European e-Competence Framework, ask any question.#Ask #any #question


A common European framework for ICT Professionals in all industry sectors

The European e-Competence Framework (e-CF) provides a reference of 40 competences as applied at the Information and Communication Technology (ICT) workplace, using a common language for competences, skills, knowledge and proficiency levels that can be understood across Europe.

In 2016, the e-CF became a European standard and was published officially as the European Norm EN 16234-1.

As the first sector-specific implementation of the European Qualifications Framework (EQF), the e-CF fits for application by ICT service, user and supply organisations, multinationals and SME s, for ICT managers, HR departments and individuals, educational institutions including higher education and private certification providers, social partners, market analysts, policy makers and other organisations in public and private sectors.

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How the e-CF can help you

The European e-Competence Framework provides a common language to describe the competences including skills and knowledge requirements of ICT professionals, professions and organisations at five proficiency levels, and is designed to meet the needs of individuals, businesses and other organisations in public and private sectors.

Internationally efficient ICT human resources development

The e-CF version 3.0 gives clear definitions and sound orientation to support decision-making in relation to the selection and recruitment of candidates, as well as the qualification, training and assessment of ICT professionals. It enables the identification of skills and competences that may be required to successfully perform duties and fulfill responsibilities related to the ICT workplace. The widespread adoption of the e-CF by companies and organisations throughout Europe has started to increase the transparency, mobility and efficiency of ICT sector related human resources.

Framework creation context and political support

The e-CF was developed through a process of collaboration between experts and stakeholders from many different countries under the umbrella of the CEN ICT Skills Workshop.

From a CEN workshop agreement to a European standard

Following consultation of CEN member states, the e-CF became a European standard and was published in 2016 officially as the European Norm (EN) 16234. Identical in its structure and content to the e-CF 3.0 CWA, the new EN format provides great opportunities for further dissemination and continued adoption of the framework Europe-wide.

The e-CF is a component of the European union s strategy for e-Skills in the 21st Century supported by the European Commission and The Council of Ministers. The Framework supports key policy objectives of the Grand Coalition for digital Jobs and benefits an ever growing user community from the EU and across the world.

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The Verb

Verbs are a necessary component of all sentences. Verbs have two important functions: Some verbs put stalled subjects into motion while other verbs help to clarify the subjects in meaningful ways. Look at the examples below:

My grumpy old English teacher smiled at the plate of cold meatloaf.

My grumpy old English teacher = stalled subject; smiled = verb.

The daredevil cockroach splashed into Sara s soup.

The daredevil cockroach = stalled subject; splashed = verb.

Theo s overworked computer exploded in a spray of sparks.

Theo s overworked computer = stalled subject; exploded = verb.

The curious toddler popped a grasshopper into her mouth.

The curious toddler = stalled subject; popped = verb.

Francisco s comic book collection is worth $20,000.00.

Francisco s comic book collection = stalled subject; is = verb.

The important thing to remember is that every subject in a sentence must have a verb. Otherwise, you will have written a fragment, a major writing error.

Consider word function when you are looking for a verb.

Many words in English have more than one function. Sometimes a word is a n oun , sometimes a verb, sometimes a modifier. As a result, you must often analyze the job a word is doing in the sentence. Look at these two examples:

Potato chips crunch too loudly to eat during an exam.

The crunch of the potato chips drew the angry glance of Professor Orsini to our corner of the room.

Crunch is something that we can do. We can crunch cockroaches under our shoes. We can crunch popcorn during a movie. We can crunch numbers for a math class. In the first sentence, then, crunch is what the potato chips do, so we can call it a verb.

Even though crunch is often a verb, it can also be a noun. The crunch of the potato chips, for example, is a thing, a sound that we can hear. You therefore need to analyze the function that a word provides in a sentence before you determine what grammatical name to give that word.

Know an action verb when you see one.

Dance ! Sing ! Paint ! Giggle ! Chew ! What are these words doing? They are expressing action, something that a person, animal, force of nature, or thing can do. As a result, words like these are called action verbs. Look at the examples below:

Clyde sneezes with the force of a tornado.

Sneezing is something that Clyde can do.

Because of the spoiled mayonnaise, Ricky vomited potato salad all day.

Vomiting is something that Ricky can do—although he might not enjoy it.

Sylvia always winks at cute guys driving hot cars.

Winking is something that Sylvia can do.

The telephone rang with shrill, annoying cries.

Ringing is something that the telephone can do.

Thunder boomed in the distance, sending my poor dog scrambling under the bed.

Booming is something that thunder can do.

If you are unsure whether a sentence contains an action verb or not, look at every word in the sentence and ask yourself, Is this something that a person or thing can do? Take this sentence, for example:

During the summer, my poodle constantly pants and drools.

Can you during ? Is during something you can do? Can you the ? Is there someone theing outside the window right now? Can you summer ? Do your obnoxious neighbors keep you up until 2 a.m. because they are summering ? Can you my ? What does a person do when she s mying ? Can you poodle ? Show me what poodling is. Can you pant ? Bingo! Sure you can! Run five miles and you ll be panting. Can you and ? Of course not! But can you drool ? You bet—although we don t need a demonstration of this ability. In the sentence above, therefore, there are two action verbs: pant and drool .

Know a linking verb when you see one.

Linking verbs, on the other hand, do not express action. Instead, they connect the subject of a verb to additional information about the subject. Look at the examples below:

Mario is a computer hacker.

Ising isn t something that Mario can do. Is connects the subject, Mario , to additional information about him, that he will soon have the FBI on his trail.

During bad storms, trailer parks are often magnets for tornadoes.

Areing isn t something that trailer parks can do. Are is simply connecting the subject, trailer parks , to something said about them, that they tend to attract tornadoes.

After receiving another failing grade in algebra, Jose became depressed.

Became connects the subject, Jose , to something said about him, that he wasn t happy.

A three-mile run seems like a marathon during a hot, humid July afternoon.

Seems connects the subject, a three-mile run , with additional information, that it s more arduous depending on the day and time.

At restaurants, Rami always feels angry after waiting an hour for a poor meal.

Feels connects the subject, Rami , to his state of being, anger.

The following verbs are true linking verbs: any form of the verb be [ am , were , has been , are being , might have been , etc.], become , and seem . These true linking verbs are always linking verbs.

Then you have a list of verbs with multiple personalities: appear , feel , grow , look , prove , remain , smell , sound , taste , and turn . Sometimes these verbs are linking verbs; sometimes they are action verbs. Their function in a sentence decides what you should call them.

How do you tell when they are action verbs and when they are linking verbs? If you can substitute am , is , or are for the verb and the sentence still sounds logical, you have a linking verb on your hands. But if, after the substitution, the sentence makes no sense, you are dealing with an action verb. Here are some examples:

Chris tasted the crunchy, honey-roasted grasshopper.

Chris is the grasshopper? I don t think so! In this sentence then, tasted is an action verb.

The crunchy, honey-roasted grasshopper tasted good.

The grasshopper is good? You bet. Roast your own!

I smell the delicious aroma of the grilled octopus.

I am the delicious aroma? Not the last time I checked. Smell , in this sentence, is an action verb.

The aroma of the grilled octopus smells appetizing.

The aroma is appetizing? Definitely! Come take a whiff!

The students looked at the equation until their brains hurt.

The students are the equation? Of course not! Here, looked is an action verb.

The equation looked hopelessly confusing.

The equation is confusing? Without a doubt! You try it.

This substitution will not work for appear . With appear , you have to analyze the function of the verb.

Godzilla appeared in the doorway, spooking me badly.

Appear is something Godzilla can do—whether you want him to or not.

Godzilla appeared happy to see me.

Here, appeared is connecting the subject, Godzilla , to his state of mind, happiness.

Realize that a verb can have more than one part.

You must remember that verbs can have more than one part. In fact, a verb can have as many as four parts. A multi-part verb has a base or main part as well as additional helping or auxiliary verbs with it. Check out the examples below:

Harvey spilled chocolate milkshake on Leslie s new dress.

Because Harvey is a klutz, he is always spilling something.

Harvey might have spilled the chocolate milkshake because the short dress distracted him.

Harvey should have been spilling the chocolate milkshake down his throat.

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Department of Public Works, ask any question.#Ask #any #question


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Copyright Department of Public Works. 2009. All Rights Reserved.

Mr. Jeremy Cronin

Advocate Sam Vukela

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NDPW moves swiftly to ensure improved wastewater systems

The National Department of Public Works (NDPW) has once again solidified its commitment to ensure that the condition of all the wastewater systems owned by the Department are improved. Read more

Public Works takes action to improve its wastewater facilities

It is not only municipalities and industry that discharge wastewater into KwaZulu-Natal’s rivers. wastewater systems in the province, two at police stations, seven at military installations, two at a. Read more

MINISTER NHLEKO ROLLS UP HIS SLEEVES AND CLEANS HIS FORMER SCHOOL

Public Works Minister Nkosinathi Nhleko MP has celebrated his international Nelson Mandela Day by leading a team of artisans from his Departmental workshop in renovating the. Read more

Minister Nhleko hand over letters to Hereford Farmers in TafelKop to more than 30 farmers

More than 30 emerging Black Farmers in Hereford Tafelkop, Limpopo, have been handed letters of intent to grant property rights by Minister of Public Works Hon Nkosinathi Nhleko, MP. Read more


The Official Robert s Rules of Order Web Site, answer any question.#Answer


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Welcome! On this website you will find information about:

  • Robert’s Rules of Order and its up-to-date current edition, Robert’s Rules of Order Newly Revised (RONR) [click here for a summary list of Notable Changes in the 11th Edition];
  • the short book that provides a simple introduction to parliamentary procedure, Robert’s Rules of Order Newly Revised In Brief (RONRIB);
  • the authors who have created the leading manual of parliamentary procedure; and
  • how you can useRobert’s Rules of Order Newly Revised to help your organization run more smoothly.

The CD-ROM version of the Eleventh Edition of Robert’s Rules of Order Newly Revised is now available. The CD is designed for installation on Windows PCs.

  • Full searchable texts of RONR (11th ed.) and RONRIB (2nd ed.), including all notes, charts, tables, lists, and indexes
  • Hyperlinked section and page cross-references — within each book and from one book to the other
  • Browse by chapter and section or subsection headings, or go directly to any page number
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  • Perform simple keyword or phrase searches, or use advanced search features: Boolean, wildcard, word forms/stems, proximity
  • Create your own bookmarks, highlighters, and notes

Additional bonus materials on the CD include:

  • Sample Rules for Electronic Meetings drafted by the authors of RONR to address various scenarios. Contains four complete sets of rules.
  • Understanding Secondary Amendments, a chapter written in the simplified style of RONRIB and designed as an intermediate step between the explanation of primary amendments in Chapter 5 of RONRIB and the full treatment of amendments in 12 of RONR
  • Ballot Voting rule summaries, checklists, tally sheets, and Tellers’ Report forms, including an interactive PDF form for elections that automatically calculates the number of votes cast and the majority
  • Timekeepers’ Guide with instructions, tables, and forms
  • Forms for motions, roll-call votes, regular and special meeting notices, and convention credentials and registration

The Robert’s Rules of Order CD-ROM may be purchased from American Legal Publishing.

If you have a question about what Robert’s Rules of Order Newly Revised prescribes for a particular situation, first check our Frequently Asked Questions — you may get a quick, accurate answer. Also see Official Interpretations clarifying questions of parliamentary law by the authors of Robert’s Rules of Order Newly Revised.

If that doesn’t settle the matter, you can participate in our Question and Answer Forum.

We also have links that allow you to purchase copies of the books for yourself or your organization. (Click here to scroll to the “Add to Amazon.com Shopping Cart” buttons below.) Answer any question New to meeting rules? Get the best introduction:

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APPOINTED TO A COMMITTEE? CHOSEN AS A CONVENTION DELEGATE? ELECTED AS AN OFFICER OR BOARD MEMBER?

  • Chapters on each clearly explain your duties

To order now, click the Add In Brief to Amazon.com Shopping Cart button further below.

Answer any question The Eleventh Edition of

Robert’s Rules of Order Newly Revised

The book on parliamentary procedure for parliamentarians and novice club presidents alike, Robert’s Rules of Order Newly Revised is this country’s recognized guide to smooth, orderly, and fairly conducted meetings. It is the only book to have been maintained since 1876 under the continuing program established by General Henry M. Robert himself in cooperation with the official publishers of Robert’s Rules.

Available in hardcover, paperback, and deluxe editions, as well as in electronic form on CD-ROM.

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Do Swift-based applications work on OS X 10.9/iOS 7 and lower?

Will Swift-based applications work on OS X 10.9 (Mavericks)/iOS 7 and lower?

For example, I have a machine running OS X 10.8 (Mountain Lion), and I am wondering if an application I write in Swift will run on it.

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Swift code can be deployed to OS X 10.9 and iOS 7.0. It will usually crash at launch on older OS versions.

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Apple has announced that Swift apps will be backward compatible with iOS 7 and OS X Mavericks. The WWDC app is written in Swift.

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Do Swift-based applications work on OS X 10.9/iOS 7 and lower?

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WRITING A SCIENTIFIC RESEARCH ARTICLE, answer any question.#Answer #any #question


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WRITING A SCIENTIFIC RESEARCH ARTICLE

Scientific research articles provide a method for scientists to communicate with other scientists about the results of their research. A standard format is used for these articles, in which the author presents the research in an orderly, logical manner. This doesn’t necessarily reflect the order in which you did or thought about the work. This format is:

  1. Make your title specific enough to describe the contents of the paper, but not so technical that only specialists will understand. The title should be appropriate for the intended audience.
  2. The title usually describes the subject matter of the article: Effect of Smoking on Academic Performance
  3. Sometimes a title that summarizes the results is more effective: Students Who Smoke Get Lower Grades

1. The person who did the work and wrote the paper is generally listed as the first author of a research paper.

2. For published articles, other people who made substantial contributions to the work are also listed as authors. Ask your mentor’s permission before including his/her name as co-author.

1. An abstract, or summary, is published together with a research article, giving the reader a preview of what’s to come. Such abstracts may also be published separately in bibliographical sources, such as Biologic al Abstracts. They allow other scientists to quickly scan the large scientific literature, and decide which articles they want to read in depth. The abstract should be a little less technical than the article itself; you don’t want to dissuade your potent ial audience from reading your paper.

2. Your abstract should be one paragraph, of 100-250 words, which summarizes the purpose, methods, results and conclusions of the paper.

3. It is not easy to include all this information in just a few words. Start by writing a summary that includes whatever you think is important, and then gradually prune it down to size by removing unnecessary words, while still retaini ng the necessary concepts.

3. Don’t use abbreviations or citations in the abstract. It should be able to stand alone without any footnotes.

What question did you ask in your experiment? Why is it interesting? The introduction summarizes the relevant literature so that the reader will understand why you were interested in the question you asked. One to fo ur paragraphs should be enough. End with a sentence explaining the specific question you asked in this experiment.

1. How did you answer this question? There should be enough information here to allow another scientist to repeat your experiment. Look at other papers that have been published in your field to get some idea of what is included in this section.

2. If you had a complicated protocol, it may helpful to include a diagram, table or flowchart to explain the methods you used.

3. Do not put results in this section. You may, however, include preliminary results that were used to design the main experiment that you are reporting on. ( In a preliminary study, I observed the owls for one week, and found that 73 % of their locomotor activity occurred during the night, and so I conducted all subsequent experiments between 11 pm and 6 am. )

4. Mention relevant ethical considerations. If you used human subjects, did they consent to participate. If you used animals, what measures did you take to minimize pain?

1. This is where you present the results you’ve gotten. Use graphs and tables if appropriate, but also summarize your main findings in the text. Do NOT discuss the results or speculate as to why something happened; t hat goes in th e Discussion.

2. You don’t necessarily have to include all the data you’ve gotten during the semester. This isn’t a diary.

3. Use appropriate methods of showing data. Don’t try to manipulate the data to make it look like you did more than you actually did.

The drug cured 1/3 of the infected mice, another 1/3 were not affected, and the third mouse got away.

1. If you present your data in a table or graph, include a title describing what’s in the table ( Enzyme activity at various temperatures , not My results .) For graphs, you should also label the x and y axes.

2. Don’t use a table or graph just to be fancy . If you can summarize the information in one sentence, then a table or graph is not necessary.

1. Highlight the most significant results, but don’t just repeat what you’ve written in the Results section. How do these results relate to the original question? Do the data support your hypothesis? Are your results consistent with what other investigators have reported? If your results were unexpected, try to explain why. Is there another way to interpret your results? What further research would be necessary to answer the questions raised by your results? How do y our results fit into the big picture?

2. End with a one-sentence summary of your conclusion, emphasizing why it is relevant.

This section is optional. You can thank those who either helped with the experiments, or made other important contributions, such as discussing the protocol, commenting on the manuscript, or buying you pizza.

There are several possible ways to organize this section. Here is one commonly used way:

1. In the text, cite the literature in the appropriate places:

Scarlet (1990) thought that the gene was present only in yeast, but it has since been identified in the platypus (Indigo and Mauve, 1994) and wombat (Magenta, et al., 1995).

2. In the References section list citations in alphabetical order.

Indigo, A. C., and Mauve, B. E. 1994. Queer place for qwerty: gene isolation from the platypus. Science 275, 1213-1214.

Magenta, S. T., Sepia, X., and Turquoise, U. 1995. Wombat genetics. In: Widiculous Wombats, Violet, Q., ed. New York: Columbia University Press. p 123-145.

Scarlet, S.L. 1990. Isolation of qwerty gene from S. cerevisae. Journal of Unusual Results 36, 26-31.

In my writing, I average about ten pages a day. Unfortunately, they’re all the same page.

Michael Alley, The Craft of Scientific Writing

A major part of any writing assignment consists of re-writing.

Write accurately

  1. Scientific writing must be accurate. Although writing instructors may tell you not to use the same word twice in a sentence, it’s okay for scientific writing, which must be accurate. (A student who tried not to repeat the word hamster produced this confusing sentence: When I put the hamster in a cage with the other animals, the little mammals began to play. )
  2. Make sure you say what you mean.

Instead of: The rats were injected with the drug. (sounds like a syringe was filled with drug and ground-up rats and both were injected together)

Write: I injected the drug into the rat.

  • Be careful with commonly confused words:
  • Temperature has an effect on the reaction.

    Temperature affects the reaction.

    I used solutions in various concentrations. (The solutions were 5 mg/ml, 10 mg/ml, and 15 mg/ml)

    I used solutions in varying concentrations. (The concentrations I used changed; sometimes they were 5 mg/ml, other times they were 15 mg/ml.)

    Less food (can’t count numbers of food)

    Fewer animals (can count numbers of animals)

    A large amount of food (can’t count them)

    A large number of animals (can count them)

    The erythrocytes, which are in the blood, contain hemoglobin.

    The erythrocytes that are in the blood contain hemoglobin. (Wrong. This sentence implies that there are erythrocytes elsewhere that don’t contain hemoglobin.)

    1. Write at a level that’s appropriate for your audience.

    Like a pigeon, something to admire as long as it isn’t over your head. Anonymous

    2. Use the active voice. It’s clearer and more concise than the passive voice.

    Instead of: An increased appetite was manifested by the rats and an increase in body weight was measured.

    Write: The rats ate more and gained weight.

    3. Use the first person.

    Instead of: It is thought

    Instead of: The samples were analyzed

    Write: I analyzed the samples

    4. Avoid dangling participles.

    After incubating at 30 degrees C, we examined the petri plates. (You must’ve been pretty warm in there.)

    1. Use verbs instead of abstract nouns

    Instead of: take into consideration

    2. Use strong verbs instead of to be

    Instead of: The enzyme was found to be the active agent in catalyzing.

    Write: The enzyme catalyzed.

    3. Use short words.

    I would never use a long word where a short one would answer the purpose. I know there are professors in this country who ‘ligate’ arteries. Other surgeons tie them, and it stops the bleeding just as well.


    Job Interview Questions and Answers, answer any question.#Answer #any #question


    Job Interview Questions and Answers

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    Do you have a job interview coming up? The best way to get ready for an interview is to take the time to review the most common interview questions you will most likely be asked. Knowing what you re going to say can eliminate a lot of interview stress.

    You don t need to memorize an answer, but do take the time to consider how you ll respond. The more you prepare, the more confident you ll feel during a job interview.

    When you re not sure what to expect during an interview, also review this refresher on how job interviews work.

    Job Interview Questions and Best Answers

    Review examples of the best answers for the most frequently asked interview questions in several different categories, and advice on how to answer.

    Most Frequently Asked Interview Questions

    Interview Questions About You

    Interviewers will ask questions about you to gain insight into your personality, and to determine whether you re a fit for both the job and the company.

    Questions About Leaving Your Job

    Employers almost always ask about why you left, or are leaving, your job. Be prepared with an explanation for why you re moving on.

    Interview Questions About Salary

    Some of the hardest questions to answer during a job interview are about compensation.

    Here s what you will be asked and examples of the best answers.

    Questions About Qualifications

    The most important thing for interviewers to determine is whether you re qualified for the job. Here s what they will ask to find out.

    Questions About Job Performance

    How you performed in previous roles can indicate how you will perform in the job for which you re applying. Be prepared to answer questions about what you did well – and what you didn t.

    Interview Questions About Your Work History

    Is your work history stable, has it prepared you for the job you re interviewing for, and do you have any gaps in your employment history that the company should be concerned about? Here s what you ll be asked about.

    Questions About Management and Teamwork

    How you get along with others, including both co-workers and managers, is important to all employers. Here are some of the questions employers ask about getting along at work.

    Questions About Why You Should Be Hired

    Why should you be hired over the other candidates? Here s when you ll have the opportunity to make the case for getting a job offer.

    Interview Questions About the New Job and the Company

    What do you know about the company, why do you want the job, and what would you do if you were to be hired, are just some of the questions you ll be asked about the position and employer.

    Interview Questions About the Future

    Are you going to stick around if you re hired is something most employers want to know. All these questions will gauge your interest in making a commitment.

    The Final Question

    The last question you ll most likely be asked is whether you have any questions. Here s how to respond.

    In addition to being ready to answer these standard questions, prepare for behavior-based interview questions. This is based on the premise that a candidate s past performance is the best predictor of future performance. You will need to be prepared to provide detailed responses including specific examples of your work experiences.

    There are some interview questions, typically known as illegal interview questions, that employers should not ask during a job interview. Here are questions that shouldn t be asked during a job interview and how to best respond.

    Have a phone interview on the agenda? Here are common questions asked during a telephone interview, plus tips on how best to answer so you can move to the next stage of the interview process.

    The last job interview question you may be asked is What can I answer for you? Have an interview question or two of your own ready to ask. You aren t simply trying to get this job – you are also interviewing the employer to assess whether this company and the position are a good fit for you.


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