These drills include various fire scenarios, such as small fires, smoke-filled areas, and evacuations of different areas within the clinic. B. Addressing Various Emergency Scenarios Staff members engage in discussions and practical exercises addressing various emergency scenarios, fostering a proactive mindset. Scenarios include power outages, medical emergencies, and coordination with external emergency services. C. Feedback and Improvement Strategies Feedback from drills is collected and analyzed to identify areas for improvement. Regular meetings are held to discuss feedback and implement necessary changes to enhance emergency response strategies. IX. Documentation and Record-Keeping: A. Importance of Documentation Accurate and detailed documentation of all safety-related activities is maintained, including inspection reports, drill records, and incident reports. This documentation is crucial for compliance and continuous improvement. B. Incident Reporting Procedures Staff is trained on the proper procedures for reporting incidents. Incident reports include details such as the nature of the incident, individuals involved, and actions taken. A designated individual reviews and addresses incident reports promptly. C. Regular Audits and Reviews Regular audits and reviews of safety procedures are conducted annually by an external safety consultant. This ensures that the clinic's safety protocols align with the latest standards and identifies areas for continuous improvemeDATE: Tuesday 7th May, 2024 CLASS: Year 5 SUBJECT: Social Studies TOPIC: Savings (Capital resources preservation) Meaning of Saving Saving is the process of keeping things, money and other material resources for future use. Bank is a financial institution where money and other valuable items (gold, documents and certificate) are kept for future use. One can withdraw his or her money(savings) from the bank either through the counter by using a withdrawal slip or through a dispensing machine known as ATM (Automated Teller Machine). The following are the importance of savings: 1) To meet future needs. 2) To protect our resources (money, gold) from being stolen. 3) To build houses. 4) To make it possible to borrow large amounts of money. 5) To earn interest or profit on it. PAST (OLDEN DAYS) WAYS OF SAVING: i) Under the bed ii) Under the ground of the house. iii) Rooftops iv) Shrines v) Secret places like under the rocks. vi) Trunks and hollows of trees. MODERN WAYS OF SAVING ARE: i) In the bank ii) Inside a piggy bank iii) Through Cooperative Societies iv) Through Insurance companies v) Through Mortgage houses vi) Thrift and Credit societies. CAUSES OF POOR SAVINGS ARE AS FOLLOWS: i) Bad economy and decrease in the standard of living in our society. ii) Inability to manage income properly. iii) High level of spending iv) Having too many financial obligations or responsibilities.