zilongwang/ReadingBank huggingface dataset:
COURSE SLO ASSESSMENT REPORT, SAC Department: Math Course: Math 060 Faculty Member: Cherie Bowers Semester/Year: Spring 2013 Semester/Year: Institutional SLO Course SLO Method of Assessment Outcomes Plan for Implementation Reassessment Outcome Plan for Implementation Thinking and Reasoning Students will identify and analyze real or potential “problems” and develop, evaluate, and test possible solutions using creative thinking, analysis and synthesis, quantitative reasoning, and/or transfer of knowledge and skills to a new context as appropriate. Quantitative Reasoning Students will use college-level mathematical concepts and methods to understand, analyze and explain issues in quantitative terms. Students will be able to correctly solve linear systems of two equations and two unknowns by the end of the semester. Quizzes, Tests . Instructor 1: Students were given a ten question quiz testing their ability solve a system of equations by graphing, substitution, and elimination and to select the appropriate method for solving application problems including a direct translation problem. Instructor 2: One week following an exam on solving equations with Instructor 1: I will continue to provide opportunity for students to develop their skills through guided practice and cooperative learning exercises. Instructor 2: Forming study groups for out of class activity and work groups in class improving collaboration and sharing of concepts and learning. Instructor 3: Continue to students to utilize
two unknowns an assessment instrument was given to measure the skill level for solving equations using substitution and elimination. Three problems were presented for each of the two categories. Each item was evaluated. Each problem was worth 1.5 points for a total of 9 points. Instructor 3: I placed questions on Exam 2 asking students to solve systems of equations using either method of substitution or elimination. Here’s one of the problems: Instructor 4: I gave students a word problem tutoring center, to do their homework, ask for help, get tested at the disability service center, etc. Provide worksheets for students to write out how they approach problems Peer review – have students review each other’s work and give immediate feedback Instructor 4: Just asking them to study more and do better Instructor 5: I could have students practice by reading the directions aloud before starting the in class assignment. I
in which they had to come up with a system of linear equations in two variables. Instructor 5: I included 4 systems of equations on their chapter 4 test that I used for this data. 2 problems were to be done using substitution and 2 problems were to be done by elimination. I corrected them according to all correct (process and answer), process correct, answer correct, or nothing correct. I did this for the substitution and the elimination. could have the students explain the steps orally as well as, completing each step in written format.
COURSE SLO ASSESSMENT REPORT, SAC Department: Math Course: Math 160 Faculty Member: Semester/Year: Spring 2013 Semester/Year: Institutional SLO Course SLO #1 Method of Assessment Outcomes Plan for Implementation Reassessment Outcome Plan for Implementation Thinking and Reasoning Students will identify and analyze real or potential “problems” and develop, evaluate, and test possible solutions using creative thinking, analysis and synthesis, quantitative reasoning, and/or transfer of knowledge and skills to a new context as appropriate. Quantitative Reasoning Students will use college-level mathematical concepts and methods to understand, analyze and explain issues in quantitative terms. Throughout the semester students will be able to use trigonometric functions to solve triangles and to solve equations. Quizzes, Tests 1. 88% of students were able to correctly solve the word problem using a trig function 2. 79% of students were able to solve a simple linear trig equation. 3. 69% of students were able to solve a quadratic trig equation. 1. State goals or objectives of more explicitly 2. Revise activities leading up to and/or supporting assignments and activities 3. Increase discussions and activities 4. Increase student collaboration. 5. Procure articles/books on teaching about competency
COURSE SLO ASSESSMENT REPORT, SAC Department: Math Course: Math 160 Faculty Member: Semester/Year: Spring 2013 Semester/Year: Institutional SLO Course SLO #2 Method of Assessment Outcomes Plan for Implementation Reassessment Outcome Plan for Implementation Thinking and Reasoning Students will identify and analyze real or potential “problems” and develop, evaluate, and test possible solutions using creative thinking, analysis and synthesis, quantitative reasoning, and/or transfer of knowledge and skills to a new context as appropriate. Quantitative Reasoning Students will use college-level mathematical concepts and methods to understand, analyze and explain issues in quantitative terms. By the end of the semester students will be able to analyze trigonometric graphs. Quizzes, Tests 1. 73% of students were able to identify a tangent graph. 2. 66% of students if given an equation were able identify the period, amplitude, phase shift and range of the graph. 3. 87% of students if to given graph transformations were able to identify the correct equation. 4. 87% of students if to given a graph were able to identify the equation 1. State goals or objectives of more explicitly 2. Revise activities leading up to and/or supporting assignments and activities 3. Increase discussions and activities 4. Increase student collaboration. 5. Procure articles/books on teaching about competency
COURSE SLO ASSESSMENT REPORT, SAC Department: Math Course: Math N06 Faculty Member: Semester/Year: Spring 2013 Semester/Year: Institutional SLO Course SLO Method of Assessment Outcomes Plan for Implementation Reassessment Outcome Plan for Implementation Thinking and Reasoning Students will identify and analyze real or potential “problems” and develop, evaluate, and test possible solutions using creative thinking, analysis and synthesis, quantitative reasoning, and/or transfer of knowledge and skills to a new context as appropriate. Quantitative Reasoning Students will use college-level mathematical concepts and methods to understand, analyze and explain issues in quantitative terms. Students will be able to use Arithmetic operations to correctly solve basic word problems by the end of the semester. Some students were given a ten question quiz assessing their ability to perform the operations of multiplication and division on fractions and to select the appropriate operation for solving application problems. Other students were given a test with word problems on it; 1 addition problem, 1 division problem, and 1 multiplication problem. About 67% of the students who took the quiz demonstrated minimal competency to perform the required operations with fractions. In general, the addition and the multiplication problems were easy for the students to recognize and to work correctly. Division was harder for the students. While most students still recognized that the problem was a division problem, a few thought it was multiplication, and one thought it was addition. Also, one person did the division incorrectly. Continue to provide opportunity for students to develop their skills through guided practice and cooperative learning exercises. Do a project on division where there are different types of division concepts and situations and have students physically divide things. Then follow up with a few worksheets with similar division problems for them to do.
Student:_____________________ Date Completed:________________ Private Pilot Flight Training S-Turns Objective: To develop the pilot's ability to compensate for drift during turns, orient the flightpath with ground references, and divide the pilot's attention Elements: How to select a suitable altitude. How to select a suitable ground reference line with suitable emergency landing areas. Orientation, division of attention, and planning. Configuration and airspeed prior to entry. Entry technique. Wind drift correction. Tracking of semicircles of equal radii on either side of the selected ground reference line. How to maintain desired altitude and airspeed. Turn reversal over the ground reference line . Coordination of flight controls. Schedule: Preflight Discussion 0:15 Demonstration and Student Practice 0:30 Postflight Discussion 0:15 All Times Dependent on Pilot's Ability Equipment: Aircraft Drawing Surface and Marking Utensil Instructor's Actions: Student's Actions: PREFLIGHT: Discuss lesson objective Discuss common student errors in performing the maneuver. Discuss the FAA's emphasis on safety including collision avoidance and division of attention. INFLIGHT: Demonstrate the maneuver. Coach student practice. Evaluate student understanding of maneuver. POSTFLIGHT: Critique student performance. Answer student questions. Assign homework for next lesson. PREFLIGHT: Discuss lesson objective. Listens and takes notes. Resolves Questions. INFLIGHT: Reviews maneuvers. Pays attention and asks questions. Practices maneuver as directed. Answers questions posed by instructor. POSTFLIGHT: Ask pertinent questions. Answers questions posed by instructor. Critiques own performance. Completes assigned homework. Private Pilot Flight Training Completion Standards: FAA-S-8081-14AS (Private PTS, VI., B., 1-7)
ADDRESS THE FOLLOWING POINTS IN YOUR REQUEST: Section 8.10 Before any variance may be granted, the Board must and shall find all of the following. Such findings shall be recorded, along with any imposed conditions or restrictions, in the Board’s minutes and the records and issued in written form to the applicant to constitute proof of the variance: Special Conditions The special conditions and circumstances exist which are peculiar to the land, structure or building involved and which are not applicable to other lands, structures or buildings in the same zoning district; that the special conditions and circumstances do not result from the actions of the applicant. No Special Privilege The granting of the Variance requested will not confer on the applicant any special privilege that is denied by this Ordinance to other lands, buildings or structures in the same zoning district. Hardship That literal interpretation of the provisions of this Ordinance would deprive the applicant of rights commonly enjoyed by other properties in the same zoning district under the terms of this Ordinance and would work unnecessary and undue hardships on the applicant. Minimum Variance That the Variance granted is the minimum Variance that will make possible the reasonable use of the land, building or structure. Purpose and Intent; Public Interest That the granting of the Variance will be in harmony with the general intent and purpose of this Ordinance, and that such variance will not be injurious to the area involved or otherwise detrimental to the public welfare. * * * * * THESE FIVE POINTS MUST BE ADDRESSED IN LETTER OF INTENT * * * * * ACKNOWLEDGEMENT FORM I have read and understand the above instructions. Hearing date(s) will be confirmed when I receive a copy of the Notice of Public Hearing stipulating the day and time of any applicable hearings. I acknowledge that I or my representative must attend any applicable meetings scheduled for the Planning & Zoning Commission/Local Planning Agency, Board of Zoning Adjustments and Appeals, and Council.
include the potential impact the proposed action they are undertaking through these operational guidelines may have on the person’s (and their household’s) rights under the Charter. For more information see Making Client Focused Decisions Operational Guidelines. Eligibility for Special Housing Needs Individuals and households eligible for the Special Housing Needs category are people who: meet the eligibility criteria including the Priority Access income and asset eligibility criteria meet the eligibility criteria for one of the Special Housing Needs reasons when a new applicant, have no alternative housing options. Eligibility criteria To be eligible for social housing, in general primary applicants should live in Victoria and: be an Australian citizen or permanent resident of Australia meet the income and asset eligibility limits for their household have an independent income not own a property in which they could live. Up-to-date documentation to confirm the above criteria must be provided. Income and asset documentation should be less than 28 days old. For further information see the Eligibility Criteria Operational Guidelines. Income eligibility New applicants The income eligibility limit for the Special Housing Needs category is the Priority Access income limit, which is set out in the . The income eligibility limits are the limits gazetted by the Director of Housing and published on the Department of Health and Human Services (the department) website (housing.vic.gov.au). To determine total household income, the assessable incomes of the household are added together to determine whether the household meets the Priority Access income limit. If the total household income is less than or equal to the maximum income limit for Priority Access, the household is considered eligible. If the primary reason for the application is family violence the Register of Interest income limit can be applied, if necessary, to provide appropriate assistance. Generally, a family violence applicant should meet the income eligibility limits to be eligible for the register. However where a person and their household is experiencing family violence and need access to ongoing housing in order to be safe, they are also eligible to be on the register. Transfer applicants The income eligibility limit for the Special Housing Needs category for current social housing tenants is the Register of Interest income limit. If the total household income is less than or equal to the maximum income limit for the Register of Interest, the household is considered eligible.
working safely on energized circuits and shall be familiar with the proper use of special precautionary techniques, personal protective equipment, insulating and shielding materials and insulated tools. New hires shall be trained upon assignment. Refresher training shall be done if a deficiency is identified during an audit but should not exceed 3 years. Training shall be documented. 6.0 TRAINING (UNQUALIFIED PERSONNEL) 6.1 All unqualified Personnel shall be trained, and become familiar with the following information: 6.1.1 The risks associated with energized equipment. 6.1.2 The tasks that can be done only by Qualified workers. 6.1.3 How to protect themselves when working around electricity. 6.1.4 The importance of obeying electrical hazard signs and tags. 7.0 TRAINING FREQUENCY 7.1 Designated Qualified and Unqualified Personnel will receive training at least annually. The training consists of common sense training for working around high voltage power. 8.0 PROTECTIVE MEASURES/EQUIPMENT 8.1 Test Instruments and all Equipment 8.1.1 Only qualified employees may perform testing work on electrical circuits or equipment. Job site foreman will visually inspect all electrical tool, cords, and equipment daily. 8.1.2 All test instruments and equipment and associated leads, cables, power cords, probes, and connectors shall be visually inspected for external defects and damage every time the equipment is used. If any defect or damage is noted that may expose the employee to injury, the item tagged and removed from service, and no employee shall use the item until repairs and tests have been completed. 8.1.3 Test instruments and equipment and their accessories shall be rated for the circuits and equipment to which they will be connected and shall be designed for the environment in which they will be used.
Class [#] [name or identity of Class]: This class is impaired, has balloted upon the Plan, and [ACCEPTS/REJECTS] the Plan. Class [#] Ballots Claims in terms of $ Total in class [# of ballots distributed] [$ amount of allowed claims] # filed [# of ballots] [(% of total)] [$ amount] [(% of total)] for Plan [# of ballots] [(% of total)] [$ amount] [(% of total)] against Plan [# of ballots] [(% of total)] [$ amount] [(% of total)] [Provide as many additional summary paragraphs as necessary.] Certification I certify that the [Plan Proponent] retains the voted ballots and will, upon request of the Court, the debtor-in-possession, the case trustee (if any), and/or the U.S. Trustee, produce copies of all such ballots. I further certify that the above summary report is an accurate summary of all classes, all allowed claims, and all ballots voted, and that this summary complies with Vt. LBR 3018-3. Dated: _______________ Authorized Agent of Plan Proponent By: ______________________________ Printed name of signatory Address E-mail address Telephone number
Wheat is one of a number of GM crops that have been approved for experimental field planting in Australia. There have been trials of GM wheat that sought to improve salt tolerance, drought resistance, disease resistance, yield, grain quality and nutrient use efficiency. GM wheat is not grown commercially in Australia, and is not licenced for commercial release. The Gene Technology Regulator (the Regulator) carries out science-based risk analysis before approving field trials of GM wheat. Any work with GM wheat in Australia must be licenced by the Regulator. Criminal charges can apply for unauthorised dealings with GM plants of any kind. Since 2005, the Regulator has issued 21 licences for early-stage research trials of GM wheat. To date, seven of these field trial licences are still current. For further details, see the table on the next page. Each field trial is limited in its size (0.4–3.0 hectares per year) and duration (up to 5.5 years, that is, six seasons). The trials are subject to strict containment conditions to manage the potential for spread and persistence of the GM wheat and its introduced genes into the wider environment. The OGTR actively inspects trials to make sure they are compliant with licence conditions. There have been no breaches of containment with any of these field trials. GM wheat from these trials is not permitted to enter commercial human food or animal feed supplies. CSIRO researchers are developing wheat and wheat products that might improve nutritional properties such as glycaemic index. The Regulator has authorised CSIRO to conduct trials involving feeding foods containing GM wheat to animals and people under some licences. These studies are also subject to approval by ethics committees who consider animal and human ethical issues. Some of these trials are ongoing, while some have concluded. For full details on each trial visit the . Current licences for limited and controlled releases (field trials) of GM wheat Licence No Licence holder Modified Trait Issued CSIRO Disease resistance July 2018
Example Risk Assessment Date: Risk Likelihood (1-5, with 1 least likely and 5 most likely) Impact (1-5) Total Risk (Likelihood X Impact) Date Risk Identified Nature of Risk (Clinical/ Management Strategy Comments Responsibility Date Actioned Equipment is incorrectly calibrated 2 3 6 Non-clinical Ensure equipment is calibrated. Equipment failure 2 2 4 Non-clinical Ensure patients are re-booked. Ensure support for equipment is in place for remediation. Patient contracts infection in the consulting room 2 3 6 Clinical Keep cross infection control procedures up to date. Referral letters not received by GP 2 3 6 Non-clinical Utilise secure fax to ensure delivery and receipt of patient details. IT System failure 1 2 2 Non-clinical Alternative manual recording of patient records and all data collection. This Risk and Issues Management Policy will be reviewed annually from commencement date [insert date].
Safer Lorries and Vans 10 0 0 Safer Urban Driver Training 4.5 6.6 6.6 Cycle Grants for Schools 9 6 6 Staff Resource 33 33 33 Capital: Cycle Parking 30 30 30 In total, the Council has successfully bid through the BCP for an extra £30,000 in capital funding for each of the three years 2014/15 to 2016/17, and additional revenue funding of £62,500 in 2014/15 and £53,600 in both 2015/16 and 2016/17. Additionally through the BCP TfL is providing direct funding for a Sustrans Bike-It Plus officer who will work with selected schools in the Borough over the three years to encourage safe cycling to school. QUIETWAY ROUTES As well as allocating BCP funding to boroughs, TfL administers three major programmes to support the Mayor’s vision: a London Grid of cycle friendly streets and routes in central London; mini-Hollands for outer London boroughs; and the Quietways programme. In Wandsworth, Quietways will have most relevance and is a London-wide £120m programme to be delivered over 10 years. The Mayor’s vision describes Quietways as a cross-London network of high-quality guided routes on low-traffic back streets and other routes so that different kinds of cyclists can choose the routes which suit them. Quietways are intended to be direct, clearly signed, and delivered as whole routes without gaps in difficult places. Sustrans have been working for TfL on the Quietways network with input from boroughs, and two pilot routes are being developed in north and east London (Bloomsbury to Waltham Forest and Waterloo to Greenwich). These will help identify route costs and assess how many Quietway routes could be delivered in total over the course of the programme. The schedule for other routes is not yet known but Sustrans have identified two routes for potential further development that pass through Wandsworth:- a Waterloo-Croydon route, passing through Tooting Commons (using existing cycle routes) and Tooting Bec Road; and a possible spur from the Waterloo-Croydon route from Clapham Common to Wimbledon Park via Windmill Drive/Thurleigh Road/Wandsworth Common/Magdalen Road/Ravenslea Road/Revelstoke Road. It should be noted that route plans are in an early stage and none of these routes have been finalised. At present it appears likely that Sustrans will be project
Participant responses can provide a foundation to address the full scope, nuances and personal perspectives of “balance of justice” for NCVRW events. “Is This True Today?” The 1982 President’s Task Force on Victims of Crime Final Report (see “A National Historical Perspective,” above) featured over 40 “sidebar” quotations from actual crime victims about their experiences as survivors and with the justice system. NAVAA has compiled over 40 of these quotations into a PowerPoint presentation entitled “Is This True Today?” Any or all of these slides can be used to encourage discussions about the extent to which victims’ concerns and issues over 30 years ago have been adequately addressed by our justice systems and victim services in 2014. You can download the “Is This True Today?” presentation at the NCVRW CAP Subgrantees Only website (). There is also a worksheet you can use for participants to rate the progress made since 1982. Artwork to Visually Depict the 2014 NCVRW Theme “Theme artwork” will be provided in the 2014 NCVRW Resource Guide published by OVC. In the meantime, it’s easy and fun to find artwork that visually depicts the 2014 NCVRW theme. You can start by entering “Clipart, Justice” and “Clipart, Challenges” into any Internet search engine, and you’ll find a broad array of free clipart from which to choose. Another great (and free) resource is the “clipart” provided within Microsoft software (go to “insert” and then “clipart” within your Microsoft program); for example, there are over 80 clips for “justice”……. For More Information Please contact National Crime Victims’ Rights Week Community Awareness Project Consultant Anne Seymour via email at ; or by telephone at 202.547.1732. SAMPLE WORK SHEET TO OBTAIN INPUT ON THE 2014 NCVRW THEME From your unique personal and/or professional perspective, please identify three effective strategies for “restoring the balance of justice,” and three challenges to “restoring the balance of justice.” THREE EFFECTIVE STRATEGIES FOR “RESTORING THE BALANCE OF JUSTICE” THREE CHALLENGES TO “RESTORING THE BALANCE OF JUSTICE”
Some of us remember when drunk driving was a traffic offense, not a crime. Margaret Mitchell, author of Gone With the Wind, was killed by a drunk driver who never spent a night in jail. We remember when a burglary victim was told, “Tough luck! Keep your door locked next time.” We remember when parents of a rape victim prayed for her forgiveness rather than calling the police. All too recently, if criminals or juvenile delinquents paid a price for their crimes, it went to the state rather than to direct restitution to the victim. Younger professionals and volunteers in our Nation’s crime victim assistance field find it hard to believe the stories of injustices that their elders tell. Reminiscing about our history isn’t a bad thing, but our task now is to recognize and work together to mitigate the weaknesses in our systems of justice and victim service delivery today. We look to the past, not simply with respect, but to gain clarity about who we can become. Thirty years from now, we want new victim assistance professionals and volunteers to look back to our day – in 2014 – and find our stories hard to believe. The prophets’ promise to the Hebrews that the desert of their lives would bloom again was not only a promise of what God was going to do. It was also a call to action. We can easily become discouraged. So much resistance and indifference can become depressing. But that moment of despair is precisely when we hear a Word from beyond ourselves. We will never completely realize the vision, but we consistently move toward it. Guided by the vision, our work in crime victim assistance and community safety is never a “job.” It is a calling. Spiritually-sensitive Caregiving An excellent book that highlights key aspects of six faiths – Buddhism, Christianity, Hinduism, Islam, Judaism and Native American culture – is Spiritually Sensitive Caregiving: A Multifaith Handbook. Co-authored by four respected national victim advocates, this book describes each faith’s ritual beliefs and rituals, death issues and justice-related issues. It can be ordered from Amazon at . For More Information Please contact National Crime Victims’ Rights Week Community Awareness Project Consultant Anne Seymour via email at ; or by telephone at 202.547.1732.
Day 1 Hanoi - airport pick up - Check in hotel in Hanoi (Meal: No) Pick up the airport and then transfer you to the hotel in Hanoi Old Quarter – the most exciting place for tourist. After that you are free to visit Hanoi City by yourself. Note: Check in time is 13:00 P.M. Night 1: Over night in hotel in Hanoi Old Quarter Day 2 Hanoi - Halong Bay - Vspirit Cruises (Meal: B, L, D ) 08:00 – 8.30 Pick-up at hotel and start the scenic, 3.5 hour drive to Halong Bay. Enjoy the landscape of the Red River Delta country side and have a short break on the way. 12:00 – 12:30 Embark on V’Spirit Classic Cruise followed by a short cruise briefing. 13:00 – 15:30 Savor a delectable lunch as V’Spirit Classic Cruises among the limestone islands… 15h30 – 16h30 Kayak among the hidden areas of the bay, around the Luon Cave area 16h30 – 17h30 Cruise to Soi Sim Island. Go swimming and relaxing at the beach of Soi Sim or climb up to the top of the island for a panorama view of Halong Bay 17h30 Return to the main boat for a shower. Relax or snap photos as the sun starts to set 19h00 Dinner is served. Socialize with other guests, fish for squid, or just laze around Overnight on board. Night 2: Overnight on V’Spirit Cruises in Halong Day 3 Halong Bay - Hanoi - Check in hotel in Hanoi (Meal: B, L ) 06h30 – 07h00 Start your day with Tai Chi exercises or a photo hunt 07h30 – 08h30 Have breakfast at sunrise 08h30 – 09h30 Explore the amazing Sung Sot Cave – the nicest cave in Halong Bay 09h30 Return to the boat. Freshen up and check out of your cabin 10h30 – 11h30 While heading back to the harbor, watch the cooking demonstration before enjoying a traditional Vietnamese lunch. 12h00 Disembark V’Spirit Classic Cruise 12h30 Transfer back to your hotel in Hanoi city center Night 3: Over night in hotel in Hanoi Old Quarter Day 4 Hanoi Free day – Train station transfer- Night train to Da Nang (Meal: B)
1 The learner will understand hazards and risks in own workplace The learner must know: Assessment Requirements Evidence Location 1.a The meaning of the terms ‘hazards’ and ‘risks’ Learners should describe the meaning of the terms ‘hazards’ and ‘risks’. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Written assignment/essay Learner log/reflective journal Professional discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b Key hazards and risks in own workplace Learners should outline a minimum of two key hazards and two risks in own workplace. 1.c Safe working practices in own workplace Learners should describe safe working practices in own workplace. 1.d Key hazards and risks, and precautions within own job role Learners should outline key hazards and risks, and precautions to take within own job role.
1.e Key hazards and risks, and precautions within own job role Learners should identify workplace instructions relevant to own job. 1.f Any unsafe practices in own workplace and job role Learners should identify any unsafe practices in own workplace and job role. 1.g Which unsafe working practices that present the highest risk to self and others Learners should identify which potentially unsafe working practices present the highest risk to self and others.
2 The learner will understand own responsibilities for health and safety in the workplace The learner must know: Assessment Requirements Evidence Location 2.a Own responsibilities for health and safety in own workplace and job role under health and safety legislation Learners should identify own responsibilities for health and safety in the workplace and job role under health and safety legislation. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Written assignment/essay Learner log/reflective journal Professional discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b The importance of personal presentation and behaviour in the workplace Learners should explain the importance of personal presentation and behaviour in the workplace. 2.c Procedures for dealing with risks outside the scope of own responsibility Learners should describe the procedures for dealing with risks outside the scope of own responsibility. 2.d The appropriate personnel with whom to liaise in own workplace learners should identify the appropriate personnel with whom to liaise in own workplace.
Refer to Model 1. In what cell organelle does cellular respiration occur? MITOCHONDRION What are two reactants needed for cellular respiration? GLUCOSE and OXYGEN (C6H12O6 + O2) What are three products of cellular respiration? CO2 + H2O + ATP’s What four substances are recycled during photosynthesis and respiration? CO2, H2O, C6H12O6 , O2 What is the one component in photosynthesis that is not recycled and must be constantly available? LIGHT Are chloroplasts found in most plant cells? Explain. MOST, BECAUSE MOST CARRY OUT PHOTOSYNTHESIS. NOT ALL-REMEMBER ONIONS? Are mitochondria found in most plant cells? Explain. YES, ALL CELLS CARRY OUT CELLULAR RESPIRATION. Are chloroplasts found in animal cells? Explain. NO, ANIMALS ARE HETEROTROPHS AND DO NOT CARRY OUT PHOTOSYNTHESIS. Are mitochondria found in animal cells? Explain. YES, ALL CELLS CARRY OUT CELLULAR RESPIRATION. 9. Write a grammatically correct sentence that compares the reactants and products of photosynthesis with the reactants and products of respiration. Be ready to share your sentence with the class. THE REACTANTS NEEDED FOR CELLULAR RESPIRATION ARE PRODUCED DURING PHOTOSYNTHESIS; THE PRODUCTS FROM CELLULAR RESPIRATION ARE USED AS REACTANTS IN PHOTOSYNTHESIS. SUNLIGHT ENERGY IS REQUIRED FOR PHOTOSYNTHESIS, WHILE CELLULAR RESPIRATION PRODUCES CHEMICAL ENERGY IN THE FORM OF ATP. 10. As a group carefully consider and discuss the following statement: “Plants can survive on their own, because they make their own food. Animals can’t survive on their own but need plants for survival.” Do you agree with this statement? or why not? Can you come to a consensus as a group? Be ready to discuss your group’s response to this statement. ANIMALS REQUIRE THE PRODUCTS OF PHOTOSYNTHESIS. PLANTS USE THESE PRODUCTS FOR THEIR OWN CELLULAR RESPIRATION. *ANIMALS ASSIST SOME PLANTS WITH POLLINATION AND RECYCLING NUTRIENTS INTO THE SOIL.
U.S. History – Honors Name _________________________________________ World War I and the Russian Revolution the 14 Points and the Treaty of Period ____ Date ________________________________ Part I ’s Fourteen Points Directions: first, look back at your notes on the causes of World War I. Next, please read the summary of parts of Woodrow Wilson’s “Fourteen Points” speech of January 8, 1918 (below). Finally, complete the chart. What It Says What It Means Cause (if any) It’s A Reaction To Point 1 Open promises of peace, openly arrived at. Point 2 Absolute freedom of navigation upon the seas outside territorial waters. Point 3 The removal of all economic barriers and establishment of equality of trade. Point 4 Guarantees that national armaments (weapons) will be reduced. What It Says What It Means Cause (if any) It’s A Reaction To Point 5 Adjustment of colonial claims, that in determining all such questions
W O R K P L A N F O R M 1. Recipient Name: 2. MOA Number: 3. MOA Term Dates: From: Thru: Reserved for NCIDC Use 4. Identified Need(s)/Problem(s), Planned Goal(s) & Subcategory Services: 5. Unit Measure: 6. Subcategory Code Number: 7. Planned # to be Served: 8. Planned # of Contacts: 9.A Planned Number of Volunteers (Enter “0” if none.) # of Volunteers: 2.3.A 9.B Planned Number of Volunteer Hours (Enter “0” if none.) # of Volunteer Hours: 2.3.B 10. List Planned Partnerships (Enter “0” if none.) # of Agency(s): Agency Code: Use Additional Work Plan Forms as Necessary
Applies To: All Wisconsin Veterans Home at King (WVH-K) staff, members, volunteers and visitors Policy: Upon receipt of a bomb threat, it is impossible to know if it is real or a hoax. Therefore, precautions shall be taken for the safety of the members, visitors, and employees; and to improve the probability that the culprit is caught. Procedures: In the event of a bomb threat staff will utilize the Bomb Threat Procedure form attached to this document. Once the Police have arrived: Unlock all drawers and cabinets for search crews. Keys shall be available so that searchers can inspect all rooms. Employee lockers will be searched. If padlocked, padlock will be cut off. The Administrator or designee shall remain with the Search Commander during the entire search to provide assistance and counsel during the search. You can help by searching your immediate area and identifying any strange or misplaced objects. Do NOT touch anything – report suspect objects. If a suspected bomb is located within the building, the responsibility for investigation will be that of the law enforcement officials having jurisdiction over such matters.
to be done for or in connection with, or as incidental to, the performance of its function. __________________ Division 1—Establishment and functions and powers of the Courts Council 10 Establishment of the Courts Council s. 10 (1) The Courts Council is established. (2) The Courts Council— (a) is the governing body of Court Services Victoria; and (b) has the general direction and superintendence of Court Services Victoria; and (c) subject to this Act, may perform the function and exercise the powers of Court Services Victoria. 11 Functions and powers of the Courts Council In addition to the performance of the function and the exercise of the powers of Court Services Victoria, the Courts Council has the following functions and powers— (a) to direct the strategy, governance and risk management of Court Services Victoria; (b) to appoint, in accordance with this Act— (i) the Chief Executive Officer of Court Services Victoria; and (ii) a Court Chief Executive Officer for each jurisdiction;
(7) Any person or body to whom or which an Order applies must give effect to the Order. (8) An Order under this section cannot divest the management of land from a lessee, licensee or tenant of the land. s. 58 (9) An Order under this section takes effect despite anything to the contrary in any Act or subordinate instrument other than the Charter of Human Rights and Responsibilities Act 2006. __________________ Division 1—Amendment of Public Administration Act 2004 59 Definitions s. 59 See: Act No. 108/2004. Reprint No. 4 as at 1 July 2013 and amending Act No. 81/2012. LawToday: www. legislation. vic.gov.au In section 4(1) of the Public Administration Act 2004— (a) after paragraph (c) of the definition of exempt body insert— "(ca) Court Services Victoria; or"; (b) insert the following definitions— "Chief Executive Officer of Court Services Victoria means the person holding the office or performing the duties of the Chief Executive Officer of Court Services Victoria; Court Chief Executive Officer means a person holding the office or performing the duties of a Court Chief Executive Officer under the Court Services Victoria Act 2014;
"declared composite program means a preschool program— (a) referred to in paragraph (b) of the definition of education and care service in section 5 of the Education and Care Services National Law (Victoria); and (b) declared by Ministerial Order to be an early childhood service for the purposes of this Act; early childhood service means— (a) an education and care service within the meaning of the Education and Care Services National Law (Victoria); or (b) a children's service within the meaning of the Children's Services Act 1996; or (c) a declared composite program; national regulations means the regulations made under the Education and Care Services National Law (Victoria);"; (b) insert the following definitions— "registered early childhood teacher means a person registered under Division 3A of Part 2.6 as an early childhood teacher; temporary approval means a temporary approval granted under section 2.6.60C;"; (c) in the definition of registered teacher, after "teacher" insert "or an early childhood teacher"; (d) the definition of early childhood is repealed.
2 Commencement s. 2 (1) Subject to subsection (2), this Act comes into operation on a day or days to be proclaimed. (2) If a provision of this Act does not come into operation before 1 February 2015, it comes into operation on that day. 3 Principal Act See: Act No. 53/1998. Reprint No. 9 as at 1 January 2014 and amending Act Nos 11/2010 and 67/2013. LawToday: www. legislation. vic.gov.au In this Act, the Victorian Civil and Administrative Tribunal Act 1998 is called the Principal Act. 4 Definition of expert witness inserted Insert the following definition in section 3 of the Principal Act— "expert witness means a person who has specialised knowledge based on the person's training, study or experience;". 5 Establishment of Tribunal After section 8(2) of the Principal Act insert— "(3) The Tribunal consists of— (a) a President; and (b) the Vice Presidents, Deputy Presidents, senior members and ordinary members; and (c) the principal registrar and registrars referred to in section 32.".
6 Membership s. 6 Section 9 of the Principal Act is repealed. 7 New section 32A inserted After section 32 of the Principal Act insert— "32A Delegation by principal registrar (1) Subject to subsection (2), the principal registrar, with the prior written approval of the President, may delegate to a member of staff referred to in section 32(1)(c) any function of the principal registrar under the rules that the rules specify may be delegated under this section. (2) The principal registrar may delegate a function under the rules only to a person the principal registrar is satisfied is appropriately qualified to perform the function. Note The rules may specify the person or class of person to whom a function may be delegated—see section 157A(5)(b). (3) A delegation under this section must be in writing. (4) In this section— appropriately qualified, for a function, includes having the qualifications, experience or standing appropriate to perform the function.".
Victoria Justice Legislation Amendment (Discovery, Disclosure and Other Matters) Act 2014 No. 25 of 2014 [Assented to 8 April 2014] The Parliament of Victoria enacts: 1 Purposes The purposes of this Act are— (a) to amend the Civil Procedure Act 2010 to provide for further case management powers in relation to discovery and disclosure; and
Section 78D of the Corrections Act 1986 provides for the application of section 464B in relation to persons detained under that Act.". Division 4—Serious Sex Offenders (Detention and Supervision) Act 2009 See: Act No. 91/2009. Reprint No. 1 as at 27 June 2012 and amending Act Nos 65/2012, 32/2013, 70/2013 and 76/2013. LawToday: www. legislation. vic.gov.au 16 New section 192A of the Serious Sex Offenders (Detention and Supervision) Act 2009 inserted s. 16 After section 192 of the Serious Sex Offenders (Detention and Supervision) Act 2009 insert— "192A Disclosure of certain information is not breach of section 4 of Judicial Proceedings Reports Act 1958 Section 4 of the Judicial Proceedings Reports Act 1958 does not prevent a disclosure of information, including the identity of a victim, that is made for the purposes of the administration of this Act or of an order made under this Act or an order or sentence made or imposed by a court under the Sentencing Act 1991 or for the purposes of an application for an order under this Act or the Sentencing Act 1991.". __________________
4 Revocation r. 4 The following Regulations are revoked— (a) the Financial Management Regulations 2004; (b) the Financial Management (Amendment) Regulations 2006. 5 Definitions In these Regulations— employee has the same meaning as in the Public Administration Act 2004; empowered officer means an accountable officer or a chief finance and accounting officer; incident means— (a) loss of or deficiency in public money; or (b) loss or destruction of, or damage to, other property of the State; investigation means an investigation under section 57 of the Act; investigator means a person appointed under regulation 11; relevant employee, in relation to an investigation, means the employee in relation to whom the investigation is being, or is proposed to be, conducted; relevant incident, in relation to an investigation, means the incident to which the investigation relates; the Act means the Financial Management Act 1994.
Item No. Column 1 Authority Column 2 Specified Money 1 Environment Protection Authority established under section 5 of the Environment Protection Act 1970 Money forming part of the Public Account 2 Roads Corporation established under section 80 of the Transport Integration Act 2010 Money forming part of the Public Account 3 Victorian Commission for Gambling and Liquor Regulation established under section 6 of the Victorian Commission for Gambling and Liquor Regulation Act 2011 Money forming part of the Public Account 4 Victorian Health Promotion Foundation established under section 16 of the Tobacco Act 1987 Money forming part of the Public Account ═══════════════
4 Section 2 repealed Section 2 of the Fences Act 1968 is repealed. 5 Section 3 substituted and new sections 4, 5 and 6 inserted For section 3 of the Fences Act 1968 substitute— "3 Definitions In this Act— adjoining land in relation to an area of land, means land that shares a common boundary with the area of land; agricultural land means land used primarily for agricultural or pastoral purposes, regardless of whether the land is also used for commercial or residential purposes; authorised fencing works means fencing works and any subsidiary works carried out as provided for in section 12(1)(a), (b), (c) or (d); s. 5 boundary survey notice means a notice of intention to have a common boundary defined given under section 28; commercial land means land used primarily for commercial purposes, regardless of whether the land is also used for agricultural or residential purposes; common property has the same meaning as in the Owners Corporations Act 2006;
Division 1—Procedure for fencing works 11 Meaning of adjoining owner and notifying owner in Division 1 In this Division— adjoining owner means the owner of the adjoining land to the land of the notifying owner, being the adjoining land for which the fencing notice is given; notifying owner means an owner of land who gives a fencing notice to the owner of the adjoining land under section 13. 12 Owners must not undertake fencing works unless in accordance with an agreement or otherwise in accordance with this Act s. 6 (1) An owner of land must not undertake fencing works or any subsidiary works unless the works are carried out— (a) in accordance with a fencing notice agreement; or Note Section 3 defines a fencing notice agreement as an agreement between owners of adjoining lands, or owners of adjoining lands and tenants, about proposed fencing works and any subsidiary works to be undertaken, that is reached after a fencing notice has been given to one of the owners.
(g) the way in which contributions for the fencing works and any subsidiary works are to be apportioned or reapportioned or the amount that each owner or long-term tenant is liable to pay for the works; (h) any other work to be carried out (including work for a retaining wall) that is necessary so that the fencing works and any subsidiary works agreed on by the parties or specified in the order can be carried out; (i) the time within which the fencing works and any subsidiary works are to be carried out (including any specific dates and times at which a person who carries out the works may enter land for the purpose of carrying out the works) and the manner in which those works are to be performed; (j) whether an owner is to pay compensation to the owner of the adjoining land for loss of occupation of land arising from the placement of a dividing fence (including because of loss of an unrealised possessory right) and, if so, the amount of any compensation to be paid; s. 6 (k) that a party to the proceeding cease an activity or discontinue conduct that, in the opinion of the Court, is unreasonably damaging or may unreasonably damage a dividing fence;