We thank you for your enquiry and attach our quotation.

Wij danken u voor uw aanvraag en sluiten onze prijsopgave in.

We can make you the following firm offer.

Wij kunnen u de volgende vaste offerte doen.

We have pleasure in offering you the following without engagement:

Wij kunnen u vrijblijvend de volgende offerte doen:

We can offer you the following, subject to being unsold.

We kunnen u het volgende aanbieden, mits onverkocht.

We would like to draw your attention to our special offer.

Wij maken u attent op onze bijzondere aanbieding.

All our products are of superior quality.

Al onze producten zijn van hoogwaardige kwaliteit.

We can offer you these shoes at very competitive prices.

Wij kunnen u deze schoenen tegen zeer concurrerende prijzen aanbieden.

We are sorry to inform you that the goods you require are not available from stock.

Helaas moeten we u meedelen dat we de door u gewenste goederen niet op voorraad hebben.

We would have no problem supplying the shoes you asked for.

Het zou voor ons geen probleem zijn de door u gevraagde schoenen te leveren.

In reply to your inquiry we have the pleasure to offer you the following.

In antwoord op uw aanvraag kunnen wij u het volgende aanbieden.

We can supply from stock.

Wij kunnen uit voorraad leveren.

We will have no problem meeting your delivery date.

Het is voor ons geen probleem uw leverdatum aan te houden.

We agree to the delivery date that you mentioned.

We gaan akkoord met de leverdatum die u noemt.

We allow a 2 % discount for payment within 7 days after date of invoice.

Bij betaling binnen 7 dagen na factuurdatum krijgt u een korting van 2%.

We can allow you a 5 % quantity discount for bulk quantities.

Bij afname van grote hoeveelheden kunnen wij u een kwantiteitskorting geven van 5%.

May we point out to you that these prices can be revised without previous notice.

Gaarne wijzen wij u erop dat deze prijzen zonder voorgaande berichtgeving gewijzigd kunnen worden.

The prices quoted are exclusive of packaging.

De prijzen in de offerte zijn exclusief verpakking.

All our prices have been reduced by 2%.

Al onze prijzen zijn met 2 % verlaagd.

The price of the shoes is £89 plus VAT.

De prijs van de schoenen bedraagt £89 plus BTW.

Prices have risen considerably.

De prijzen zijn aanzienlijk gestegen.

Demand for these articles has increased enormously lately.

De vraag naar deze artikelen is de laatste tijd enorm gestegen.

If you are interested in our offer, we urgently request you to order soon.

Indien u geïnteresseerd bent in onze offerte verzoeken wij u dringend uw bestelling snel te plaatsen.

We trust that our quotation will meet your requirements.

We vertrouwen erop dat onze prijsopgave aan uw eisen voldoet.

We would be glad to contact you to discuss further details.

Wij zijn graag bereid contact met u op te nemen om verdere details te bespreken.

We hope you will take full advantage of this exceptional offer.

Wij hopen dat u van dit bijzondere aanbod gebruik maakt.

We feel sure that you will find a ready sale for this excellent material.

Wij zijn ervan overtuigd dat u een goede markt vindt voor dit uitstekende materiaal.

Your customers will be satisfied with it.

Uw klanten zullen er tevreden over zijn.

We must urge you to place your order as soon as possible.

We moeten erop aandringen dat u uw order zo spoedig mogelijk plaatst.

We will deliver within two weeks of receipt of order.

Levering geschiedt binnen twee weken na ontvangst van uw bestelling.

The execution of your order will receive our most careful attention.

Wij besteden de grootste zorg aan de uitvoering van uw order.

Offer and Quotation

Rhetorical questions - a question that doesn’t require an answer Emotive words: evoke feelings and emotions from the reader Superlatives, Exaggeration and Positive Adjectives: suggest something is the best, e.g. most beautiful, cheapest, etc. Personal Pronouns: you, me, us, we Anecdotes: stories/quotations from personal experience Imperatives: command words or phrases. Facts and Statistics: make people believe you Offer Visitors Something Special tell them how they will benefit Recommendations: from people who have done it before

Writing: Offers and quotations - quizlet list

Offer and acceptance contract law

แบบทดสอบเก็บคะแนนหนว่ยที่ 2 offer and request

'Create a quiz based on this lesson: . Tenali Rama was known for his sense of humour. In fact, King Krishnadevaraya used to enjoy his witty remarks even when they were targeted at him. Here is one such story. Scene 1 One day, an Arab horse trader visited the court of King Krishnadevaraya. He had a fine horse for the king. The (Greek/Chinese/Arab/ British) trader visited the court of King Krishnadevaraya King: All of you know that I am very fond of horses. The horses in my stable are the finest indeed! Send the trader in! I always want some rare breeds of horses from across the world to add to my man collection. Trader: Good day, Your Majesty! I have brought one of the finest horses from ArabiaI request you to see the horse. I am sure you will want him for your royal stable. King: This is indeed a magnificent creature! I wish to buy this fine horse. Trader: Your Majesty, I have two more such horses with me in Arabia and it would be my pleasure to bring them to you. Trader: You are really kind and I am sure you will like ader merchant magnificent splendid/superb King: I am so happy to hear that. I agree to buy the other two horses as well Into Trader: l am grateful for your offer and I promise to return with the other two horses within a week's time. Scene 2 Months passed, but there was no sign of the trader. Worried and anxious, the king decided to take a stroll in the garden. There, he spotted Tenali Rama sitting under a tree and scribbling something on a piece of paper. King: What are you writing on this sheet of paper, Rama? Rama: Here is the paper. You can see for yourself. It is the list of names of people who can be called 'very foolish!. Rama showed the paper to the king. It was a list of names with the king's name at the top. King: My name is always on top of the list. I do know that you respect me. On the top of the list was written— 'List of the Biggest Fools in the World! He became furious. King: How can you call your King, 'a fool?' You will have to explain it to me. Rama: lam really sorry that I had to add you as well in the list of fools. How could your Highness trust an unknown Arab horse trader, give him a huge advance, and expect him to return? ' King: What if he really comes back? Rama: If he returns with his horses after taking so much money from you, then I will put his name as the first one. So, he will be on top of the list of fools. The king realized his mistake. His anger slowly gives way to laughter. King: You are really funny, Rama. I was very unhappy, but with your witty remark, you have defused my anger and anxiety. I love your sense of humour. Rama: Dear King, you are so good to everyone! You fail to understand that you should be good to people, but should never trust strangers. The king agreed and they walked back to the palace.

Health 11/12 Review for Final Exam Core Concepts - Mental and Emotional Health, Substance Abuse Prevention, Safety and Violence Prevention, Family Life and Human Sexuality, Disease Prevention and Control, Healthy Eating Health Education Skills - goal setting, decision making, accessing information/resources, analyzing influences, communication, self-management, advocacy DIMENSIONS of Wellness - social, spiritual, emotional/mental, environmental, financial, intellectual, multicultural, occupational, physical, sexual RISK factors - anything that increases the risk of disease, injury, or illness. PROTECTIVE factors - anything that decreases the risk of disease, injury, or illness. INTERNAL health factors - health factors that can be either hereditary and genetic or acquired elements -- include smoking and personal diet or eating habits. Example – a genetic predisposition to an illness. EXTERNAL health factors - health factors that are part of the direct outer environment, the geographical location, micro-organisms, socio-economic elements that could affect an individual's health. Example – being unable to afford mental health services. Unit 1- Managing Personal and Community Wellness Explain Maslow’s Hierarchy of Needs in your own words using the image provided. Explain how each Social Determinant of Health may impact a person’s health. Levels of Disease Prevention • PRIMARY The goal is to avoid conditions altogether. • SECONDARY The goal is early detection. • TERTIARY The goal is to minimize the damage (manage). Define the following terms. Fads/Trends Sleep hygiene Driver safety Unit 2- Investigating Social Ecological Factors on Well-Being Socio-Ecological Model – The SEM examines how health behaviors form based on characteristics of individuals, communities, nations and levels in between. Each level overlaps with other levels signifying how the best public health strategies are those that encompass and target a wide range of perspectives. Interpersonal (personal) health vs. intrapersonal (relationship) health Health INEQUITY - systemic, ingrained and unjust barriers that prevent segments of the population from having the opportunity of health leading to health disparity. IMPLICIT BIAS - a form of bias that occurs automatically and unintentionally, that nevertheless affects judgments, decisions, and behaviors. Research has shown implicit bias can contribute to unequal access to quality healthcare, negative patient-provider relationships and interactions; and create mistrust in the healthcare system and practitioners among patients. This can contribute to health disparities. Health DISPARITY - represents a difference in health between populations. It is often used to describe disease burden and other negative health outcomes socially disadvantaged groups may face. Health EQUITY - The opposite of health inequity. It describes a system that supports a high standard of health and healthcare for all people. Racism - Beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals or groups because of phenotypic characteristics or ethnic group affiliation. DISCRIMINATION - An unjust differential treatment of a person or a group. PRIVILEGE- The unearned access to resources and social power that are only available to some because of their membership within certain social groups. OPPRESSION is the act of taking away choices from others and can be defined as a system that maintains advantage and disadvantage based on social identities and that acts on multiple levels from interpersonal to institutional and societal. (internalized, interpersonal, institutional, structural) Systematic Oppression - Intentional disadvantage of groups of people based on their identity while advantaging members of dominant group (race, gender, sexual orientation, language, size, ability, etc.). Intersectionality - The complex, cumulative way in which the effects of multiple forms of discrimination (such as racism, sexism, and classism) combine, overlap, or intersect especially in the experiences of marginalized individuals or groups Unit 3- Accessing Resources and Communicating to Support Mental and Emotional Health What is anger? What is anxiety? What is stress? STRESSORS are the things that cause stress. Stressors can be internal and external. A stressor may be a one-time or short-term occurrence, or it can happen repeatedly over a long time. INTERNAL Stressors - are made by your belief system and the way you evaluate yourself. Examples include pessimistic attitude, negative self-talk, deep need to be perfect, low self-esteem or body image, unhealthy standards for self. EXTERNAL Stressors - are stressful things that happen in your surroundings and/or in your environment. Examples include busy schedules, work problems, family issues, financial trouble, social problems, injury, unforeseen circumstances. Socio-economic issues are also a part of external stressors such as poverty, violence, and racism. Define the following mental health conditions. Depression Eating disorders NSSI Non-suicidal self-injury Grief/Loss Suicide prevention A.C.T. • ACKNOWLEDGE- Tell them in a caring way that you recognize that they are having a problem • CARE- You can show you care by actively listening - put away anything else you are doing, make eye contact, sit down, ask questions. • TELL-(call 988 for additional help and support) - Tell them it is important that they speak with a trusted adult. Help them figure out who this may be and offer to go with your friend. A social norm is an unwritten, informal rule meant to guide behavior among the of society. It distinguishes between acceptable and unacceptable, good and bad, and so on. Social norms can influence a person with emotional or mental health disorders, access to care and stigmatize their situation. STIGMA- a mark of disgrace associated with a particular circumstance, quality, or person. • Self-stigma - This describes the internalized stigma that people with mental health conditions feel about themselves. • Public stigma - This refers to the negative attitudes around mental health from people in society. • Institutional stigma - This is a type of systemic stigma that arises from corporations, governments, and other institutions. Unit 4- Evaluating Risks of Substance Use and Abuse Harm Reduction - a set of practical strategies and ideas aimed at reducing negative consequences associated with drug use. Explain how each level of the Social Ecological Model is impacted by addiction. Individual Relationship Community Society SEM Level Contributing/Risk Factors to substance use Preventative/Protective Factors for substance use Individual Interpersonal/Relationship Community Society Unit 5- Analyzing Influences to Examine Ways to Increase Safety and Reduce Violence HATE CRIME - a crime, usually violent, motivated by prejudice or intolerance toward an individual’s national origin, ethnicity, color, religion, gender, gender identity, sexual orientation, or disability. Explain how the media influences violence in society. The Pyramid of Hate Explain the escalation of hate using the Pyramid of Hate visual. List several hate crime motivators. Example: age HEALTHY Relationship Signs - comfortable pace, trust, honesty, independence, respect, equality, kindness, taking responsibility, healthy conflict, fun UNHEALTHY Relationship Signs - intensity, possessiveness, manipulation, isolation, sabotage, belittling, guilting, volatility, deflecting responsibility, betrayal Sexual Assault is a sexual behavior WITHOUT consent. Human trafficking - the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, using force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery. Sex trafficking - commercial sex act induced by force, fraud, or coercion, or in which the person induced to perform such an act has not attained 18 years of age. Trafficking happens using… • Force - using violence to control someone. • Fraud - using lies to control someone. • Coercion - using threats to control someone. Unit 6- Family Life and Human Sexuality Agency - A belief about yourself and the extent to which you can act on that belief. • The ability to choose freely one’s own narrative. • To embrace the idea that I am the cause (or agent) of my own thoughts and actions. • Personal agency is a personal responsibility for who we are, what we experience, what we do about that experience, and how we shape our world to give us more of the experiences we want. SEXUAL Agency • The ability to choose your own interests and desires vs. what we see in the media or others’ perceptions • The ability to identify, communicate, and negotiate one’s sexual needs • The ability to initiate behaviors that allow for the satisfaction of those needs Sexually Explicit Material - photographs, videos, films, magazines, and books whose primary themes, topics, or depictions involve sexuality that may cause sexual arousal. Sexual scripts - thoughts, patterns, or behavior that a person has about themselves in a romantic or sexual context. It is how people picture themselves or want to project themselves in front of others. Reproductive Rights of Teens - In Maryland, teens have the right to an abortion, keep their child, obtain and use birth control, paternity tests, adoption, give up custody of their child within 10 days of birth (Safe Haven Law). • REPRODUCTIVE RIGHTS- legal rights and the freedom of the individual to control decisions regarding contraception, abortion, sterilization and childbirth. • SAFE HAVEN LAW- a distressed parent who is unable or unwilling to care for their infant can safely give up custody of their baby, no questions asked. CONSENT is an agreement between participants to engage in sexual activity. • It is clearly and freely communicated, verbal, and affirmative. Consent CANNOT be given if… • A person is underage, one or both partners is intoxicated or incapacitated by drugs or alcohol, one partner is asleep or unconscious, one partner feels pressured, threatened or intimidated, or one partner holds a position of power or authority over the other. Unit 7- Advocating for Enhanced Nutrition, Food Systems, and Health Outcomes Dietary Guidelines for Americans Guideline 1: Follow a Healthy Dietary Pattern at Every Life Stage Guideline 2: Customize and Enjoy Food and Beverage Choices to Reflect Personal Preferences, Cultural Traditions, and Budgetary Considerations Guideline 3: Focus on Meeting Food Group Needs with Nutrient-Dense Foods and Beverages, and Stay Within Calorie Limits Guideline 4: Limit Foods and Beverages Higher in Added Sugars, Saturated Fat, and Sodium, and Limit Alcoholic Beverages FOOD DESERT- a neighborhood where there is little or limited access to healthy and affordable food such as fruits, vegetables, whole grains, low-fat milk and other foods that make up the full range of a healthy diet. FOOD INSEQURITY lack of access to a sufficient amount of food because of limited funds. More than 49 million American households are considered food insecure and are vulnerable to poor health as a result. PROCCESED FOODS- any raw agricultural commodities that have been washed, cleaned, milled, cut, chopped, heated, pasteurized, blanched, cooked, canned, frozen, dried, dehydrated, mixed or packaged — anything done to them that alters their natural state.

In our classroom, we believe in teamwork and responsibility. That's why we have different classroom jobs that students can take on to help make our learning environment run smoothly. Each job comes with specific tasks and responsibilities, and it is important for the students to understand the requirements and expectations for each role. Let's take a closer look at the different classroom jobs available to our sixth-grade students: 1. Teacher's Assistant: The Teacher's Assistant plays a crucial role in our classroom. Their main responsibility is to remind the teacher of important tasks that need to be done throughout the day. This includes taking attendance, passing out papers to go home, and any other "do not forget" tasks that the teacher might need help with. The Teacher's Assistant needs to be organized, responsible, and reliable. 2. Supplies Monitor: The Supplies Monitor is responsible for ensuring that all classroom supplies are put away neatly. This includes making sure that pencils, pens, markers, and other materials are returned to their designated places after each use. The Supplies Monitor needs to be attentive to detail and have good organizational skills. 3. Technology Assistant: With our use of technology in the classroom, the Technology Assistant plays a vital role. They help students and guest teachers who might not be tech-savvy with chromebooks and other devices. The Technology Assistant should be comfortable with technology, patient, and willing to help others. 4. Room Monitor: The Room Monitor is in charge of checking desks and floors before lunch dismissal. They make sure that everything is clean and organized before we leave the classroom. The Room Monitor needs to be responsible, observant, and take pride in maintaining a tidy learning environment. 5. Line Leader: The Line Leader has the important task of leading the class and setting the pace when we transition from one place to another. They need to walk in a straight line, follow instructions, and be a positive role model for their peers. The Line Leader should be reliable, responsible, and demonstrate good leadership skills. 6. Messenger: The Messenger is responsible for taking things to the office or picking up items that the teacher needs. They need to be trustworthy, reliable, and able to follow instructions. The Messenger should also have good time management skills to ensure tasks are completed promptly. 7. Host/Hostess: When visitors come to our classroom and need assistance while the teacher is busy, the Host/Hostess is there to help. They greet visitors, provide directions, and offer any necessary support. The Host/Hostess should have good communication skills, be friendly, and approachable. 8. Guest Teacher Guide: In the event of a guest teacher, this student will help them take attendance and assist the teacher with anything they need help with. The Guest Teacher Guide needs to be responsible, reliable, and have good communication skills. They should also be respectful and supportive of the guest teacher. 9. Researcher: During whole-class discussions, if there is a question or topic that needs further exploration, the Researcher steps in. They use the internet to look up information and provide additional insights. The Researcher should have good research skills, be able to navigate online resources, and share accurate information with the class. 10. Secretary: The Secretary takes down notes when directed in the class notebook and collects any papers for absent students, placing them in their designated file. They need to be organized, attentive, and have good handwriting. It is important to note that all of these roles come with certain requirements. To be considered for any of these jobs, you must be punctual and have good attendance. This means arriving to school and class on time every day. Additionally, honesty and reliability are crucial traits for anyone taking on these responsibilities. By working together and taking on these classroom jobs, we can create an environment that is conducive to learning, organized, and supportive. Each of these roles plays a vital part in our classroom community, and we appreciate the efforts of all students who take on these responsibilities. Let's make our classroom a place where everyone feels valued and can thrive!

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