zilongwang/ReadingBank huggingface dataset:
Family Traditions Modern Québec Lousiana and the History of the Cajuns describing your family, saying where you go in your free time, what you are going to do, how you will get there near future tense, avoir expressions, dates, command forms, modes of transportation and key verbs Projects and Outings Pastimes of the French Paris and Cinema Travel in France The European Community saying what you did, telling where you went, discussing your activities, deciding what to wear and buying clothes, Inviting someone to go out, talking about how you spend and used to spend your time, talking about the past passé composé verb tense, the verb faire and its use in expressions, direct object pronouns, imperfect tense, vocabulary for clothing, activities, invitations Daily Life Gender Relations Interpersonal Relations Changing Views on Love and Marriage in France The European Community describing your daily routine, talking about your relationships, describing traits and characteristics pronominal verbs in the present/immediate future/ passé compose/imperfect, relative pronouns Food and Nutrition Dinner Traditions in France Gastronomy ordering and buying food, choosing a healthy lifestyle the partitive, expressions of quantity, conditional tense Vacations and Hotels Traveling to the French Antilles Creole talking about vacation, preparing for a trip, going to the travel agent, buying your ticket, deciding where to go and where to stay future tense, indirect object pronouns, geographical expressions Francophone Music and its African and Antillean Influences West Africa running errands, living arrangements, going to the doctor, giving directions impersonal expressions, subjunctive, infinitive use with expressions of emotion/volition/impersonal expressions Methods: Students entering Bloomsburg University who have taken four years or more of a second language in high school will be waived of the requirement and receive 2 GEPs. Students with fewer than 4 years of learning in a foreign language will take a placement test. Students who place above the second level (x.102) will be considered to have fulfilled the General Education Goal 8 Basic Communication in a Second Language. Students who
nouvelles, Beaubourg (Centre Pompidou) Student strikes of 1968 and 1995, le Bac exam, Web site of the Sorbonne Web site discussion of some major French government businesses and companies (such as La Poste, RATP) Literary excerpts from writers such as Tahar Ben Jelloun, Nathalie Sarraute, Hélène Cixous Paintings by Karel Appel, Jean Dubuffet, Nicolas de Staël, Victor Vasarely Film excerpt: Rue Cases-Nègres (Martinique) or other from overseas France The Middle Class and the Poor Multiculturalism Educational system and ERASMUS Overseas France Francophone World Organisation internationale de la Francophonie (web site) Reading: Michèle Lalonde “Speak White” Francophone Countries and Regions Around the World Methods: Course is taught in English and includes a combination of lecture and discussion. Class size is limited to 40 students in order to facilitate discussion and manage complex material. Students work on projects, take tests and quizzes, and participate in class discussions. Written assignments and oral presentations investigate specific topics. Activities outside class, such as participation in informal conversation groups or film viewings, may be assigned. Alternate assignments may be provided in lieu of out-of-class or co-curricular activities. Access to electronic resources such as the Internet is required. FRENCH 212 is offered in alternating semesters. Student Learning Objectives: Student Learning Objective Gen. Ed. Goal associated with GEPS Related VALUE Rubric Elements 11a. Compare and contrast historical, social, political, geographical, intellectual and aesthetic features that shape contemporary French-speaking societies with one’s own society. Cultures and Diversity RUBRIC: Intercultural knowledge and Competence ELEMENT: Knowledge—Cultural self- awareness 11b. Communicate basic information pertaining to the cultures of contemporary France and Francophone nations and Cultures and Diversity RUBRIC: Intercultural knowledge and Competence
As a result, students develop the ability to express, in speech and in writing, their own insights and reflections, and compare them with those of others. Learning contexts Topics The individual Students explore aspects of their personal world, aspirations, values, opinions, ideas, and relationships with others. They also study topics from the perspectives of other people. Young people and their relationships Students reflect on their relationships with family and their connections with friends. The French-speaking communities Students explore topics from the perspectives of individuals and groups within those communities, or the communities as a whole, and develop an understanding of how culture and identity are expressed through language. Traditions and values in a contemporary society Students explore how the traditions and values of French-speaking communities are maintained. The changing world Students explore information and communication technologies and the effects of change and current issues in the global community. Our changing environment Students explore global environmental issues. Refer to Appendix 2 for a list of suggested sub-topics for delivery of the unit topics. Text types and kinds of writing It is necessary for students to engage with a range of text types and kinds of writing. In school-based assessments, students are expected to produce the following kinds of writing: informative, evaluative, persuasive and reflective. They are also expected to respond to, and to produce, a range of text types in French from the list below. account advertisement announcement article blog posting cartoon chart conversation description diary entry discussion email film or TV program (excerpts) form image interview journal entry letter map message note plan review script – speech, interview, dialogue sign summary table Refer to Appendix 3 for details of the features and conventions of the text types and characteristics of the kinds of writing. Linguistic resources Vocabulary Vocabulary, phrases and expressions associated with the unit content.
Assembly Sew the calfskin lid to the wider end of the calfskin bag with ½” hem. Use glover’s needles and white linen cord at approx. 4-5 stitches per inch. Lay all the calfskin parts out on top of the hemp canvas. Trace on the canvas and cut. Leave enough canvas to cut out the canvas bag interior divider (19”x12”); let me (Zack) know if you don’t have enough canvas for this. Sew the calfskin sides to the calfskin bag: On the skin side of the bag-sides, draw a line in pen ½” from the sides and bottom (the curved end). The side and bottom lines should meet at a point on both bottom corners (i.e. don’t follow the curve around the bottom). Draw a ½” line in pen along the sides of the bag, starting at the notches where the bag narrows. Lay the bag and bag-side parts hair on hair. Align the straight side of the bag-side to the side of the bag (narrower end) Clamp the parts together with binder clips Using glover’s needles and white linen cord, lace the bag-sides to the bag Start at the top front of the bag (i.e. the narrow end of the bag), sewing through the lines on the bag-sides and the bag Lace at approx. 4-5 stitches per inch Sew down to the corner (marked in pen) and stop Align the notch on the bag-side with the notch at the bag/lid Lace down to the corner of the bag-side and stop Cut a ¼” notch in the bag-side just past the corner Pull the notch so it overlaps itself; while holding it tight, lace the bottom of the bag-side to the bag When you near the other corner, pull that bag-side’s notch so it overlaps itself; while holding it tight, lace the bottom of the bag-side to the bag Repeat all of this on the other bag-side
Onward pathways: University: Choosing MFL at school WILL open doors to a university degree. You can combine a language with other subjects such as *European Legal Studies *European Management *Leisure and tourism with related modules in areas such as *popular culture * drama *film and media *history *politics and society *linguistics etc… as a joint degree with another discipline e.g. * Spanish and Computer Science *Marine Sciences with French *Politics and Spanish *French and Maths you can also take a language option at some point in your degree e.g. *French for lawyers *Spanish for engineers * Beginners’ Chinese A Languages Degree will include a year abroad, a much sought after and unique experience valued from employers, who value the fact that you have been working/studying with people from a variety of cultures. Careers: Linguists work for a range of organizations worldwide, including universities and colleges, high tech companies, research institutions, consulting firms, government and the military and in the fields of law, accountancy, journalism, intelligence, diplomacy, medicine, scientific research, marketing, the travel industry. A knowledge of one or more foreign languages can be useful in a wide range of careers. For some jobs, such as translating, interpreting and language teaching, language skills are one of the main requirements. They are a strong asset for the following jobs: legal assistants, museum curators, bilingual sales representatives, technical and engineering positions. - For other jobs a combination of languages and other qualifications, knowledge or skills may be needed. For example, people with a language plus ICT, law, finance or sales skills are much sought-after. Please consult:http://www.all-languages.org.uk/uploads/files/Press%20Releases/Work%20Talk.pdf Further information: Please contact Mrs Allen, Mrs Bartlett, Mrs Géal-Wilkes, Ms Jiménez Asencio, Ms Laporte, Mrs McCusker, Mrs Taylor, Mrs Williams http://www.wjec.co.uk/qualifications/french/r-french-gcse-from-2016/index.html
social and political change how language and culture evolves. Unit 1 Unit description The focus for this unit is Le monde des jeunes (The world of youth). Through the study of the unit content, students develop skills, knowledge and understandings to communicate in the French language and gain an insight into the culture. Unit content This unit includes the knowledge, understandings and skills described below. Learning contexts and topics Unit 1 is organised around three learning contexts and a set of three topics. The placement of a topic under a particular learning context is intended to provide a specific perspective for the teaching and assessment of the topic. Learning contexts Topics The individual Students explore aspects of their personal world, aspirations, values, opinions, ideas, and relationships with others. They also study topics from the perspectives of other people. My world, your world Students reflect on and share aspects of their lifestyle, interests and social activities. The French-speaking communities Students explore topics from the perspectives of individuals and groups within those communities, or the communities as a whole, and develop an understanding of how culture and identity are expressed through language. Youth culture in a francophone country Students explore shifting trends in youth culture in a French-speaking community and discuss what this says about the community. The changing world Students explore information and communication technologies and the effects of change and current issues in the global community. Communicating in a modern world Students consider the role of technologies in the daily lives of people around the world. Text types and textual conventions It is necessary for students to engage with a range of text types. In school-based assessments, students are expected to respond to, and to produce, a range of text types in French from the list below. account email message
Co-Tournament Directors: Amy McMahon (651-319-1147) & Shelly Lickfelt (651-247-3401) 14 U 10U & 12U – A/B tournament 10U & 12U – C tournament 8U Tournament June 1st and 2nd, 2018 – evening games under the lights $350 entry Level of Play: AB Pool Play to Bracket 5 Game Guarantee Mall of America Nationals Berths will be awarded to 1st and 2nd place finishers Medals will be awarded to 1st, 2nd and 3rd Place finishers “Youth 1st Team Award” eligible for demonstrating good sportsmanship June 2nd & 3rd, 2018 $350 entry Pool Play to Bracket 5 Game Guarantee Mall of America Nationals Berths will be awarded to 1st and 2nd place finishers in G old and Silver Divisions. Medals will be awarded to 1st, 2nd and 3rd Place finishers in Gold and Silver Divisions “Youth 1st Team Award” eligible for demonstrating good sportsmanship June 9th & 10th, 2018 $350 entry Pool Play to Bracket 5 Game Guarantee Mall of America Nationals Berths will be awarded to 1st and 2nd place finishers Medals will be awarded to 1st, 2nd and 3rd Place finishers “Youth 1st Team Award” eligible for demonstrating good sportsmanship June 9th & 10th, 2018 $175 entry Pool Play to Placement Game 3 game guarantee Medals will be awarded to 1st, 2nd, and 3rd Place finishers. Visit for official rules and tournament roster requirements. Follow us on Twitter @FarmingtonFGFA Registration Form Tournament you are registering for: ____ Frenzy A/B tournament June 1-3 (10s, 12s, 14s) ____ Frenzy C level only tournament June 9-10 (10s, 12s) ____ Frenzy 8 U tournament June 9-10 Team Name: ________________________________ Age Group: _____8U ____ 10U ___ 12U ____14U Level of Play: ___ A/B ___C
Week 1 Introduction / Find and provide information on a cultural topic Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 2 How to explain your thought, expose your research, give your opinion: debates on a broad range of issues relevant to globalization Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 3 Introduce works of art, expose your taste Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 4 Francophone diversities: talk about cultures incl food and recipes in the Francophone world Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 5 Present a Francophone comedian/ film / play / culture or subculture Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 6 Learn to pronounce and recite a poem / Work on pronunciation and memorization of selected poems Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 7 Plan and prepare for professional life: in France, in francophone Africa, in francophone Canada, francophone Switzerland, in the francophone Islands Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 8 Discuss cultural differences and similarities between countries - issues of dependence and independence in globalization Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 9 Use more specific adverbs, use comparisons and metaphors, express contentment and frustration – differences between the French from France and the French from Africa or Quebec Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 10 Describe the human body, how people talk about health in different countries Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 11 Converse about the aquatic life and aquatic activities, the countryside and the mountain life, the city life Posting to prepare week’s topic (1st day of week), Readings, Presentations Week 12 Give advice, ask favors, make wishes, narrate memories / Understand and use slang and Posting to prepare week’s topic (1st day of week), Readings, Presentations
Data Sheet: Frequency Directions: Complete the following data collection sheet to determine how frequently a learner is engaging in a particular behavior. Learner: ________________________________ Observer: __________________________ Date Setting/ Activity Length of observation Behavior # of times (tally marks) Total # of times Before, during, or after intervention
Date: Start Time: End Time: Length of Observation: Observer: Time Student Response + - + - + - + - + - + - + - + - + - + - How Many Prompts? None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 Occurrences of target behavior (+) Percentage= Total number of opportunities Date: Start Time: End Time: Length of Observation: Observer: Time Student Response + - + - + - + - + - + - + - + - + - + - How Many Prompts? None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 Occurrences of target behavior (+) Percentage= Total number of opportunities
Date: Start Time: End Time: Length of Observation: Observer: Time Student Response + - + - + - + - + - + - + - + - + - + - How Many Prompts? None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 Occurrences of target behavior (+) Percentage= Total number of opportunities Date: Start Time: End Time: Length of Observation: Observer: Time Student Response + - + - + - + - + - + - + - + - + - + - How Many Prompts? None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 Occurrences of target behavior (+) Percentage= Total number of opportunities
Date: Start Time: End Time: Length of Observation: Observer: Time Student Response + - + - + - + - + - + - + - + - + - + - How Many Prompts? None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 Occurrences of target behavior (+) Percentage= Total number of opportunities Date: Start Time: End Time: Length of Observation: Observer: Time Student Response + - + - + - + - + - + - + - + - + - + - How Many Prompts? None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 Occurrences of target behavior (+) Percentage= Total number of opportunities
Date: Start Time: End Time: Length of Observation: Observer: Time Student Response + - + - + - + - + - + - + - + - + - + - How Many Prompts? None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 Occurrences of target behavior (+) Percentage= Total number of opportunities Date: Start Time: End Time: Length of Observation: Observer: Time Student Response + - + - + - + - + - + - + - + - + - + - How Many Prompts? None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 None 1 2 >2 Occurrences of target behavior (+) Percentage= Total number of opportunities
Frequently Asked Questions 2018 Funding Guidelines and Application Process for New and Unfunded Neighbourhood Houses Contents What is the Neighbourhood House Coordination Program? Neighbourhood houses are not for profit, volunteer-driven organisations that deliver opportunities for individuals of all ages and backgrounds to access social, community and economic participation. Communities are strengthened as programs and activities are based on the needs of local communities. Funding to neighbourhood houses is allocated on the basis of “hours of coordination”. Funding assists with employing a coordinator and related costs to: provide a balanced mix of community development planning and activity hours promote participation in the neighbourhood house program and activities by diverse community groups and individuals be open for at least as many hours as the Neighbourhood House Coordination Program provides coordination funding provide at least twice as many activity hours (which may be provided concurrently) as the Neighbourhood House Coordination Program-funded coordination hours. The Neighbourhood House Coordination Program Guidelines 2016-2019 outline the service objectives and scope of the program. These guidelines are available on the Department of Health and Human Services (the department) website at
Can a respondent retaliate against a complainant even if the campus decision authority or its designee determines that the respondent did not violate the prohibited conduct policy as the complainant alleged? Yes. Retaliation against a complainant for making a prohibited conduct report is prohibited even if the campus decision authority or its designee determines that the respondent did not engage in prohibited conduct in violation of University policy. For example, Person A makes a sexual harassment complaint against Person B. In response to Person A’s complaint, Person B makes derogatory comments about Person A in an email to the entire department and writes a threatening email to Person A. The Title IX office or AA/EEOC office investigates the complaint and the campus decision authority determines that Person B did not engage in sexual harassment. Nevertheless, the campus decision authority may find that Person B took an adverse action against Person A because of Person A’s complaint, in violation of the University’s policy. Does the retaliation policy apply to witnesses? Yes. Witnesses are both protected from being retaliated against for their participation in a prohibited conduct investigation and prohibited from engaging in retaliation against others. What should I do if I believe I am being retaliated against? We encourage you to contact the campus Title IX office or AA/EEOC if you believe you are experiencing retaliation. Employees may also contact their supervisor or Human Resources.
is required. For example, you may have someone who has a degree in one area, but the job they are doing is considerably different and they require a new set of knowledge and skills. In this instance you could use the levy to fund either a lower or same level qualification in the new occupational area. However, you can’t use the levy just to gain a qualification. What can I not use the levy for? The Regulations stipulate that you cannot use the apprentice levy to fund qualifications or training which is not a statutory approved apprenticeship standard or framework. In addition the funding cannot be used to fund: Apprentice salary and on costs Travel and subsistence costs Managerial costs Traineeships Work placement programmes Covering the costs of setting up your apprenticeship programme What is an apprenticeship Framework or Standard? There are currently two different types of apprenticeship training that you can choose from: New Apprenticeship Standards - each standard covers a specific job role and sets out the core skills, knowledge and behaviours an apprentice will need to be fully competent in their job role and meet the needs of employers Current Apprenticeship Frameworks – a series of work-related vocational and professional qualifications, with workplace and classroom based training. By 2020, nearly all frameworks will have been replaced by employer-led standards. How will I know which standard or framework will best meet our workforce needs? A list of current frameworks and standards can be found here: For current frameworks: For new standards: You can also access the Government’s ‘Find Apprenticeship Training’ on-line tool at: This allows you search available training and shows the level, duration, funding cap, entry requirements and other useful information.
EXCEPTIONS: 1. Where a building contains more than one assembly area and the assembly areas required to provide assistive listening systems are under one management, the total number of required receivers shall be permitted to be calculated according to the total number of seats in the assembly areas in the building provided that all receivers are usable with all systems. Where all seats in an assembly area are served by an induction loop assistive listening system, the minimum number of receivers required by the Table below to be hearing-aid compatible shall not be required to be provided. Receivers for Assistive Listening System Capacity of Seating in Assembly Area Minimum Number of Required Receivers Minimum Number of Required Receivers Required to be Hearing-aid Compatible 1. Or fraction thereof. 50 or less 2 2 51 to 75 3 2 76 - 100 4 2 101- 125 5 2 126- 150 6 2 151-175 7 2 176 – 200 8 2 201 to 500 2, plus 1 per 25 seats over 50 seats ¹ 1 per 4 receivers ¹ 501 to 1000 20, plus 1 per 33 seats over 500 seats ¹ 1 per 4 receivers ¹ 1001 to 2000 35, plus 1 per 50 seats over 1000 seats ¹ 1 per 4 receivers ¹
Frequently Asked Questions about the ACT Diversity Register For Individuals What is the ACT Diversity Register? The ACT Diversity Register is an online platform that encourages and promotes diversity on ACT Government and non-government boards and committees. The Register is open to all people. Women, Lesbian, Gay, Bisexual, Transgender, Intersex and Queer (LGBTIQ) people, Aboriginal and/or Torres Strait Islander people, people with culturally and linguistically diverse backgrounds and people who identify as having a disability are particularly encouraged to join the Register. Vacancies, training and networking opportunities can be advertised by boards and committees and individuals can access information and apply for those positions and opportunities. How does the ACT Diversity Register work for individuals? The Diversity Register connects people with ACT Government and non-government board vacancies. It also provides support for taking on board and leadership roles through resources to help prepare you for a board or leadership role, and opportunities to participate in training and networking. We are encouraging individuals to join the today to gain access to board vacancies and training opportunities at www.diversityregister.act.gov.au By joining the Register individuals will receive notifications of board vacancies and training opportunities. If interested in a vacancy individuals can also apply for it directly through the Diversity Register. How does the Register work for organisations? Advertising through the Diversity Register is a great opportunity to reach a broad range of qualified candidates and increase the size, diversity and strength of the applicant pool. People from different backgrounds and with different experiences bring different perspectives and skills. This diversity of
The following items are included in the open panel SPC for motor vehicles including: supply of passenger and light commercial motor vehicles along with motorcycles including their options and accessories – refer to for the range of motor vehicles; the provision of roadside assistance and pre-paid servicing; and negotiated terms and conditions for the purchase of motor vehicles – refer to the for full details. Do I need to buy an Australian made motor vehicle? The outlines only passenger motor vehicles that are substantially manufactured in Australia are permitted for lease or purchase. This policy applies to light commercial vehicles except where no Australian manufactured vehicle required for the task is available. Adherence to this policy is a requirement for all government departments and inner budget agencies and should be used as a guide for all other agencies. It is to be applied consistently with the requirements of all relevant legislation, policies and contractual arrangements. Please refer to the web site for further details. Is there a list of approved motor vehicles for executive salary packaging? Yes, there is a list of approved motor vehicles for executive salary packaging. This list is maintained by VicFleet and can be found on the web site. Can I purchase a motor vehicle for my personal novated lease or purchase for my personal use through this SPC? No, motor vehicles can not be purchased through this SPC for the purposes of a personal novated lease or be purchased for personal use. Does this SPC include motor vehicle leasing? No, this SPC does not include motor vehicle leasing and is only for the purchase of motor vehicles. For all motor leasing queries, please contact . Does this SPC include motor vehicle hire? No, this SPC does not include motor vehicle. However, the Victorian Government has the following motor vehicle hire arrangements in place: the hiring of a government motor vehicle, please refer to the Victorian Government’s ; and the Victorian Government’s motor vehicle hire contracts with rental companies, refer to the . Are there any other motor vehicles related contracts that may be of interest? Other motor vehicles related contracts and arrangements that the Victorian Government has in place which may be of interest are: ;
Does coordinated in-hospital product ordering and management need to be implemented from 2 May 2016? Coordinated in-hospital product ordering and management will be implemented as a phased approach, with the expectation that it will be fully effective for the introduction of BloodSTAR in December 2016. BloodSTAR is a national immunoglobulin product ordering and outcomes database which is currently in development. (Refer to Q22 & 23 for further information regarding BloodSTAR) Before BloodSTAR is implemented, it is important to prepare dispensers for the changes that will be introduced with implementation of BloodSTAR, as it will only be Dispensers who will have access to BloodSTAR information through BloodNet for the purposes of ordering product for use by authorised patients. The Australian Red Cross Blood Service will liaise with facilities to assist with implementation of the required changes. Will coordinated in-hospital product ordering and management affect current laboratory arrangements for product ordering in my hospital? If a hospital laboratory is currently ordering immunoglobulin product as stock orders, or as patient specific orders, based on clinical demand for authorised patients, these arrangements will remain unchanged at the current time. Do product orders have to be submitted through BloodNet from 2 May? Ideally, product orders will be submitted by the Dispenser through BloodNet. Where BloodNet is not available and/or alternate arrangements are in place then these can continue. However, during the transition period before BloodSTAR goes live, Weekly Order Sheets prepared by the wards should begin to be sent to the Dispenser, to improve visibility of product demand and management. This is to ensure that current inventory holdings are taken into consideration before more product is ordered, to reduce stock-piling and wastage. It is important that Dispensers are prepared in advance for the changes that will be introduced with implementation of BloodSTAR in late 2016, as it will only be Dispensers who will have access to BloodSTAR for the purposes of ordering product. BloodSTAR is a national immunoglobulin product authorisation and outcomes database which is currently in development. (Refer to Q22 & 23 for information regarding BloodSTAR)
can normally clearly convey information in four different (present, past, future, near future, conditional or imperfect) Reading I can understand the main points and details of longer texts on this topic. I can understand some unfamiliar language, and am becoming more confident in working out the meaning of new language using context and clues. Writing I can write a long paragraph on a number of topics without much preparation. I can write clearly for different purposes (e.g. blog, expressing ideas and a range of opinions, adjectives, quantifiers, connectives and negatives. I can write in the present, past, future, conditional or imperfect tense with reasonable accuracy. I can manipulate vocabulary and grammar with reasonable accuracy. I can convey key messages in a translation into French of a passage of around 50 words. For this topic, I can apply and adapt a range of verbs (avoir, faire, être, préférer, plonger, bouleverser, améliorer, réparer, choisir, perdre, chercher, tomber…). Je n'ai pas réussi à rentrer dans ce film qui se déroule dans un Paris outrageusement coloré et idéalisé; Paris de carte postale. Un bon film, mais pas chef-d'oeuvre. Who… thinks that the setting of the film is unrealistic? thinks that the film must not be missed? thinks that the film’s setting is beautiful? couldn’t get into the film? doesn’t normally like the director’s other work? Speaking: Qu’est-ce qu’il y a sur la photo ? Répondez aux questions. Qu’est-ce qu’il y a dans la photo ? Est-ce que c’est juste de décrire la photo comme “Paris de carte postale ?” Pourquoi / pourquoi pas ? Qu’est-ce qui s’est passé dans le film ? Qui est plus fanastque; Amélie ou Nino ? Pourquoi ? To achieve 60% in this task you must be able to speak about every bullet point. You must use at least four adjectives, four quantifiers, three different connectives and at least two different verbs (avoir, être, préférer, chanter, former, faire). You must make reference to at least two different tenses.
Principal Quality Improvement. If agreement is not reached, then a further observation will take place by an independent observer the outcome of which is final. Are we required to change to an LCC standard Scheme of Work and Session Plan? College templates for a Scheme of Work and a Session Plan have been included in the Practitioner’s guidance documentation, together with exemplars which have been developed to mirror Ofsted’s outcomes for observation of learning, teaching and assessment. These templates are the College standard and will help to structure your sessions. They also provide useful evidence of well-planned learning, teaching and assessment. I plan my scheme of work on a half-termly, not yearly basis? Will I be penalised for this? Not if you have a valid reason for doing so. Give a rationale as to why you plan in this way (the need for flexibility and negotiation with certain course content and types of learners, for example) to the Observer. Ofsted have commented that they look favourably on schemes of work which are clearly ‘working documents’ – which have amendments and comments on – in preference to those which are pristine, and clearly produced for show in an observation. Can I give the learners’ personalised learning plans to the Observer? Yes. Include any and all documentation and other evidence that you think will help the Observer to get an accurate and comprehensive view of your provision and learners. Will the Observer talk to the learners during the observed session? Observers may talk to learners and look at their work during the observation. They will do this as unobtrusively as possible in order not to disrupt the session. Could ANY of my sessions be observed? Any of your contact sessions with learners could be observed under OLTA, including off-site visits. What should I do if I am planning independent study for some learners so they will not be present during the observation? If for some reason all learners are not going to be present during the session observation, then it must be clearly explained to the observer with the reasons for this. Your planning should make clear the learning outcomes / success criteria for those learners not present and how their learning will be checked. If I need to have a re-observation, what will I be observed on? Does it relate to action points or the session as a whole? They might not always be totally congruent. The entire session will be observed, with as far as possible specific reference to the areas for improvement and actions from the previous observation.
What are MTM’s requirements for equine therapy? Requirements are different for each type of therapy. For your specific service, contact an MTM representative. Isn’t PATH membership sufficient? For PATH Premium accredited members, MTM offers an expedited credentialing process because these providers are required to meet nearly all of MTM’s requirements in maintaining their PATH Premium accreditation. What if I don’t have my own stable? Equine therapists who need to use therapeutic riding centers for therapy will be reimbursed for the use of the stable as per the therapeutic riding rate of no more than $35 to $45 per session. Do I need to have a therapeutic riding center to participate? Having a therapeutic riding center is not mandatory; however, these centers are more likely to fulfill MTM’s requirements. So long as the requirements are met, MTM accepts others. I am not a licensed mental health therapist, but I am certified by Therapy Dog Inc., Pet Partners, or another pet therapy association. Am I eligible to participate? Yes, MTM seeks services from individuals who may not be licensed counselors, but who use certified therapy dogs to provide pet therapy. This may involve visits to nursing homes, hospitals, long term care facilities, or individual’s homes. Will I be doing home visits? MTM’s program includes a home visit component. However, home visits can be undertaken at the discretion of the provider. What if I can’t fulfill MTM’s credentialing requirements? You may still be included in the network and we will work together with you to complete the requirements. You may not, however, receive referrals until you fulfill the credentialing requirements. What does MTM pay for services? MTM reimburses for service as follows:
Speaking I communicate in French in class and can ask some questions. I can take part in a simple conversation on this topic and give my opinions. I use adjectives, quantifiers and connectives and my pronunciation is generally good. I can say what is going to happen using the near future tense. Reading I can understand the main points and opinions from short written texts on this topic. I can use context to help me understand some unfamiliar language. Writing I can write 3-4 sentences on a limited number of topics with preparation. I can write for some different purposes (e.g. blog, expressing ideas and opinions, adjectives, quantifiers, connectives and negatives. I can sometimes manipulate vocabulary and grammar with there might be major and minor errors. I write in the present tense but I may show an attempt to write in the past or future tense. I can convey key messages in a simple translation.
For this topic, I can apply and adapt a range of verbs (s’entendre avec, aimer, détester, être, avoir, se marier ……). Listening I can understand the main points of a spoken language, including some extended passages. I can recognise whether an opinion is positive or negative. I can normally understand references to past, present or future. Speaking I communicate in French in class and can ask some questions. I can take part in a simple conversation on this topic and give my opinions. I use adjectives, quantifiers and connectives and my pronunciation is generally good. I can say what is going to happen using the near future tense. Reading I can understand the main points and opinions from short written texts on this topic. I can use context to help me understand some unfamiliar language. Writing I can write 3-4 sentences on a limited number of topics with preparation. I can write for some different purposes (e.g. blog, expressing ideas and opinions, adjectives, quantifiers, connectives and negatives. I can sometimes manipulate vocabulary and grammar with there might be major and minor errors. Reading: Why do these young people argue with their parents? Antoine: Mes parents n’aiment pas mes vêtements Phillipe: Mes parents pensent que je ne travaille pas assez au college Élodie: Mes parents n’aiment pas mes copines Speaking: «Le courrier du coeur» (agony aunt). You call an agony aunt to discuss some worries you have been having recently. You must; Say that you do not get on well with your friend Give at least one reason why Describe someone else you do get on with Describe what qualities your ideal friend would have To achieve 40% in this task, you must use at least two adjectives, two quantifiers, two different connectives and at least three different verbs (s’entendre, aimer, être, avoir).
State University System Board of Governors Office Civic Literacy Frequently Asked Questions Students who are required to meet the Civic Literacy Requirement To whom does the Civic Literacy requirement apply? The Civic Literacy requirement applies to students initially entering a State University System (SUS) and/or Florida College System (FCS) institution in 2018-19. This requirement is based on the student’s catalog year. Students must complete this requirement prior to graduation. How does this requirement apply to transfer students? This requirement applies to transfer students who are initially entering an SUS institution starting in the 2018-19 academic year. All degree-seeking students who transfer in from an institution outside the SUS starting in the 2018-19 academic year, and have not satisfied this requirement through an approved course or assessment, must complete this requirement prior to graduating. If a student received an Associate in Arts degree prior to the 2018-19 academic year, and is enrolled in a baccalaureate program beginning Fall 2018 or after, does this requirement apply? Students who earned an Associate in Arts degree prior to the 2018-19 academic year are not required to meet the competency because they are not initially entering an SUS and/ or FCS institution in the 2018-19 academic year. How will universities know if a student transferring between public institutions within the State of Florida has met the Civic Literacy requirement? The Board of Governors Office staff is working with the Florida Department of Education Office of Articulation, and the Florida College System to use the FASTER system to develop a common notation to be placed on a student’s transcript once the student has met the Civic Literacy requirement. The transcript will include a simple statement, such as “the Civic Literacy requirement has been satisfied”.
I can apply my language skills and knowledge of French to understand the main points of unseen material. I can also use context and other clues to work out the meaning of new material I read. Writing I can adapt previously learnt language to write extended texts on a variety of topics. Responses are accomplished and developed including detailed descriptions, narrations and well justified opinions. I can use a variety of grammatical structures mostly accurately, including more complex, Grade 7 structures, such as perfect, present, future and conditional tenses, superlatives and the imperative. I can accurately translate a passage of 50 words containing Grade 7 structures into French. For this topic, I can apply and adapt a range of verbs (étudier, aimer, préférer, commencer, vouloir, finir…). Listening I can understand the main points and opinions from a spoken passage by listening for the gist or for detail. Speaking I almost always communicate in French in class and can ask a range of questions. I can respond to questions using extended and detailed answers using a range of adjectives, quantifiers, connectives and verbs for this topic (étudier, aimer, préférer, commencer, vouloir, finir…). I am mostly accurate with good pronunciation. I can normally clearly convey information in four different time-frames (present, past, future, near future, conditional or imperfect) Respond in English : Why did Isabelle have to change schools? Why does Isabelle enjoy school? What is good about rules? What does she say about equipment? Do French schools have uniform? What does Isabelle think of uniform? 7. Describe her ideal uniform. Speaking: Qu’est-ce qu’il y a sur la photo? Décris une journée typique au collège.
Listening I can understand the main points of a short spoken language or dialogue. I can recognise some opinions. Speaking I sometimes communicate in French in class and can ask key questions. I can ask and answer simple questions on this topic. Some answers include an opinion, connectives or adjectives. Reading I can understand the main points and opinions from a short text. I am able to use a dictionary with more confidence. Writing I can write 3-4 sentences on a limited number of topics with preparation, with opinions, adjectives or connectives. I can write for some different purposes (e.g. blog, I only write in the present tense. I can convey few key messages in translations. Reading: Respond to the questions in English: What is Frederic’s school called ? What day does he NOT go to school on? When does he have technology? How many times a week does he have Maths? What does he think of technology? Speaking: Prepare this role-play about school.
To successfully operate either the web services (system to system transfer) or bulk (XML) upload methods, some work will be required by IT professionals. The amount and complexity of work required will be dependent on how greatly your current system differs from the structure of the Data Exchange. Several technical resources are available so that IT developers can assess the requirements of the Data Exchange and consider the feasibility of making a current system compatible; or alternatively whether it may be more appropriate to instead use the web-based portal like a free case management system. The following resources can be used to assist an IT developer or IT business analyst to understand the Data Exchange and provide you with estimates for the work required: The The No matter which IT method an organisation adopts to submit their data, all organisations can view their data within the web-based portal and also though the Data Exchange self-service reports. Question Are there any IT browser requirements for the Data Exchange web-based portal? Answer There are no prerequisites or browser requirements for the Data Exchange web-based portal. It has been tested to work with multiple browser types and versions. However there are requirements and exceptions for running AUSkey, which is the government authentication system that providers require to access the Data Exchange. The list of compatible operating systems and browsers for AUSkey are available from . You can also access this information in the task card on the Data Exchange webpage. Question What type of access should I request? Answer The type of access required will depend on the data submission method you are using. There are three methods for submitting data into the Data Exchange and two types of access. See below table: Method Type of access required Web-based portal - data entry Data Exchange Bulk XML Upload Data Exchange plus Organisation Administrator System to System transfer System Account