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The document is a questionnaire for B.Ed students regarding peer observation. It contains 20 multiple choice questions about students' understanding and experiences with peer observation. The questions address whether peer observation is only for evaluation, whether students can fully observe classes and evaluate teachers based on short observations, whether it helps students improve their own teaching, and whether it causes issues like lack of concentration, inferiority complexes, or bias. The overall purpose is to understand students' perceptions of the benefits and challenges of peer observation.
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Students survey. crush
This document contains a student questionnaire for a school to assess its environment and identify areas for improvement. The questionnaire asks students to rate relationships with peers, teachers, and staff, as well as common conflicts. It also asks about where conflicts occur, if students have experienced problems, and proposals to improve the environment, such as communicating rules, reinforcing discipline, and fostering conflict resolution. The goal is for the school to analyze responses to understand issues and find solutions to problems.
Soal selidik sikap, motivasi, la & ujian pencapaian
This document contains a survey regarding students' motivation, self-directed learning, and English reading achievement at SMAN Pekanbaru High School. It begins with demographic questions for students to fill out, including their name, grade, gender, ethnicity, parents' occupations, and comfort with technology. The survey contains four sections on motivation (intrinsic and extrinsic), self-directed learning, and a test of English reading achievement. Students are asked to indicate their level of agreement with various statements related to these topics on a 5-point scale. The purpose is to obtain students' perspectives on learning English reading in school, with all information to remain confidential and for use in this study only.
Script of an interview about activities
The document summarizes interviews with a student and teacher about extracurricular activities at a school. The student is in Year 12 and enjoys participating in their school's Debate Club, finding that it helps build confidence. They recommend the Debate Club to others. The teacher interviewed teaches English and believes the school offers students a good range of extracurricular activities that provide benefits to students now and in their future. Most students who participate in extracurricular activities attend with friends.
Interview questions (students) - 4018
Ragwana Akram is a 12-year-old student who enjoys spending time at the library doing homework, getting help from teachers, and attending trampoline club after school. She recommends trampolining the most as it is fun and helps keep her fit. Ragwana benefits from staying active in her spare time by staying in shape while also enjoying herself, and she participates in activities with friends who join her after school.
Giving Opinion
The document provides instructions for looking at and analyzing a picture, including questions to consider about who and what is in the picture and what story could be imagined. It also gives examples of expressions for asking for and giving opinions and includes a short dialogue practicing opinion exchange between a student and headmaster about mobile phone use at school.
Ask on task..
The document describes a project by students to improve their questioning skills. The students planned to ask 5 questions per day related to their subjects and track the number of questions in a chart to analyze their progress over time. They discussed ways to improve and posted their evaluation charts on the classroom wall to compare with peers. Data showed that more students were asking the teacher questions after participating in the project, and the students shared what they learned through social media and blogs.
motivation
This document provides strategies for motivating hard to reach students, including establishing clear classroom structure and using positive reinforcement. It discusses delivering positive consequences immediately and frequently with enthusiasm to shape desirable behaviors. A variety of delivery systems for positive reinforcement are suggested, such as charts, spinners, and mystery motivators. Examples of reductive consequences are also given to address problem behaviors.
Self Monitoring
This document contains materials for students to self-monitor their behavior, including a weekly reflection form for students, teachers, and parents to initial daily and provide end-of-week comments. It also includes tools for students to assess if they need a break, how to express feelings, and consequences for meeting behavior goals such as earning tickets for privileges like extra screen time or toys.
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Students survey. crush
This document contains a student questionnaire for a school to assess its environment and identify areas for improvement. The questionnaire asks students to rate relationships with peers, teachers, and staff, as well as common conflicts. It also asks about where conflicts occur, if students have experienced problems, and proposals to improve the environment, such as communicating rules, reinforcing discipline, and fostering conflict resolution. The goal is for the school to analyze responses to understand issues and find solutions to problems.
Soal selidik sikap, motivasi, la & ujian pencapaian
This document contains a survey regarding students' motivation, self-directed learning, and English reading achievement at SMAN Pekanbaru High School. It begins with demographic questions for students to fill out, including their name, grade, gender, ethnicity, parents' occupations, and comfort with technology. The survey contains four sections on motivation (intrinsic and extrinsic), self-directed learning, and a test of English reading achievement. Students are asked to indicate their level of agreement with various statements related to these topics on a 5-point scale. The purpose is to obtain students' perspectives on learning English reading in school, with all information to remain confidential and for use in this study only.
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The document summarizes interviews with a student and teacher about extracurricular activities at a school. The student is in Year 12 and enjoys participating in their school's Debate Club, finding that it helps build confidence. They recommend the Debate Club to others. The teacher interviewed teaches English and believes the school offers students a good range of extracurricular activities that provide benefits to students now and in their future. Most students who participate in extracurricular activities attend with friends.
Interview questions (students) - 4018
Ragwana Akram is a 12-year-old student who enjoys spending time at the library doing homework, getting help from teachers, and attending trampoline club after school. She recommends trampolining the most as it is fun and helps keep her fit. Ragwana benefits from staying active in her spare time by staying in shape while also enjoying herself, and she participates in activities with friends who join her after school.
Giving Opinion
The document provides instructions for looking at and analyzing a picture, including questions to consider about who and what is in the picture and what story could be imagined. It also gives examples of expressions for asking for and giving opinions and includes a short dialogue practicing opinion exchange between a student and headmaster about mobile phone use at school.
Ask on task..
The document describes a project by students to improve their questioning skills. The students planned to ask 5 questions per day related to their subjects and track the number of questions in a chart to analyze their progress over time. They discussed ways to improve and posted their evaluation charts on the classroom wall to compare with peers. Data showed that more students were asking the teacher questions after participating in the project, and the students shared what they learned through social media and blogs.
motivation
This document provides strategies for motivating hard to reach students, including establishing clear classroom structure and using positive reinforcement. It discusses delivering positive consequences immediately and frequently with enthusiasm to shape desirable behaviors. A variety of delivery systems for positive reinforcement are suggested, such as charts, spinners, and mystery motivators. Examples of reductive consequences are also given to address problem behaviors.
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This document contains materials for students to self-monitor their behavior, including a weekly reflection form for students, teachers, and parents to initial daily and provide end-of-week comments. It also includes tools for students to assess if they need a break, how to express feelings, and consequences for meeting behavior goals such as earning tickets for privileges like extra screen time or toys.
motivation
This document provides strategies for motivating hard to reach students, including establishing clear classroom structure and using positive reinforcement. It discusses delivering positive consequences immediately and frequently with enthusiasm to shape desirable behaviors. A variety of delivery systems for positive reinforcement are suggested, such as charts, spinners, and mystery motivators. Examples of reductive consequences are also given to address problem behaviors.
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The document discusses an action research project that gave students three levels of difficulty for independent learning (IL) assignments: easy, medium, and hard. Students were surveyed anonymously about which option they chose and why. The results showed that most students agreed with the perceived difficulties but nearly half chose the option they thought they could answer best. The majority of students liked having the choice of difficulties. Next steps include analyzing the quality of IL work and addressing concerns of students who did not prefer differentiated options.
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The document summarizes an action research project that gave students three levels of difficulty for independent learning (IL) tasks: easy, medium, and hard. A survey of students found that most agreed with the researchers' rankings of difficulty. However, in choosing a task, half of students picked the one they thought they could answer best rather than the easiest. Most students said they enjoyed having the choice of difficulties and wanted differentiated IL again in the future. The researchers plan to analyze the quality of IL work and address concerns of students who disliked the differentiation approach.
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Increasing wait time from 1 second to 5 seconds between asking a question and having students respond produces significant changes in the classroom:
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This document describes a study that examined the effects of Reader's Theatre on college students' reading fluency and learning motivation. The study aimed to determine if Reader's Theatre improved students' reading fluency and enhanced their motivation, and whether reading fluency and motivation were related. The study involved students completing pre-tests of reading ability and motivation, participating in Reader's Theatre activities, and then taking post-tests and questionnaires to measure any changes. Statistical analyses including t-tests and correlation would be used to analyze the data and determine the impacts of Reader's Theatre.
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The document describes a game to practice question words and past simple tenses about holidays. Students are divided into groups and each given a holiday card. They discuss the holiday and write 4-5 questions and answers about it. The groups are then given question word cards. One student from each sits at the board while another reads an answer. The other students race to put the question word card and write the full question. The first team to correctly write the full question wins. Sitting students can also attempt full questions for additional points.
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This document provides information about expectations for a math class. It outlines what supplies students need to bring each day, including notebooks, pencils, calculators and earbuds. It details procedures for bell work, note taking, homework, quizzes, tests and retakes. Students are expected to participate actively in lessons and follow classroom rules about electronics and returning materials.
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- A student application and parent consent form to enroll students in the program.
- A pre-survey given to students to collect data on their supportive relationships, school engagement, attitudes, and coping strategies. This information helps tailor the program to individual students' needs.
- Post-surveys are also given to students, mentors, and parents to provide feedback on the program and identify areas for improvement.
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The document discusses different types of questions teachers can ask students, including yes/no, either/or, and WH questions, and provides examples. It also covers strategies for eliciting short and long answers and different methods for organizing question-answer work in the classroom, noting that strategy B of pausing for students to think before choosing one to answer is generally most effective.
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The document summarizes an action research project that gave students three levels of difficulty for independent learning (IL) tasks: easy, medium, and hard. A survey of students found that most agreed with the researchers' rankings of difficulty. However, in choosing a task, half of students picked the one they thought they could answer best rather than the easiest. Most students said they enjoyed having the choice of difficulties and wanted differentiated IL again in the future. The researchers plan to analyze the quality of IL work and address concerns of students who disliked the differentiation approach.
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This document provides suggestions for new teachers working at NYC public schools. It discusses teaching at NEST+m, a gifted and talented school serving students in grades 6-12 from all 5 boroughs. The document notes the diverse student body and obstacles new teachers may face, such as having multiple class preparations and high expectations. It recommends following school protocols, understanding the teacher development and evaluation system, using classroom management strategies, and getting to know students. The document stresses the importance of student-centered teaching, effective communication, and letting work speak for itself over working excessively hard. It poses scenarios for handling issues like students not doing work, verbal insults, physical altercations, supervision during breaks, and needing to use the bathroom
Tool school choice-it
This document is a questionnaire to guide 14-year old students in their choice of higher secondary school or career path. It contains 10 questions to help students reflect on their academic strengths and interests, how much time they want to dedicate to studying, the type of school environment that suits them best, and their post-secondary and career aspirations. The questionnaire is intended to stimulate discussion between students and their families to facilitate the important decision around their educational future.
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Based on the book Assessment 3.0: Throw Out Grades and Inspire Learning, this presentation demonstrates how to build an ongoing conversation about learning, while discarding number, percentage, and letter grades. Mark Barnes is a global leader in the no-grades classroom movement. You learn how to use digital literacy tools to assess learning and to curate content as a teacher and a student. You learn how to engage learners at all levels in a vibrant discussion about learning and how to help students of all ages become self-evaluative independent learners. For more details, grab a copy of Assessment 3.0 on Amazon: http://www.amazon.com/Assessment-3-0-Throw-Inspire-Learning/dp/1483373886/ref=asap_bc?ie=UTF8
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This document discusses respect in relationships and maintaining successful relationships through life. It notes that the skills for relationships are learned, not innate, and emphasizes empathy and supporting words with actions. Females are cautioned against believing social messages that reduce them to sex objects. Students are assigned a character evaluation survey and chart to complete.
Your Secret Weapon
Increasing wait time from 1 second to 5 seconds between asking a question and having students respond produces significant changes in the classroom:
- The length of student responses increases substantially, by 400-800%
- Unprompted but relevant responses from students increase
- Failure to respond decreases
- Student confidence and the number of student-asked questions increase
- Student achievement improves significantly
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This document discusses implementing Response to Intervention (RTI) in schools and changing perspectives on teaching and learning. It includes an agenda for a staff training covering a video on shifts in education, breakout sessions, and reflections on statements that reflect different mindsets on students' learning challenges. The statements contrast traditional, deficit-based views with growth mindsets aligned with RTI that see struggles as opportunities to provide tailored support and find solutions to help all students succeed. The discussion questions at the end prompt consideration of prevailing beliefs, challenges, and strengths in planning schoolwide RTI implementation.
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This document provides information and instructions for administering benchmark tests to 5th and 6th grade students at Spring Hill Middle School in Bentonville. It outlines important dates for the testing, training requirements, test materials, accommodations, security procedures, and responsibilities of proctors, teachers and administrators.
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Accelerated Reader (AR) is a computer program that students use to build reading skills and practice comprehension. Students select books at their reading level, determined by a STAR reading test. They read independently and take short quizzes on the computer. Teachers can use the results to guide students to books that challenge without frustrating them. The program aims to motivate students to read daily while helping teachers support individual literacy development.
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This document discusses learning partners, which are pairs of students who work together. It provides tips for implementing learning partners, including less preparation needed from the teacher, students teaching one another, and developing critical thinking and interpersonal skills. Various pairing methods are outlined, such as ability level, compatibility, and student choice. Guidelines are provided for effective learning partner interactions, such as asking open-ended questions, focusing on behaviors, and adapting to time needs. Benefits mentioned include higher achievement, stronger relationships, and better social skills.
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Mrs. Cotter outlines her expectations for her 6th grade English Language Arts class. She will focus on strengthening reading, writing, grammar, and vocabulary skills. She emphasizes creating a risk-free learning environment based on respect and responsibility, where students can express their thoughts while being tolerant of others. Grades will be based on tests, projects, homework, quizzes, and daily activities. Students are responsible for making up any missed work when absent and extra help is available after school on Mondays.
Proposal defense
This document describes a study that examined the effects of Reader's Theatre on college students' reading fluency and learning motivation. The study aimed to determine if Reader's Theatre improved students' reading fluency and enhanced their motivation, and whether reading fluency and motivation were related. The study involved students completing pre-tests of reading ability and motivation, participating in Reader's Theatre activities, and then taking post-tests and questionnaires to measure any changes. Statistical analyses including t-tests and correlation would be used to analyze the data and determine the impacts of Reader's Theatre.
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This document presents an analysis of student performance data from the Van Buren, Arkansas public school district. It finds that boys generally perform worse than girls in literacy and math, especially at the elementary and middle school levels. The analysis explores possible reasons for the trends, such as differences in curriculum focus between subjects or grades. It identifies district staff who can provide additional data to better understand the factors influencing the performance gaps and inform improvements to the curriculum and instruction.
1 nurses selecting a study partner
To choose an effective study partner, you must first understand your own learning preferences such as whether you prefer a quiet or active environment. An ideal study partner pays attention in class, takes thorough notes, asks meaningful questions, earns high grades, and is kind and reliable. It is important to find someone who complements your learning style and who you enjoy working with, as you will spend significant time studying together to achieve your shared goal of becoming a nurse.
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The document describes a game to practice question words and past simple tenses about holidays. Students are divided into groups and each given a holiday card. They discuss the holiday and write 4-5 questions and answers about it. The groups are then given question word cards. One student from each sits at the board while another reads an answer. The other students race to put the question word card and write the full question. The first team to correctly write the full question wins. Sitting students can also attempt full questions for additional points.
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This document provides information about expectations for a math class. It outlines what supplies students need to bring each day, including notebooks, pencils, calculators and earbuds. It details procedures for bell work, note taking, homework, quizzes, tests and retakes. Students are expected to participate actively in lessons and follow classroom rules about electronics and returning materials.
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- Involving students in assessing their own work and being trained as markers can help students own their learning.
Professional Education - 20 items I LET Reviewer
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一比一原版(Columbia文凭证书)哥伦比亚大学毕业证如何办理
一模一样【微信：176555708】【(Columbia文凭证书)哥伦比亚大学毕业证成绩单Offer】【微信：176555708】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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一比一原版南昆士兰大学毕业证(USQ毕业证书)学历如何办理
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【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Catalytic Converter theft prevention - NYC.pptx
Understanding Catalytic Converter Theft:
What is a Catalytic Converter?: Learn about the function of catalytic converters in vehicles and why they are targeted by thieves.
Why are They Stolen?: Discover the valuable metals inside catalytic converters (such as platinum, palladium, and rhodium) that make them attractive to criminals.
Steps to Prevent Catalytic Converter Theft:
Parking Strategies: Tips on where and how to park your vehicle to reduce the risk of theft, such as parking in well-lit areas or secure garages.
Protective Devices: Overview of various anti-theft devices available, including catalytic converter locks, shields, and alarms.
Etching and Marking: The benefits of etching your vehicle’s VIN on the catalytic converter or using a catalytic converter marking kit to make it traceable and less appealing to thieves.
Surveillance and Monitoring: Recommendations for using security cameras and motion-sensor lights to deter thieves.
Statistics and Insights:
Theft Rates by Borough: Analysis of data to determine which borough in NYC experiences the highest rate of catalytic converter thefts.
Recent Trends: Current trends and patterns in catalytic converter thefts to help you stay aware of emerging hotspots and tactics used by thieves.
Benefits of This Presentation:
Awareness: Increase your awareness about catalytic converter theft and its impact on vehicle owners.
Practical Tips: Gain actionable insights and tips to effectively prevent catalytic converter theft.
Local Insights: Understand the specific risks in different NYC boroughs, helping you take targeted preventive measures.
This presentation aims to equip you with the knowledge and tools needed to protect your vehicle from catalytic converter theft, ensuring you are prepared and proactive in safeguarding your property.
美洲杯押注靠谱的软件-美洲杯押注靠谱的软件推荐-美洲杯押注靠谱的软件|【网址🎉ac123.net🎉】
美洲杯押注靠谱的软件成立于1934年，隶属于美洲杯押注靠谱的软件酒店管理集团，有着八十多年的历史，有“博彩公司代言人”的美誉，是全球最具影响的博彩公司之一。美洲杯押注靠谱的软件在英国经营着1500多家投注站，全球客户达30万之众，是全球最大的电话投注服务公司。美洲杯押注靠谱的软件除了直接接收玩家的投注外，还接受其他博彩公司的风险转注，起着博彩业“保险公司”的作用。有玩过线上博彩平台的玩家们，一定对美洲杯押注靠谱的软件绝不陌生。
Expanding Access to Affordable At-Home EV Charging by Vanessa Warheit
Vanessa Warheit, Co-Founder of EV Charging for All, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
快速办理(napier毕业证书)英国龙比亚大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(napier毕业证书)英国龙比亚大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
原版制作(澳洲WSU毕业证书)西悉尼大学毕业证文凭证书一模一样
学校原件一模一样【微信：741003700 】《(澳洲WSU毕业证书)西悉尼大学毕业证文凭证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版皇家墨尔本理工大学毕业证(RMIT毕业证书)学历如何办理
学校原版办理【微信号:176555708】【学校原版办理(RMIT毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版科廷大学毕业证(Curtin毕业证书)学历如何办理
退学办理【微信号:176555708】【退学办理(Curtin毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
原版定做(mmu学位证书)英国曼彻斯特城市大学毕业证本科文凭原版一模一样
原版定制【微信:bwp0011】《(mmu学位证书)英国曼彻斯特城市大学毕业证本科文凭》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
Charging and Fueling Infrastructure Grant: Round 2 by Brandt Hertenstein
Brandt Hertenstein, Program Manager of the Electrification Coalition gave this presentation at the Forth and Electrification Coalition CFI Grant Program - Overview and Technical Assistance webinar on June 12, 2024.
Charging Fueling & Infrastructure (CFI) Program Resources by Cat Plein
Cat Plein, Development & Communications Director of Forth, gave this presentation at the Forth and Electrification Coalition CFI Grant Program - Overview and Technical Assistance webinar on June 12, 2024.
EV Charging at MFH Properties by Whitaker Jamieson
Whitaker Jamieson, Senior Specialist at Forth, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
按照学校原版(UniSA文凭证书)南澳大学毕业证快速办理
咨询办理【(UniSA毕业证书)南澳大学毕业证】【176555708微信号】未毕业成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版悉尼大学毕业证(USYD毕业证书)学历如何办理
精仿办理【微信号:176555708】【精仿办理(USYD毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
定制(london学位证书)英国伦敦大学毕业证本科学历原版一模一样
原版定制【微信:bwp0011】《(london学位证书)英国伦敦大学毕业证本科学历》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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Philosophy ques
- 1. St. John's HSS Undancode Questionnaire Personal Data NAME : STD : DIV : Directions The Following is a questionnaire related to obscurity of peer observation among B.Ed students. Read all questions and put a tick ( ) on the suitable option the data will be kept highly confidential . 1) Have you any idea about peer observation ? YES / NO / No Response 2) Is the peer observation is only evaluation ? YES / NO / No Response 3) Have you observe the classes fully at the time of peer observation ? YES / NO / No Response 4) Can you evaluate a teacher by watching only one class of 45 minutes ? YES / NO / No Response 5) What do you mean by peer observation it is understanding the defects of the teacher and to give appropriate suggestions ? YES / NO / No Response 6) Do you think the peer observation is an essential factor in B. Ed curriculum ? YES / NO / No Response 7) Do you get any benefit from this observation ? YES / NO / No Response 8) Can you become a good teacher through the peer observation ? YES / NO / No Response
- 2. 9) Is it really needs the observation of the peer more than evaluation of your teacher ? YES / NO / No Response 10) Is this important if the students can’t get your idea according to the suggestion of your peer observation ? YES / NO / No Response 11) Can you take all your negative sides which are by the observatory as positive the time of evaluation ? YES / NO / No Response 12) Do you think that peer observation is the solution for all your mistakes ? YES / NO / No Response 13) Do you think it will raise your confidence ? YES / NO / No Response 14) Do you think that the peer observation mutually help in your teaching ? YES / NO / No Response 15) Can you improve your teaching capacity through the peer observation ? YES / NO / No Response 16) Do you think this observation made you to feel like inferiority complex ? YES / NO / No Response 17) You are prepared well only at the time of observation unless the other classes. Then do the evaluator will able to find out all your mistakes ? YES / NO / No Response 18) Do you feel any partiality from the side of your friend ? YES / NO / No Response 19) Do your students are deviated from their concentration in class which the presence of an observer ? YES / NO / No Response 20) Sometimes will you be affright of the observation and getting no fluency or make mistakes ? YES / NO / No Response